TAKING CHARGE OF CHANGE

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TAKING CHARGE OF CHANGE

The First Success Story University System of
Maryland William E. Kirwan, Chancellor
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Leading and Positioning a University to Shape Its
Future

• Presentation by William E. Kirwan
• USM Chancellor
• Sunday, February 10, 2008

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E E Phase I Context

• Declining State Aid
• Surging Enrollment
• Escalating Costs
• - healthcare, energy, etc.
• Rising demands on higher education / knowledge
  economy
• Need to reconcile these facts while meeting three
  key goals
• - Quality, Accessibility, and Affordability

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E E Phase I / OverviewAcademic Action Items

• Action items developed to build capacity
• Faculty Workload
• - 10 increase in teaching loads across the
  USM
• Time to Degree
• - Degree programs limited to 120 credits
• On-line and out-of-classroom learning
• - 12 credits completed outside traditional
  classroom experience
• Enrollment management
• - Maximize utilization of comprehensive
  institutions

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E E Phase I / OverviewAdministrative Action
Items

• Action items developed to reduce costs and fund
  quality
• Support and Administration
• Centralization of shared services such as
  Audit, Construction Management, Real Estate
  Development, etc.
• Procurement
• - Leverage the USMs buying power for strategic
  sourcing
• Enrollment Management Services
• - Streamline student services to eliminate
  duplication

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EE Phase IImpact

• Systemic reengineering of administrative
  processes
• Cost-containment, cost-avoidance, strategic
  reallocation, and alternative-revenue generation
• 71 million in cost reduction since inception
• Mitigated tuition increases for 05 academic year
• FLAT tuition for 06, 07 08 academic years
• Systemic reengineering of academic processes
• Accommodates 20 25 percent of projected
  enrollment growth over the next three years
• States response

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E E Phase II Overview

• Several Broad Administrative Academic
  initiatives
• Early College Access
• Articulated Partnership Agreements
  (H.S./University)
• Two-year/Four-year Dual Admission
• Financial Best Practices
• Shared Services, Aggregate Procurements, Energy
  Conservation, etc.
• On-Line Education Strategies
• Expansion of Regional Education Centers
• Commitment to accountability and transparency
• Dashboard indicators
• Learning outcomes assessment
• AASCU NASULGC Voluntary System of
  Accountability (VSA)

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E E Phase II Focus on Course Redesign

• Maryland Course Redesign Initiative
• Develop at least one redesigned pilot course at
  each USM degree granting institution based upon
  the NCAT model
• Develop internal capability to redesign courses
  in the future
• Overarching Philosophy
• Improve learning outcomes while saving resources
• Dont reinvent the wheel---use available
  materials whenever appropriate
• Use technology as a leveraging factor where
  appropriate
• Rethink use of instructional staff class time

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E E Phase II Focus on Course Redesign

• One pilot project planned at each of USM degree
  granting institutions
• Two Biology
• One Chemistry
• One English
• Two Mathematics
• One Nursing
• Three Psychology

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Course Redesign ExampleTU CSU / Remedial Math

• Issues with existing models
• At Towson, all students were treated the same
• Some need a refresher / others need to actually
  learn the material
• At Coppin, 70 of students require remedial math
• Pass rate less that one-third, often resulting in
  students dropping out
• CSUs TUs redesign plan uses the Replacement
  Model
• face-to-face class sessions reduced / more work
  in computer lab
• Undergraduate Assistants and instructors provide
  individualized support
• Redesign Active learning environment with
  individual assistance
• Computer-based approach provides for active
  engagement in mathematics
• immediate feedback will enable students to learn
  from their mistakes
• While in the lab, students can seek help from the
  ULA's or the instructors

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Course Redesign ExampleUMBC / Introduction to
Psychology

• Issues with existing model
• Seen by students as heavily laden with complex
  material
• Class attendance poor (60 to 70) and failure
  rate high (15)
• UMBCs redesign plan uses the Replacement Model
• Class restructured to be more participatory
• Graduate Assistants increase support by
  conducting weekly discussion sessions, exam
  preparation study groups, and small-group
  activity
• Peer tutors added to provide individualized study
  assistance
• Redesign Interaction, assistance, understanding
  and motivation
• Make psychology more relevant to students lives
• Computer labs will ensure interaction with
  content at a mastery level
• Faculty-student relationships developed early in
  undergraduate education
• Cost savings will be realized by decreasing
  overall number of sections

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Course Redesign ExampleUMES / Principles of
Chemistry

• Issues with existing model
• inconsistent knowledge of incoming students
  poor student retention
• 55 progress rate into the second part of the
  freshman chemistry regimen
• UMES redesign plan uses the Replacement Model
• Class size increased / lecture time decreased /
  more computer lab work
• Modularized chemistry tutorial software will
  monitor student time and progress, assign and
  grade homework, randomly generate and grade
  quizzes
• Redesign Individualized, active,
  technology-based learning
• modular exercises provided prompt assessment and
  feedback
• ULAs and tutors will offer on-demand,
  personalized assistance
• The reinforcement of lecture concepts through
  modularized exercises and individual assistance
  will increase the students' performance
• decreasing the number of sections, the number of
  professors, and eliminating duplication of
  professors' efforts will generate cost savings

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Course RedesignComplementary System Activities

• Create discipline specific connections between
  comparable projects
• System Office facilitates collaboration where it
  makes sense
• Organize workshops on common issues
• learning theory, assessment, etc.
• This is not a one-size-fits-all approach
• But it is also not a go-it-alone approach
• Make connection between USM project teams and
  those at other institutions who have successfully
  undertaken similar redesigns
• Generate momentum for continuous success

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Course RedesignTimetable

• Initial course redesign and preliminary testing
  of materials completed
• Pilot offering of redesigned courses offered on
  each campus spring 2008
• Lessons Learned conference planned for summer
  2008
• Full implementation of redesigned courses to
  begin in fall of 2008.
• Comprehensive reviews dissemination of results
  will follow

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Summary

• Higher education MUST demonstrate greater
  sensitivity to cost containment issues
• Current trajectory unsustainable
• College participation rate gap based on income
  unacceptable
• Tuition elasticity gone
• EE more than an initiative
• It has become embedded in the culture of USM
• Our focus remains on finding lower cost delivery
  methods
• to expand capacity
• promote affordability
• and enhance quality