On a scale of (0)
most disagreement , to (5) neutral, to (10) most agreement, what is
your view on the following:
average response_____ Because
of slower growth in the state's economy and because of competition
with other public services for tax revenue, higher education in coming
years will not be able to rely upon state government to the extent
that was possible in the past .
struggle with how to balance (a) direct aid to post-secondary
education institutions and (b) the state grant program for students.
The first option holds down tuition for all students. The second
provides income adjusted assistance directly to students. On the
(0-10) scale how do you rank these options?
direct aid to institutions.
the state grant program for students.
K-12 and post-secondary education should be treated as one system, not
two separate systems.
The number of post-secondary institutions in Minnesota should be
post-secondary institutions are providing new competition for
mainstream colleges and universities. On the (0-10) scale please rate
these options for how mainstream institutions might respond.
should support efforts of individual faculty members who choose to
develop technology-based components in their courses, but separate
e-education units aren't needed.
should establish new units for e-education with separate executive
teams reporting directly to their governing boards.
Scot Housh (10) (8)
(2) (7) (7) (8) (2)
learning should be incorporated into the curriculum and
learning provided by the bricks and mortar portion of the University.
As E learning becomes more prevalent, the University will need to
Tom Abeles (10) (2)
(10) (10) (10) (0) (0)
Education is pK-16 by decree so the State should strip out the
overlapping courses between these systems. Virtual education allows
both the MNSCU and Uof M systems to share courses reducing costs via
redundancy reduction in courses, departments and programs. Graduate
programs also can be selectively distributed. Where it makes economic
sense, services such as tutoring can be outsourced. Undergraduate
faculty and secondary faculty can be merged and criteria for promotion
and tenure re-organized. As with the community colleges and the
private for-profits faculty are employees and the illusion that they
are "scholars" in a 17th century university needs to be questioned.
There is too much evidence that change is going this way, and as the
Borg say on Star Trek, "resistance is futile" and costly.
Rick Bishop (10) (5)
(10) (5) (1) (10) (8)
There should be available more post-secondary options, not less.
With that choice and authentic programming will be evident.
Michael S. Weber (6)
(5) (6) (10) ( 6) (7) (4)
strongly agree with Bruinink's statement that public dollars invested
on children at the earliest age is our very best investment.
Michael Martens (8)
(5) (8) (1) (9) (9) (5)
assumed that question 4 referred only to the U of MN College &
University system & not to private colleges or technical schools.
Did anyone ask
Bruininks about what is a "full teaching load" for faculty members?
Should faculty that are not regularly teaching a full load be
transferred to adjunct faculty so the U etc. does not have to pay a
full time salary and ever more importantly full time benefits? Do U
and MNSCU get cost of living and seniority increases?that
money to the "super star" faculty?
Arvonne Fraser (5)
(10) (5) (4) (5) (9) (5)
Instead of K-12 we should be talking
about preschool through high school and beyond high school as two
separate tracks. Q 1. is not a question but a conclusion.
Chuck Slocum (8) (5)
(10) (10) (10) (3) (8)
Question 3: Include early learning as well. Bring down the silos.
Question 5a: Some disciplines are more conducive to e-education than
others, to be sure.
Question 5b: Must give the U’s management, the president and his top
team, the tools and opportunities to lead in bringing about positive
U of Mn has more good will going for it than any other institution of
higher learning in Minnesota, as it should. Change has been slower
than necessary to adapt to the state’s needs. Strongly agree with
President Bruininks on his view about global competition, early
learning and college preparedness. It will take money to do this but,
if done in a way that is successful with more young people, it will
have an enormous payback. Too many kids on are a “failure track” and
we know who they are and what it takes to turn it around.
Ray Schmitz (5) (4)
(8) (9) (9) (9) (4)
Very good discussion
Gary Clements (8) (2)
(8) (0) (2) (10) (0)
internet based educational offerings should be subjected to close
scrutiny to be sure that the course content has adequate rigor, and
that the testing procedures are valid and secure. Technology offers
us tremendous ability to access and analyze information, but I am
concerned about students who learn in isolation, without the human
interaction that so critically tests the depth of one’s knowledge and
understanding. That interaction happens best in the presence of
peers and under the supervision of a teacher / professor. We have
long known that an undergraduate degree from certain institutions is
more highly respected than one from certain other institutions,
nationwide. I wonder where degrees from these newly blossoming online
institutions are valued along that continuum, and how we go about
evaluating the knowledge and abilities of the recipients of these
degrees. I can imagine learning by machine to be more relevant to some
subjects than others. I can imagine learning another language that
way, or using instant feedback from computerized practice systems in
memorizing formulas or other basic level memorization projects in most
any discipline. I have trouble turning over the evaluation of clear,
articulate communication of ideas, and the human skill of personal
interaction, give and take, in problem solving sessions, to
computerized, programmed systems.
Dave Durenberger (10)
(_) (10) (0) (10) (2) (9)
kept looking for hope in his comments and found only the same old same
old: send us better students.
Scott Halstead (10)
(6) (4) (_) (0) (7) (_)
Individuals who lack qualifications should be required to attend
Community Colleges to qualify to enroll at the U. of M. Perhaps the
majority of students should attend Community Colleges for all
preliminary courses so the University of Minnesota specializes on
upper level courses. That would save costs for individuals and the
University. E-education would be much easier to establish for
Kevin Edberg (10) (3)
(8) (2) (10) (7) (5)
hold three degrees from the University of Minnesota, and spent 10
years of my life in this environment. Of all the public institutions
in the state, I have the least trust in the leadership ability of
the U of M to make the changes needed for our future. a) There are
too many fiefdoms in the academic culture, and all resist change. b)
There is a great value to the academy. But the culture of the academy
is not the culture of business. Yet the leadership of the academy,
and many academics, believe they can institutionalize the academy to
function as a business in support of economic development. I haven't
seen the evidence that supports that belief, yet large state
resources go to support this mis-belief. c) As a three time alumnus,
I have trouble agreeing that the focus of being a "top 3 public
research institution" is what the state of MN needs. I don't see the
culture within my university to deliver on that. I did find Dr.
Bruinink's observations about the need for external leadership as
honest; his statement about the value of pre-K education as accurate;
his assessment of MN's needs being addressed by a culture of
innovation and brainpower to be exactly right.
Dewayne Dill (10) (0)
(10) (10) (0) (0) (10)
Glenn Dorfman (5) (0)
(10) (5) (10) (8) (0)
Baby Boom demographics will dramatically reduce education over-head in
the next 18 years. The retirement of baby boom public employees will
offer up a huge public dividend (lower salaries and benefits) and the
political opportunity to make changes in the 20th century industrial
model of education, of public services. More money does not improve
value in Minnesota public services as it might in Mississippi or
Al Quie (10) (4) (9)
(0) (10) (_) (10)
One of the big
problems facing us is human relationships, human interactions and
group collaborations. Elmer L. Andersen was more of the cause than the
culture around him. Leaders like E.L. Andersen do not come along very
often. It is a learnable skill. I would take away K-3 from public
schools and do prenatal through 3rd grade with the parents involved
and empowered, located where small groups of parents are located in
the daytime. I would give the University some authority over grades 11
and 12. The idea would be two things --- all children read
proficiently in the 4th grade and no young people need remedial work
when they enter post secondary education. Redesign must be helped by
the people who can think like Elmer L. did.
The university could
be an even better research institution if they could benefit more
financially from the results of their research that pays off.
Ralph Brauer (5) (0)
(10) (_) (_) (_) (_)
Ray Cox (10) (2) (10)
(0) (10) (3) (8)
While a link between
K-12 and HiEd is valuable and important, so far HiEd has been able to
distance itself from some of the significant difficulties that K-12
creates for itself. I would be very careful about any effort to treat
K-12 and HiEd as one entity.
Grant Program is a tool that needs to be supported as it provides
direct assistance to the students, giving them the ability to select a
school that best suits their needs. If we shift the issue and only
provide assistance through public institutions we will create a class
division between schools.
David Broden (7) (8)
(6) (10) (7) (3) (7)
We have budget issues
and belt tightening in all areas. The balance of need and purpose for
higher education vs. other state funded services should be treated
within depth consideration of what is being asked for and what
it offers. The days of automatic funding are perhaps over but the days
of sound rationale building the case for funds.
The balance of a and b for state
institutions must be balanced with the role of state U's and colleges
and student aid for students who attend private institutions.
Question 3: This is
a valid statement if post secondary also includes Vo-Tech education
and there is a link to private colleges as well. It is the overall
student population that we must look at not just the state units.
A hard look at
what the mix of institutions is today vs. the need and vs. the type of
education and training available is needed on a regular basis. Rather
than say close/reduce which may be the best thing to do the first step
is to determine if the right resources in education are available and
are being used and then reallocate what should be used etc.
This approach will only
create individual fiefdoms--a structure that has technology
based education as part of each department is critical and should be
required but not driven by each individual faculty member they only
will build it the way it benefits themselves not the overall use.
good--competition and independence will strengthen the institution.
How this is done without creating just more complex overhead and
insuring a lean system is a must.
1. There needs to be a
increased focus on education for the current workforce or adults who
are part of the workforce but must have ongoing education to update
the work skill that they are involved with--the adult active workforce
must be enabled to stay in the work force and our institutions may not
be doing the best to capture and supply this need--technology may be
the answer but it requires a heavy focus. 2. The role of the U in
Minnesota and regional economic development must be expanded and
made more effective. We frequently hear of the good and sometimes
troubling issues of U of M Tech Transfer work--regardless it must be
stronger and expanding and definitely more visible.
Jack Paul (8) ( _)
(_) (_) (_) (_) (_)
Something is seriously wrong with tuition and the costs of educating.
It cost me $109 per term for as many credits as I could take at Michy
State U and I could pay for it myself with campus jobs, and now kids
are $30k - $50k+ in debt when graduating. They do not do this in
Europe, so why must we?
Kent Eklund (10) (5)
(9) (2) (5) (3) (3)
Higher Education is
headed down the same path as private education -- high tuition, high
aid models. I don't see any other path in the competitive world of
funding at the state level.
Wayne Jennings (9)
(2) (8) (7) (8) (9) (8)
Charles Lutz (6) (6)
(4) (5) (9) (6) (6)
Dale Fairbanks (10)
(1) (10) (3) (7) (3) (1)
The university system
needs to consolidate the U of Minnesota with the rest of the state
universities and colleges. Use Georgia as an example. The U of
Georgia is the flagship of the university system in the state, with
one board of regents managing the entire system. So do we have two
separate boards in our state?
Tom Spitznagle (9)
(10) (5) (8) (10) (6) (8)
John Milton (0) (10)
(5) (10) (3.5) (10) (_)
Question 1: It will
be because of failure of leadership -- especially Governor Pawlenty's
"no taxes" religiosity.
Question 3: Except
that if the U of M is hell-bent on becoming one of top three research
universities in the world (which it will never become), vast majority
of Minnesota students coming out of secondary ed will never be able to
get there -- seems pretty obvious except to those in the u-cocoon___
K-12 and post-secondary education should be treated as one system, not
two separate systems.
Question 4: And in
addition all public post-secondary institutions should be in one MNSCU
system -- including the U of M.
discussion is worth very little without candor in two areas: 1. That
average college-bound kids will rarely or never be able to get into U
of M -- given its lofty, unrealistic, and self-centered approach, and
2. The kids who "have" will pull away from the "have-nots,"
paralleling the growing distance between high and low family income --
I would not give a dime (if I had the choice) to make the U of M
another Harvard-Princeton-Stanford-Oxford. That's pure arrogance. If
the "U" continues to rely on tax-based support from the people of
Minnesota, it should be committed to providing education to the people
. . . Otherwise, whom does it serve? (I suppose its faculty, admin
staff and corporations that take its research to make profits) Fine,
but not with my taxes (if I could help it).
Roger Heegaard (9)
(1) (9) (9) (5) (5) (5)
This is such a
complicated issue. I don't feel comfortable giving firm answers. What
I do know, is that the U of M needs much more financial support as
does K-12, particularly for low income families and students. It does
not seem to me we should have to starve either side.
Ray Ayotte (8) (4)
(8) (10) (5) (5) (10)
Ellen Brown (10) (3)
(7) (_) (10) (10) (5)
Not in the sense of being managed/run by one
executive/board but yes in the sense of being complementary.
Comments: Seems to me
the state needs to fund institutions directly in the areas that do R&D
and lead to new business formation, etc. But students, especially
undergraduate, should be funded directly to give them choice in
Bob White (10) (2) (10)
(5) (10) (0) (8)
Donald H. Anderson
(10) (6) (10) (10) (10) (5) (5)
George Crolick (8)
(5) (5) (3) (10) (4) (8)
Peter Hennessey (10)
(0) (0) (0) (0) (10) (0)
State support for (State control of) education is totally contrary to
any notion of free enterprise. Like it or not, education, too, is just
another business, and therefore the State has no business being
involved in it. Why? Because State support and State control of
anything establishes a monopoly in that thing, and creates all the
problems associated with and caused by a monopoly, including run-away
costs, and heavily politicized hiring, promotion, curricula, programs,
etc.; anything but objective standards for measuring quality of
service, performance, customer satisfaction, value of the service,
much as I believe education should be privatized to correct all the
ills identified in this speaker's presentation, and as much as I am
convinced that nothing in the proposed solutions will do anything to
improve or correct any of the problems, I am not familiar enough with
the details of running an education business to offer any specific
ideas of my own. I am sure there are plenty of people with actual
experience running private schools and colleges, whom you could and
should seek out for ideas and advice.
QUESTION 1. They should be weaned off State aid.
Question 2: The more money you throw at a problem, the less you
motivate the recipient to improve the situation. In fact, you are
motivating them to continue failing so they'd keep getting even more
money. This is why State aid for anything does not work. People on
both ends, benefactors and beneficiaries, have an automatic interest
in perpetuating the problem, not to solve it. It you put someone on
the dole, either as professor or welfare queen, the only way to press
for improvement is to make the aid conditional on performance and
success, just like in the free market.
QUESTION 3: There are not two but seven layers in education, each
with distinctly different goals and clientele: (1) pre-K / K, (2)
elementary, (3) secondary, (4) college, (5) post-graduate, (6)
continuing ed, and (7) special ed. There is no reason to integrate
into one system them other than to boost some power-mad bureaucrat's
ego that he (she) is lord of the universe throughout the entire
lifetime of his clients.
Organization theory says the most effective system is where one boss
has 4-10 underlings. You see this in organizations as diverse as the
military, businesses, hospitals, etc. But the bigger empire you build,
the higher the organizational pyramid of intermediate layers of middle
managers and their support staff (paper-pushers). And the more
intermediate layers you have, the more top-heavy and inefficient the
organization becomes, because the number of managers per actual worker
increases as the pyramid grows higher and higher. In addition, the
more the managers are isolated from the actual work by the increasing
numbers of intermediate layers, the less they see the problems and the
successes faced by the actual workers and clients. Curiously, a large
number of intermediate levels is considered a positive, because it
shows a path for advancement.... (good grief!).
QUESTION 4: This is strictly and exclusively a marketing decision, and
in a free market is made based on supply and demand. Who is to say
there are too many of this or too many of that? As long as the
customers are there, why prevent people from starting or running a
business to provide a service that people want?
QUESTION 5a: This too is mostly a marketing decision. To be
successful, you provide the service your customers actually want, not
what you want to force on them. The decision must also be based on the
recognition that each individual has a unique learning style, and the
best way to serve the clients of an educational enterprise is to offer
whichever mode or mix of modes of delivery suits each one the best.
best illustration of how the top-down dictatorship in education fails
to deliver is in the field of special education. Common-sense
accommodations, whether separate or integrated into the mainstream
classroom, cannot be provided except as dictated by a capricious
bureaucracy with very little understanding of a particular child's
needs. It took State and federal law even to get that much. And
precisely because common sense has been replaced by State and federal
law, it is nearly impossible to solve a problem within the system if a
particular case falls on a borderline between preconceived standards.
The State of course offers no help if a parent goes into the private
sector, and the parents do not get a tax refund if their child does
not attend a State school, even though supposedly the State is
required to fund every child's education. And let's not even mention
QUESTION 5b: The technology is not an education or a business issue.
Technology is not an excuse to build yet another bureaucratic empire.
Choice of technology is no different than the instructor's choice of
textbooks (you DO allow instructors to choose their own textbooks,
don't you?), or references or xeroxed notes or field trips or lab
equipment or whatever. The specific tools vary with each course and
are best left to the instructor to choose. There is no need for a
separate "educational unit" or "executive team" for any of these tools
Roger Wacek (10) (0)
(10) (0) (0) (5) (5)
Robert A. Freeman (5)
(5) (8) (7) (5) (6) (7)
Government will have to continue to be part of the solution otherwise
college will be unaffordable for many. However there are other
alternatives - e.g. Georgia's "get a B, go for free" program that
finances scholarships through its state lottery.
Question 2: Having more money follow the student will incent colleges
to attract students.
Question 3: Would be smart to do a better job of integrating these.
Follow British model (and of other countries) and make the last two
years of high school much more robust and specialized to ensure
Question 5a: Should be up to individual institutions according to
what they perceive their target audience is.
Jerry Fruin (7) (4)
(10) (3) (10) (9) (3)
1.The statement that "The University of Minnesota can become one of
the top three public research universities in the world. That goal is
aspirational, audacious, and, I believe, achievable,”' is unrealistic
and probably counter-productive in the current fiscal environment.
Minnesota is about 25th in population and GDP among the states. How do
the citizens (and run of the mill faculty) rank this in their wish
list for: GAMC funding, new Vikings stadium, Mass transit and light
rail lines, high speed rail lines,
increased efforts to reduce the numbers of homeless, unemployment
benefits and retraining for displaced workers, and cleaner water more
2.Increasing four year graduation rates at the U is a questionable
goal. We talk about the need for continuing education and life-long
learning for people in their 40's and 50's but then emphasize the need
for teenagers to get their education in 4 years and think it's done.
Compared to places like Urbana, West Lafayette, and College Park, the
Twin Cities has many job opportunities for part and full time work
(potentially reducing some of the need for student loans) and for
internships that might increase the time required to graduate but also
provide valuable non classroom learning experiences and workplace
3. On-line education can probably be done with much less overhead and
cross subsidies than the current "all things to all people" University
models which lack transparency.
Lyall Schwarzkopf (6)
(6) (5) (8) (9) (5) (8)
liked the old GI Bill where the gov"t money followed the student.
Then each student could decide what educational institution the person
wanted to attend.
David Detert (8) (2)
(8) (10) (9) (5) (7)
Alan Miller (5) (2)
(8) (0) (0) (2) (8)
I think that
Bruininks looks at other educational units than the Univ. of MN with a
somewhat jaundiced eye, and without a full understanding of K-12, or
in particular, the MNSCU system.
Carolyn Ring (7) (5)
(8) (10) (8) (8) (5)
Several years ago there
was discussion of the University of Minnesota-Twin Cities being
strictly an upper class and graduate school . Has there been any
study of this possibility?
Dick Angevine (7) (6)
(4) (5) (7) (6) (8)
Judith Martin (8) (7)
(5) (2) (10) (9) (2)
is increasingly hard for average citizens to understand the complexity
of higher education at the level of a R1 university. Those who
understand need to help others get the mission and experience
difference between the U of MN and other post-secondary institutions.