DOCUMENT RESUME ED 362 111 HE 026 719

3y ago
36 Views
2 Downloads
488.28 KB
45 Pages
Last View : 1m ago
Last Download : 2m ago
Upload by : River Barajas
Transcription

DOCUMENT RESUMEED 362 111AUTHORTITLESPONS AGENCYPUB DATENOTEPUB TYPEEDRS PRICEDESCRIPTORSIDENTIFT.ERSHE 026 719Langenberg, Donald N.(R)evolution in American Higher Education. DavidDodds Henry Lecture (14th, Chicago, Illinois,December 4, 1992).Illinois Univ., Chicago.4 Dec 9245p.Speeches/Conference Papers (150)Viewpoints(Opinion/Position Papers, Essays, etc.) (120)MF01/PCO2 Plus Postage.Demography; *Educational Change; Educational Fivance;Educational Quality; Educational Technology;*Educational Trends; Financial Exigency; *Futures (ofSociety); *Higher Education; Information Technology;Retrenchment; Student Characteristics; TrendAnalysis; Undergraduate StudyTotal Quality Management; *University of MarylandSystemABSTRACTIn this lecture, one of a series given annually atthe University of Illinois at Chicago (UIC), the chancellor of theUniversity of Maryland System said that a revolution is underway inAmerican higher education. This revoluLion cs tied to majortransformations in society at large to which higher education mustrespond. The most pressing symptom of the revolution is theunprecedented financial stress among colleges and universities whichwill not change with an improved economy due to fundamentalstructural difficulties in the economy and in its public-sectorcomponent. Other changes and challenges facing higher education arethe steady change in the demographic, socioeconomic, and politicalcharacter of the American people; the conversion to a knowledge-basedeconomy; and the consequences of the convergence of computer andtelecommunication technologies in new information technologies.Education has become too important to be left to educators.University of Maryland responses to these conditions include thefollowing: (1) enhancement of undergraduate education; (2)development and institutionalization of permanent performanceenhancement mechanisms; (3) making quality preeminent; (4)exploration of the application of Total Quality Management; and (5)application of modern information technology to academic andadministrative functions. Also included are the texts of the opening"welcome" given by UIC president Stanley O. Ikenberry and theintroductory remarks of UIC's chancellor, James J. Stukel, and ofquestions and discussion that followed the lecture. *************************Reproductions supplied by EDRS are the best that can be madefrom the original ******************************

(R)EVOLUTION IN AMERICANHIGHER EDUCATIONby Donald N. LangenbergChancellor, University of Maryland System"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BYDonald N. LangenbergTO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)U DEPARTMENT Of EDUCATION0Mco or Educabonsi Research and ImprovementEDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)ARiSdocument nes been reproduced asreceived from the person or orgaruzabonOfigifieting0 Mtnor changes hare been made to improvereproduCtiOn QualityRotnts ot we*, or opinions statito in this docufs)Tent do not nCeseerily represent othciaIOERI position or policyT OPY AVAILABLE2

The David Dodds Henry Lectures in Higher Educationare endowed by gifts to the University of Illinois Foundation in recognitionof Dr. Henry's contributions to the administration of higher education,including his career as president of the University of Illinois from 1955 until1971. The lectures are intended to focus upon the study of the organization,structure, or administration of higher education, as well as its practice.Selection of persons to present the lectures is the responsibility of thechancellors of the two campuses of the University. Presentation of thelectures is alternated between Chicago and Urbana-Champaign.

4(R)EVOLUTION IN AMERICANHIGHER EDUCATION4?

DAVID DODDS HENRYPresident, University of Il linos1955-719

(R)EVOLUTION IN AMERICANHIGHER EDUCATIONby Donald N. LangenbergChancellor, University of Maryland SystemFourteenth David Dodds Henry LectureUniversity of Illinois at ChicagoDecember 4, 1992\AG/

Prodused for the Of fice of the President by the ()Hue of PuHications. Universits of Illinois at UrbanaCha rnpaign Frontispiece Is lad, Davis 110 21The Ltus et-sits. of Illinois is an equal opportunity atf ,rmatise action institution

CONTENTSWelcomeStanley 0. Ikenberry1IntroductionJames J. Stukel4(R)evolution in American Higher EducationDonald N. Langenberg5Questions and Discussion23List of the David Dodds Henry Lectures in Higher Education38

0WELCOMEIt is my pleasure to welcome you. As I reflect on our speaker today, twostrands of thought come to mind. The first is in c-rmed by what a joy it is tohave the Langenbergs back. I recall that ten years:go, Judy and I werecourting Pat and Don Langenberg at a pleasant little restaurant in Philadelphia. It was a delightful evening, and the beginning of a very strongfriendship.The second thought reminds us that this year we are celebrating thetenth anniversary of the consolidation of the University's two Chicagocampuses. It is particularly appropriate that Don Langenberg, as UIC's firstchancellor, should be invited back on the occasion of this tenth anniversarycelebration and the David Dodds Henry Lectureship.For those of you who are students of history and observers of theevolution of the University of Illinois at Chicago, you know that DavidDodds Henry, along with two or three other very significant persons,including the mayor of Chicago, was largely responsible for the development of the Chicago campus.David Henry came to the University in 1955 from Wayne StateUniversity and did so with a charge from the trustees to make operationalplans that had been developed for a major presence of the University inChicago. Those plans did not unfold quickly r easily, but it was DavidHenry who guided this major act of creation through the turbulence. Brickby brick, block by block, the construction of what was then known as theChicago Circle Campus laid the foundation for what we now know as UIC.We celebrate today the memory and accomplishments of DavidDodds Henry, and we celebrate also the accomplishments of Don and PatLangenberg and the return of the Langenbergs to this tenth anniversary1U./

celebration of the consolidation. The coincidence of timing seems to havebeen a stroke of genius by our planners.Don Langenberg came to this campus as its first chancellor andbrought it immediate credibility and national visibility in a way we hadnever enjoyed before. Don came here as a recognized leader in highereducation and as a person of respected accomplishment in the scientific andacademic communities of our country.That same national leadership was characteristic of David DoddsHenry. David Dodds Henry served as the president of the AmericanCouncil on Education, he chaired the Executive Committee of the NationalAssociation of State Universities and Land Grant Colleges (NASULGC), andserved as well as the president of the Association of American Universities.He was active in bringing into being what we now know as PBS, the publictelevision broadcasting system in this country. He served also on theCarnegie Commission for Higher Education, led by Clark Kerr, whichproduced what was then and is now the most active and influential serieson higher education ever produced. The studies issued by the commissioneasily fill a bookshelf, and each in its own way had a profound impact.So the similarities of the tw( careersDavid Henry and DonLangenbergare apparent. Don enjoyed a distinguished academic career atPenn, followed by service at the National Science Foundation before comingto the University of Illinois at Chicago. He now leads the University ofMaryland System, continuing a distinguished career of academic and publicservice.It is not my purpose, Don, to introduce you, although my commentssound like an introduction. It is by way of offering a very warm andgenuine welcome to Pat and to you and to say how happy we are to haveyou back. I speak on behalf of all of your friends who are gathered here

today in saying we look forward to your remarks. I am also confident DavidHenry regrets very much being unable to be here today. If he were here, Iam sure it would be with great pride and anticipation that he would awaityour remarks.Again, to all, but especially to the Langenbergs, we welcome you.Stanley 0. IkenberryPresidentUniversity of Illinois3LI

INT RODUCT IONGood morning. As President Ikenberry has indicated, we have a distinguished guest with us today who is special because he is one of us. We tendto forget that he was a Distinguished Professor of Physics at the Universityof Pennsylvania, as well as an innovative research administrator. At Penn,he was the director of the University Materials Research Laboratory and thevice provost for research. He had a major impact on the research directionsof that campus. He was called upon, as President Ikenberry noted, to be thedeputy director of the National Science Foundation at a time when therewas a major debate about the role of universities in the nation's researchagenda. Our guest is also a national leader. He was the president of theAmerican Association for the Advancement of Science and the chair ofNASULGC and is now the past chair of NASULGC.Our speaker also wls the first chancellor of this institution, and forthat we owe him a great deal of gratitude. He launched us on a path that Ithink will lead to UIC beco ming the premiere urban research publicinstitution in the country. Currently, he is the chancellor of the University ofMaryland System. Another important guest with us todpy is his wife, Pat.She is currently heavily engaged in researco projects in the College ofMedicine at the University of Maryland. Because she is so talented, I wasdelighted to learn that Pat is contirging to put- ,ue her professional career.Pat is a truly wonderful person.At this time I would like all of you to give our distinguished guestspeaker, Donald Langenberg, a UIC welcome.James J. StukelChancellorUniversity of Illinois at Chicago4

IN AMERICANHIGHER EDUCATION(R)EVOLUTIONby Donald N. LangenbergChancellor, University of Maryland SystemofPresident Ikenberry, Chancellor Stukel, friends and colleagues, I count it asingular honor tu be here with you this morning to honor one of ournation's greatest academic leaders, David Dodds Henry. Dr. Henry'sforesight, courage, and wisdom are manifest in very many aspects ofAmerican higher education today, but nowhere more so than here inChicago at this very special institution, the University of Illinois at Chicago.By presiding over the birth of one of UIC's parents, the University of Illinoisat Chicago Circle, Dr. Henry initiated the development of a splendidexemplar of a new breed of American university. All of you here today havereason to be proud of your contributions to the continuing progress of thegreat institution Dr. Henry set on course in 1965.It is also a very special pleasure for me to rejoin, if only briefly, somany good friends and colleagues and to experience once again thevibrancy of an institution I was privileged to serve during a formativeperiod in its history. Let me say what you surely already know: althoughUIC is facing some difficult challenges, as are most of our nation's universi-ties, it is dealing with them as well as any and better than many, and itremains on the path to distinction its founders set for it. My congratulationsto you all!53

My purpose today is to persuade you that there is a revolutionunder way in American higher education. Perhaps I should say "anotherrevolution," for there have been others before. They seem to occur once ortwice each century. They seem to accompany major transformations in oursociety. That's not surprising, because universities in our country areperhaps more closely tied to society as a whole than is the case in manyother countries. Because revolutions are relatively infrequent, few of us haveexperienced one. Those who have tend to think that their revolution createdcircumstances destined to continue without significant further change.Those who have not tend to believe that the circumstances in which theyhave grown up are the natural order of things, again unlikely to change.Consequently, most of us are justifiably skeptical about proclamations ofrevolution. The first word of my title today recognizes that fact. I've fudgedit a bit so that those of you who prefer to think in terms of evolution ratherthan revolution may do so.I concede that change in academe does not occur overnight. Therevolution I see happening has no landmark event like the issuance of aDeclaration of Independence or the collapse of the Berlin Wall. It is unfold-ing on a time scale of years, not days. Nevertheless, I submit that it isunfolding about us, and at an accelerating pace, whether we choose to call itrevolution or evolution. Further, I believe that it behooves us to recognizeand acknowledge what is happening, for if we do not, we shall be doomedto chase, not choose; the futurca of our institutions and those they serve.What are the symptoms of the unfolding revolution? Perhaps themost pressing and obvious symptom is the unprecedented financial stresscurrently being experienced by many institutions. Last year the states of ournation collectively appropriated fewer dollars to support their universitiesthan they did the year before. This was the first absolute decline in public-6

support for higher education in at least a third of a century. The fourteeninstitutions of my own University of Maryland System have lost nearlytwenty percent of their state support in the last two years. Other institutionsin other states have suffered worse.Our public universities responded by cutting expenditures wherethey could (not, for the most part, where they should), and by raisingtuitions. The State University of New York, for example, has doubled itstuition in two years. Expenditure cuts have forced reductions in courseavailability and support services to faculty and students and have seriouslyimpeded efforts to maintain and upgrade physical facilities. These necessaryshort-term actions have planted the seeds of serious long-term problems inmaintaining the quality of our universities' learning environments and inproviding access to our students.Nor is financial stress confined to public universities. We seeincreasingly numerous reports of budget deficits in our most distinguishedprivate institutions. One has announced an unfunded need for maintenanceand construction of capital facilities estimated in excess of one billiondollars. And there is little help in prospect from further increases in tuitionrevenues in private institutions, where years of double-digit increases havepushed tuition levels to what are wisely seen as the limits of public acceptability.Times are tough! We all know that. But, surely, when our nationaleconomy rebounds out of the current recession, higher education can expectto return to the steady growth in funding to which it is accustomed. I verymuch doubt it! Why? There are several reasons. First, there are fundamentalstructural difficulties in our economy and in its public-sector component.-4For several decades we have watched the disappearance of high-salarymanufacturing jobs and their replacement with low-salary service jobs, with7

consequent negativc effects on tax revenues. The current recession hasbrought a new kind of job erosion, the probably permanent disappearanceof many high-salary, white-collar, middle-management jobs. Meanwhile,popular resistance to tax increases has become powerful and pervasive, thisdespite the fact that the United States allocates a smaller portion of its grossnational product to tax-supported government programs than mostdeveloped nations do.Much is made of the potential for reduction in defense spendingmade possible by recent dramatic changes in the global configuration ofpossible military threats, the so-called peace dividend. Whatever the realityof the peace dividend may ultimately turn out to be, it will be far outweighed by unfavorable trends in other elements of our federal and statebudgets. The health care industry now absorbs more than twice the share ofour gross national product that defense spending does, and that share isincreasing as health care costs continue to escalate at a rate well aboveinflation. A substantial portion of the nation's health care costs are borne byfederal and state budgets as a consequence of mandated entitlementprograms like Medicaid. The general escalation of health care costs coupledwith increases in the number of eligible program participants due to therecession have led to an essentially uncontrollable ballooning of health carerelated costs in state budgets.In addition, most states are under strong pressure to increasespending for correctional programs in response to what appears to be on'e ofour nation's leading growth industries, crime.All this adds up to a triple whammy for our states: tax revenues aredown, and more or less uncontrollable expenditures for health care andcrime control are up. The result is a viselike squeeze on other categories ofstate expenditure, those commonly labeled by the euphemism "discretion-

ary expenditures." Unfortunatelyone might even say tragicallyeducation in general and higher education in particular fall in this discretionary category. We are being steadily pushed away from the table byentitlements and mandated expenditures. Small wonder that, in manystates, higher cducation's share of state expenditures is declining, and that ata time when many states are experiencing serious erosion of their ability tofund anything.Many of our institutions, both public and private, derive substantialparts of their revenues from federal sources in the form of grants andcontracts for research and development and federal student financial aid.These important revenue sources too are under severe pressure. Interestpayments on our burgeoning national debt now rank next after entitlementprograms and defense as a major component of the federal budget. There,too, the federal pl ogramQ ,ipon which we depend so heavily count as"discretionary," and hence are very much at risk.What is apparent from this rather gloomy picture is that highereducation's current budget difficulties are not solely due to a recessionaryeconomy, and thus are not likely to disappear as soon as the nationaleconomy improves. Happy days are not just around the corner. There aremajor structural problems in both our sources and allocations of publicfunds that can only be addressed by some combination of increased taxesand reductions in spending for entitlement programs and debt service. It ishard not to be skeptical about our ability to muster the political will andcourage to address these issues squarely and effectively. Even if we can (andI believe we must), it will be quite awhile before the effects are visible in thebudgets of our colleges and universities.Last year, a presidential colleague remarked at a national gatheringof higher education leaders that those present at a similar gathering in thu9

year 2000 might look back on 1991 as the best year of the nineties forAmerican higher education. In light of the way 1991 really was for many ofus, that's a pretty dismal prediction. I hope my colleague will turn out tohave been unnecessarily pessimistic, but I certainly wouldn't bet my life onit.What I have just described is not higher education's only currentchallenge. It may not even be our most seriocs challenge. There are otherwinds blowing in the groves of academe that portend change for us, bigchange. Some of those winds resemble passing storms that, while they maybe violent, come and go. Others are more persistent. One that reminds me ofthe ever-present wind of the Great Plains on which I grew up is the slow butsteady change in the demographic, socioeconomic, and po

DOCUMENT RESUME ED 362 111 HE 026 719 AUTHOR Langenberg, Donald N. TITLE (R)evolution in American Higher Education. David. Dodds Henry Lecture (14th, Chicago, Illinois, December 4, 1992). SPONS AGENCY Illinois Univ., Chicago.

Related Documents:

Total (MJ/kg) 6 362 00 PC/ABS 25x25 13.340 6 362 01/51 PC/ABS 25x40 15.272 6 362 02/52 PC/ABS 25x60 18.538 6 362 06/56 PC/ABS 40x40 20.424 6 362 07/57 PC/ABS 40x60 22.632 6 362 08/58 PC/ABS 40x80 25.162 6 362 12/62 PC/ABS 60x60 28.198 6 362 13/63 PC/ABS 60x80 33.304 6 362 17 PC/ABS 80x80 37.729 6 362 25 PC/ABS 120x80 53.802 4. DIMENSIONS .

2 34.7215 -111.9907 Highway 89 Bridge 1 3 34.7133 -111.9891 Scouting Location 1 4 34.7101 -111.9869 Irrigation return 1 5 34.7082 -111.9822 Rock bar 1 6 34.7068 -111.9549 Great Verde Lake Bed 1 & 2 7 34.6920 -111.9658 Scouting Location 2 8 34.6930 -111.9622 Skidmore RAP 2 9 34.6903 -111.9658 Prairie Lane RAP 2

Code the Text, 362, 380 Collaborative Activities goal. See also. partnerships helping students master, 4 identifying students who would benefit from, 361 importance, approaches, 360–61 strategies Changes and Choices, 362, 382 Code the Text, 362, 380 Dig for Fictional Details with a Partner, 362, 376 Form a Club, 362, 377 Help Wanted/Help .

Spare parts Ersatzteile Pièces détachées Reserve onderdelen Repuestos Reservdelar I9901065 IPL, 372, 372 EPA, 362 Special, 362 Special EPA, 1999-11, 106 26 04-61 7 372, 372 EPA 362 Special,362 Special EPA 106 26 04-61File Size: 316KBPage Count: 9

Feb 107,4 r 109,6 111,4 113,5 112,3 109,1 r 111,0 r 109,2 Mar 111,9 109,9 111,4 116,8 111,8 110,5 112,2 111,0 . STATISTICS SOUTH AFRICA 6 P0151.1 Construction Materials Price Indices, March 2019 Table 2 - Construction input price index (CIPI): material purchases by type of service Service Weight .

10 AES Accelerator 111 10.1 Introduction 111 10.2 Features 111 10.3 Functional Description 111 10.3.1 AES Algorithm Operations 111 10.3.2 Key, Plaintext and Ciphertext 111 10.3.3 Endianness 112 10.3.4 Encryption and Decryption Operations 114 10

1 Brandon, Sy Trio for Brass 111.00 PA 2 Pachelbel, Johann Fugue 111.00 SPR 3 Pachelbel, Johann Fugue "Magnificat" 111.00 SPR 4 Robb, Rodger 4 Contrary Movements 111.00 Scm 5 Running, Arne Aria & Allegro 111.00 SP 6 Uber. David Trio 111.00 SthMC-2 7 Schmi

Grouted pile connections shall be designed to satisfactorily transfer the design loads from the pile sleeve to the pile as shown in . Figure K.5-1. The grout packer may be placed above or below the lower yoke plate as indicated in Figure K.5-2. The connection may be analysed by using a load model as shown in Figure K.5-3. The following failure modes of grouted pile to sleeve connections need .