Veterans Start Over As Colleges Ignore Experience

Original Article

Personally, I am fully aware that for-profits could credit low quality students, however, it is the un-willingness of the accredited school to evaluate students that bothered me most.

Do you surprised? You probably should not!

With current accreditation system and the practice of schools, especially the regional accredited schools, you really should not be surprised. If you follow these issues and read the responses from regional accredited schools, you know they will not evaluate students on an individual cases. As long as your credits are not from a 'reputable' ( read regional accredited) schools, you are out of luck. The national accredited or the for-profit schools have argued this in vain.

I suppose military can setup agreements with these accreditation agency and get it to work. But this is missing the point! We all knew that not all students from the same school possess the same quality. Even students taking same courses from different instructors possess different quality. It's very possible that an A students from a non-reputable school could out preform a C student an accredited school. Why should we punish students just because they attended a non-reputable schools but work hard to learn.

Personally, I fully aware that for-profits could credit low quality students, however, it is the un-willingness of the accredited school to evaluate students that bothered me most.

American higher education is sliding lower and lower

Original Article

Summary goes here!

It is my believe that we need strengthen the K12 first for both moral and economic reason.

I have seen too many kids wasted their talent and time just to glide through the K12. Our system, then, expand the postsecondary education downward to give them a second chance. The message sent is that: play as you want, we will always try to save you!

I am sorry. The second chance should be for those unfortunates who are victims of uncontrollable events. It's not for everyone.

There was a saying in Chinese that God helps those who helped themselves. I think that is what is lacking in our K12 education. The first things in education is to teach the responsibility.

A word about t-test (statistics)

A real scholar is a one with solid understanding of the topic and can address the concept in various terms. Just like a good teacher can address concepts in students' terms.

The t-test by virtue of its definition is a measurement of the separation of means. By adding the statistical flavor, we then asked the question of under what situation should we consider the means are well separated or, in other word, that the means are really not equal. Or in the statistical sense that the separation are statistically significant.

Like a lot of tests in statistics, the probability of the separation is too complicate to provide intuitive understanding of the problem. As in most of these kind of cases, a tabulated approach is used. In this case, a t-value is used to map to the probability. The t-probability table, however, usually only listed for positive t values which correspond to cases when the mean is greater than the referenced mean. Depend on the hypothesis of interest, researcher may need to included the probability for the corresponding negative t-value.

A good understanding of the underlying question that the t-test trying to address enables people to communicate with various terminology. A real scholar is a one with solid understanding of the topic and can address the concept in various terms. People with shaky ground are those that hanging to the jargon. Accusing people of alien-tongue is just a sign of it.

IPEDS Higher Ed Residence and Migration - 2008 state level data released

CL Higher Education Center

Do you like to know where your high school graduates went to college? What percentage of your high school graduates went to out of state colleges? To what kind of colleges? Private or public? The recent data release from CL Higher Education Center can answer your questions.

The CL Higher Education Center just put out the early release of the state level summaries for the 2008 NCES IPEDS¹ residence and migration survey. Institutions reported the state of residence of their fall-term first time degree seeking students to the Residence and Migration section of the IPEDS fall enrollment survey. The CL Higher Education Center release aggregates the institutional level data into the state level summaries. Sector information is maintained through the aggregation process. What this mean is that, for a given state, user can tell how many of their students went to public(or private non-for profit) 4 year institutions outside of their state. Separate files are also published for people interested only in degree-granting institutions.

The data show that, on average, 16% of high school graduates who went to public 4 year institutions went to out of state institutions. On the other hand, only 3 percent of high school students who went to 2 year public institutions went to out of state institutions. Looking at private 4 year non-for profit institutions, it shows that 47% of high school graduates who attended private 4 year non-for profit institutions went to out of state institutions.

¹The Integrated Postsecondary Education Data System managed by the National Center for Education Statistics of US Education Department.

IPEDS Higher Ed Migration - 2006 state level released

Release note at CL Higher Education Center

Do you like to know where your high school graduates went to college? What percentage of your high school graduates went to out of state colleges? To what kind of colleges? Private or public? The recent data release from CL Higher Education Center can answer your questions.

The CL Higher Education Center just released the state level data for 2006 NCES IPEDS¹ migration data. The release aggregates the institutional level data collected by the IPEDS survey into the state level data. Sector information is maintained through the aggregation process. What this mean is that, for a given state, user can tell how many of their students went to public(or private non-for profit) 4 year institutions outside of their state. Separate files are also published for people interested only in degree-granting institutions.

The data show that, on average, 16% of high school graduates who went to public 4 year institutions went to out of state institutions. On the other hand, only 3 percent of high school students who went to 2 year public institutions went to out of state institutions. Looking at private 4 year non-for profit institutions, it shows that 47% of high school graduates who attended private 4 year non-for profit institutions went to out of state institutions.

¹ The Integrated Postsecondary Education Data System managed by the National Center for Education Statistics of US Education Department.

IPEDS higher ed retention rate - 2007 state level released

Release note at CL Higher Education Center

The CL Higher Education Center just released the 2007 state level retention rate data.

The CL Higher Education Center is releasing the 2007 state level retention rate data.

The data is compiled from the National Center for Education Statistics'(NCES) IPEDS(Integrated Postsecondary Education Data System) survey. The release detailed each State's student retention rate for each sector (e.g. Public 4 Year, Public 2 Year, Private non-for profit 4 year ...). The release also separated out rates just for degree-granting institutions.

The retention rate, in essence, measures the percent of students that still enrolled in the same institution after one year of their initial enrollment. For official definition, please check out the IPEDS survey site.

The dreaded “P” word

The Report
Measuring the Dreaded 'P' Word - article #2
What Does a Degree Cost? - article #1
Read comments !
Tom Abeles - my points a while ago: fee for the test!!
Ed Lyell - Coming from an acting prof. it carries extra weight!

Summary goes here!

By Partick Kelly - I will read
Cost/Award - no quality check!

No Size Fits All

Original Article

Summary goes here!

Just look how much the article fits my article back in the 2003 about the learning style and distance learning arguments. Also my post here about the sitting time in the classroom.

To me one thing that higher education lacks, to some degree, is an open mind to accept criticism. I can't remember how many times my idea been hammered on when I post my comments on higher education forums. Lots of times these are predictable lash out from professors and insiders.

U.S. Push for Free Online Courses

Original Article

Working on ...

I envy those people at a position that can carry out ideas and I am glad that they carry out those ideas.

I wonder if higher education people notice that tests are associated with these courses which more or less call for a 'comparable' score for all institutions - just like what Spellings' committee like to do. The difference is that it hides under the funding. One thing is clear is that the feeling of the necessity of accountability in the higher ed is universal. As the higher ed community continue to resist to changes.

A lot of these are moving toward my opinions expressed in the past:
The role of the instructor will change. Institutions will end up charging for just the services they provided. Evaluation will be measured consistently. Transfer of credit will based on evaluations instead of the reputation/creditation of the transferring institution.

I have to admit the wisdom of the Ombama administration in tackling this from the community college level - courses at this level are better defined than the higher level courses where the contents can vary greatly.

The success of this proposal will level the playground, lower the price of a degree and given chances to everyone - which restore the true equality - the equal CHANCE of sucess but not the equal fruit for all. The restore of the true equality could eventually restore the sense of responsibility to our citizen. It is, however, worth to promote the sense of responsibility at the same time. Since for these kind of offer to work, students have to be self-responsible and motivated. They will have to want to pursue knowledge and initiate the request of help from faculities.




Quite some ideas that match mine.

Studying the 'why' of brain drain in Nebraska

Original Article
Google Cache

Summary goes here!

The problem is the action.
Denis Jone's identify the problem a long time ago. The problem is that the higher education do not want to admit the reality and initiate a major reform. The prefer to hold their current position to keep state funding for every students enrolled. They do not want to be responsible for anything after the student is graduated since that will inevitably point to the over producing of high level degrees. It is possible to build an industries that will absorb all these students, but it will be a lot of works.

U.S. May Need to Prune Number of Research Universities, Lobby Group Says

Original Article

Working on ...

Finally they are come to their senses! The high cost of the higher education is just an indicator. The problem lay deep in the system - a system that refuse to look at the reality. A system that lack of accountability and a system that regarding and regulated only to and by itself!

Adding to it is a government that is so political that do not have guts to regulate the higher education. The only rule making is compromise.

DON'T GET THAT COLLEGE DEGREE!

Original Article

Summary goes here!

Main body here

An Experiment in Merit-Based Student Aid Is Likely to End

Original Article
Alternative Source(goucher.edu)

Working on ...!

What is the most important ingredient in success?
Do all our students are fired-up and do their best?
Do we have unlimited resources? What's the most efficient way of using public money?
Who deserved the public assistant/encouragement?

Now you see all the problem of incompatible grades. Go with ACT test then improved on it.

An entitlement is BAD! Just look at our system!

2009 Nebraska Community College Study - Funding Formula

Summary goes here!

What funding formula have done in 2008-09:

In general, the formula did what it intended to do. Property rich institutions get most of their funding from property tax while property poor institutions receive more state aids.

The data also made senses in that the larger the institution, the less resources is needed per FTE.

* Note: FTEs are derived from IPEDS while the Revenue data is from the Rough worksheet of the 2008-09 calculation.

Random thoughts on community colleges

Summary goes here!

At the state level, state policies should be focused on the benefits of the state as a whole. At local level, local policies should be focused on the benefits of local entities.

A community college is located at a community. But it can benefits both the state and the local community.

At the local level, community college can be viewed as a service provider to local residents and local employers.

For local employers, community colleges can provide economical education services for employers that is otherwise more expensive to achieve. For example, for basic academic training, it is more efficient for community college to provide a class that serves a group of students than for employer to train a couple of employees. Besides, employers may not have the adequate personnel to teach these courses.

For tech. or career trainings, community college can also provide efficient trainings. For example, employer may not want to stop or slow down the production line just for the training purposes. Besides, dedicated teachers at the community college can better follow up with new development in the industries.

For local residents, community college can provide courses for personal improvements. Even for non-students, the community colleges can serve as a consumer bargaining entity. For example, through the community college, residents can access subscription based online libraries or databases.

With these benefits, it is only reasonable, that the funding for community colleges to be derived from local residents and employers.

Of cause, not all residents is going to stay in the resident community. One of the reason of leaving the resident community is to pursue trainings that is not available to the local community. For the state as a whole, it is beneficial to promote students pursuing higher degree in the hope of upgrading the state's workforce profile and attracting high paying jobs to the state. With state's interest in the stake, it is of interest for state to invested in the community colleges, especially in academic transferring programs.

With all these being said, we need policies to provide incentives to facilitate these ideas.

2009 Nebraska Community College Study

Working on

Introduction
Prompted by the dispute over the state funding formula for Community Colleges, Nebraska State Legislature is asking Nebraska Coordinating Commission for Postsecondary Education to conduct a study (Law LB340) with the following 5 major objective:

1. The need for changes to the statutory role and mission of Nebraska community colleges;
2. Changes in the weighting of courses that may be necessary for reimbursable educational units to properly reflect the role and mission of Nebraska community colleges and the cost of providing such courses;
3. Powers, duties, and mission of the Nebraska Community College Association or its successor and whether membership in such an association should be required;
4. Consequences for failing to satisfy current community college association membership requirements contained in section 85-1502; and
5. State coordination of community colleges in the absence of a community college association or membership therein.

Basic information and tentative schedules are available on the CCPE Project Site. The first public event is the public hearing on June 18, 2009.

We understand that in order for public to provide sensible input, information about Nebraska Community Colleges are very important and we are here to provide assistant on this.

Background information
CCPE reports

• Factual Look - Enrollment, Completions and Faculty Salaries
• Progress Report - Retention Rates, Graduation Rates
  
• Budget Report - College Fundings
  

Nebraska Department of Labor

• Graduate Outcomes in Nebraska - Employment of College Graduates
  

Nebraska Community College Association Site

• History
• Funding Formula History

Weighting of courses (REU - Reimbursable educational units) for state reimbursement

• State Funding for Community Colleges - from Community College Policy web site
  
• Kansas Study - From Metro's web site
  

Mission of Community Colleges

• Hudson County (CA) Community College Mission Survey
  

Survey Form

National Center for Education Statistics - Higher Education

• Data Center
  

List of Higher Education Sites

• CCPE Research Links (Login as guest)
  

Every crises is an opportunity.

Do we have enough input from community? Do we serve the local need? Are we running things effectively? How should we build the dynamics into the system so the system will grow when the need changes. What is the role of the state and what is the role of the community?

In general, state should look at a state's fair and provides incentives. Local communities should look at their benefits and decides what is the best movement for them.

Similar Selectivity, Dissimilar Graduates

Original Article

Summary goes here!

I will have to look at the survey. I wonder if IPEDS data give enough info on school selectivity to begin with.

46 States, D.C. Plan to Draft Common Education Standards

Original Article

Summary goes here!

Well said Jack Jennings.

The changing nature of Higher Education

Original Article

Summary goes here!

The power-point presentation exams the believed role of University, the qualities desired by employer and the perceptions of students and questioning the direction of higher education.


A good reference. Where should our higher education head to?
There should have levels. The purpose of each level should
reasonably adapted to society/students' need. Are we doing that?
Did we study the need of our society?

Arne Duncan, Free Marketeer

Original Article

Summary goes here!

Still! A new accreditation system will help to level the play ground and ensure the free market spirit.

Transfer, Texas Style

Original Article

Summary goes here!

Ok. I am looking at this from a different angle. Doesn't this mean
that UTEP charges disproportionally for those prerequisite?
Isn't this what the problem of the high cost of higher education
these days? If institutions HAVE charged students based on
the true cost but not the price, we wouldn't have these drama
that UTEP did such a wonderful job after screw up in the first
place - how wonderful!

Just to make my point: The cause of high cost of higher ed is
there, we should address them directly. The solutions these
day is simply pushes the problem to community colleges.

Let me asked this, if community college can teach the prerequisite,
why should their instructors be paid less? With the growing
student body, shouldn't community colleges expand the student
services? Why should community college charge less while they
can provide the same services?

Thank for the support

Original Article

Summary goes here!

Now the election is over and I lost the election.

I do see quite few people that vote for me and I hope that my idea of responsibility can be adopted by higher education society.

I like to thank all the people that voted for me and I will continue to write about higher education and give society a voice. If you have something to say, I welcome you to post to the comments.

Thanks.

Duncan

My response to 10 questions posted by Nebraska's Voters Information Packet

Voters Information Packet

Summary goes here!

1. What has motivated you to seek this office? What do you hope to accomplish?

Response:
Having grown up with my kid and taught at community colleges, I am in the opinion that we can do much better with our education if we emphasize responsibility and, therefore, the accountability. Personally, I have nothing against Southeast community college. But I do believe I can provide different voice and ideas that foster the responsibility and, hopefully, those ideas will spread.


2. What do you see as your most valuable credential for this position? Please include biographical information you consider important for voters to know.

Response:
In general, I considered higher education an integrated part of the society. It connects the K12 system, the 4-year institutions and the workforce. I went through my graduate study at UNL and I taught electronics at community colleges. I wrote programs with hundreds of programmers and I then worked with civic engineers at Nebraska DOR. I later worked for the Coordinating Commission for Postsecondary Education.
In summary, I understand the differences between a 4-year college and a 2-year college and I understand what it means to be a life long learner. I also understand the structure of the Nebraska Higher Education.


3. What would be your budget priorities? How would spend the money for the college more efficiently?

Response:
My highest priority will always be students’ learning. My goal is to see the institution to spend only on necessities but not luxuries. A fast Internet for learning is acceptable while an unlimited bandwidth to watch video is excessive. If we can’t manage services at a lower cost than commercial entities, we will use the services provided by commercial entities.

As long as the learning of students is not affected, I am open to any idea that can lower the operation cost. The idea can be the sharing of resources with other institutions. It can be the adoption of technologies. It can also be the structure changes of the institution. Personally, I believe there are doubts about structure changes, but I believe we can change it for the better.


4. What plans can you suggest to develop monetary support from sources other than taxes?

Response:
In addition to seek grant money, personally, I believe that you make money by providing services.

In an accountable system, appropriate resources should be allocated for each task assigned. Today, a lot of community colleges take up tasks that may or may not be covered by the state funding formula. It is therefore, only reasonable for community colleges to seek separate funding for these tasks. Communities can have says on what tasks is to be funded through taxes; for any other tasks, community colleges should have the freedom to pursue other funding initiatives or to charge for its services.


5. Describe your vision for the college, what is its niche? And therefore, what do you think are the biggest priorities for the college at this time?

Response:
In the state of Nebraska, the funding formula favors vocational education for community colleges. However, we do see more Nebraska students choosing community colleges as their step-stone for 4 year-colleges. The major reason is likely to be the low price of attending community colleges.
The increase of these students suggests what a responsible institution should do – lower the price by spending public’s money responsibly. By holding to the frugal spending standard, the community college will set a high standard for other institutions.

To continue attracting these students, we also need to improve the quality of our graduates. At this economic down turn, this is of particular importance since only the best-qualified graduates can compete in the tough market.

As I pointed out earlier, my goal is more than an institution. I would like to see Southeast Community College stand out as a model institution to inspire Nebraska’s higher education society. An institution along is not going to move the Nebraska forward and we need the whole Nebraska to secure our good life.


6. Each year, how would you assess your effectiveness as a governing board?

Response:
I do the best I can and let voter be the judge. As a board member, I will disclose everything I do concerning my board duty within the restriction of the law. I will defend my action. But voter will be the final judge. I will establish web access to keep contact with the society.


7. What policies would you support concerning keeping faculty (especially adjunct faculty) accountable?

Response:
This is a very good question and as I mentioned earlier that I am all about responsibility. On the surface level, I will support any policy that will hold faculty accountable. I, however, do like to give faculty chances to defend himself and, if necessary, bring the case to the board.

While at the topic, I do like to remind readers that it is very difficult to link students’ performance to faculty’s performance. In addition, I would like to point out that the most important factor that affects a student’s performance is the student.

That said, I do value a balanced student feedback and I will support an improved internal version of the RateMyProfessor.com.

With the acceptance that students play the major role in their performance, I would also like to encourage faculty to embrace the openness with confidence believing that no one will do better given a specific student.


8. Do you oppose or support requiring sensitivity training for faculty and/or staff?

Response:
I support the requiring of sensitivity training for faculty and staff.

I believe that, in general, people grow up in their own particular environment and that shapes their way of conduct. There will be people that grow up in fortunate environment and end up viewing the world in an ideological way. The person may be just fine if given chances to see other side of the world. We are all adults and we learn.


9. Do you oppose or support, for employee benefit purposes, the recognition of domestic partnerships for college employees (whether heterosexual or homosexual couples)?

Response:
One principle I believe is that if you treat your employee right, they will treat you right.

In the case of marriage, since couple are legally one and they share ups and downs not just personally but also legally. It is reasonable for institutions to treat them accordingly.

The principle of responsibility can be applied here too. If partnerships share the same deep bond of a marriage, personally and legally, I will support to treat them just like marriage. If the bond is anything less, institutions should simply take the fair share of it.


10. Do you or your employer have any business relationships serving the college? Please describe.

Response:
Personally, I don’t. My employer does but my employer is a public entity. We had sought opinion from the Accountability and Disclosure Commission and the opinion is positive. Personally, I understand the need of the law. On the other hand, my position does help me to gain knowledge that I feel is necessary for my candidacy.

My response to 5 questions posted by Beatrice Daily Sun

Beatrice Daily Sun

I see higher education as an integrated part of the society. ...The only way to sustain a society is for everyone to pay for his or her due as long as he or she is capable. ...I will make sure the institution lives to the frugal standard.. spend for the necessary but not for the luxury ...It is particularly important to nurture students’ sense of responsibility – study hard and go and seek answers to questions …I will promote diversities so that all views and ideas are exam objectively and will look into discrimination cases of all kinds.

1) What experience do you have that makes you a great candidate for the SCC Board of Governors?

Response:
In general, I considered higher education an integrated part of the society. It connects the K12 system, the 4-year institutions and the work force. I went through the graduate school at UNL, taught electronics at a community college and worked with hundreds of programmer in a US Air Force weather project. I then worked with civic engineer at the department of road. I later worked for Nebraska higher education agency. I am experienced but I am not an insider and I considered public’s interest my top priority. In summary, I understand the differences between a 4-year college and a 2-year college. I understand what it means to be a life long learner. I also understand the structure of the Nebraska Higher Education. But all of these do not motivate me to come forward. My believe is that even though Southeast Community College is doing a fine job in a lot of fields, I believe we can build a even better model for other Nebraska institutions. I understand that some of my ideas may not be popular at first, but I believe they are heading to the right direction, which is to be open and responsible to the society’s needs.

2) As a board member, how will you deal with financial issues that students will face; such as rising tuition costs and the lack of private loans for college?

Response:
The way I look at this issue is that someone had to pay the bill. So, who should? And to what extend should the society, the State or the Federal Government step in? As we are speaking, increasingly, States are dropping their supports for higher education institutions. Most higher education insiders will simply demand State to provide more money without demonstrating the sustainability. As a board member, I would like to be able to demonstrate our contribution and asked for public’s endorsement. I believe that the only way to sustain a society is for everyone to pay for his or her due as long as he or she is capable. For example, when I attended the graduate school, we call pop and ice cream, the luxuries. We saved pennies for our food and our future. That said, as a board member, I will promote financial aid ideas that consists of family and student efforts. For example, the 529 education-account, the loan and the work study. To make sure we make good use of our resources I will favor aids to students who taking their responsibility (a.k.a. study) seriously. I will also support the idea of establishing an emergency fund that provides short-term loan for students’ financial emergency. And in certain cases, I will support the forgiveness of those loans. But as an old saying said, you can land hands for emergency but you can’t land hands for life. To lower the cost, I, as a board member, will see and make sure the institution lives to the frugal standard. I will spend for the necessary but not for the luxury - A decent Internet access is fine while an unlimited access for video is excessive. Some of my saving ideas may call for institution’s structure changes. But my top priority will always be students’ learning, as long as an idea does not lowering students’ learning, I will take steps that are necessary to lower the cost.

3) One of the current board's guiding principles is to value and support diversity? How have you in the past and how will you in the future, uphold this principle?

Response:
First of all, I think we need make distinctions between diversity and equality. We should realize that the goal of affirmative action is about equality, not diversity. Diversity does have its value of broadening people’s view. But, to what extend, should we allow the diversity to over shadow the equality? Let’s say this, in the name of the diversity, we would like to set a rule that all American football teams have to mimic the population profile of the United State. Understand that, in this case, there will be qualified Whites and Blacks that can’t make the team because quota were created for the Natives and Asian. Would you echo this diversity view? The equality, on the other hand, will make sure that qualified Blacks will not be barred from the game. The distant goal of diversity is actually the equality. The question, however, is if diversity a route to the equality? That said, I affirmed that I will promote diversities so that all views and ideas are exam objectively and I will address all issues with solutions that apply to all race, gender and socioeconomic status. In addition, I certainly will look into discrimination cases of all kinds.

4) To promote student learning through the provision of quality instruction and curriculum is another of the board's guiding principles. How will you ensure that student is not only receiving quality instruction, but also ensure that students are getting the most possible out of the curriculum provided?

Response:
Before I start, I like to, again, emphasis the importance of being responsible. Community resource is limited; we can’t ask institutions to provide unlimited helps. Yes, providing personal tutoring/body-guard will improve students’ learning. But how efficient is that and is this kind of operation sustainable? Besides, you can herd them to pastures, but you can’t make them pasturing. To improve students’ learning, everyone has to do their parts. It is particularly important to nurture students’ sense of responsibility – study hard and go and seek answers to questions … etc. In addition to that, instructors are responsible for providing quality instructions while administrators have the role of overseeing the operation and making sure institutions fulfill its society role.

Through my 2 and half years of teaching at community colleges, I notice that a large portion of the community college students lacking the ability of independent learning. I considered this a very important issue since without this ability, community college graduates will face difficulties when transferred to 4-year colleges and will have difficulties in adopting the on-the-job training or the likely mid-life career changes. In my view, the reading comprehension is a vital part of this. Over the years, I have encounter students that were lacking this ability and, as a consequence, could not unlock their potential. On the other hand, students with this ability are totally capable of studying by themselves. And not only can they zip through courses, there are times they were bored by lectures that were designed for the majority of the students and this leads me to the idea of testing-out mentioned in a later paragraph.

Even though I believe it’s possible to improve the situation within our current higher education practices, I wouldn’t rule out other ways to improve the situation. A possible setup is to test the graduates of certain fields with third party managed certificate tests. For example, in the IT field, there are quite few certificate tests available and some employer do ask for the certificate. In this scenario, students are pressured to take up their responsibility and will see instructors as their ally. With students and instructor on the same boat, there is no stop to it.

**I post several similar comments to articles at www.InsideHigherEd.com and, only recently, the ‘State Higher Education Executive Officers’ published a paper ‘accountability for better results’ call for the use of ‘rigorous EXTERNAL accreditation’.

The idea of allowing students to take tests to acquire credits also rings bell to me. The idea will reduce students’ financial burden and, therefore, provide incentives for them to study hard and take up their responsibility. At the same time, this will build up their ability to learn and study independently. The idea of adopting technology and using pre-recorded lectures to share course material is also a good one. Institutions and instructors should not afraid of all these, they just need to adapt. These ideas will give instructors more time to do other things. It does not eliminate instructors job, it simply change their roles. Some instructors may take up the role of consulting and some of them may take up the role of learning and developing new courses. Institutions can extend their reach to other kinds of students and reducing the cost per services.

As a board member, I will see the institution respond to society’s needs and I will support the call for accountability of our institution. I see this as the only way to advance our higher education system.


5) Another principle is to develop and maintain partnerships, which the board works to do. If elected to the board, what partnerships will you strive to either develop or maintain?

Response:
As I continue to emphasize, I strongly believe that the higher education is part of the society and is responsible to the need of the society. As a member of the society, we are connected to the society in terms of needs and feedback.

Instructors in our institution will continue to advance in their fields and will need to connect to the source of the knowledge. Our students will be hired by industries and will need to continue to advance their knowledge while working. Our institution is connected to the K12 too since our students come from that system. While we are advancing our institution, we would like to help the K12 producing better qualified students since that allows our institution to move our offering to a higher level and help the whole society move to a higher level.

Our relations with University and State colleges are of vital importance. Not only that they are part of our knowledge source; they also set the bar for our transfer students. In addition to that, I considered higher education an essential part of our state’s economy and all institutions are linked. The state of Nebraska do not have unlimited resources and how we use them determines our future. At this moment, Nebraska produces highly trained graduates only to see them leave the state to work for other states. This is particularly true for Ph.D. and Master students. The only way to keep these students is to develop our own industry – a vertical industry where University and State colleges provide the research and developing expertise while community colleges provides the knowledgeable work force. Only with this kind of alignment, we can build an industry that is not only competitive but also sustainable since the whole resource is behind it.

As a board member, I will also see our institution to connect to the public and the legislature. I will seek to demonstrate our contribution and, in return, I will seek appropriate funding for our institution to help advancing the whole state of Nebraska.