tag:blogger.com,1999:blog-4658740622139296102024-03-28T01:13:08.497-07:00Chris's Blog ArchivesChris Newfieldhttp://www.blogger.com/profile/01078395415386100872noreply@blogger.comBlogger623125tag:blogger.com,1999:blog-465874062213929610.post-8572797225080191762013-12-11T01:36:00.000-08:002013-12-11T01:36:12.579-08:00New Affordable Care US health plans will exclude top hospitalsBy Stephanie Kirchgaessner in Washington for the Financial Times (<a href="http://www.ft.com/intl/cms/s/0/994951f8-5e71-11e3-8621-00144feabdc0.html?siteedition=uk#axzz2n9mhU5cw">link to original story)</a><br /><br />December 8, 2013 5:51 pm<br /><br />Americans who are buying insurance plans over online exchanges, under what is known as Obamacare, will have limited access to some of the nation’s leading hospitals, including two world-renowned cancer centres.<br /><br />
Amid a drive by insurers to limit costs, the majority of insurance plans being sold on the new healthcare exchanges in New York, Texas, and California, for example, will not offer patients’ access to Memorial Sloan Kettering in Manhattan or MD Anderson Cancer Center in Houston, two top cancer centres, or Cedars-Sinai in Los Angeles, one of the top research and teaching hospitals in the country.<br /><br />Experts say the move by insurers to limit consumers’ choices and steer them away from hospitals that are considered too expensive, or even “inefficient”, reflects the new competitive landscape in the insurance industry since the passage of the Affordable Care Act, Barack Obama’s 2010 healthcare law.<br />
<br />It could become another source of political controversy for the Obama administration next year, when the plans take effect. Frustrated consumers could then begin to realise what is not always evident when buying a product as complicated as healthcare insurance: that their new plans do not cover many facilities or doctors “in network”. In other words, the facilities and doctors are not among the list of approved providers in a certain plan.<br />
<br />Under some US health insurance plans, consumers can elect to visit medical facilities that are “out of network”, but they would probably incur high out of pocket costs and may need referrals to prove that such care is medically necessary. The development is worrying some hospital administrators who see the change as an unintended consequence of the ACA.<br />
<br />“We’re very concerned. [Insurers] know patients that are sick come to places like ours. What this is trying to do is redirect those patients elsewhere, but there is a reason why they come here. These patients need what it is that we are capable of providing,” says Thomas Priselac, president and chief executive officer of Cedars-Sinai Health System in California.<br />
<br />One of the biggest goals of “Obamacare” was to make subsidised healthcare plans that are being sold on the new exchanges as affordable as possible, while also mandating that certain benefits, like maternity care, were covered and that people with pre-existing medical conditions could not be denied access.<br /><br />
Amid these new regulatory restrictions, says Tim Jost, a health policy expert, insurance companies have had to come up with new ways to cut the cost of their products. In this new era, limiting the availability of certain facilities that are seen as too expensive – in part because they may attract the sickest patients or offer the most cutting edge medical care – is seen as the best way to control costs.<br /><br />
“It’s like buying a Mercedes-Benz or a Chevy. You have to decide whether you want to pay for the highest product out there, which is probably pretty good quality, or the less expensive product,” Mr Jost says. “Everyone is in favour of competition until they see what it looks like. Then they think, maybe it’s better for someone else just to pay for the whole thing.” <br />
<br />Kathleen Harrington, who heads government relations for the Mayo Clinic in Minnesota, says that access to the famous clinic was initially limited in the Rochester, Minnesota area until officials at the healthcare exchange board in the state encouraged insurers to expand their network options.<br /><br />
While the Mayo Clinic will now be available on seven different plans offered by two different insurance carriers in Rochester, Ms Harrington says the long-term concern for the hospital is that intense focus on bringing down costs will hurt “centres of excellence” like Mayo that attract the most complicated medical cases in the country.<br /><br />
“I don’t think there is any doubt that a significant portion of the Mayo base are very sick patients. You don’t come here for primary care. We do treat the sickest of the sick. We do experimental treatment. This is where you come for innovative treatments for life threatening illnesses,” she says.<br /><br />
“If healthcare, the full spectrum from primary to top speciality care, becomes commoditised, it becomes a concern for the American healthcare system,” she adds.<br /><br />
When the Obama administration was asked whether the new healthcare exchanges were offering adequate network options to new consumers, a spokeswoman for the Department of Health and Human Services (HHS) emphasised that the new exchanges would “vastly increase” the access to medical providers to millions of uninsured Americans.<br /><br />
“Decisions about which private health insurance plans cover which doctors is a decision currently made by insurers and providers and will continue that way,” said an HHS spokeswoman.<br /><br />
The top lobby group for US health insurance plans, America’s Health Insurance Plans, said the new healthcare law brought “new costs” to the industry and that selecting hospitals and physicians that meet “quality standards” was one way of making health plans more affordable for consumers.<br /><br />
But Mr Priselac at Cedars-Sinai in Los Angeles says the creation of ever more narrow provider networks by insurers is being driven by price alone, and not by quality. He says the hospitals that are being excluded are leaders in innovation, which saves billions of dollars for the healthcare system in the long run.<br /><br />
“There is confusion between price and efficiency,” he says. “The major teaching and research hospitals are more expensive not because they are inefficient but because of what they do.”<br />Chris Newfieldhttp://www.blogger.com/profile/01078395415386100872noreply@blogger.com47tag:blogger.com,1999:blog-465874062213929610.post-44013072803810542582013-11-14T09:30:00.001-08:002013-11-14T09:30:49.224-08:00Berkeley Chairs Letter in Support of Increased Graduate Student SupportDear Dean Szeri:<br />
<br />
As the new academic year begins, we have had time
to reflect on the admissions process that has yielded this year’s
new crop of Ph.D. students. While many Berkeley departments are at the
top of the national rankings, we must continue to recruit the very best
graduate students to maintain our rankings. Yet the competitiveness
of our highly ranked Ph.D. programs greatly depends upon the level of
graduate student stipends we can offer; in this regard we have increasingly
fallen behind our peer institutions. According to the most recent
UCOP Graduate Student Support Survey, the gap between UC stipend offers
for years one and two and those from ‘top-choice’ peer institutions
grew between 2007 and 2010 to $2,697 and together with the higher cost
of living at UC institutions created a total deficit of $4,978.
When surveyed, prospective graduate students consistently praise UC’s
academic resources but admit being driven elsewhere by the higher cost
of living and lower levels of financial support (<a href="http://www.ucop.edu/student-affairs/_files/gradsurvey_2010.pdf" target="_blank"><span><span style="text-decoration: underline;">http://www.ucop.edu/student-<wbr></wbr>affairs/_files/gradsurvey_<wbr></wbr>2010.pdf</span></span></a>).
Since these figures reflect UC as a whole, and also date from 2010,
the current gap between Berkeley campus and our rival institutions may
well be even higher. <span style="font-style: italic;">The Report of the Taskforce on Competitiveness in Academic Graduate
Student Support</span>, adopted by UC Academic Council in June 2012,
declares “rising tuition and uncompetitive stipends threaten to seriously
undermine program quality” and asks that additional resources be allocated
for net stipends for academic doctoral support (<wbr></wbr>CAGSSGradCompetitivenessPaper_<wbr></wbr>072012.pdf).<br />
<br />
The GSI wage in particular is so low that our students
often take more than one outside job to make ends meet in a high cost-of-living
area, thereby retarding their time to degree, on which there are now
normative, consequential caps. Currently the 10 month (49.5%) GSI stipend
is $17,655 for an incoming student, though our campus financial aid
office estimates that $21,608 is required to cover the cost of living
for 9 months (<a href="http://students.berkeley.edu/finaid/home/cost.htm" target="_blank"><span><span style="text-decoration: underline;">http://students.berkeley.edu/<wbr></wbr>finaid/home/cost.htm</span></span></a>)
while the campus desired target for doctoral students is $26,000. Our
best students may come in with fellowships, but their income drastically
falls as soon as they start teaching to levels that are sometimes <span style="font-style: italic;">nearly half</span>
that being provided at our rival private institutions. Greater consciousness
of debt burdens and unfavorable academic job futures mean that talented
Ph.D. students today are less and less willing to choose a school they
may intellectually prefer over a school that provides more economic
security. In order to keep attracting the best students, therefore,
departments increasingly resort to topping up students' support during
their teaching years by tapping the department’s own limited funds,
which include the Graduate Division’s block grant award. If not for
this practice of topping up, the reported gap between UC stipend offers
and other top institutions cited in the UCOP Graduate Student Support
Survey would be far greater. However, without a higher GSI base wage,
departments have to finance graduate programs through scarce and unpredictable
resources, which may, for some departments, be unsustainable in the
long run.<br />
<br />
The recruitment of the best students has become increasingly
difficult given our financial disadvantage, and we are already worried
about the next season. We believe higher GSI wages, along with a commensurate
increase in TAS funds to cover increased salaries, will help to level
the playing field, and cease to disadvantage our departments. We hope
that Berkeley campus will be able to communicate to UCOP the importance
of this issue to our academic distinction.<br />
<br />
Yours sincerely,<br />
<br />
Elizabeth Berry<br />
Chair, Anthropology<br />
<br />
Steven Boggs<br />
Chair, Physics<br />
<br />
Benjamin Brinner<br />
Chair, Music<br />
<br />
Catherine Ceniza Choy<br />
Chair, Ethnic Studies<br />
<br />
Catherine Cole<br />
Chair, Theater, Dance and Performance Studies<br />
<br />
Marianne Constable<br />
Chair, Rhetoric<br />
<br />
Mark A. Csikszentmihalyi<br />
East Asian Languages and Cultures<br />
<br />
Penelope Edwards<br />
Chair, South and Southeast Asian Studies<br />
<br />
John Ferrari,<br />
Chair, Classics<br />
<br />
Deniz Gokturk<br />
Chair, German<br />
<br />
Joshua Goldstein<br />
Chair, Demography<br />
<br />
Richard Harland and David H. Raulet<br />
Co-Chairs, Molecular and Cell Biology<br />
<br />
John P. Huelsenbeck<br />
Chair, Integrative Biology<br />
<br />
Rich Ivry<br />
Chair, Psychology<br />
<br />
Phil Kaminsky<br />
Industrial Engineering and Operations Research<br />
<br />
Margaret Larkin<br />
Chair, <span>Department
of Near Eastern Studies</span><br />
<br />
John MacFarlane<br />
Chair, Philosophy<br />
<br />
Samer Madanat<br />
Chair, Civil and Environmental Engineering<br />
<br />
Na’ilah Suad Nasir,<br />
Chair, African American Studies<br />
<br />
Ignacio Navarrete, <br />
Chair, Spanish & Portuguese<br />
<br />
Katherine O’Brien O’Keeff<a href="http://www.blogger.com/null" name="0.1.1__GoBack"></a>e<br />
Chair, English<br />
<br />
Arthur Ogus,<br />
Chair, Mathematics<br />
<br />
James L. Powell<br />
Chair, Economics<br />
<br />
Raka Ray <br />
Chair, Sociology<br />
<br />
Juana Maria Rodriguez<br />
Chair, Gender and Women’s Studies<br />
<br />
Mark Sandberg<br />
Chair, Scandinavian<br />
<br />
Miryam Sas<br />
Chair, Comparative Literature<br />
<br />
Nathan Sayre<br />
Chair, Geography<br />
<br />
Eric Schickler<br />
Chair, Political Science<br />
<br />
Ethan Shagan,<br />
Chair, History<br />
<br />
Philip B. Stark<br />
Chair, Statistics<br />
<br />
Kristen Whissel<br />
Chair, Film and Media<br />
<br />
Hertha D. Sweet Wong<br />
Chair, Art Practice<br />
<br />
<br />
cc. Chancellor Nicholas Dirks<br />
EVCP George Breslauer<br />
Michael Meranzehttp://www.blogger.com/profile/05336793340375780406noreply@blogger.com74tag:blogger.com,1999:blog-465874062213929610.post-21128217409020525002013-05-28T10:21:00.000-07:002013-05-28T10:21:26.920-07:00SB520--April 25, 2013 Version<div align="justify" id="bill_all">
<div id="about">
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<table align="center" cellspacing="0" style="border-collapse: collapse;"><tbody>
<tr><td align="center"><span style="font-size: 1em; text-transform: uppercase;">
Amended
IN </span><span style="font-size: 1em; text-transform: uppercase;">
Senate
</span> <span style="text-transform: uppercase;">April 25, 2013</span></td></tr>
</tbody><tbody>
<tr><td align="center"><span style="font-size: 1em; text-transform: uppercase;">
Amended
IN </span><span style="font-size: 1em; text-transform: uppercase;">
Senate
</span> <span style="text-transform: uppercase;">April 17, 2013</span></td></tr>
</tbody><tbody>
<tr><td align="center"><span style="font-size: 1em; text-transform: uppercase;">
Amended
IN </span><span style="font-size: 1em; text-transform: uppercase;">
Senate
</span> <span style="text-transform: uppercase;">April 01, 2013</span></td></tr>
</tbody><tbody>
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<span style="font-family: MinionPC, Arial Unicode MS; font-size: small;">
CALIFORNIA LEGISLATURE—
2013–2014 REGULAR SESSION</span></div>
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<table id="bill_house_num" style="width: 100%px;"><tbody>
<tr><td align="left" style="text-transform: uppercase;" width="50%"><b>
Senate Bill
</b></td><td align="right" class="textright" width="50%"><b>No. 520</b></td></tr>
</tbody></table>
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<tr><td align="center" id="bill_authors"><b><span class="blackText">Introduced by </span></b><span style="font-weight: bold;"><span class="blackText">
Senator
Steinberg</span><span class="blackText">
(Principal Coauthor<small>(s)</small>:
Assembly Member
Garcia)</span></span></td></tr>
<tr><td align="center" class="textcenter" id="bill_intro_date"><br />
February 21, 2013</td></tr>
</tbody></table>
</div>
<hr />
<br clear="all" />
<div id="title">
An act to amend Sections 78910.10 and 78910.30 of, and to add Section
66409.3 to, the Education Code, relating to student instruction. </div>
<br clear="all" />
<br clear="all" />
<div align="center">
<h2>
LEGISLATIVE COUNSEL'S DIGEST</h2>
</div>
<br />
<div style="margin: 0 0 1em 0;">
<span id="subject">SB 520, as amended, Steinberg.
Student instruction: California Online Student Access Platform.</span></div>
<div>
<span id="digesttext"></span><br />
<div style="margin: 0 0 1em 0;">
<span id="digesttext">(1) The
Donahoe Higher Education Act authorizes the activities of the 4
segments of the postsecondary education system in the state. These
segments include the 3 public postsecondary segments: the University of
California, administered by the Regents of the University of California,
the California State University, administered by the Trustees of the
California State University, and the California Community Colleges,
administered by the Board of Governors of the California Community
Colleges. Private and independent postsecondary educational institutions
constitute the other segment.</span></div>
<span id="digesttext">
<div style="margin: 0 0 1em 0;">
Provisions
of the Donahoe Higher Education Act apply to the University of
California only to the extent that the regents act, by resolution, to
make them applicable.</div>
<div style="margin: 0 0 1em 0;">
This bill
would establish the
California Online Student Access Platform under the administration
of the President of the University of California, the Chancellor of the
California State University, and the Chancellor of the California
Community Colleges, jointly, with the academic senates of the respective
segments. The bill would require the platform, among other things, to
provide an efficient statewide mechanism for online course providers to
offer transferable courses for credit and to create a pool of these
online courses. The bill would require the President of the University
of California, the Chancellor of the California State University, and
the Chancellor of the California Community Colleges, jointly, with the
academic senates of the respective segments, to develop a list of the 50
most impacted lower division courses, as defined, at the University of
California, the California State University, and the California
Community Colleges that are deemed necessary for program completion,<span style="color: red;"><strike> or</strike></span>
deemed satisfactory for meeting general education requirements<span class="blue_text" style="color: blue;"><i>, or</i></span>
in areas defined as high-demand transferable lower division courses
under the Intersegmental General Education Transfer Curriculum<span style="color: red;"><strike> and, for each of those 50 courses, to promote the availability of multiple high-quality</strike></span><span class="blue_text" style="color: blue;"><i>.
For these causes, the bill would require the president, chancellors,
and senates to jointly facilitate certain intersegmental and
intrasegmental partnerships and partnerships between online course
technology providers and faculty of the University of California, the
California State University, and the California Community Colleges, as a
method to achieve the goal of significantly increasing</i></span> online course<span style="color: red;"><strike> options, as specified</strike></span><span class="blue_text" style="color: blue;"><i>
options for students for the fall term of the 2014</i></span><span class="blue_text" style="color: blue;"><i>—15 academic year</i></span>.</div>
<div style="margin: 0 0 1em 0;">
The bill would require the online courses approved<span style="color: red;"><strike>
by the President of the University of California, the Chancellor of the
California State University, and the Chancellor of the California
Community Colleges, jointly, with the academic senates of the respective
segments, under the bill</strike></span><span class="blue_text" style="color: blue;"><i>
through the platform</i></span> to be placed in the California
Virtual Campus. The bill would require that matriculated students of
campuses of the University of California, California State University,
or California Community Colleges, and California high school pupils, who
complete online courses developed through the platform and achieve a
passing score on corresponding course examinations, be awarded full
academic credit for an equivalent course at the University of
California, the California State University, or the California Community
Colleges, as applicable.</div>
<div style="margin: 0 0 1em 0;">
The bill
would provide that funding for the implementation of this provision
would be provided in the annual Budget Act, and express the intent of
the Legislature that the receipt of funding by the University of
California for the implementation of this provision be contingent on its
compliance with its requirements.<span style="color: red;"><strike> Because</strike></span></div>
<div style="margin: 0 0 1em 0;">
<span class="blue_text" style="color: blue;"><i>The
bill would prohibit public funds from being used to fund any private
aspect of a partnership developed under the bill between faculty of the
University of California, California State University, or the California
Community Colleges and an online course technology provider. This bill
would provide that the state would retain all appropriate rights to
intellectual property it creates or develops in the implementation of
the bill.</i></span></div>
<div style="margin: 0 0 1em 0;">
<span class="blue_text" style="color: blue;"><i>Because </i></span>this
provision would require community colleges to award academic credit
under these circumstances, it would constitute a state-mandated local
program. </div>
<div style="margin: 0 0 1em 0;">
(2) Existing law, until January 1, 2014, establishes the California
Virtual Campus to facilitate ongoing collaboration and joint efforts
relating to the use of technology resources and high-speed Internet
connectivity to support teaching, learning, workforce development, and
research. Existing law, until January 1, 2014, authorizes the California
Virtual Campus grant recipient to convene at least 4 leadership
stakeholder group meetings annually comprised of representatives from
the State Department of Education, the California Technology Assistance
Project, and other related programs administered through the department,
including adult education, local education agencies, the California
Community Colleges, the California State University, the University of
California, independent colleges and universities, the California State
Library, and representatives from community-based organizations to
ensure the efforts affecting segments represented are appropriately
meeting the needs of those
segments. </div>
<div style="margin: 0 0 1em 0;">
This bill would
extend the provisions establishing the California Virtual Campus until
January 1, 2017. This bill would require the representatives in the
stakeholder group meetings from the California Community Colleges, the
California State University, and the University of California to
include, but not be limited to, faculty members from these institutions.
This bill would make additional nonsubstantive changes in these
provisions. By requiring faculty members from community college
districts to attend these meetings, this bill would impose a
state-mandated local program.</div>
<div style="margin: 0 0 1em 0;">
(3) The
California Constitution requires the state to reimburse local agencies
and school districts for certain costs mandated by the state. Statutory
provisions establish procedures for making that reimbursement.</div>
<div style="margin: 0 0 1em 0;">
This
bill would provide that, if the Commission on State Mandates determines
that the bill contains costs mandated by the state, reimbursement for
those costs shall be made pursuant to these statutory provisions.</div>
</span></div>
<span class="hidden"></span><br />
<h2>
<span class="hidden">
Digest Key</span></h2>
<span class="hidden">
</span><span id="vote">
Vote:
<span style="text-transform: lowercase;">MAJORITY</span> </span><span id="appropriation">
Appropriation:
<span style="text-transform: lowercase;">NO</span> </span><span id="fiscalcommittee">
Fiscal Committee:
<span style="text-transform: lowercase;">YES</span> </span><span id="localprogram">
Local Program:
<span style="text-transform: lowercase;">YES</span> </span></div>
<hr />
<span class="hidden"></span><br />
<h2>
<span class="hidden">
Bill Text</span></h2>
<span class="hidden">
</span><br />
<div id="bill">
<div style="text-transform: uppercase;">
<h2 style="text-align: left;">
The people of the State of California do enact as follows:</h2>
</div>
<div id="s1">
<div>
<div style="margin: 0 0 1em 0;">
<h3 style="display: inline; font-weight: bold;">
SECTION 1.</h3>
The Legislature finds and declares all of the following:</div>
<div style="margin: 0 0 1em 0;">
(a) In
recent years, California’s public higher education institutions have
faced skyrocketing demand for enrollment at a time when they lack
capacity to provide students with access to courses necessary for
program completion and success.</div>
<div style="margin: 0 0 1em 0;">
(b) In
the 2012–13 academic year, 85 percent of California Community Colleges
(CCC) reported having waiting lists for their fall 2012 course sections,
with a statewide average of more than
7,000 students on waiting lists per college.</div>
<div style="margin: 0 0 1em 0;">
(c) Similarly,
impacted courses have contributed significantly to difficulties within
the University of California (UC) and California State University (CSU)
systems, with figures indicating that only 60 percent and 16 percent of
students, respectively, are able to earn a degree within four years,
with lack of access to key courses a factor in increased time-to-degree.</div>
<div style="margin: 0 0 1em 0;">
(d) With
rapidly developing innovation in online course delivery models,
California’s public institutions of higher education have a unique
opportunity to meet critical demands for enrollment and reduce
time-to-degree by providing students with access to high-quality,
alternative, online pathways to successfully complete and obtain credit
for the most impacted lower
division courses.</div>
<div style="margin: 0 0 1em 0;">
(e) California
could significantly benefit from a statutorily enacted, quality-first,
faculty-led framework that increases partnerships between faculty and
online course technology providers aimed at allowing students in
strategically selected lower division areas to take online courses for
credit at the UC, CSU, and CCC systems. While providing easy access to
these courses, these systems could also continually assess the value of
the courses and the rates of student success in utilizing these
alternative online pathways.</div>
</div>
</div>
<div id="s2">
<div class="ActionLine" style="margin: 0 0 1em 0;">
<h3 style="display: inline; font-weight: bold;">
SEC. 2.</h3>
Section 66409.3 is added to the Education Code, to read:</div>
<div>
<div id="id_15A44AC6-4341-422B-9B31-198DBD2CB256">
<div id="law_section_element">
<div style="margin: 0 0 1em 0;">
<h6 style="display: inline;">
66409.3.</h6>
(a) The
California Online Student Access Platformis hereby established. The
platform shall be developed and administered by the President of the
University of California, the Chancellor of the California State
University, and the Chancellor of the California Community Colleges,
jointly, with the academic senates of the respective segments. As used
in this section, “platform” means the California Online Student Access
Platform established by this section.</div>
<div style="margin: 0 0 1em 0;">
(b) The platform shall<span style="color: red;"><strike> solicit, develop, and promote</strike></span><span class="blue_text" style="color: blue;"><i> facilitate</i></span>
appropriate partnerships <span class="blue_text" style="color: blue;"><i>including,
but not necessarily limited to, intersegmental and intrasegmental
partnerships developed pursuant to Section 66950 and partnerships </i></span>between
online course providers and faculty members of the University of
California, California State University, and the California Community
Colleges for the development and deployment of high-quality online
options for strategically selected lower division courses. The platform
shall accomplish all of the following objectives:</div>
<div style="margin: 0 0 1em 0;">
(1) Provide<span style="color: red;"><strike> an efficient</strike></span> statewide<span style="color: red;"><strike> mechanism for online course providers, in partnership with</strike></span><span class="blue_text" style="color: blue;"><i>
facilitation of intersegmental and intrasegmental partnerships
developed pursuant to Section 66950 and appropriate partnerships between</i></span>
faculty members of the University of California, the California State University, and the California
Community Colleges,<span class="blue_text" style="color: blue;"><i> and online course technology providers</i></span> to offer transferable courses for credit.</div>
<div style="margin: 0 0 1em 0;">
(2) Create a pool of<span class="blue_text" style="color: blue;"><i> up to 50</i></span>
approved and transferable online courses for credit through which
students seeking to enroll may easily access those courses and related
content.</div>
<div style="margin: 0 0 1em 0;">
(3) Provide a<span class="blue_text" style="color: blue;"><i> state-level</i></span>
faculty-led process that places the highest priority on educational
quality through which online courses can be subjected to high-quality
standards and review.</div>
<div style="margin: 0 0 1em 0;">
(4) Allow the state, the public, students, faculty, and other stakeholders to examine student success rates within the platform.</div>
<div style="margin: 0 0 1em 0;">
(c) For
purposes of accomplishing all of the objectives of the platform as
specified in subdivision (b), the
President of the University of California, the Chancellor of the
California State University, and the Chancellor of the California
Community Colleges, jointly, with the academic senates of the respective
segments, shall do all of the following:</div>
<div style="margin: 0 0 1em 0;">
(1) (A) Develop
a list of the 50 most impacted lower division courses at the University
of California, the California State University, and the California
Community Colleges that are deemed necessary for program completion ,<span style="color: red;"><strike> or</strike></span> deemed satisfactory for meeting general education
requirements,<span class="blue_text" style="color: blue;"><i> or</i></span>
in areas defined as high-demand transferable lower division courses
under the Intersegmental General Education Transfer Curriculum.</div>
<div style="margin: 0 0 1em 0;">
(B) For
purposes of this paragraph, “impacted lower division course” means a
course in which, during most academic terms, the number of students
seeking to enroll in the course exceeds the number of spaces available
in the course.</div>
<div style="margin: 0 0 1em 0;">
(2) <span style="color: red;"><strike>(A)<span class="EnSpace">For each of the 50 courses </span></strike></span><span class="blue_text" style="color: blue;"><i>For any of the courses that meet the
criteria </i></span>identified under paragraph (1),<span style="color: red;"><strike> solicit and promote
appropriate</strike></span><span class="blue_text" style="color: blue;"><i>
facilitate partnerships, including, but not necessarily limited to,
intersegmental and intrasegmental partnerships developed pursuant to
Section 66950 and</i></span> partnerships between online course technology providers and faculty of the University of California,<span class="blue_text" style="color: blue;"><i> the</i></span> California State University, and<span class="blue_text" style="color: blue;"><i> the</i></span> California Community Colleges<span style="color: red;"><strike> which, by</strike></span><span class="blue_text" style="color: blue;"><i> with the goal of significantly increasing online course options for students for</i></span> the fall term of the 2014–15 academic<span style="color: red;"><strike>
year, shall result in the availability of multiple high-quality online
course options in which students may enroll in that term.</strike></span><span class="blue_text" style="color: blue;"><i>
year.</i></span></div>
<span style="color: red;"><strike></strike></span><br />
<div style="display: inline;">
<span style="color: red;"><strike><strike>(B)<span class="EnSpace">An
online course developed pursuant to this paragraph shall be deemed to
meet the lower division transfer and degree requirements for the
University of California, the California State University, and the
California Community Colleges.</span></strike></strike></span></div>
<span style="color: red;"><strike>
</strike></span><br />
<div style="margin: 0 0 1em 0;">
(3) Create and administer a standardized review and approval process for online courses<span style="color: red;"><strike> in which most or all course instruction is delivered online</strike></span><span class="blue_text" style="color: blue;"><i> </i></span><span class="blue_text" style="color: blue;"><i>developed
pursuant to paragraph (2) </i></span> for matriculated students of the University of California, California State University, and California Community Colleges,<span style="color: red;"><strike> or</strike></span><span class="blue_text" style="color: blue;"><i> and</i></span>
for California high school pupils. No course shall be approved for
purposes of this section unless the course has associated with it a
faculty sponsor who is a member of the faculty of the University of
California, the California State University, or the California Community
Colleges<span class="blue_text" style="color: blue;"><i> and is approved by the academic senate of the appropriate segment</i></span>.<span class="blue_text" style="color: blue;"><i>
An online course developed pursuant to this paragraph shall be
deemed to meet the lower division transfer and degree requirements for
the University of California, the California State University, and the
California Community Colleges.</i></span></div>
<div style="margin: 0 0 1em 0;">
(4) When online courses are reviewed pursuant to this section, at a
minimum, the extent to which each course does the following shall be
considered:</div>
<div style="margin: 0 0 1em 0;">
(A) Provides students with instructional support and related services to promote retention and success.</div>
<div style="margin: 0 0 1em 0;">
(B) Provides students with interaction with instructors and other students.</div>
<div style="margin: 0 0 1em 0;">
(C) Contains a proctored student assessment and examination process that
ensures academic integrity and satisfactorily measures student learning.</div>
<div style="margin: 0 0 1em 0;">
(D) Provides
a student with an opportunity to assess the extent to which he or she
is suited for online learning prior to enrolling.</div>
<div style="margin: 0 0 1em 0;">
(E) Utilizes,
as the primary course text or as a wholly acceptable alternative,
content, where it exists, from the California Digital Open Source
Library established pursuant to Section 66408.</div>
<div style="margin: 0 0 1em 0;">
(F) Includes
adaptive learning technology systems or comparable technologies that
can provide significant improvement in the learning of students.</div>
<div style="margin: 0 0 1em 0;">
(5) Regularly<span style="color: red;"><strike> solicit and consider</strike></span><span class="blue_text" style="color: blue;"><i>
solicits</i></span> from each of the respective statewide student
associations of the University of California, the California State
University, and the California Community Colleges,<span class="blue_text" style="color: blue;"><i> and considers,</i></span> advice and guidance on implementation of the platform.</div>
<div style="margin: 0 0 1em 0;">
(6) Collect,
review, and make public data and other information related to student
success within the platform by gathering and reporting data on accepted
student success metrics, including, but not necessarily limited to,
student enrollment in approved online courses through the platform, and
student retention and completion rates.</div>
<div style="margin: 0 0 1em 0;">
(7) Utilize the state’s current common course numbering system for approved
courses so as to simplify the identification and articulation of comparable courses.</div>
<div style="margin: 0 0 1em 0;">
(d) Online courses<span class="blue_text" style="color: blue;"><i> approved </i></span>
through the platform pursuant to this section shall be placed in
the California Virtual Campus, through which students may access the
courses. A matriculated student of a campus of the University of
California, California State University, or California Community
Colleges, or a California high school pupil, who completes an online
course
developed through the platform and achieves a passing score on the
corresponding course examination shall be awarded full academic credit
for an equivalent course at the University of California, the California
State University, or the California Community Colleges, as applicable.</div>
<div style="margin: 0 0 1em 0;">
(e) Funding
for the implementation of this section shall be provided in the annual
Budget Act. It is the intent of the Legislature that, notwithstanding
Section 67400, the receipt of funding by the University of California
for the implementation of this section be contingent on its compliance
with the requirements of this section.</div>
<span class="blue_text" style="color: blue;"><i></i></span><br />
<div style="margin: 0 0 1em 0;">
<span class="blue_text" style="color: blue;"><i>(f) No
public funds shall be used to fund any private aspect of a partnership
developed pursuant
to this section between faculty of the University of California,
the California State University, or the California Community Colleges
and an online course technology provider.</i></span></div>
<span class="blue_text" style="color: blue;"><i>
</i></span><span class="blue_text" style="color: blue;"><i><div style="margin: 0 0 1em 0;">
(g) The
state shall retain all appropriate rights to intellectual property it
creates or develops in the implementation of this section.</div>
</i></span></div>
</div>
</div>
</div>
<div id="s3">
<div class="ActionLine" style="margin: 0 0 1em 0;">
<h3 style="display: inline; font-weight: bold;">
SEC. 3.</h3>
Section 78910.10 of the Education Code is amended to read:</div>
<div>
<div id="id_BAF4E6B4-6506-4EEA-B26C-795DE7F0CD00">
<div id="law_section_element">
<div style="margin: 0 0 1em 0;">
<h6 style="display: inline;">
78910.10.</h6>
(a) (1) The
California Virtual Campus, pursuant to funding provided to the Board of
Governors of the California Community Colleges for this purpose in the
annual Budget Act, may pursue all of the following purposes, to the
extent funding is available:</div>
<div style="margin: 0 0 1em 0;">
(A) To
enrich formal and informal educational experiences and improve students’
academic performance by supporting the development of highly engaging,
research-based innovations in teaching and learning in K–12 public
schools and the California Community Colleges, the California State
University, and the University of California.</div>
<div style="margin: 0 0 1em 0;">
(B) To
enhance
the awareness of, and access to, highly engaging online courses of
study, emphasizing courses of study that support a diverse and highly
skilled science, technology, engineering, and mathematics workforce.</div>
<div style="margin: 0 0 1em 0;">
(C) To
support education research, the implementation of research-based
practices, and promote economic development through the use of next
generation advanced network infrastructure, services, and network
technologies that enable collaboration and resource sharing between
formal and informal educators in K–12 public schools, the California
Community Colleges, the California State University, the University of
California, independent colleges and universities, public libraries, and
community-based organizations at locations across the state.</div>
<div style="margin: 0 0 1em 0;">
(D) To
increase access to next
generation Internet services, 21st century workforce development
programs, and e-government services for students and staff served or
employed by education entities and students served primarily online
through partnerships with public libraries and community-based
organizations.</div>
<div style="margin: 0 0 1em 0;">
(E) To enhance access to health care education and training programs to current or future health care workers.</div>
<div style="margin: 0 0 1em 0;">
(F) To
manage digital assets and develop contracts for services necessary to
provide the technical and management support needed to maximize the
benefits of the high-speed, high-bandwidth network infrastructure
available to public higher education entities in California.</div>
<div style="margin: 0 0 1em 0;">
(G) Through
the aggregation of demand for network enabled technologies
and related services from public education entities, and through
partnerships with the private sector, to provide education entities with
access to technical support and staff who can facilitate statewide
efforts that support innovations in teaching and learning that are
necessary to provide for a well-educated citizenry, and economic and
21st century workforce development.</div>
<div style="margin: 0 0 1em 0;">
(2) To
accomplish the purposes of paragraph (1), the California Virtual Campus
may partner with local educational agencies, the State Department of
Education, the 11 regional California Technology Assistance Projects,
the California Community Colleges, the California State University, the
University of California, independent colleges and universities, public
libraries, and community-based organizations to facilitate ongoing
collaboration and joint efforts relating to the
use of technology resources and high-speed Internet connectivity
to support teaching, learning, workforce development, and research.</div>
<div style="margin: 0 0 1em 0;">
(3) Efforts
conducted as a result of this chapter shall not prohibit or otherwise
exclude the ability of existing or new educational technology programs
from being developed, expanded, or
enhanced.</div>
<div style="margin: 0 0 1em 0;">
(b) For purposes of this article, the following terms have the following meanings:</div>
<div style="margin: 0 0 1em 0;">
(1) “Online courses of study” means any of the following:</div>
<div style="margin: 0 0 1em 0;">
(A) Online
teaching, learning, and research resources, including, but not
necessarily limited to, books, course materials, video materials,
interactive lessons, tests, or software, the copyrights of which have
expired, or have been released with an intellectual property license
that permits their free use or repurposing by others without the
permission of the original authors or creators of the learning materials
or resources.</div>
<div style="margin: 0 0 1em 0;">
(B) Professional development opportunities for formal and informal
educators who desire to use the resources in subparagraph (A).</div>
<div style="margin: 0 0 1em 0;">
(C) Online instruction.</div>
<div style="margin: 0 0 1em 0;">
(2) “Online
instruction” means technology enabled online real time (synchronous)
interaction between the instructor and the student, near time
(asynchronous) interaction between the instructor and the student, or
any combination thereof.</div>
<div style="margin: 0 0 1em 0;">
(c) The California Virtual Campus grant recipient may accomplish all of the following:</div>
<div style="margin: 0 0 1em 0;">
(1) Convene
at least four leadership stakeholder group meetings annually composed
of representatives from the State Department of Education, the
California Technology Assistance Project, and other related programs
administered through the department,
including adult education, local education agencies, the
California Community Colleges, the California State University, the
University of California, independent colleges and universities, the
California State Library, and representatives from community-based
organizations to ensure the efforts affecting segments represented are
appropriately meeting the needs of those segments. The leadership
stakeholder group shall also coordinate and obtain assistance with the
implementation of efforts delineated in this article, to identify and
maintain an up-to-date list of the technology resources and tools that
are necessary to support innovation in teaching and learning, and to
identify opportunities for leveraging resources and expertise for
meeting those needs in an efficient and cost-effective manner. For
purposes of this paragraph, the representatives from the California
Community Colleges,
the California State University, and the University of California
shall include, but not be limited to, faculty members from these
institutions.</div>
<div style="margin: 0 0 1em 0;">
(2) Lead efforts to make online courses of study available across the state that include, but are not limited to, the following:</div>
<div style="margin: 0 0 1em 0;">
(A) Developing
online courses of study that are pedagogically sound and fully
accessible, in compliance with the federal Americans with Disabilities
Act (Public Law 101-336), by students with varying learning styles and
disabilities.</div>
<div style="margin: 0 0 1em 0;">
(i) The development of
K–12 online courses pursuant to this subparagraph shall be achieved in
partnership with local education agencies and the California Technology
Assistance Project.</div>
<div style="margin: 0 0 1em 0;">
(ii) Online
courses developed for grades K–12 pursuant to this subparagraph shall be
aligned to the California academic content standards and guidelines for
online courses.</div>
<div style="margin: 0 0 1em 0;">
(B) Overseeing the
development of at least 12 model online courses of study that,
collectively, would allow students to meet the requirements of the
Intersegmental General Education Transfer Curriculum (IGETC) and at
least two courses that support basic skills education courses in
English, English as a second language, or mathematics.</div>
<div style="margin: 0 0 1em 0;">
(C) Encouraging the entities listed in paragraph (1) to do both of the following:</div>
<div style="margin: 0 0 1em 0;">
(i) Make accessible to each other their courses of study that are funded by the state.</div>
<div style="margin: 0 0 1em 0;">
(ii) Allow
their courses of study to be accessible to the general public if they
determine access would not inhibit their ability to provide appropriate
protection of the state’s intellectual property rights.</div>
<div style="margin: 0 0 1em 0;">
(3) Ensure
that the learning objects created as part of the California Virtual
Campus online courses of study with state General Fund revenues are
linked to digital content libraries that include information about
course content freely available to California educators and students.</div>
<div style="margin: 0 0 1em 0;">
(4) Develop
formal partnership agreements between the entities listed in paragraph
(1) and the California Virtual Campus, including course articulation
agreements that allow qualified high school students to accelerate the
completion of requirements for a high school diploma and a
two-year or four-year degree and agreements that provide
opportunities for part-time faculty teaching online to obtain full-time
employment teaching online.</div>
<div style="margin: 0 0 1em 0;">
(5) Develop
formal partnership agreements with the entities listed in paragraph (1)
and others to enhance access to professional development courses that
introduce faculty, teachers, staff, and college course developers to the
conceptual development, creation, and production methodologies that
underlie the development of online courses of study and support
students’ successful completion of those courses. The professional
development opportunities may include, but not necessarily be limited
to, all of the following:</div>
<div style="margin: 0 0 1em 0;">
(A) Addressing issues relating to copyright, permission for the use or reuse of material, use of resources in the
public domain, and other intellectual property concepts.</div>
<div style="margin: 0 0 1em 0;">
(B) Accessibility for students with disabilities.</div>
<div style="margin: 0 0 1em 0;">
(C) Factors to ensure that content is culturally relevant to a diverse student body.</div>
<div style="margin: 0 0 1em 0;">
(D) Delivery options that incorporate multiple learning styles and strategies.</div>
<div style="margin: 0 0 1em 0;">
(6) Develop
formal partnership agreements with entities, including, but not limited
to, those listed in paragraph (1), to ensure access to online
professional learning communities that incorporate the use of
Internet-based collaboration tools and to support joint discussions
between K–12 educators, higher education faculty and staff, and others
to examine student performance data, student learning
objectives, curriculum, and other issues that relate to students’
academic success and preparation for the workforce.</div>
<div style="margin: 0 0 1em 0;">
(7) In
partnership with entities, including those listed in paragraph (1),
develop an e-portfolio system that allows participating students to
demonstrate their attainment of academic learning objectives, skills and
knowledge that relate to their career interests, and completion of
prerequisites for participation in courses or training programs. The
e-portfolio system may do all of the following:</div>
<div style="margin: 0 0 1em 0;">
(A) Ensure that student privacy is protected in accordance with existing law.</div>
<div style="margin: 0 0 1em 0;">
(B) Comply with accessibility laws for students with disabilities.</div>
<div style="margin: 0 0 1em 0;">
(C) Be
designed in a manner that supports the use of e-portfolio content in
the accreditation requirements of schools, colleges, and universities.</div>
<div style="margin: 0 0 1em 0;">
(8) In
partnership with entities, including those listed in paragraph (1),
identify opportunities to enhance students’ access to medical education
and medical services through the use of high-speed Internet connections
to the campuses, and opportunities for education programs and services
to support the telehealth efforts taking place within the state.</div>
<div style="margin: 0 0 1em 0;">
(d) The
lead agency for the California Virtual Campus, in consultation with the
leadership stakeholder group described in paragraph (1) of subdivision
(c) if that group is convened by the California Virtual Campus grant
recipient, shall contract with an independent third
party with expertise in online teaching, learning, and the
development of online courses of study, as approved by the board, to
evaluate the California Virtual Campus. The evaluation shall include,
but not be limited to, an assessment of the number of faculty, teachers,
consortia, informal educators, and students that use the online courses
of study, the quality of students’ experiences, student grades earned,
and the cost of the online course content, comparing the online course
content with traditional textbooks. The board may require additional
information that it determines to be necessary to evaluate the
effectiveness and viability of the California Virtual Campus. This
evaluation shall be submitted to the Legislature no later than three
years after the enactment of this act.</div>
</div>
</div>
</div>
</div>
<div id="s4">
<div class="ActionLine" style="margin: 0 0 1em 0;">
<h3 style="display: inline; font-weight: bold;">
SEC. 4.</h3>
Section 78910.30 of the Education Code is amended to read:</div>
<div>
<div id="id_F1009D8D-8459-45AD-969D-B6A32655C70A">
<div id="law_section_element">
<div style="margin: 0 0 1em 0;">
<h6 style="display: inline;">
78910.30.</h6>
This
article shall remain in effect until January 1, 2017, and as of that
date is repealed, unless a later enacted statute, that is enacted before
January 1, 2017, deletes or extends that date.</div>
</div>
</div>
</div>
</div>
<div id="s5">
<div>
<div style="margin: 0 0 1em 0;">
<h3 style="display: inline; font-weight: bold;">
SEC. 5.</h3>
If
the Commission on State Mandates determines that this act contains
costs mandated by the state, reimbursement to local agencies and school
districts for those costs shall be made pursuant to Part 7 (commencing
with Section 17500) of Division 4 of Title 2 of the Government Code.</div>
</div>
</div>
</div>
</div>
Michael Meranzehttp://www.blogger.com/profile/05336793340375780406noreply@blogger.com21tag:blogger.com,1999:blog-465874062213929610.post-74485153708373938932013-05-21T15:48:00.001-07:002013-05-21T15:49:17.817-07:00Difference Between Revenue and Direct Expenses by College ASU 2010<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgM67Av6XiI4AJkRUVlqIcg3CbnkQPSg7OnIkRIxXlbnR5kWDbh1Xg_tEB-B_Cn7geioADTuQr5G0smEPt1Ex_ImK1vx9jaH5Tacsbh_BLt_lJQ5Hy7PS60nwLqa9CI2N5MsMHL_M2teFA/s1600/ASU+Direct+Costs+&+Revenues+2010.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgM67Av6XiI4AJkRUVlqIcg3CbnkQPSg7OnIkRIxXlbnR5kWDbh1Xg_tEB-B_Cn7geioADTuQr5G0smEPt1Ex_ImK1vx9jaH5Tacsbh_BLt_lJQ5Hy7PS60nwLqa9CI2N5MsMHL_M2teFA/s1600/ASU+Direct+Costs+&+Revenues+2010.png" height="255" width="400" /></a></div>
<br />Chris Newfieldhttp://www.blogger.com/profile/01078395415386100872noreply@blogger.com9tag:blogger.com,1999:blog-465874062213929610.post-20319010513164385202013-05-21T15:31:00.002-07:002013-05-21T15:33:31.444-07:00Indirect Cost Recovery Shortfall Chart circa 2004<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSwhnFCKBZbY9FfPQc5r-rbB-F39Hmm4cDpfOVSmrwl9KevetfxOujo0BNKaG23fvh-ufriNuRKz_OTqlVxfDOWPycrhseKZA51VBrv-PABflTc2HMNbI3FI-3FamhePb3Uck5l_9Seyc/s1600/ICR+Shortfall+chart.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSwhnFCKBZbY9FfPQc5r-rbB-F39Hmm4cDpfOVSmrwl9KevetfxOujo0BNKaG23fvh-ufriNuRKz_OTqlVxfDOWPycrhseKZA51VBrv-PABflTc2HMNbI3FI-3FamhePb3Uck5l_9Seyc/s1600/ICR+Shortfall+chart.png" height="400" width="390" /></a></div>
<br />Chris Newfieldhttp://www.blogger.com/profile/01078395415386100872noreply@blogger.com18tag:blogger.com,1999:blog-465874062213929610.post-60810698532780234682013-04-26T13:26:00.002-07:002013-04-26T13:26:52.123-07:00Brown's Higher Ed Framework (April, 2013)<div class="MsoNormal">
<b><span style="font-family: Times; font-size: 9.5pt;">Governor’s
Higher Education Plan</span></b><span style="font-family: Times; font-size: 9.5pt;"></span></div>
<div class="MsoNormal">
<b><span style="font-family: Times; font-size: 9.5pt;">Overview</span></b><br />
</div>
<div class="MsoNormal">
<b><span style="font-family: Times; font-size: 9.5pt;">Statement
of Problem</span></b><br />
</div>
<div class="MsoNormal">
<span style="font-family: Times; font-size: 9.5pt;">There are
multiple signs that our higher education system is facing a crisis.</span></div>
<ul>
<li><span style="font-family: Times; font-size: 9.5pt;">At
UC, costs are rising much faster than inflation.</span></li>
<li><span style="font-family: Times; font-size: 9.5pt;">At
CSU, few students are graduating in four years.</span></li>
<li><span style="font-family: Symbol; font-size: 9.5pt;"> </span><span style="font-family: Times; font-size: 9.5pt;">In
CCCs, thousands are turned away and relatively few are making it through a
complete </span></li>
<li><span style="font-family: Times; font-size: 9.5pt;">program of
study or successfully transferring.</span></li>
<li><span style="font-family: Times; font-size: 9.5pt;">Overall,
there is no systemwide consensus regarding higher education’s purpose, goals, and overall
direction.</span></li>
</ul>
<div class="MsoNormal">
<span style="font-family: Times; font-size: 9.5pt;">Financially,
the state isn’t out of the woods yet. </span><br />
<ul>
<li><span style="font-family: Times; font-size: 9.5pt;">The
Governor’s budget prioritizes higher education. Many other services have also
faced big cuts in
recent years and will see no increases this year. We need to make the most of every higher
education dollar we spend.</span><span style="font-family: Times; font-size: 9.5pt;"> </span></li>
<li><span style="font-family: Times; font-size: 9.5pt;">Everyone
must do their part: taxpayers, students, and university officials who need to find
solutions other than tuition increases to balance their budgets.</span></li>
</ul>
</div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
<span style="font-family: Times; font-size: 9.5pt;">Student
tuition should not be the go-to budget balancer.</span></div>
<ul>
<li><span style="font-family: Symbol; font-size: 9.5pt;"></span><span style="font-family: Times; font-size: 9.5pt;">Student
aid doesn’t fix the problem: it helps individual students but masks the
underlying problem of
higher education costs that are rising too fast. </span></li>
<li><span style="font-family: Symbol; font-size: 9.5pt;"></span><span style="font-family: Times; font-size: 9.5pt;">Every
tuition increase reduces access and increases student debt. It’s also a quality
issue when it
disrupts students’ progress or forces them to work more while they go to
school.</span></li>
<li><span style="font-family: Symbol; font-size: 9.5pt;"></span><span style="font-family: Times; font-size: 9.5pt;">Tuition
hikes also hurt middle class students who didn’t expect the increase and don’t qualify for
much aid.</span></li>
</ul>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
<b><span style="font-family: Times; font-size: 9.5pt;">Governor’s
goals for higher education</span></b><br />
</div>
<ul>
<li><span style="font-family: Times; font-size: 9.5pt;">Improve
quality and performance of the system. Students who want to complete college in four
years should be able to do so. College education should be relevant to students and enable
them to thrive in their career and life after graduation.</span></li>
</ul>
<ul>
<li><span style="font-family: Times; font-size: 9.5pt;">Reinvent
higher education system for today’s world and the future. We can’t simply maintain the
20</span><span style="font-family: Times; font-size: 6.0pt;">th</span><span style="font-family: Times; font-size: 9.5pt;"> century
university </span></li>
</ul>
<div style="text-align: left;">
<span style="font-family: Times; font-size: 9.5pt;"> o Fiscal
realities limit all of us, but it’s our creativity that allows us to adapt to
and thrive
within our limits. Universities are extraordinarily resilient institutions, because they
are full of smart people. We’re excited about the challenge and</span><span style="font-family: Times; font-size: 9.5pt;"> promise of
building a 21</span><span style="font-family: Times; font-size: 6.0pt;">st</span><span style="font-family: Times; font-size: 9.5pt;"> century
university.</span></div>
<ul>
<li><span style="font-family: Symbol; font-size: 9.5pt;"></span><span style="font-family: Times; font-size: 9.5pt;">Control
the cost of higher education so that it stays affordable for students and the
state. Yes, the
Governor realizes that California’s
tuition and student debt levels are not as high as those in
other states. His aim is to:</span><span style="font-family: Times; font-size: 9.5pt;">o Provide
students some relief after back-to-back years of tuition increases</span><br />
<span style="font-family: Times; font-size: 9.5pt;">o Stop using
student tuition to prop up an unsustainable business model</span><br />
<span style="font-family: Times; font-size: 9.5pt;">o Avoid the
sky-high debt and tuition levels found in others states</span></li>
</ul>
<div class="MsoNormal">
<b><span style="font-family: Times; font-size: 9.5pt;">Basic
elements of the plan:</span></b><span style="font-family: Times; font-size: 9.5pt;"></span></div>
<ul>
<li><span style="font-family: Times; font-size: 9.5pt;">Up
to a 20% increase in General Fund appropriations to UC and CSU over a four-year period
(2013-14 through 2016-17), representing about a 10% increase in total operating funds.*</span></li>
<li><span style="font-family: Times; font-size: 9.5pt;">Freeze
on UC and CSU resident tuition from 2013-14 to 2016-17. If a segment raises tuition
during any of those years, its cumulative funding augmentation beginning in 2013-14 will
be forfeited and cannot be earned back.</span></li>
<li><span style="font-family: Times; font-size: 9.5pt;">For
UC and CSU, funding augmentations will be contingent on progress made toward
the following
goals. (Note: the latest values for the performance measures will be updated this fall to
reflect actual 2011-12 values, which will serve as the base year):</span></li>
</ul>
<div class="MsoNormal">
<span style="font-family: Times; font-size: 9.5pt;">o Ten
percent improvement of <b>on-time graduation rates </b>by 2016-17 (meaning 4 years for
freshmen and 2 years for transfer students). </span></div>
<ul>
<li><span style="font-family: Times; font-size: 9.5pt;"><span style="mso-spacerun: yes;"> </span>For UC freshmen, an increase from about 62 to
about 68%.</span><span style="font-family: Times; font-size: 9.5pt;"> </span></li>
<li><span style="font-family: Times; font-size: 9.5pt;"><span style="mso-spacerun: yes;"> </span>For CSU freshmen, an increase from about 16 to
about 18%.</span><span style="font-family: Times; font-size: 9.5pt;"> </span></li>
<li><span style="font-family: Times; font-size: 9.5pt;"><span style="mso-spacerun: yes;"> </span>For UC transfers, an increase from about 53 to
about 59%.</span></li>
<li><span style="font-family: Times; font-size: 9.5pt;"><span style="mso-spacerun: yes;"> </span>For CSU transfers, an increase from about 23
to about 26%.</span></li>
</ul>
<div class="MsoNormal">
<span style="font-family: Times; font-size: 9.5pt;">o Ten
percent increase in the <b>number of transfer students </b>UC and CSU enroll from the
community colleges by 2016-17. </span></div>
<ul>
<li><span style="font-family: Times; font-size: 9.5pt;"><span style="mso-spacerun: yes;"> </span>At UC, an increase from about 15,800 to about
17,400 annually.</span></li>
<li><span style="font-family: Times; font-size: 9.5pt;"><span style="mso-spacerun: yes;"> </span>At CSU, an increase from about 37,200 to about
40,900 annually.</span></li>
</ul>
<div class="MsoNormal">
<span style="font-family: Times; font-size: 9.5pt;">o Ten
percent increase in the <b>number of degrees completed </b>by 2016-17 for:</span></div>
<ul>
<li><span style="font-family: Times; font-size: 9.5pt;"><span style="mso-spacerun: yes;"> </span>First-time freshmen</span></li>
<li><span style="font-family: Times; font-size: 9.5pt;"><span style="mso-spacerun: yes;"> </span>Transfer students</span></li>
<li><span style="font-family: Times; font-size: 9.5pt;"><span style="mso-spacerun: yes;"> </span>Pell Grant recipients (both freshmen and
transfers)</span></li>
</ul>
<div class="MsoNormal">
<span style="font-family: Times; font-size: 9.5pt;">o Ten
percent improvement in <b>undergraduate degree completions per 100 full-</b></span><b><span style="font-family: Times; font-size: 9.5pt;">time
equivalent enrolled students </span></b><span style="font-family: Times; font-size: 9.5pt;">by 2016-17, to capture improvements in efficiency.</span></div>
<div class="MsoNormal">
<ul>
<li><span style="font-family: Times; font-size: 9.5pt;">Flexibility</span></li>
</ul>
</div>
<div class="MsoNormal">
<span style="font-family: Times; font-size: 9.5pt;">o If a
segment partially meets its targets, it will still receive a proportional share
of its planned
funding augmentation. </span></div>
<div class="MsoNormal">
<span style="font-family: Times; font-size: 9.5pt;">o
Additionally, segments can recoup any funding lost by missing an interim target
if they fully
meet a subsequent year’s target, up through 2016-17.</span></div>
<div class="MsoNormal">
<span style="font-family: Times; font-size: 9.5pt;">o Segments
will be expected to show 1%, 3%, and 6% improvement on each of the outcome
measures in the first three years of the plan, respectively, or the segments may
propose alternative interim measures and targets provided they can </span></div>
<div class="MsoNormal">
<span style="font-family: Times; font-size: 9.5pt;">show those
interim measures build to the same overall 10% targets in 2016-17. </span></div>
<div class="MsoNormal">
<ul>
<li><span style="font-family: Times; font-size: 9.5pt;">Universities
will report annually on progress made toward the targets, biennially on spending on
graduate versus undergraduate instruction and research, and on any additional
measures that are deemed appropriate for tracking effects on educational quality and
service to disadvantaged students. </span></li>
</ul>
</div>
<div class="MsoNormal">
<span style="font-family: Times; font-size: 9.5pt;">*A note on
community colleges: CCCs will also receive commensurate funding increases over </span></div>
<div class="MsoNormal">
<span style="font-family: Times; font-size: 9.5pt;">the four
year term of the funding plan. Corresponding performance measures for CCCs will
be</span></div>
<div class="MsoNormal">
<span style="font-family: Times; font-size: 9.5pt;">developed
later this year and introduced in the Governor’s 2014-15 Budget proposal.</span><br />
</div>
<div class="MsoNormal">
<b><span style="font-family: Times; font-size: 9.5pt;">Anticipated
questions</span></b><br />
</div>
<div class="MsoNormal">
<b><span style="font-family: Times; font-size: 9.5pt;">What is
the rationale for the 10 percent improvement targets?</span></b><br />
</div>
<ul>
<li><span style="font-family: Times; font-size: 9.5pt;">The
targets are set at 10 percent because universities’ operating funds (General
Fund and tuition and
fee revenue) will increase by about 10 percent. It provides a simple goal to unify the
system.</span></li>
<li><span style="font-family: Times; font-size: 9.5pt;">Certainly,
some targets will be easier to hit than others – that is the rationale for
multiple measures and
pro-rated funding increases. <b>Remember: a segment will be rewarded for</b></span><b><span style="font-family: Times; font-size: 9.5pt;"> any
progress it makes toward any of the targets at any point during the timeframe of the
plan. </span></b></li>
<li><span style="font-family: Times; font-size: 9.5pt;">The
performance targets we have set are high, but they are flexible and we feel
they are completely
achievable.</span></li>
</ul>
<div class="MsoNormal">
<b><span style="font-family: Times; font-size: 9.5pt;">Universities
are trying to rebuild after years of cuts – why raise the bar now?</span></b><span style="font-family: Times; font-size: 9.5pt;"></span></div>
<ul>
<li><span style="font-family: Times; font-size: 9.5pt;">It’s
true that cuts have been severe, but the baseline year was the low point and
follows a decade of
volatile budgets.</span><span style="font-family: Times; font-size: 9.5pt;">o If the
measures are affected by the budget they should be at their worst in the baseline
year, 2011-12.</span></li>
</ul>
<div class="MsoNormal">
<ul>
<li><span style="font-family: Times; font-size: 9.5pt;">This
is exactly the right time to ask universities to raise the bar.</span><span style="font-family: Times; font-size: 9.5pt;">o Taxpayers
voted to put more money into higher education.</span><br />
<span style="font-family: Times; font-size: 9.5pt;">o Rather
than restoring the same costly structures that have proven unsustainable,the new
money should go toward building a smarter university model that provides
quality education and ongoing affordability. </span></li>
</ul>
</div>
<div class="MsoNormal">
<b><span style="font-family: Times; font-size: 9.5pt;">UC and
CSU are different systems with different challenges – why the same outcome measures
and targets for both?</span></b></div>
<ul>
<li><span style="font-family: Times; font-size: 9.5pt;">Both
segments need to improve their cost efficiency as an integral part of their
ability toprovide a
high-quality education without continually increasing the financial burden placed on
students through tuition and fees. </span></li>
<li><span style="font-family: Times; font-size: 9.5pt;">However,
UC and CSU have different challenges and will make progress in different ways.</span><span style="font-family: Times; font-size: 9.5pt;">o CSU has
comparatively low spending per degree and completion, but needs to improve
completion rates. It can become more efficient by increasing its overall through-put
and reducing the number of excess units per degree completion.</span><br />
<div style="text-align: left;">
<span style="font-family: Times; font-size: 9.5pt;">o UC has
comparatively strong completion rates but very high cost per degree and a steep rate
of spending increases from year to year. It can become more efficient by holding
tuition constant and findi ng other ways to balance its budget—namelyby reducing
costs.</span><span style="font-family: Times; font-size: 9.5pt;"> </span></div>
<div style="text-align: left;">
</div>
</li>
</ul>
<div class="MsoNormal">
<ul>
<li><span style="font-family: Times; font-size: 9.5pt;"><span style="font-family: Times; font-size: 9.5pt;">Yes,
some targets will be easier or harder for each system to meet. However, we
believe that the
collection of targets—paired with the requirement to freeze tuition—will be comparably
challenging for the two systems. </span></span><b><span style="font-family: Times; font-size: 9.5pt;"><br /></span></b></li>
</ul>
<b><span style="font-family: Times; font-size: 9.5pt;">Won’t the
focus on completion pressure the universities to lower their academic
standards?</span></b><span style="font-family: Times; font-size: 9.5pt;"></span></div>
<ul>
<li><span style="font-family: Times; font-size: 9.5pt;">There
are appropriate checks and balances in place to prevent an erosion of quality: academic
senates, accreditation procedures, and feedback from students and employers have long
been the universities’ approach to upholding quality.</span></li>
<li><span style="font-family: Times; font-size: 9.5pt;">These
existing quality-control measures should be refined and strengthened, rather
than introducing
standardized testing, artificial numeric indices, or other kinds of scores or rankings.</span></li>
</ul>
<div class="MsoNormal">
<b><span style="font-family: Times; font-size: 9.5pt;">How can
UC and CSU control the number of transfers who are ready to enroll?</span></b><span style="font-family: Times; font-size: 9.5pt;"></span></div>
<ul>
<li><span style="font-family: Times; font-size: 9.5pt;">UC
and CSU are expected to work closely with CCCs to align lower and
upper-division coursework
and create clear transfer pathways for students that enable them to graduate on time,
without accumulating excessive extra units. </span></li>
<li><span style="font-family: Times; font-size: 9.5pt;">Funding
increases for CCCs should lead to corresponding increases in the number of transfer-ready
students. </span></li>
</ul>
<div class="MsoNormal">
<br /></div>
Michael Meranzehttp://www.blogger.com/profile/05336793340375780406noreply@blogger.com127tag:blogger.com,1999:blog-465874062213929610.post-56160890264265991452013-03-11T08:53:00.001-07:002013-03-11T08:56:02.933-07:00Profile for a 21st Century Presidency at NYU<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
The American Association of University Professors is the
originator and steward of the basic principles of governance and academic
freedom observed by U.S. universities. Inspired by the Vote of No Confidence
process set in motion by NYU's Faculty of Arts and Science, we offer the
following list of requisites for a 21st century presidency at NYU.<br />
<br style="mso-special-character: line-break;" /></div>
<div class="MsoNormal">
New York University, as one of the nation’s leading universities,
needs a president who is deeply committed to<br />
</div>
<div class="ListParagraphCxSpFirst" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<b style="mso-bidi-font-weight: normal;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;">The
Ethos and Practice of Shared Governance </b></div>
<div class="ListParagraphCxSpMiddle">
<span style="mso-spacerun: yes;"> </span>and
who therefore supports</div>
<div class="ListParagraphCxSpMiddle">
<br /></div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
right and obligation of faculty to define and shape all new academic and
curricular initiatives, including those at global locations</div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
right and obligation of faculty to be represented on the Board of Trustees</div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
right and obligation of faculty to participate fully in the choosing of new presidents
and provosts</div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
right and obligation of faculty to serve, as elected representatives, not as ad
hoc appointees, on top level committees</div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">e.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
right and obligation of faculty to hold regular, plenary assemblies with the
president and senior administrators in order to voice concerns and present new
initiatives</div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">f.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
right and obligation of faculty to have full knowledge of the fiscal affairs of
the university</div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">g.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
right and obligation of faculty to review and participate in the approval of all
new building and expansion plans</div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">h.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
right of faculty, should a majority so decide, to union representation and
collective bargaining</div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto;">
<br /></div>
<div class="ListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<b style="mso-bidi-font-weight: normal;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;">The
Institutional Protections of Tenure and Academic Freedom for Faculty </b></div>
<div class="ListParagraphCxSpMiddle">
<span style="mso-spacerun: yes;"> </span>and
who therefore supports</div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto;">
<br /></div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="color: black; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">the steady conversion of NTT into TT
faculty positions at every NYU location</span><span style="color: black;"><span style="mso-spacerun: yes;"> </span></span></div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
extension of protections comparable to those that accrue to tenure to all
fulltime faculty who have served continuously for seven years, </div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
upholding of academic freedom among all faculty, including those not on the
tenure track </div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
careful protection of academic freedoms through contracts and intellectual
property regulations relating to commercialization of university research</div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto;">
<br /></div>
<div class="ListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<b style="mso-bidi-font-weight: normal;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;">The Principle
of Making an NYU Education Affordable to All Students</b><br />
and who therefore supports</div>
<div class="ListParagraphCxSpMiddle">
<br /></div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
right and obligation of student representatives to participate in a
university-wide plan to reduce the student debt burden by expanding needs-based
financial aid</div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
right and obligation of students to be represented on the Board of Trustees</div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
right and obligation of students to have full knowledge of the fiscal affairs
of the university</div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>a
moratorium on the growth of non-academic personnel, offices, programs, and
costs that are extraneous to core academic functions. </div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto;">
<br /></div>
<div class="ListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<b style="mso-bidi-font-weight: normal;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;">The Cultivation
of Mutually Respectful Town-Gown Relations</b><br />
and who therefore supports</div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
right and obligation of community representatives to review and participate in
the approval of all new building and expansion plans</div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
right and obligation of community representatives to serve on a committee for
developing university-community initiatives that will benefit from NYU’s
research and resources</div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto;">
<br /></div>
<div class="ListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<b style="mso-bidi-font-weight: normal;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;">The Abatement
of Salary Polarization</b></div>
<div class="ListParagraphCxSpMiddle">
<span style="mso-spacerun: yes;"> </span>and
who therefore supports</div>
<div class="ListParagraphCxSpMiddle">
<br /></div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
reduction, by at least 25%, of the salaries of the president and senior
administrators</div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
establishment of a more equitable range spread between the highest and lowest
paid of NYU employees </div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>a
suspension of the practice of passing on the costs of benefits spending to
employees </div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto;">
<br /></div>
<div class="ListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<b style="mso-bidi-font-weight: normal;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;">The
Upholding of Fair Labor Standards for All University Employees</b><br />
and who therefore supports </div>
<div class="ListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto;">
<br /></div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
right of all employees, including graduate student employees, should a majority
so decide, to union representation and collective bargaining.</div>
<div class="ListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
right of employee union representatives to expect good faith in collective
bargaining from the NYU administration</div>
<div class="ListParagraphCxSpLast" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>the
right of all employees, including those contracted to construct and maintain
GNU buildings, to be protected by the ILO's basic international labor standards.<br />
<br />
</div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
Andrew Ross,
NYU-AAUP president</div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
Molly Nolan,
NYU-AAUP vice-president</div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
Marie
Monaco, NYU-AAUP secretary</div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
Anna
McCarthy, NYU-AAUP treasurer</div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
Rebecca
Karl, NYU-AAUP at-large executive member</div>
<div class="MsoNormal">
Rana Jaleel, NYU-AAUP student member</div>
<div class="MsoNormal">
<br /></div>
Michael Meranzehttp://www.blogger.com/profile/05336793340375780406noreply@blogger.com50tag:blogger.com,1999:blog-465874062213929610.post-74576867933458736602012-05-07T04:30:00.000-07:002012-05-07T04:30:02.061-07:00Le racisme des intellectuels<h1 class="tt32" itemprop="Headline" style="font-family: inherit; font-weight: normal;">
<span style="font-size: small;"><span itemprop="Publisher">LE MONDE</span> | <time datetime="2012-05-05T14:46:32+02:00" itemprop="datePublished">05.05.2012 à 14h46</time></span></h1>
<div class="auteur txt12_120" itemprop="author">
Par Alain Badiou, philosophe, dramaturge et écrivain</div>
<div class="auteur txt12_120" itemprop="author">
<br /></div>
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<div class="txt15_140" itemprop="articleBody">
L'importance du vote pour Marine Le Pen accable et
surprend. On cherche des explications. Le personnel politique y va de sa
sociologie portative : la France des gens d'en bas, des provinciaux
égarés, des ouvriers, des sous-éduqués, effrayée par la mondialisation,
le recul du pouvoir d'achat, la déstructuration des territoires, la
présence à leurs portes d'étranges étrangers, veut se replier sur le
nationalisme et la xénophobie.<br />
<br />
C'est déjà du reste cette France <em>"retardataire"</em> qu'on
accusait d'avoir voté non au référendum sur le projet de Constitution
européenne. On l'opposait aux classes moyennes urbaines éduquées et
modernes, qui font tout le sel social de notre démocratie bien tempérée.<br />
<br />
Disons que cette France d'en bas est quand même, en la circonstance,
le baudet de la fable, le pelé et le galeux "populiste" d'où nous vient
tout le mal lepéniste. Etrange, au demeurant, cette hargne
politico-médiatique contre le "populisme". Le pouvoir démocratique, dont
nous sommes si fiers, serait-il allergique à ce qu'on se soucie du
peuple ? C'est l'avis dudit peuple, en tout cas, et de plus en plus. A
la question <em>"les responsables politiques se préoccupent-ils de ce que pensent les gens comme vous ?"</em>, la réponse entièrement négative <em>"pas du tout"</em> est passée de 15 % de l'ensemble en 1978 à 42 % en 2010 ! Quant au total des réponses positives <em>("beaucoup"</em> ou <em>"assez"), </em>il
est passé de 35 % à 17 % (on se reportera, pour cette indication
statistique et d'autres d'un très grand intérêt, au numéro hors série de
la revue <em>La Pensée</em> titré "Le peuple, la crise et la politique"
et réalisé par Guy Michelat et Michel Simon). La relation entre le
peuple et l'Etat n'est pas faite de confiance, c'est le moins qu'on
puisse dire.<br />
<br />
Faut-il conclure que notre Etat n'a pas le peuple qu'il mérite, et
que le sombre vote lepéniste atteste cette insuffisance populaire ? Il
faudrait alors, pour renforcer la démocratie, changer le peuple, comme
le proposait ironiquement Brecht...<br />
<br />
Ma thèse est plutôt que deux autres grands coupables doivent être mis
en avant : les responsables successifs du pouvoir d'Etat, de gauche
comme de droite, et un ensemble non négligeable d'intellectuels.<br />
<br />
En définitive, ce ne sont pas les pauvres de nos provinces qui ont
décidé de limiter autant que faire se peut le droit élémentaire d'un
ouvrier de ce pays, quelle que soit sa nationalité d'origine, de vivre
ici avec sa femme et ses enfants. C'est une ministre socialiste, et tous
ceux de droite ensuite qui se sont engouffrés dans la brèche. Ce n'est
pas une campagnarde sous-éduquée qui a proclamé en 1983, que les
grévistes de Renault - en effet majoritairement algériens ou marocains -
étaient des "<em>travailleurs immigrés</em> (...)<em>agités par des
groupes religieux et politiques qui se déterminent en fonction de
critères ayant peu à voir avec les réalités sociales françaises</em>".<br />
<br />
C'est un premier ministre socialiste, bien entendu à la grande joie
de ses "ennemis" de la droite. Qui a eu la bonne idée de déclarer que Le
Pen posait les vrais problèmes ? Un militant alsacien du Front national
? Non, c'est un premier ministre de François Mitterrand. Ce ne sont pas
des sous-développés de l'intérieur qui ont créé les centres de
rétention pour y emprisonner, hors de tout droit réel, ceux qu'on
privait par ailleurs de la possibilité d'acquérir les papiers légaux de
leur présence.<br />
<br />
Ce ne sont pas non plus des banlieusards excédés qui ont ordonné,
partout dans le monde, qu'on ne délivre aux gens des visas pour la
France qu'au compte-gouttes, pendant qu'on fixait ici même des quotas
d'expulsions que devait à tout prix réaliser la police. La succession
des lois restrictives, attaquant, sous prétexte d'étrangeté, la liberté
et l'égalité de millions de gens qui vivent et travaillent ici, n'est
pas l'oeuvre de "populistes" déchaînés.<br />
<br />
A la manoeuvre de ces forfaits légaux, on trouve l'Etat, tout
simplement. On trouve tous les gouvernements successifs, dès François
Mitterrand, et sans répit par la suite. En la matière, et ce ne sont que
deux exemples, le socialiste Lionel Jospin a fait savoir dès son
arrivée au pouvoir qu'il n'était pas question d'abolir les lois
xénophobes de Charles Pasqua ; le socialiste François Hollande fait
savoir qu'on ne décidera pas les régularisations de sans-papiers
autrement sous sa présidence que sous celle de Nicolas Sarkozy. La
continuité dans cette direction ne fait aucun doute. C'est cet
encouragement obstiné de l'Etat dans la vilenie qui façonne l'opinion
réactive et racialiste, et non l'inverse.<br />
<br />
Je ne crois pas être suspect d'ignorer que Nicolas Sarkozy et sa
clique ont été constamment sur la brèche du racisme culturel, levant
haut le drapeau de la "supériorité" de notre chère civilisation
occidentale et faisant voter une interminable succession de lois
discriminatoires dont la scélératesse nous consterne.<br />
<br />
Mais enfin, nous ne voyons pas que la gauche se soit levée pour s'y
opposer avec la force que demandait un pareil acharnement réactionnaire.
Elle a même bien souvent fait savoir qu'elle "comprenait" cette demande
de "sécurité", et a voté sans état d'âme des décisions persécutoires
flagrantes, comme celles qui visent à expulser de l'espace public telle
ou telle femme sous le prétexte qu'elle se couvre les cheveux ou
enveloppe son corps.<br />
<br />
Ses candidats annoncent partout qu'ils mèneront une lutte sans merci,
non tant contre les prévarications capitalistes et la dictature des
budgets ascétiques que contre les ouvriers sans papiers et les mineurs
récidivistes, surtout s'ils sont noirs ou arabes. Dans ce domaine,
droite et gauche confondues ont piétiné tout principe. Ce fut et c'est,
pour ceux qu'on prive de papiers, non l'Etat de droit, mais l'Etat
d'exception, l'Etat de non-droit. Ce sont eux qui sont en état
d'insécurité, et non les nationaux nantis. S'il fallait, ce qu'à Dieu ne
plaise, se résigner à expulser des gens, il serait préférable qu'on
choisisse nos gouvernants plutôt que les très respectables ouvriers
marocains ou maliens.<br />
<br />
Et derrière tout cela, de longue date, depuis plus de vingt ans, qui
trouve-t-on ? Qui sont les glorieux inventeurs du "péril islamique", en
passe selon eux de désintégrer notre belle société occidentale et
française ? Sinon des intellectuels, qui consacrent à cette tâche infâme
des éditoriaux enflammés, des livres retors, des "enquêtes
sociologiques" truquées ? Est-ce un groupe de retraités provinciaux et
d'ouvriers des petites villes désindustrialisées qui a monté patiemment
toute cette affaire du "conflit des civilisations", de la défense du
"pacte républicain", des menaces sur notre magnifique "laïcité", du
"féminisme" outragé par la vie quotidienne des dames arabes ?<br />
<br />
N'est-il pas fâcheux qu'on cherche des responsables uniquement du
côté de la droite extrême - qui en effet tire les marrons du feu - sans
jamais mettre à nu la responsabilité écrasante de ceux, bien souvent -
disaient-ils - "de gauche", et plus souvent professeurs de "philosophie"
que caissières de supermarché, qui ont passionnément soutenu que les
Arabes et les Noirs, notamment les jeunes, corrompaient notre système
éducatif, pervertissaient nos banlieues, offensaient nos libertés et
outrageaient nos femmes ? Ou qu'ils étaient <em>"trop nombreux"</em> dans nos équipes de foot ? Exactement comme on disait naguère des juifs et des <em>"métèques"</em> que par eux la France éternelle était menacée de mort.<br />
<br />
Il y a eu, certes, l'apparition de groupuscules fascistes se
réclamant de l'islam. Mais il y a tout aussi bien eu des mouvements
fascistes se réclamant de l'Occident et du Christ-roi. Cela n'empêche
aucun intellectuel islamophobe de vanter à tout bout de champ notre
supérieure identité "occidentale" et de parvenir à loger nos admirables
"racines chrétiennes" dans le culte d'une laïcité dont Marine Le Pen,
devenue une des plus acharnées pratiquantes de ce culte, révèle enfin de
quel bois politique il se chauffe.<br />
<br />
En vérité, ce sont des intellectuels qui ont inventé la violence
antipopulaire, singulièrement dirigée contre les jeunes des grandes
villes, qui est le vrai secret de l'islamophobie. Et ce sont les
gouvernements, incapables de bâtir une société de paix civile et de
justice, qui ont livré les étrangers, et d'abord les ouvriers arabes et
leurs familles, en pâture à des clientèles électorales désorientées et
craintives. Comme toujours, l'idée, fût-elle criminelle, précède le
pouvoir, qui à son tour façonne l'opinion dont il a besoin.
L'intellectuel, fût-il déplorable, précède le ministre, qui construit
ses suiveurs.<br />
<br />
Le livre, fût-il à jeter, vient avant l'image propagandiste, laquelle
égare au lieu d'instruire. Et trente ans de patients efforts dans
l'écriture, l'invective et la compétition électorale sans idée trouvent
leur sinistre récompense dans les consciences fatiguées comme dans le
vote moutonnier.<br />
<br />
Honte aux gouvernements successifs, qui ont tous rivalisé sur les
thèmes conjoints de la sécurité et du "problème immigré", pour que ne
soit pas trop visible qu'ils servaient avant tout les intérêts de
l'oligarchie économique ! Honte aux intellectuels du néo-racialisme et
du nationalisme bouché, qui ont patiemment recouvert le vide laissé dans
le peuple par la provisoire éclipse de l'hypothèse communiste d'un
manteau d'inepties sur le péril islamique et la ruine de nos "valeurs" !<br />
<br />
Ce sont eux qui doivent aujourd'hui rendre des comptes sur
l'ascension d'un fascisme rampant dont ils ont encouragé sans relâche le
développement mental.<br />
<hr />
Né en 1937, professeur de philosophie à l'Ecole normale supérieure, <strong>Alain Badiou</strong>
articule pensée formelle et récit littéraire, argumentation
conceptuelle et intervention politique. Il est notamment l'auteur d'<em>Entretiens I</em> (Nous, 2011), de <em>La République de Platon</em> (Fayard, 596 p., 24,50 €) et, dans la série "Circonstances", aux Nouvelles Editions Lignes, de <em>Sarkozy : pire que prévu, les autres : prévoir le pire</em> (94 p., 9,50 €).<br />
</div>Chris Newfieldhttp://www.blogger.com/profile/01078395415386100872noreply@blogger.com27tag:blogger.com,1999:blog-465874062213929610.post-54991795888414307002012-03-13T14:44:00.003-07:002012-03-13T14:45:11.893-07:00Chancellor Birgeneau announces he is stepping down at end of yearDear members of the Berkeley campus community:<br />
<br />
I am writing to let you know that I have informed President Mark Yudof of my decision to step down as Chancellor of UC Berkeley on December 31, 2012. Serving as the Ninth Chancellor of one of the world's preeminent teaching and research universities has been an immense privilege and honor. I am deeply grateful to have been entrusted with the profound responsibility of leading this great institution and its outstanding faculty, staff and students through one of the most challenging periods in its 144-year history.<br />
<br />
I arrived in September, 2004 with a deep appreciation of the essential role that Berkeley plays in setting the standard nationally and internationally for public higher education. It was my intention to serve as Chancellor for seven years to lead Berkeley in breaking new paths on the frontiers of knowledge and education, to support its noble public mission and to further its goals of access and excellence. Because of the extraordinary circumstances facing the University of California that emerged with the financial crisis and steep loss of state funding, I have stayed on as Chancellor longer than I had originally intended. With the support of an exceptionally talented senior leadership team, we have worked very hard to navigate successfully the most extreme disinvestment by the state in UC's history. We have greatly strengthened Berkeley's financial management leadership, stabilized our budget in the short to medium term, and are developing a sustainable financial model for the future to support access and excellence. Thanks to the efforts and contributions of everyone in our campus community - faculty, staff, students, retirees, alumni and friends - we have made great strides in maintaining and expanding Berkeley's excellence and preserving its unique public character. Although challenges still remain, I am confident that we have put into place a clear pathway for the years ahead and strategies that will support Berkeley's ongoing excellence and its impact on the world. <br />
<br />
In spite of the financially challenging times, working together as a campus community we have made tremendous progress on many fronts and have many extraordinary accomplishments of which we can be justly proud. Berkeley faculty continue to garner awards and honors in all disciplines, including three Nobel Prizes since 2005, two in Physics and one in Economics; we and MIT lead all universities in the United States and Canada with 43 Sloan Fellowships each for our junior faculty since 2004, a strong marker for future success. For graduate students, Berkeley also continues to share the lead with MIT as one of the two top-choice schools for winners of National Science Foundation fellowships. In the 2010 National Research Council rankings, the first detailed survey since 1995 of the nation's research universities, Berkeley ranked second nationally behind Harvard and well ahead of all other schools in the number of graduate programs in the very top group. Our research funding has grown from some $500 million in 2004 to well over $700 million in recent years. We are consistently ranked in the top tier of research and teaching universities in the world, a reflection of our comprehensive excellence across the arts and humanities, social sciences, physical and life sciences, and the professions. <br />
<br />
We have strengthened the university through a $3 billion fundraising Campaign, the largest in Berkeley's history. The Campaign to-date has raised $2.4 billion during one of the most difficult financial times since the Great Depression, thanks to the support of alumni and friends who believe in our future. At the heart of the Campaign is the Hewlett Endowed Chairs Matching Program. This enormously successful program has raised $220 million in just four years for support of 100 faculty chairs; this includes over $2.5 million annually in graduate fellowships across all schools and colleges. We have also generalized this model to the national level; specifically, we have proposed to the federal government that it invest $10 billion over the next ten years to create through a federal-state-private partnership program 10,000 endowed chairs in support of our country's leading public teaching and research universities. <br />
<br />
We are breaking the boundaries between disciplines to solve some of the world's most pressing problems and have created unprecedented models for public universities to partner with government, industry and private philanthropy. The multi-disciplinary research efforts of the Berkeley Energy and Climate Initiative, the Energy Biosciences Institute, the Li Ka Shing Center for Biomedical and Health Sciences, the California Institute for Quantitative Biosciences (QB3), the Center for Information Technology Research in the Interest of Society (CITRIS), the Blum Center for Developing Economies, and the Haas Diversity Research Center hold the promise of transforming our lives and our world. In a very short time, we have become leaders in the study of alternative energy and climate change. We are advancing human health through biosciences, bioengineering, and biomedical and stem cell research. We are finding ways to alleviate global poverty through innovative programs, technologies, services and business practices and are bringing together world-class scholars to address disparities related to race, ethnicity, class, gender, sexual orientation, and disabilities in California and nationwide. <br />
<br />
Our undergraduate student body continues to be among the very best in California and each year we have attracted more applicants, with over 60,000 freshman applications this year. We have stabilized our enrollment at 21,000 places for Californians with a further 4,000 places for non-residents. When I first arrived at Berkeley, I was struck by the very small number of international and out-of state students in the undergraduate student body. I am very pleased that we have been able to increase this number substantially, with plans to grow to 20% by 2014, to benefit the student experience as well as bring additional revenue to the campus. We are educating Berkeley students to gain multi-cultural experience that will serve them well in our increasingly globalized society. We also have continuously invested in improving the undergraduate academic experience by updating classroom facilities with technology and adding Reading and Composition classes, gateway courses in the physical sciences, and foreign language courses. We are currently building two new undergraduate biology laboratories that will mitigate the situation in the impacted gateway life sciences courses. Our graduation rates have risen to over 90%. We have raised seven endowed Chairs dedicated to teaching and are in the process of establishing an Undergraduate Teaching Collegium led by Letters & Science. We have supported our students' ambitions to give back and change the world for the better and are very proud that Berkeley still holds the record for the most volunteers in the history of the Peace Corps. Our students have also worked diligently to make us a leading campus for sustainability.<br />
<br />
Although a necessary response to the loss of state funding was an increase in tuition and fees, we nevertheless have been able to sustain access and affordability for our students from low-income families through our financial aid policies. Some 40% of our undergraduate students now pay no tuition at all, and the cost for Pell Grant recipients, whose families usually have incomes under $45,000, has dropped over the past five years. At the same time, the number of students with Pell Grants now constitutes 35% of our student body, meaning that we are educating about the same number of low-income undergraduate students as all the eight Ivy League universities combined. We recently set a landmark by becoming the first public university to provide substantial financial aid to middle-income families through our Middle Class Access Plan (MCAP). This program limits the parental contribution to 15% of family income for families earning between $80,000 and $140,000 annually. Overall, Berkeley students graduate with the lowest student debt among all public teaching and research universities across the country. I am also personally very gratified by the support we have been able to provide to our most disadvantaged students. We have worked hard to secure a major endowment for our California Independent Scholars Program that supports former foster children. After several years of advocacy by our students and myself, and thanks to the dedicated efforts of State Assemblyman Gil Cedillo, Assembly bills 130 and 131, which allow for university and state aid for undocumented students, were signed into law by Governor Brown; we are now actively raising funds to support these students. We can all be very proud of our success in ensuring that Berkeley remains an important engine of social mobility. <br />
<br />
As a result of our financial challenges, our staff have experienced some very difficult changes through staff reductions and organizational change. They have responded with great resilience, and their engagement with Operational Excellence, our comprehensive effort to reduce $75 million in permanent annual costs through improved administration, has been extraordinary. We have already achieved over $20 million in annual savings. We are investing in our workforce and technology and significantly improving our administrative processes and our financial management capacity. I am confident that with the dedication and commitment of our staff, we will continue to build administrative excellence to help secure our future with a highly skilled workforce. <br />
<br />
One area that required special attention was Intercollegiate Athletics. We have greatly strengthened the financial management capacity of Intercollegiate Athletics and put in place a plan that will reduce the university's annual support from over $12 million to $5 million by 2014. Initially, we had proposed the elimination of four sports teams and the loss of Intercollegiate Athletics status for one, but, with the support of donors who raised over $20 million, we were able to maintain these teams and establish viable plans for their sustainability. Our talented student-athletes and coaching staff have advanced Cal's overall standing in the Director's Cup to third place in the nation, our first time ever in the top five. <br />
<br />
Inclusion - equal opportunity for all - is Berkeley's ideal, and I am especially proud of the progress that we have made in this arena, although there is still much work to be done. We were among the first universities in the country to create an Equity and Inclusion portfolio at the Vice-Chancellor level. We are near the mid-point of a ten-year strategic plan for Equity and Inclusion that engages our entire campus community. We have raised an astonishing $32 million to support our efforts and, as I have already mentioned, have established the Haas Diversity Research Center. It now has twelve faculty positions dedicated to the Center with the involvement of dozens more faculty from across the campus in its six research thrusts. In collaboration with Aspire Schools, we opened Cal Prep, our charter school for students from K-6 to K-12, which last year graduated its first cohort of students, all of whom have gone on to four-year colleges and universities. Although underrepresented minority representation in the Cal student body has risen to about 15%, we are still suffering from the effects of Proposition 209; I strongly support our students' efforts to ensure its repeal. <br />
<br />
The face of our campus has continued to be transformed with new and renovated facilities to support our research, teaching, and athletic endeavors for the 21st century. These include the splendid C.V. Starr East Asian Library, the superbly renovated Bancroft Library, and the magnificent Stanley Hall, which were begun by my predecessor and whose funding was completed at the start of my term. We have added the impressive Sutdarja Dai Hall, which is home to CITRIS. The old Naval Architecture Building was beautifully transformed, and a new three-story wing was attached to it, to house our new Blum Center for Developing Economies. On the west side of campus, the modern Li Ka Shing Center for Biomedical and Health Sciences was recently opened, and the Energy Biosciences building will be completed this summer. In the southeast quadrant, the School of Law has expanded and elegantly renovated its library and other facilities. The state-of-the-art Simpson Student Athlete High Performance Center has opened, and the much needed Memorial Stadium seismic upgrade and refurbishment is scheduled to be completed in time for the first game of the 2012 football season, preserving this beloved facility for future generations of Cal students and alumni. Two other important Berkeley landmarks, Sather Gate and the Campanile, have been strengthened and restored to their original state. We have accomplished this ambitious capital renewal program primarily through donor funding and careful management of debt servicing. <br />
<br />
Looking ahead, with the move of the College of Letters and Science administration to a renovated Durant Hall, we have secured funding for the reconstruction of Campbell Hall for expanded academic facilities for Physics and Astronomy. A site has been chosen, plans developed, and a campaign is underway for a new Berkeley Art Museum. A student referendum has secured funding for the revitalization of Lower Sproul Plaza, and the project is set to begin this fall. The Richmond Field Station has been chosen as the site for a second Lawrence Berkeley National Lab campus. UC Berkeley and LBNL have long enjoyed a strong partnership. This will be a tremendous step forward, adding new synergies to an already impressive combination of scientific forces and world class research infrastructure.<br />
<br />
I look forward to our university's future with great optimism. Berkeley is a place of incredible energy and creativity, and there are many other initiatives that I have not been able to mention that cumulatively make us the most exciting teaching and research university in the world. It has truly been a wonderful privilege to work with such an accomplished and dedicated community of faculty, staff, students, retirees, alumni and friends. I want to thank you all for what you do to support Berkeley's mission. <br />
<br />
Thank you for welcoming Mary Catherine and me so warmly to the Berkeley community and for your encouragement and support of my leadership. <br />
<br />
After stepping down as Chancellor, I am planning to return to the Departments of Physics and Materials Science and Engineering as a regular faculty member and hope that I have at least one more truly significant physics/materials science experiment still to come in my academic career. I intend to continue working at the state and national levels to ameliorate the deplorable funding situation of our nation's great public teaching and research universities. Finally, I will continue my efforts on behalf of our most disadvantaged students including, especially, advocacy for passage of the federal DREAM act.<br />
<br />
President Yudof will be appointing a search committee as set out by university policy on the appointment of Chancellors. I will continue to devote my full energies to leading Berkeley until my successor is appointed by the UC Regents and will work with her or him to effect a smooth transition.<br />
<br />
<br />
Robert J. Birgeneau<br />
ChancellorMichael Meranzehttp://www.blogger.com/profile/05336793340375780406noreply@blogger.com2tag:blogger.com,1999:blog-465874062213929610.post-58421863537915268472012-01-17T12:11:00.000-08:002012-01-17T12:11:09.713-08:00State-Wide Day of Mobilization: January 191/19 California Statewide Mobilization for UC Regents Meeting At UC Riverside<br />
California Statewide Mobilization for UC Regents Meeting<br />
by Back2Kali<br />
<br />
Friday Jan 13th, 2012 4:12 AM<br />
We are writing to have our voices heard and to propose an action against the perpetually inflicted austerity measures and fee hikes rendering ourselves a lost generation. As the disaster capitalists liquidate our means of public education and healthcare, we face the repercussions - rampant unemployment, swollen student debt, prison expansion and a gutted public sector. The harsh reality of the austerity state. Our futures are being mortgaged in order to maintain bloated administrative salaries and the privatization of critical social services across the state, country, and around the world.<br />
<br />
In the past decade alone the UC has seen a 342.2% increase in tuition and fees. This trend directly corresponds with a period of exorbitant administrative growth and devastating cuts to instruction, support services and staff, and other critical UC programs. On December 13, 2011 Governor Jerry Brown announced another $100 million in cuts to the UC system, which brings the total to $750 million this fiscal year alone.<br />
<br />
The annual fees for attending a UC were $3,859 in 2001-2002; now they are $13,218, and estimated to increase substantially within the next four years. This trend runs completely contradictory to the 1960 CA Master Plan, which calls for tuition-free public higher education in this state. Quality, accessible public higher education is a cornerstone for establishing social and economic equality on local to global levels and as such demands our active support and protection.<br />
<br />
Our public institutions of higher education are being actively privatized and glutted by regents, trustees and administrators who are deeply invested in large private business interests. These people and the interests they represent want to continue profiting from a drive to remake our public institutions in the image of private-for-profit models.<br />
<br />
We are asking that all of us continue to take a stand and fight back to defend our public institutions against the betrayal of many of those charged with their protection. As the students, faculty, and staff who run California's public colleges and universities, it is our responsibility to assert every day that these are OUR SCHOOLS and that we are not powerless to further the mission of maintaining affordable, accessible and quality public higher education not only in this state, but around the world. An accessible educational experience is important for people everywhere to be able to obtain if they so choose that we might construct a more equitable, just and peaceful world for everyone.<br />
<br />
The UC regents are invested with the responsibility of "managing" the UC system. They have insistently refused to engage in constructive dialogue with students, faculty and staff on critical issues that have been repeatedly brought to their attention. Some of them are personal friends and/or business partners of former Governor Arnold Schwarzenegger or other influential politicians and that is precisely how they obtained their initial appointment as regents. A vast majority of the current regents have no professional background in public education and a corresponding majority of them maintain direct ties to business interests that seek to develop financially profitable relationships with the UC and other public institutions.<br />
<br />
Banks and other corporations get bailed out and we get sold out, time and again. The regents' silence in Sacramento fits the destructive model of privatization that they have in mind for the UC. As part of this agenda, it also fits their interests to raise the salaries of administrators even as they tell the rest of us that we need to "continue making sacrifices."<br />
<br />
Enough is enough. We will continue to demand that the UC regents and administrators be held accountable for their actions. Please join us in protest at the regents' next meeting, scheduled to take place at UC Riverside on January 18-19, 2012.<br />
<br />
A statewide mobilization against austerity and fee hikes is being called for Thursday, January 19. Students, educators and workers from across the state will be busing in as we continue defend quality and accessible public education. See you on the battlefield.<br />
<br />
Sincerely,<br />
Concerned Students, Faculty, Staff and Community Members of UC RiversideMichael Meranzehttp://www.blogger.com/profile/05336793340375780406noreply@blogger.com3tag:blogger.com,1999:blog-465874062213929610.post-54979310749987809192011-12-22T13:49:00.000-08:002011-12-22T17:12:24.702-08:00December 14th--Joint Legislative Hearing AgendaJoint Informational Hearing <br />
Senate Committee on Education and Assembly Committee on Higher Education UC and CSU Policies, Procedures, and Responses: Campus Police and On-Campus Demonstrations <br />
Wednesday, December 14, 2011 10:00 a.m. – 12:00 p.m. John L. Burton Hearing Room 4203 <br />
<br />
AGENDA <br />
1. Welcome and Hearing Purpose <br />
Are there tools/policies that the Legislature should support or implement to facilitate the effective management of non-violent campus demonstrations, while ensuring freedom of speech, assembly and public safety? <br />
2. “Use of Force” Policies, Procedures, and Responses <br />
• What are the standards/policies/training that govern the “use of force” by law enforcement entities? <br />
• What are the bounds of legal free speech? What is an appropriate police response to nonviolent but illegal activity? <br />
• Are there “best practices” for addressing non-violent campus demonstrations? <br />
<br />
Michael Risher, Attorney American Civil Liberties Union <br />
Barbara Attard, Police Practices Consultant, Accountability Associates <br />
Formerly - San Jose Independent Police Auditor Chief Investigator, Berkeley Police Review Commission President, National Association of Civilian Oversight of Law Enforcement (NACOLE) <br />
Calvin Handy, Chief of Police, Emeritus University of California, Davis <br />
POST Crowd Management & Civil Disobedience Guidelines <br />
<a href="http://lib.post.ca.gov/Publications/CrowdMgtGuidelines.pdf%20">http://lib.post.ca.gov/Publications/CrowdMgtGuidelines.pdf </a><br />
Headwaters Forest Defense v. County of Humboldt <br />
<a href="http://caselaw.findlaw.com/us-9th-circuit/1178646.html">http://caselaw.findlaw.com/us-9th-circuit/1178646.html</a> (long)<a href="http://caselaw.findlaw.com/us-9th-circuit/1332957.html"> http://caselaw.findlaw.com/us-9th-circuit/1332957.html</a> (short) <br />
Copley Press, Inc. v. Superior Court of San Diego County <br />
<a href="http://caselaw.lp.findlaw.com/data2/californiastatecases/S128603.PDF">http://caselaw.lp.findlaw.com/data2/californiastatecases/S128603.PDF</a> (long) <a href="http://caselaw.findlaw.com/summary/opinion/ca-supreme-court/2006/08/31/143113.html">http://caselaw.findlaw.com/summary/opinion/ca-supreme-court/2006/08/31/143113.html</a> (short) <br />
3. UC and CSU Systemwide Policies and Procedures <br />
• What systemwide and/or statewide programs/policies/tools are in place to address campus demonstrations? <br />
• Are there systemwide “best practices” for addressing non-violent campus demonstrations? <br />
• In what instances is “use of force” authorized and who makes that determination? <br />
• What systemwide activity is being undertaken in response to recent campus incidents? <br />
<br />
University of California <br />
Mark G. Yudof, President <br />
University of California <br />
Charles Robinson, Counsel <br />
University of California <br />
California State University <br />
Dr. Ben Quillian, Executive Vice Chancellor and Chief Business Officer Chancellors’ Office, California State University <br />
Dr. Nate Johnson, Chief Law Enforcement Officer <br />
California State University Systemwide <br />
<a href="http://www.ucop.edu/ucophome/coordrev/ucpolicies/documents/policepol_adminproc.pdf">Universitywide Police Policies and Administrative Procedures </a><br />
<br />
<br />
4. Campus Policies and Procedures <br />
• What campus-based programs/policies/tools are in place to address campus demonstrations? <br />
• Are there policies/standards/training in place for campus police to prevent non¬violent demonstrations from becoming violent? <br />
• In what instances is “use of force” authorized and who makes that determination? <br />
• What steps are being taken locally to respond to recent incidents on the UC Davis campus? <br />
<br />
Chancellor Linda P.B. Katehi, University of California, Davis <br />
Dr. John Welty, President, California State University, Fresno <br />
<a href="http://police.ucdavis.edu/departmental-policy-and-procedures/111%20Use%20of%20Force.pdf/view">UC Davis Use of Force Policy</a> <br />
<br />
5. Student/Campus Organized Demonstration <br />
<br />
• What policies/procedures are followed by student organizations when there is a decision to demonstrate? <br />
• How is the protection of students assured? <br />
• What are the controls for protesters who do not abide by your policies? <br />
<br />
UC Student Association (UCSA) <br />
Claudia Magaña, Student, University of California, Santa Cruz President, UCSA <br />
California State Student Association (CSSA) <br />
Aissa Canchola, Student, CSU Fullerton and Chair, CSSA Sean Richards, Student, Sonoma State Vice-President, CSSA. <br />
<a href="http://www.ucop.edu/ucophome/coordrev/ucpolicies/aos/toc.html">UC Policies Applying to Campus Activities, Organizations and Students</a> <br />
<br />
<a href="http://manuals.ucdavis.edu/">UC Davis Campuswide Administrative Policies and Regulations </a><br />
<br />
<a href="http://www.csulb.edu/divisions/students/studentdean/campus_regulations/regulations_XV-XX.htm#reg20">CSULB Regulations for Campus Activities, Student Organizations & the University Community</a> <br />
<br />
<br />
1. Public Comment <br />
2. Closing StatementsMichael Meranzehttp://www.blogger.com/profile/05336793340375780406noreply@blogger.com13tag:blogger.com,1999:blog-465874062213929610.post-5519171999686528042011-11-30T14:22:00.000-08:002011-11-30T14:22:49.146-08:00UAW President: Statement to the Regents (11/28/11)Public Comments to the Regents – 11/28/11<br />
<br />
My name is Cheryl Deutsch. I’m a graduate student at UCLA and statewide President of UAW Local 2865, the union that represents student employees throughout the UC system. <br />
<br />
Students have gathered on these and other campuses across the state today to demand that you make a choice. Will you continue to speak empty words while serving the interests of your class? Or will you act as the education leaders that the title of Regent would have us believe you are? Let’s be clear: you, as bankers and financiers, real estate developers and members of the corporate elite, are not representative of the people of California. You are not representative of the students of the UC. You are the 1%.<br />
<br />
Now you’ve said today that you are going to ask the state for more funding. But you have no concrete proposals for where that money will come from or how it will get to the UC. You ought to be ashamed of yourselves.<br />
<br />
The ReFund California Pledge offers these concrete alternatives. We are asking you today to make a choice: students have already paid more than our fair share for the economic crisis that your class created. It’s time that you – as the 1% - pay your share.Michael Meranzehttp://www.blogger.com/profile/05336793340375780406noreply@blogger.com4tag:blogger.com,1999:blog-465874062213929610.post-76458450971880837932011-11-26T18:09:00.000-08:002011-11-26T18:09:28.915-08:00UC San Diego Statement on Police Responses to ProtestsUniversity of California<br />
San Diego<br />
CAMPUS NOTICE<br />
<br />
<br />
OFFICE OF THE CHANCELLOR<br />
<br />
OFFICE OF THE EXECUTIVE VICE CHANCELLOR<br />
ACADEMIC AFFAIRS<br />
<br />
ACADEMIC SENATE: SAN DIEGO DIVISION<br />
<br />
<br />
November 23, 2011<br />
<br />
ALL ACADEMICS AND STAFF<br />
ALL STUDENTS<br />
<br />
SUBJECT: Commitment to Free Speech and Peaceful Assembly<br />
<br />
Dear Members of our UC San Diego Community:<br />
<br />
We share the widely expressed outrage at the violent responses to peaceful<br />
demonstrations on our sister University of California campuses. The alarming<br />
images are a stark reminder of our need for vigilance in protecting the rights<br />
of free speech and the freedom to conduct peaceful protests. Our University<br />
must guard those rights.<br />
<br />
We fully endorse the UC Academic Council’s statements relayed to President<br />
Mark Yudof and we strongly support the President’s actions to thoroughly<br />
review policing policies and protocols. UC Academic Council's statements<br />
may be accessed at the following website address:<br />
<br />
<http: reports="" senate="" www.universityofcalifornia.edu="">http://www.universityofcalifornia.edu/senate/reports/<br />
<br />
A healthy intellectual climate at UC San Diego relies on civil discourse<br />
and respectful behavior by all community members. Our campus is steadfast<br />
in our resolve to protect the fundamental rights of free speech and peaceful<br />
assembly.<br />
<br />
Marye Anne Fox<br />
Chancellor<br />
<br />
Suresh Subramani<br />
Executive Vice Chancellor<br />
<br />
Joel Sobel<br />
Academic Senate: San Diego Division<br />
Chair</http:>Chris Newfieldhttp://www.blogger.com/profile/01078395415386100872noreply@blogger.com1tag:blogger.com,1999:blog-465874062213929610.post-56798226235625405042011-11-25T11:29:00.001-08:002011-11-25T11:29:35.206-08:00UCLA Chancellor and EVC Response to UC Davis Pepper Spray Office of the Chancellor<br />
Office of the Executive Vice Chancellor and Provost<br />
<br />
To the Campus Community:<br />
<br />
The images from events at UCB and UCD have shocked and troubled all of us on campus and across the system. Our hearts go out to the students, parents, faculty and staff at Berkeley and Davis during this trying time.<br />
<br />
At UCLA, a small number of protesters identifying themselves as the Occupy UCLA movement established a camp last Thursday and were asked to disperse early Friday morning. They refused to disperse and preferred to be arrested. All the protesters that morning were peaceful and cooperative. The police worked with Student Affairs and the students to ensure that the process went forward smoothly and the encampment was removed without confrontation or injury. On Monday, after the actions at Davis, the protesters held a series of teach-ins, and decided to set up tents on the lawn in front of the Morgan Center. Under the circumstances and at the urging of faculty and the Senate leadership, we decided not to intervene. Today they have dismantled their tents on their own accord.<br />
<br />
The peace and safety of the campus is a high concern for us, as is the freedom of expression. Our aim is to achieve both in a time when feelings are running extremely high. We have worked closely with Student Affairs, Legal Affairs, and UCLA PD to ensure that the campus adheres to our <http: campusvalues="" www.ucla.edu="">principles of community and that everyone acts with restraint, respect, and tolerance in all circumstances. The meeting of the Regents at UCLA this coming Monday may bring demonstrations, and we will work strenuously with all parties to ensure as far as we are able that they remain safe and peaceful. We have been in constant discussion with our students and campus leadership, and have stressed firmly that we all must act in a responsible manner that preserves the core values of the campus.<br />
<br />
We are pleased that so far the UCLA community has managed to avoid the kinds of wrenching events that have torn our sister campuses. That we have done so is testimony to the civility and restraint shown by our students, faculty, police, and staff in difficult circumstances.<br />
<br />
We will consult with the City Attorney next week concerning the charges against our students.<br />
<br />
We wish you all a happy and safe Thanksgiving.<br />
<br />
Gene D. Block<br />
Chancellor<br />
<br />
<br />
<br />
Scott L. Waugh<br />
Executive Vice Chancellor and Provost<br />
</http:>Chris Newfieldhttp://www.blogger.com/profile/01078395415386100872noreply@blogger.com3tag:blogger.com,1999:blog-465874062213929610.post-48760898160339367052011-11-22T20:17:00.001-08:002011-11-22T20:17:22.390-08:00Chancellor Yang "Responds" to Police Violence (11/21/11)November 21, 2011<br />
<br />
Dear Members of our Campus Community,<br />
<br />
Over the weekend I have received many expressions of concern from faculty, staff, and students about the importance of preserving academic freedom. I have very much appreciated these sentiments. I also have met with our colleagues in Student Affairs, the Police Department, and the Academic Senate.<br />
<br />
I am writing now to reaffirm, on behalf of UC Santa Barbara, our campus commitment to civil discourse, freedom of expression, and non-violence. These are core values of our academic community, and we share a common responsibility to protect and safeguard them. Our students, faculty, and staff must continue to work together to discuss important issues and concerns in an environment of mutual respect, safety, and tolerance, even in difficult times.<br />
<br />
Thank you for helping to ensure the values of our community.<br />
<br />
I send my best wishes for the Thanksgiving holiday.<br />
<br />
Sincerely,<br />
<br />
Henry T. Yang<br />
ChancellorMichael Meranzehttp://www.blogger.com/profile/05336793340375780406noreply@blogger.com0tag:blogger.com,1999:blog-465874062213929610.post-27442226098747336982011-11-22T20:03:00.001-08:002011-11-23T08:54:36.908-08:00UCSC Senate Chair Speaks to Faculty on Budgetary Reform, aka, "Rebenching."SANTA CRUZ: OFFICE OF THE ACADEMIC SENATE <br />
From Senate Chair Susan Gillman’s Announcements, November 9, 2011 Senate Meeting: <br />
<br />
FINALLY: REBENCHING<br />
<br />
You’ll hear next from Chancellor Blumenthal, channeling EVC Galloway, who has wisely chosen to miss the Senate meeting so that she could be physically present at today’s campus rally at the Quarry in support of the statewide Day of Action. The Chancellor will fill us in on our own local multi-year approach to coping with the cuts. He will also comment on the parallel track at Office of the President (OP), where there is an effort at systemic reform of the UC budget, in the form of what are known as Funding Streams and Rebenching. <br />
<br />
“Funding Streams” and “Rebenching” are inelegant terms for major systemwide reform of the budget. What problem does this reform address? <br />
<br />
THE PROBLEM <br />
OP uses an incremental budget process to determine annual budget amounts for each campus. This process consists of a permanent base amount, which varies by campus, and incremental adjustments made annually to the base amount. The budget process results in varying amounts per student distributed among campuses—in Fiscal Year 09-10, the range is of $12,309 (UCSB) to $55,186 (UCSF), with UCSC at $12,846. [Source: State Auditor Report, July 2011<a href="http://www.bsa.ca.gov/pdfs/reports/2010-105.pdf"> http://www.bsa.ca.gov/pdfs/reports/2010-105.pdf</a> ] <br />
<br />
OP could not identify reasons for these differences or quantify them, other than to cite the cumulative outcome of a long history of incentives and disincentives, marginal increments and decrements, with the base budget permanent and all changes occurring only on the margins. Cross-subsidies thus reflect historic priorities and rationales that may have changed (e.g. weighting of graduate students by 3.5 FTE ended in 1996) but the subsidies themselves were built into the base budgets of each campus and have therefore become permanent. <br />
<br />
THE SOLUTION: A TWO-PHASE APPROACH <br />
<br />
Phase #1 <br />
Budget reform was launched with the first phase, called Funding Streams. This reform makes more transparent various revenue sources, or “funding streams,” in non-state portions of the budget, allocating them on the basic principle that revenues generated by a campus should be returned to the campus (whether from student tuition, including non-resident tuition, contracts and grants, other fundraising, etc.). <br />
<br />
Next, in July 2011, the State Auditor Report came out in media res, when Phase 1, Funding Streams, had been completed, and Phase 2, Rebenching, was launched but shakily. President Yudof established the Budget Rebenching Task Force as an administrative group whose roster includes six chancellors, one EVC, vice-chancellors for planning and budget, OP budget managers, and five Senate representatives. <br />
<br />
Phase #2: Not Yet <br />
<br />
We are now operating under partially-completed budget reform. Phase 1, Funding Streams, depends for its intended outcomes on Phase 2, Rebenching, the second phase of UC’s own internal budgetary reform — the allocation of state funding to the campuses in a more transparent and equitable way. This situation promotes the status quo, which the President has publicly recognized as the leaderless outcome of a long history of ad hoc budgetary decisions. By permitting campuses to retain all the revenues they generate, Funding Streams locks in the competitive advantage of campuses that were historically advantaged by differential funding; by failing to move to Rebenching, the UC system locks in that competitive advantage. In addition, still uncompleted is the third pillar of budgetary reform, the funding for UCOP itself and how we address systemwide expenses. <br />
<br />
The momentum in Rebenching is clearly in the direction of a formula linking systemwide allocation of core funds to current student numbers, with funding tiers for different classifications of students (undergraduate and graduate students including Masters, PhDs, professional degrees). Closing the per-student funding gap will bring the UC budgetary model in line with the long-held goal of a single public university with ten distinctive locations across California. This goal has been reaffirmed at multiple times and in multiple venues by the Senate, and it is now in jeopardy. <br />
<br />
The Academic Council’s Rebenching proposal proposes a methodology for ensuring that each campus has the support it needs to meet the mission and Master Plan obligation of educating all qualified, state-funded students. The Council proposal is guided by the principle that all UC students of a particular classification, regardless of campus, should receive the same level of funding necessary to support a UC-quality education. It also includes a mechanism for funding PhD students that recognizes the centrality of doctoral education to the UC mission and the interdependence of graduate and undergraduate education at UC. <br />
<br />
The principle has been nominally accepted in Rebenching discussions thus far, but it is unclear how, when, or even whether it will be implemented. Among the stumbling blocks to consensus, some are significant while others appear to be delaying tactics. A significant question remaining is how funding for health sciences, agriculture and other systemwide priorities should be treated. Less substantive questions include whether Rebenching should apply only to new state funds, or whether it should be implemented over a long transition period. A clear delaying tactic is a repeated objection that Rebenching will be divisive, pitting haves against have-nots, the flagships versus foundering ships, larger and older campuses versus the younger and smaller. These terms are simply synonyms for the fragmentation of the UC system by campus self-interest. <br />
<br />
WHAT IS TO BE DONE? <br />
<br />
Now is the time to proceed deliberately with budget reform. Both the Senate and the Administration, (the latter in the November, 2010 Commission on the Future Report, commissioned by President Yudof) have endorsed the value of UC as one university, and if we mean that we are one university, we need to stand by that value in defining principles for budgeting. <br />
<br />
The whole Rebenching effort should be viewed as the UC systemwide version of “Let no budget crisis go to waste.” This is a moment when campuses will demonstrate that they set policy by principle, not by adherence to local needs and desires alone. How Rebenching will end, whether with greater transparency and equity in budgetary allocations across the system, and whether from any principled basis at all, is still an open question. <br />
<br />
With student protests across campuses, UC may finally have the necessary conjunction of external and internal budget efforts: the ReFund California/student protests are looking to Sacramento, where the pattern of disinvestment in higher education originates and can be solved, while OP is looking inward through Rebenching to the single greatest choice in the university’s financial control, the allocation of our state funds. Together, these forces may finally be in sufficient alignment that real change can occur. <br />
<br />
Susan Gillman Chair, Santa Cruz Division, Academic SenateMichael Meranzehttp://www.blogger.com/profile/05336793340375780406noreply@blogger.com27tag:blogger.com,1999:blog-465874062213929610.post-59967001549793614852011-11-22T20:03:00.000-08:002011-11-23T08:55:47.812-08:00UCSC Senate Chair on Campus Protests and University BudgetDear Colleagues,<br />
<br />
The UC community has been horrified by the police violence we have seen exercised against student protestors at UC Davis as well as earlier against students and faculty at Berkeley. The system-wide Academic Senate has issued a statement (appended below).<br />
<br />
For our campus, which has thus far seen only peaceful protest, I am concerned first and foremost to maintain the communication among the administration, students and faculty that will help us to avoid any escalation of violence at UCSC. Second, our campus should not lose sight of the focus of the student protest on state disinvestment in higher education.<br />
<br />
To that end, please see the <a href="http://toodumbtolivearchive.blogspot.com/2011/11/rebenching.html">attached document from my Senate speech on November 9</a>, which coincided with the statewide Day of Action. Our campus held a peaceful rally, followed by a march downtown to Occupy Santa Cruz,thanks to the collective efforts of the organizers and participants of our local ReFund California coalition (undergraduates, graduate students, unions) as well as those of Chancellor Blumenthal and CP/EVC Galloway.<br />
<br />
As Senate Chair, I used the chance to speak to the faculty about the issue of "Rebenching," an effort at budgetary reform for the UC system as a whole that is currently underway at the Office of the President (OP). Both little-known and poorly publicized, Rebenching is the university's most significant response to the ongoing budget crisis--and the single largest element the university has in its direct control. Rebenching is the most important action the university will, or will not, take in the next few years.<br />
<br />
For those who did not attend the November 9 Senate meeting, as well as for the general campus community, please see the attached excerpt from my speech on Rebenching. Students, faculty and administrators at UCSC must redouble efforts to complete the budgetary reform contingent on Rebenching.<br />
<br />
Sincerely,<br />
Susan Gillman, Chair<br />
Academic Senate<br />
Professor of LiteratureMichael Meranzehttp://www.blogger.com/profile/05336793340375780406noreply@blogger.com9tag:blogger.com,1999:blog-465874062213929610.post-28270574678727209572011-11-21T10:40:00.000-08:002011-11-21T10:40:08.315-08:00UCSB Faculty Letter to Chancellor Yang on UC Davis Police ViolenceRecent acts of police violence at UC Berkeley and UC Davis have left us disheartened and angry. In video footage of the November 9 police attacks at Berkeley, we see non-violent students and faculty beaten by truncheons. These students and faculty were hoping to improve access to education at their university; in return for this noble work, they were assaulted – on their own campus – by police officers in riot gear. The non-violent student protest at Davis was suppressed with comparable brutality on November 18. In video from Davis, we can see police in riot gear using pepper spray against non-violent student protestors who had the courage to stand in solidarity with the men and women who had been beaten at Berkeley the week before. Accounts from police attacks at Davis are harrowing where they detail the chemical burns and respiratory bleeding that are the hallmark of pepper spray. <br />
<br />
We, the undersigned faculty, refuse to accept these acts of brutality against non-violent protestors at our sister campuses in the University of California system. Consequently, we call upon Chancellor Yang to make a public statement on our behalf.<br />
<br />
First, we call upon Chancellor Yang to denounce unequivocally the recent acts of police violence at Berkeley and Davis. Chancellor Yang is our representative to the UC system, and we hope that he uses this position to make our anger heard.<br />
<br />
Second, we call upon Chancellor Yang to declare that the violence we’ve seen on other UC campuses will not happen here. We call upon Chancellor Yang to declare that UCSB will never condone the use of police violence – including the use of pepper spray – against non-violent protests by members of our community. We call upon Chancellor Yang to make this statement into policy. <br />
<br />
Chancellor Yang has a long record of protecting students and faculty at UCSB; we hope that he continues to be our strong advocate. <br />
<br />
Sincerely,<br />
<br />
Porter Abbot (English)<br />
<br />
Linda Adler-Kassner (Writing Program)<br />
<br />
Kevin Anderson (Sociology)<br />
<br />
Stephanie Batiste (English) <br />
<br />
Eileen Boris (Feminst Studies)<br />
<br />
Maurizia Bocagli (English)<br />
<br />
Julie Carlson (English)<br />
<br />
Brian Donnelly (English)<br />
<br />
Enda Duffy (English)<br />
<br />
Richard Flacks (Sociology)<br />
<br />
Claudio Fogu (French and Italian Studies)<br />
<br />
John Foran (Sociology)<br />
<br />
Aranye Fradenburg (English)<br />
<br />
Patricia Fumerton (English)<br />
<br />
Nancy Gallagher (History)<br />
<br />
Catherine Gautier (Geography)<br />
<br />
Bishnupriya Ghosh (English)<br />
<br />
Andrew Griffin (English)<br />
<br />
Peter Lackner (Theater and Dance)<br />
<br />
Stephanie Lemenager (English)<br />
<br />
Shirley Lim (English)<br />
<br />
Alan Liu (English)<br />
<br />
Christina McMahon (Theater and Dance)<br />
<br />
Laurie Monahan (History of Art and Architecture)<br />
<br />
Chris Newfield (English)<br />
<br />
Michael O’Connell (English)<br />
<br />
Carole Paul (Art History)<br />
<br />
Russell Samolsky (English)<br />
<br />
Bhaskar Sarkar (Film and Media Studies)<br />
<br />
Scott Selisker (English)<br />
<br />
Teresa Shewry (English)<br />
<br />
Sven Spieker (Germanic, Slavic, and Semitic Studies)<br />
<br />
Vera Tobin (English)<br />
<br />
Candace Waid (English)<br />
<br />
Elisabeth Weber (German and Comparative Literature)<br />
<br />
Howard Winant (Sociology)<br />
<br />
Richard Wittman (History of Art and Architecture)<br />
<br />
Kay Young (English)Chris Newfieldhttp://www.blogger.com/profile/01078395415386100872noreply@blogger.com1tag:blogger.com,1999:blog-465874062213929610.post-27804248429351196932011-11-19T12:42:00.000-08:002011-11-19T12:42:05.991-08:00Music with its Sleeves Rolled UP (Thanks to Michael O'Hare)<div style="font-family: Calibri,sans-serif; font-size: 11pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Any crowd can learn this song after one chorus and one verse</div><pre style="color: black; font-family: 'Courier New'; font-size: 10pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"><span style="color: #1f497d;"> </span></pre><div style="font-family: Calibri,sans-serif; font-size: 11pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"><span style="color: #1f497d;"><a href="http://www.youtube.com/watch?v=N43Cm6ra0hY" style="color: blue; text-decoration: underline;" target="_blank">http://www.youtube.com/watch?<wbr></wbr>v=N43Cm6ra0hY</a></span></div><div style="font-family: Calibri,sans-serif; font-size: 11pt; margin: 0in 0in 0.0001pt;"><span style="color: #1f497d;"> </span></div><div style="font-family: 'Times New Roman',serif; font-size: 12pt; margin-left: 0in; margin-right: 0in;">Come all you Californians,<br />
Here's news to give you cheer,<br />
The ninety-nine percent who work<br />
Are standing up right here.</div><div style="font-family: 'Times New Roman',serif; font-size: 12pt; margin-left: 0in; margin-right: 0in;">cho after each verse:</div><div style="font-family: 'Times New Roman',serif; font-size: 12pt; margin-left: 0in; margin-right: 0in;">Which side are you on?<br />
Which side are you on?<br />
Which side are you on?<br />
Which side are you on?</div><div style="font-family: 'Times New Roman',serif; font-size: 12pt; margin-left: 0in; margin-right: 0in;">My grandpa paid his taxes,<br />
He built the U of C,<br />
I owe it to my children,<br />
That knowledge should be free.</div><div style="font-family: 'Times New Roman',serif; font-size: 12pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">It used to be that people</div><div style="font-family: 'Times New Roman',serif; font-size: 12pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Could work and save some pay</div><div style="font-family: 'Times New Roman',serif; font-size: 12pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">To give their kids a better life</div><div style="font-family: 'Times New Roman',serif; font-size: 12pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">And see a brighter day.</div><div style="font-family: 'Times New Roman',serif; font-size: 12pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> </div><div style="font-family: 'Times New Roman',serif; font-size: 12pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">There's work to do for all of us</div><div style="font-family: 'Times New Roman',serif; font-size: 12pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Prop thirteen shut us down</div><div style="font-family: 'Times New Roman',serif; font-size: 12pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">We're taking back our government</div><div style="font-family: 'Times New Roman',serif; font-size: 12pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">For field and town and gown.</div><div style="font-family: 'Times New Roman',serif; font-size: 12pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> </div><div style="font-family: 'Times New Roman',serif; font-size: 12pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">They say all down the valley,<br />
There are no neutrals there.<br />
You’ll either be a one of us,<br />
Or die from poisoned air.</div><div style="font-family: 'Times New Roman',serif; font-size: 12pt; margin-left: 0in; margin-right: 0in;">Oh, people can you stand it?<br />
Ten years and more of pain.<br />
Get with the 99%<br />
And board the people's train!</div><div style="font-family: 'Times New Roman',serif; font-size: 12pt; margin-left: 0in; margin-right: 0in;">The 1% are on Fox News ,<br />
Don’t listen to their lies.<br />
There's none of us that's got a chance,<br />
Unless we organize.</div><div style="font-family: Calibri,sans-serif; font-size: 11pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> </div>Michael Meranzehttp://www.blogger.com/profile/05336793340375780406noreply@blogger.com0tag:blogger.com,1999:blog-465874062213929610.post-51394362699660327482011-11-18T08:59:00.000-08:002011-11-18T09:00:52.362-08:00Nicole Lindhal Eyewitness Account of Police Attack on Occupy Cal November 9thDear friends, family, and colleagues,<br />
<br />
For many of you it has been a long time since we were last in contact;<br />
I wish that I was writing now in order to set up a long overdue<br />
conversation, or to fill you in on happy developments in my life.<br />
Instead, I am writing because I feel compelled to give you a first<br />
hand account of some disturbing events which occurred on the UC<br />
Berkeley campus this week.<br />
<br />
This Wednesday, November 9, UC Berkeley students staged a rally and<br />
march with the goals of protesting a proposed 81% fee hike and drawing<br />
attention to the increasing fiscal crisis facing public education in<br />
California. After the march, students held a General Assembly meeting<br />
in which they formed a consensus to build an encampment (a la Occupy<br />
Wall Street) on Sproul Plaza. Students made this decision with full<br />
awareness that, earlier in the week, the UC Berkeley Chancellor had<br />
issued a letter stating that camping constituted a violation of the<br />
campus code.<br />
<br />
Shortly after the tents were pitched, while students were playing<br />
music on guitars, painting signs, and chit-chatting in true UC<br />
Berkeley fashion, police forces began gathering. What ensued was<br />
nothing less than two separate police attacks on non-violent student<br />
protesters. Two police forces (UCPD and the Alameda County Sheriff's<br />
Department) and hundreds of police officers in full riot gear advanced<br />
on students who had linked arms to form a human barricade around the<br />
tents. The riot police formed a line with batons drawn, held in both<br />
hands across their bodies, and they moved forward as a block, jabbing<br />
the batons towards the line of students in unison. Behind them were<br />
several officers holding automatic weapons that looked like something<br />
out of Grand Theft Auto--tear gas launchers? rubber bullet<br />
guns?--which they sometimes pointed directly at students' heads and<br />
bodies.<br />
<br />
I witnessed a young woman on the ground being repeatedly attacked with<br />
the end of a baton by a police lieutenant from the Alameda County<br />
Sheriff's department. I saw two young men get tackled and arrested,<br />
one as a tactic to break the line of locked-armed students, and the<br />
other for trying to pick up a tent pole. I also saw two young women<br />
get their hands stamped on by a policeman's boot when they tried to<br />
pick up a bike light in between our line and the officers'. And this<br />
was just in my small corner of the first and less intense standoff.<br />
<br />
In the second, the police forces were more aggressive, and many<br />
officers (as opposed to only a few in the earlier event), were--for<br />
lack of a better word--rabid. They repeatedly attacked students with<br />
batons with ZERO provocation. In total, 39 people were arrested in<br />
both confrontations, and many more were beaten, including two students<br />
in a class I am currently teaching and a fellow graduate student from<br />
my department.<br />
<br />
I was fortunate enough to escape these events with only minor scrapes<br />
and bruises. I am shaken, however, and more angry than perhaps I've<br />
even been in my life. On Thursday morning, I had visions of booting<br />
police officers in the face while I was in the shower. For the rest<br />
of the day, I intermittently cried and swelled with outrage. When I<br />
saw police officers on Sproul plaza standing around in small groups, I<br />
literally could not raise my eyes to look at them. Predictably<br />
enough, I have been completely mobilized into action by Wednesday's<br />
events, as have thousands of students and community members who have<br />
been shocked and outraged by the videos they've seen (see below this<br />
message for links to a few videos I hope you take the time time to<br />
check out).<br />
<br />
I am incredibly proud of Cal students who courageously held the line<br />
and remained completely peaceful throughout the day and night. We<br />
continuously shouted "peaceful! protest!" particularly when the police<br />
were acting most aggressively. There was not a rock or bottle thrown,<br />
and the chants consistently demonstrated empathy with or at least<br />
respect for the humanity of the police ("We're doing this for your<br />
children!" or "Stop beating students!" or "You are the 99%!").<br />
<br />
The larger point here is that we live in a society in which this type<br />
of police use of force is entirely normalized. It is expected, and in<br />
fact justified, that the roll-out of police in riot gear is the first<br />
response to non-violent student protesters. I mean, the students were<br />
violating the law, right? They should have known that this is what<br />
they would get. What did they expect?<br />
<br />
I ask instead, in what world are militarized riot police an<br />
appropriate response to students with tents????? And I challenge you<br />
(and all of us) to think through what Wednesday afternoon might have<br />
looked like if the use of force was OFF THE TABLE.<br />
<br />
In the aftermath of these events, I had the urge to ask the Chancellor<br />
to articulate the threat that the encampment posed that justified the<br />
kind of response we saw on Wednesday. And in fact, he issued a letter<br />
to the campus community doing just that on Thursday. It turns out,<br />
while he supports marches and rallies as forms of protest, encampments<br />
pose a threat to sanitation and hygiene, and he is worried about the<br />
campus administration's ability to manage conflicts arising within<br />
(Needless to say, I, too, am worried about the administration's<br />
ability to manage conflict after Wednesday's events, but I digress).<br />
<br />
I would argue that this standoff is not about hygiene, sanitation, or<br />
conflict management; nor is it simply about a few students with tents,<br />
as those of us who are sympathetic to the protests have argued. This<br />
is about establishing a space within which dialogue across divisions<br />
of race, class, gender, religion, and ideology is encouraged,<br />
facilitated, and prioritized; within which any and all participants<br />
are provided the consistent opportunity to give voice to their ideas<br />
and concerns about the nature of the society they live in; a space in<br />
which the creativity and imagination necessary to visualize inclusive<br />
and egalitarian political, economic, and social systems are nurtured;<br />
a space in which I, for one, feel like I can participate without<br />
making ethical compromises. THIS is the threat that these encampments<br />
represent. And this is also the reason that so many students,<br />
including me, are willing to defend their construction with our<br />
bodies.<br />
<br />
With much love and, for the first time in my life, real hope for a<br />
better future,<br />
<br />
Nicole<br />
<br />
<br />
Videos:<br />
This site contains a <a href="http://zunguzungu.wordpress.com/2011/11/10/how-it-works/">video from the afternoon attack </a>which has gone<br />
viral, and a photo of the plaza an hour or so after the second attack,<br />
when even more students gathered and held the second general assembly<br />
meeting of the day (in which they formed a consensus to call for a<br />
UC-wide strike on Tuesday, November 15):<br />
<br />
This is a <a href="http://www.youtube.com/watch?v=9gY8uFou9d4">video from the first attack</a> which I uploaded from the camera<br />
on my phone. This advance occurred after the police had already torn<br />
down the encampment, and resulted in them reclaiming a few feet of<br />
dirt. It doesn't capture police beatings in as clear detail as the<br />
previous video, but it gives you an up close and personal sense of the<br />
atmosphere among the student protesters as well as what it was like to<br />
be standing peacefully in a line, only to be advanced upon by a row of<br />
riot police: <br />
<br />
<a href="http://www.youtube.com/watch?v=oi3PoXc3w8M">This video was taken by a stranger</a> who was in a very similar position<br />
to me during the clash in the evening. Since it's not clear, let me<br />
remind you that students were gathered on the lawn distributing food<br />
and hanging out before the police officers moved into formation and<br />
formed the line you see here (in other words, the students did not<br />
approach a line of riot cops, but rather were approached while<br />
peacefully assembling). Whoever took this video got a much better<br />
angle on the events that I was witnessing than I did with my camera<br />
phone: <br />
<br />
For more, search for "Occupy Cal" on YouTube.Chris Newfieldhttp://www.blogger.com/profile/01078395415386100872noreply@blogger.com1tag:blogger.com,1999:blog-465874062213929610.post-68705388233359031652011-05-21T09:26:00.000-07:002011-05-21T09:26:37.072-07:00We are on a race to become a mediocre university at bestby Tom Lutz, Professor of Creative Writing, UC Riverside<br />
<a href="http://www.facebook.com/notes/stephen-theboywonder-williams/letter-from-tom-lutz/10150218242488633%20">cross-posted </a><br />
<br />
Dear colleagues and students,<br />
<br />
After a year and a half as Chair of the department, I am stepping down. Professor Andrew Winer will be taking my place, for which we should all be grateful.<br />
<br />
As my last act as Chair, I would like to share with you my sense of the gravity of the situation we face. I spent most of my academic career doing what most of us do—teaching, writing, reading graduate applications and theses, having office hours, reading in my field, doing research. I didn’t pay much attention to the University and its administration. None of us have that luxury anymore. Budget cuts after budget cuts after budget cuts have left us all painfully aware of how the sausage is made, or not made. <br />
<br />
Having served in administrative posts for most of the last five years, I have come to know the budget issues very well. We are now past the tipping point. We are on a rapid downhill slide that will have profound effects for our state, our families, our country, and our world.<br />
<br />
In the space of less than a single lifetime, the University of California, Riverside went from being a small agricultural experiment station to being one of the top 100 universities in the world. An incredibly dense and elaborate web of specialists across all fields of scholarship, science, and the arts was developed, and it took enormous efforts by thousands of people over those years to make it happen. In less than the four years it used to take to graduate, it is being destroyed.<br />
<br />
Our department is a great example of the breadth of vision and dogged effort that has made Riverside the exceptional place it has been. There are other creative writing programs in the country, but not a single one anywhere with the range across genres and fields, with the breadth of knowledge in world literatures, with the diversity of voices, methods, and styles that we have. And there is not another creative writing program anywhere—and certainly none with our caliber of professors—that is more truly dedicated to its pedagogical mission at every level. The faculty at Princeton is perhaps a bit more famous, but undergraduates there never meet them, much less have access to them in, before, and after class. I have now taught at every kind of school—fancy elite universities, small colleges, Big 10 universities, art schools, and universities abroad. I have never been part of a faculty this student-centered, this concerned about the educational experience and future prospects of its undergraduate and graduate students.<br />
<br />
Three years ago I was offered a job at USC, which is much closer to my house, more prestigious as an academic address, and was offering me more money. UCR worked hard and did the best it could to match the salary and I stayed. I stayed because I wanted to be part of this project, I wanted to teach a student body that is over 85% first-generation college students, that comes not from the richest families in California but some of the poorest, a group of students that have a much greater likelihood than not of coming from immigrant families and from families that speak more than English. I wanted to remain part of one of the greatest democratic experiments in history, and certainly one of the few greatest experiments in public education in the history of the human race, the University of California.<br />
<br />
If I got that offer today, though, I’m not sure I could turn it down, and in fact, many people are not turning down outside offers these days. There are people who have taught here for more than twenty years considering going somewhere else, somewhere the future is a bit more certain. These are people who are the best in their field—you don’t get such offers unless someone thinks you are among the best in your field—and UCR, and the educational experience at UCR, is diminished each time this happens, each time one of the best of our best leaves for a better job. We can’t blame them—they have kids of their own to put through college, they have research projects that require funding, they know that to teach the most complex subjects effectively, they need to run seminars with 15 students sitting around the table, not 150.<br />
<br />
The budget cuts of recent years and the ones we know for certain are coming next year mean a gross deterioration of our school. Those faculty who leave for better jobs are not being replaced. Many of you know Yvonne Howard, who has been the chief administrator for our department since it was founded. This year her job was unceremoniously terminated. Staff people and faculty who retire are not being replaced. Next year students at UCR will have trouble getting the classes they need, and many of the classes they get will be crowded beyond responsible limits. Departments are being forced to abandon optimal class-size limits for classes two, three, and five times that size. The library has virtually stopped buying books. We are on a race to become a mediocre university at best, and if the $500 million of proposed cuts to UC turn into a billion dollars, as they are now discussing in Sacramento, we will be over. The billion dollar cut translates into thousands of classes across the system. It means creative writing workshops with 50 students. It means we will cease to be a real university, and will simply become another community-college-level institution. Then, maybe, after a few years, with tuition at $25,000 or $30,000 a year, we can begin the slow build back into a real university.<br />
<br />
Why is this happening? Political demagoguery and corruption. Thirty years ago UC received 9% of the state budget and prisons 3%. Now UC gets 3% and the prison-industrial complex gets 9%. The legislature is taking the money that should be used to educate the best of its citizens and using it enrich the people who make a profit from the imprisoning the poorest. The percentage of the cost of higher education provided by the state has been cut in half, cut in half again, and is on the verge of getting cut in half a third time. The people in the legislature understand the value of public higher education—the vast majority of them have degrees from our state system, and many of them have multiple degrees—all made possible by the legislators who preceded them and had more courage. They do not protect the University for a very simple reason: because they risk a flow of conservative attacks and Tea Party racism if they stick up for anything that is directly devoted to the commonweal.<br />
<br />
In my darkest moments, I think the monied interests working against reasonable taxation are doing so because they consciously, actively seek to make sure we do not have an informed, educated citizenry, the better to extract our collective labor and wealth unimpeded. But such intentionality isn’t necessary. Simple, short-sighted, grab-it-now, bottom-line greed explains their destruction of our culture, without recourse to any dystopian conspiracies.<br />
<br />
The only thing that has a chance of turning this devastation around is student activism. We in higher education cannot spend millions of dollars on campaign contributions the way the prison profiteers or the medical and insurance and aerospace industries do, so we need to find other ways to provide a political counterweight. We need to make our voices heard. For you students, your own self-interest should be the catalyst, as you will, no matter what happens this year, have trouble finding the classes you need, much less than the ones you want, and the chance you will graduate in a reasonable amount of time is already gone. But you should also think of what this means for your families, your neighbors, your friends, your own kids when they come of age. And think what it means if California reduces its higher education budget to the levels of Missouri or West Virginia—we will become like those places. Because of its education system, a system that, until just a few years ago, has always been considered the best in the country, California has been among the most innovative and significant literary and cultural centers in the country, and because of this education system, too, California has been the economic powerhouse it has been—1000 research and development companies a year are formed out of the UC system, for instance, and four UC inventions a week are presented to the patent office. We had the best educational system because we were willing to pay for it, and our expenditures were among the highest in the nation, too. In a few short years we have dropped into the middle in state spending, and we are fast falling even farther. Only a political movement strong enough to buck the corporate money determining our tax policy can change this downward spiral. Only you can make that happen.<br />
<br />
We have been told, from the top, not to expect a return to ‘the glory days.’ This year was not the glory days. This year we already have discussion sections that are not discussions, fewer classes, an exploded faculty:student ratio; we are very far from the glory days. Now that either 500 million or 1 billion more dollars are getting yanked out of the system, your favorite lecturer will be gone. The class you wanted won’t exist anymore. Your student advisor will have 800 or 1000 students to advise instead of the 300 we all agreed was an absolute maximum two short years ago. This is the end of quality. And why? Because a few very wealthy people are protecting their wealth from taxes, taxes considered reasonable not only everywhere else in the developed world, but considered reasonable in America until the last 20 years.<br />
<br />
I hope you get angry. I hope you get active. Call and write your legislators, get out in the streets, take back your university, don’t let yourselves be the last people to have even this chance.<br />
<br />
Tom Lutz<br />
Professor and Chair, Department of Creative WritingChris Newfieldhttp://www.blogger.com/profile/01078395415386100872noreply@blogger.com8tag:blogger.com,1999:blog-465874062213929610.post-73017315133272047662011-05-08T14:28:00.000-07:002011-05-08T14:31:00.505-07:00Academic Council Responds to Debt-Financing of Online Project (5/6/11) May 6, 2011<br />
<br />
<br />
PRESIDENT MARK G. YUDOF <br />
UNIVERSITY OF CALIFORNIA <br />
<br />
Re: Online education pilot program <br />
<br />
Dear Mark: <br />
<br />
Last year the Academic Council endorsed the UC online education pilot program with the understanding that only private funding was to be used to support the program. At the time it was suggested that as much as $30M could be raised from extramural sources to support this program. Since then, 29 letters of intent from UC faculty were selected out of 70 submissions for the planning phase of the online pilot courses. Despite the optimistic funding projections, however, only $748K in private funding from Next Generation Learning Challenges (funded by the Gates and Hewlett foundations) has been secured, and that funding requires that course material be open-source, available to others to freely use and adapt. The majority of funds for the online pilot courses are to come from a loan that UC will make to the program of up to $6.9M. The loan is intended to be repaid with fees from non-UC students taking the pilot online courses. <br />
<br />
The members of the Council have received multiple expressions of concern from faculty about the changes in both the funding and planning for the project compared with that originally was endorsed by the Council. I am instructed by the Council to communicate the scope of the concerns raised across the campuses. <br />
<br />
The Council’s concerns reflect neither on the work of our colleagues in crafting pilot course proposals, nor on our support for experimenting with online education to produce educational flexibility and to improve access to UC-quality courses for prospective transfer students. Rather, the Council’s questions are raised in relation to the pilot program as a whole, as outlined in the Project Plan: UC Online Education (March 24, 2011). There are questions on oversight and evaluation of the program, the dependence of the budget model on enrollments of non-UC students, the corresponding focus on lower division requirements and possible competition with the Community College mission, and the financial feasibility of paying back the loan. The program description, as well as any program protocols and communications regarding the program, must be clear that there is no guarantee of UC undergraduate admission upon completion of the online courses and that there is as of yet no mechanism for establishing eligibility for transfer on the basis of the courses in the program description. Additionally, there is no coherent curriculum design reflected in the courses, nor has a transfer curriculum been proposed as part of the program. The fundamental question of whether an on-line curriculum can or should provide the basis of a transfer curriculum separate from a course of study at an accredited institution has not been raised and remains to be addressed. The Council also questions how non-UC students' qualifications are to be determined and, given other equally attractive and perhaps more affordable online courses, whether the enrollments will be sufficient to be able to pay back the loan. In short, while the pilot project was intended to enhance access and to generate revenue, it is now unclear whether these goals may be meshed and met. <br />
<br />
Council also notes that while the project description indicates that courses will be offered beginning July 2011, to our knowledge no course proposals have yet been submitted to Senate course committees for approval as part of the pilot project. We understand that at this point courses may not be sufficiently developed to move forward as part of the project. Yet the project description lists as a program “risk” the possibility that Senate courses committees will be slow to grant course approval. The Council wants to be clear that delays in implementation of the program beyond what is contemplated in the program description are not attributable to a lack of Senate action, but to the fact that the program proponents underestimated the time required to put courses into place. Senate evaluation should necessarily encompass both the intellectual content of the class materials and the modality of delivery. <br />
<br />
Given these concerns, the Council advises that no additional online pilot courses be developed, beyond those currently selected and funded, until the following takes place: <br />
<br />
(1) The evaluation procedure contemplated in the proposal must be conducted and then subjected to independent rigorous review in order to assess online courses that are taught in this pilot program. We fully appreciate that evaluation tools to assess the online program are a significant element of the project and, when developed, these tools might be useful to assess the quality of other courses within the UC system. The quality and desirability of the courses as a means of producing a high-quality online component to UC education should be assessed. The efficacy of the technological aspects of the course delivery (appropriate platform, testing mechanism, etc.), the business model beyond the pilot program (profitability), and the pros and cons of this educational direction for UC should be assessed. <br />
<br />
(2) Any full proposal for expanding the online pilot program would be developed on the basis of the findings in (1), defining the proposed expansion, its aims and objectives, the scope and impact on the system, and the funding model. <br />
On behalf of the Academic Council, <br />
<br />
<br />
Daniel L. Simmons, Chair <br />
Academic Council <br />
<br />
<br />
Copy: Lawrence Pitts, Provost and EVP <br />
Daniel Greenstein, Vice Provost <br />
Robert Anderson, Academic Council Vice Chair <br />
Academic Council <br />
Martha Winnacker, Academic Senate Executive DirectorMichael Meranzehttp://www.blogger.com/profile/05336793340375780406noreply@blogger.com14tag:blogger.com,1999:blog-465874062213929610.post-67610586715863973902011-02-09T11:13:00.000-08:002011-02-09T11:13:18.423-08:00100 UCI FACULTY CALL FOR D.A. TO DROP CHARGES AGAINST STUDENT PROTESTERSFOR IMMEDIATE RELEASE Feb. 9, 2011<br />
Contact: Erwin Chemerinsky, Dean, School of Law: 949-824-7722<br />
Jon Wiener, Professor of History: 310-558-0132; wiener@uci.edu<br />
<br />
<b>100 UC Irvine Faculty Call on D.A. to Drop Charges against Students who Disrupted Israeli Ambassador’s Speech</b><br />
<br />
100 faculty members at UCI, including five deans and 14 Chancellor’s Professors and Distinguished Professors, have signed a letter to the Orange County District Attorney Tony Rackauckas calling on him to drop criminal charges against 11 students who disrupted a speech on the UCI campus by the Israeli Ambassador to the US last year.<br />
<br />
The group includes Dean of the Law School Erwin Chemerinsky, Dean of Social Ecology Valerie Jenness, Dean of Humanities Vicki Ruiz, and Dean of Undergraduate Education Sharon Salinger, as well as Executive Vice Dean of the Medicine F. Allan Hubbell.<br />
<br />
The students face criminal conspiracy charges and six months in jail if convicted.<br />
<br />
“The students were wrong to prevent a speaker invited to the campus from speaking and being heard,” the faculty letter says. “But the individual students and the Muslim Student Union were disciplined for this conduct by the University, including the MSU being suspended from being a student organization for a quarter.” University discipline, the faculty members said, was “sufficient.”<br />
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The criminal charges are “detrimental to our campus,” the faculty letter argues, calling the D.A.’s action “a dangerous precedent for the use of the criminal law against non-violent protests on campus.” It also criticized Rackauckas for risking “undoing the healing process which has occurred over the last year.” <br />
<br />
Among those who signed the statement were Pulitzer Prize-winning writers Jack Miles and Barry Siegel, neurobiology pioneer James McGaugh, Penelope Maddy, famous for her work in the philosophy of mathematics, and award-winning historian of China Kenneth Pomeranz. Seven law professors also joined the call.<br />
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FULL TEXT OF STATEMENT AND SIGNATURES FOLLOWS<br />
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As faculty of the University of California, Irvine we are deeply distressed by the decision of the Orange County District Attorney to file criminal charges against the students who disrupted Ambassador Michael Oren’s speech on campus. The students were wrong to prevent a speaker invited to the campus from speaking and being heard. And the Muslim Student Union acted inappropriately in coordinating this and in misrepresenting its involvement to University officials. But the individual students and the Muslim Student Union were disciplined for this conduct by the University, including the MSU being suspended from being a student organization for a quarter. This is sufficient punishment. There is no need for criminal prosecution and criminal sanctions. The use of the criminal justice system will be detrimental to our campus as it inherently will be divisive and risk undoing the healing process which has occurred over the last year. It also sets a dangerous precedent for the use of the criminal law against non-violent protests on campus.<br />
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We urge the District Attorney to dismiss the criminal charges. At the very least, we urge the District Attorney and the students to agree to resolve the charges with the students performing community service and a short probation, after which the matter will be expunged from the students’ records.<br />
<br />
Frank D. Bean, Chancellor's Professor of Sociology<br />
Kitty Calavita, Chancellor’s Professor of Criminology, Law and Society<br />
Erwin Chemerinsky, Dean, School of Law<br />
Joseph F. C. DiMento, Professor of Law and Policy, Planning & Design<br />
Valerie Jenness, Dean, School of Social Ecology<br />
Catherine Liu, Director, Humanities Center<br />
Duncan Luce, Distinguished Research Professor of Cognitive Science<br />
Penelope Maddy, Distinguished Professor of Logic & Philosophy of Science<br />
George Marcus, Chancellor’s Professor of Anthropology<br />
James M. McGaugh, Research Professor, Neurobiology and Behavior<br />
Carrie Menkel-Meadow, Chancellor’s Professor of Law<br />
Jack Miles, Distinguished Professor of English and Religious Studies<br />
Mark Petracca, Chair, Dept. of Political Science<br />
Kenneth Pomeranz, Chancellor’s Professor of History<br />
Vicki Ruiz, Dean, School of Humanities<br />
Sharon Salinger, Dean of Undergraduate Education<br />
Barry Siegel, Director, Literary Journalism Program<br />
Brook Thomas, Chancellor’s Professor of English<br />
Jeffrey Wasserstrom, Chair, Dept. of History<br />
Henry Weinstein, Senior Lecturer in Law and Literary Journalism<br />
Jon Wiener, Professor of History<br />
Dan L. Burk, Chancellor's Professor of Law<br />
Catherine Fisk, Chancellor's Professor of Law<br />
David A. Snow, Chancellor's Professor of Sociology<br />
F. Allan Hubbell, Executive Vice Dean, School of Medicine<br />
Ngugi wa Thiong'o, Distinguished Professor of English & Comparative Literature<br />
Etienne Balibar, Distinguished Professor of Humanities<br />
Greg Duncan, Distinguished Professor of Education<br />
Grace C. Tonner, Associate Dean of Lawyering Skills<br />
Ulrike Strasser, Associate Professor, History and Director, European Studies<br />
Irene Tucker, Associate Professor of English<br />
James Given, Professor of History<br />
Dickson D. Bruce, Jr., Professor of History, Emeritus<br />
Hugh Roberts, Assoc. Prof. Dept. of English<br />
Robert Newsom, Professor Emeritus, Department of English<br />
Mark Poster, Emeritus Professor, Film and Media Studies and History<br />
Sharon Block, Associate Professor of History<br />
Ann Van Sant, English<br />
Jennifer Terry, Chair and Associate Professor of Women's Studies<br />
Laura J. Mitchell, Associate Professor of History<br />
Emily Rosenberg, Professor of History<br />
R. Radhakrishnan, Chancellor's Professor of English and Comparative Literature<br />
Eyal Amiran, Associate Professor, Comparative Literature and Film and Media Studies<br />
Jerome Christensen, Professor of English<br />
Susan Jarratt, Comparative Literature<br />
Rebeca Helfer, English Department<br />
Annette Schlichter, Associate Professor, Comparative Literature<br />
Timothy Tackett, Professor of History<br />
Touraj Daryaee, History Department<br />
Carolyn P. Boyd, Professor Emerita, Department of History<br />
Amy Wilentz, Professor of English and Literary Journalism<br />
Victoria Silver, Associate Professor of English<br />
Alice Fahs, Associate Professor of History<br />
Anne Walthall, Professor of History<br />
Laura Kang, Associate Professor of Women's Studies<br />
Alexander Gelley, Professor, Dept. of Comparative Literature<br />
Elizabeth Allen, Associate Professor of English<br />
Rubén G. Rumbaut, Professor of Sociology<br />
David A. Smith, Professor of Sociology and Planning, Policy and Design<br />
Sarah Farmer, Associate Professor of History<br />
Raul Fernandez, Social Sciences/Chicano Latino Studies<br />
Keith Nelson, Professor Emeritus of History, Director, Program in Religious Studies<br />
Estela Zarate, Assistant Professor, Department of Education<br />
Leo Chavez, Anthropology<br />
Deborah R. Vargas, Assistant Professor, Chicano/Latino Studies<br />
Thurston Domina, Assistant Professor of Education and Sociology<br />
, DeSipio, Chair, Department of Chicano/Latino Studies<br />
Jutta Heckhausen, Professor, Psychology and Social Behavior<br />
Heidi Tinsman, Associate Professor of History<br />
Ellen Burt, Professor of French and Comparative Literature<br />
Belinda Robnett-Olsen, Associate Professor, Department of Sociology<br />
Robert Folkenflik, Edward A. Dickson Emeritus Professor of English<br />
Ron Carlson, Professor of English<br />
Edwin Amenta, Professor of Sociology and History<br />
Francesca Polletta, Professor of Sociology<br />
Susan K. Brown, Associate Professor of Sociology<br />
Adriana Johnson, Comparative Literature<br />
Rachel Sarah O'Toole, Assistant Professor, History Department<br />
Nancy McLaughlin, Assistant Professor, History Department<br />
Steven C. Topik, Professor of History<br />
Gilbert G. Gonzalez, Professor, Chicano-Latino Studies<br />
Judy Stepan-Norris, Sociology<br />
Julia Reinhard Lupton, Professor of English and Comparative Literature<br />
Spencer Olin, Professor Emeritus of History<br />
Glen Mimura, Associate Dean of Graduate Study, School of Humanities<br />
Ana Elizabeth Rosas, Assistant Professor, Chicana/o-Latina/o Studies and History<br />
Robert Moeller, Department of History<br />
Elizabeth M. Guthrie, French, retired<br />
Cecile Whiting, Chair, Department of Art History<br />
Cynthia Feliciano, Associate Professor, Sociology and Chicano/Latino Studies<br />
David S. Meyer, Professor, Sociology<br />
Charlie Chubb, Professor, Cognitive Sciences<br />
Alejandro Morales, Professor, Department of Chicano/Latino Studies<br />
Ian Munro, Associate Professor of Drama<br />
Luke Hegel-Cantarella, Head of Scenic Design - Claire Trevor School of the Arts<br />
David Igler, Associate Professor of History<br />
Stephen Barker, Associate Dean, Claire Trevor School of the Arts<br />
Cliff Faulkner, Senior Lecturer, Drama Department<br />
Vincent Olivieri, Designer/Composer/Assistant Professor, Drama Department<br />
Carol Burke, Professor, EnglishMichael Meranzehttp://www.blogger.com/profile/05336793340375780406noreply@blogger.com4tag:blogger.com,1999:blog-465874062213929610.post-47608573145451093132011-02-08T20:29:00.000-08:002011-02-08T20:29:24.660-08:00Yudof Statement to the Legislature on the Proposed Budget Cuts (2/7/11)<i><span style="font-family: georgia; font-size: small;">Following is University of California President Mark G. Yudof's statement to the California Assembly Budget Subcommittee at the state Capitol in Sacramento on Monday, Feb. 7, 2011.<br />
</span></i><br />
<span style="font-family: georgia; font-size: small;"><i><b>As prepared for delivery</b></i></span><br />
<br />
<span style="font-family: georgia; font-size: small;">Thank You, Madam Chair and Members of the Committee:</span><br />
<br />
<span style="font-family: georgia; font-size: small;">I am here today to offer my assessment – and answer any questions you might have – about the University of California’s immediate fiscal situation, especially as it relates to the reductions proposed by the governor.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">But, before the wailing and gnashing of teeth begins, I’d first like to look beyond the horizon a bit, to talk about the needs of California and the role that the three systems of public higher education must be able to play if this state is to move forward and thrive.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">California was given one great Gold Rush, and that was a long time ago. Since then, we climbed our way to the top by out-thinking and out-creating and out-innovating the world.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">To succeed – (and I would say building the world’s eighth-largest economy is a pretty good marker of success) – has required topflight systems of education, public education.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">And that will be even more critical in the future, as the world flattens and human capital becomes king. This is just a fact.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">I know I don’t need to sell any of you on the importance of education and the need to invigorate our economy and society with an educated populace and game-changing research.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">Madam Chair has taught school. Other committee members have led school districts. Most of you came up through the Cal State or community college systems.</span><br />
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<span style="font-family: georgia; font-size: small;">So you know how the pieces that Chancellors Reed and Scott and I represent all fit together under the California Master Plan. And you know that Master Plan for 50 years has served as the state’s not-so-secret ingredient in its formula for success.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">Of course, the Master Plan, for all its wonders, has a problem.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">The problem is that it has not been adequately funded for years. Adjusting for inflation, state investment in UC students is less than half of what it was 20 years ago.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">Here’s another way of looking at what’s happened: The governor’s proposed budget will ratchet back state support for UC to a level it last saw in fiscal year 1998-99 – and since that time we’ve added 73,000 more students to our universe. Same amount of money; enough additional students to fill UC Berkeley — twice.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">Now the governor says that he wants to quit kicking cans down the road and instead engage Californians in an honest conversation about just what scale of government they are willing to support with their tax dollars.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">I take him at his word and I am eager, along with my colleagues at the table, to join that conversation. We think we have a pretty good story to tell.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">In the meantime, though, we must act. At UC, I’ve given our campuses targets for cutting their budgets. Our central office in Oakland also will be looking at significant cuts, even as it leads a systemwide effort to wring $500 million in savings through innovative operational efficiencies.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">These proposed cuts will be put before our governing Board of Regents in mid-March. While this is still a work in progress, it’s already clear that this process won’t produce a pretty picture.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">The low-hanging fruit was picked long ago. We are looking at layoffs. We are looking at program elimination, at shrinking the enterprise.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">We undertake this exercise not to monger fear. We can’t scare anybody into giving us money that isn’t there. We also have to remember that, under the governor’s proposal, the numbers we are dealing with represent only the best-case scenario.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">And the numbers don’t lie. When additional mandatory costs are factored in, along with what we are now paying into our pension system and the cost of educating 11,000 students who are unfunded by the state, the fact is that we will be looking to slice $1 billion out of our 10-campus system.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">This will be the second time in three years we have done so.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">The last time around, we looked to student fee increases and systemwide furloughs to squeak by. These will not be my first choices this time. But, as you know, the first rule in this environment is to never say never.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">As a public university, we pride ourselves on access, affordability and excellence. These are our lodestars.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">With the cuts as proposed, we are moving perilously close to the point where we can no longer do all three.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">We can be accessible (with our doors wide open to all eligible students) and affordable (with tuition levels that compare well to those of our peers). But we cannot do so and ensure excellence.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">We can be excellent and fully accessible, but it will mean chucking affordability out the door.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">And we can be affordable and excellent, but we can’t do so and maintain the enrollment promises enshrined in the Master Plan.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">Unless we find a way to reverse this trend of disinvestment, something simply must give.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">In my view, we can’t give up on excellence. Generations of Californians invested in this university and watched it grow into an envy of the world. You can destroy what took 15 decades to build in a matter of a few short years, and never get it back.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">I’m also not going to surrender on the question of preserving our standing as a public university.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">Nearly 40 percent of our students come from families earning less than $50,000 a year, many of them the first in their family to attend a university.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">The reach of our research stretches from strawberry fields to the farthest stars.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">These sorts of things are what a public university must do, and I’m determined to do everything in my power to ensure that at the University of California this doesn’t change.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">But consider this: If the governor’s proposed cuts are enacted, it will mean that for the first time in our shared history, the students and families of the University of California will be contributing more to our core operating budget than California taxpayers.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">That should be worrisome to anyone who believes that what we provide is a public good, and not a private one.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">So all this leads me to a pretty sobering conclusion. If we must preserve excellence, and we must strive to remain affordable, that leaves us with access.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">If trends are not reversed, we will soon approach the day when we will be forced to tell qualified California high school graduates that there no longer is a place for them at a UC campus.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">That is where we are headed.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">So how can we avoid this?</span><br />
<br />
<span style="font-family: georgia; font-size: small;">Let me leave you with a few ideas.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">First, we need to work out with you and your colleagues in Sacramento a long-term arrangement (compact, I know, has become a dirty word in this context.)</span><br />
<br />
<span style="font-family: georgia; font-size: small;">We will emerge from this budget process with a new floor and find a way to live with it. We will push a reset button.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">In exchange, though, we need commitments going forward of stable, sustainable funding increases, so that we can plan and grow in an orderly fashion and prepare to serve a California populace that inevitably is going to grow and place greater pressure on our public universities.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">Structured properly, this arrangement also could allow California families to make college plans with greater clarity when it comes to their costs.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">The California Dream need not die with the baby boomers. There is a new California coming forward, and it deserves to be served.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">More immediately, I ask for flexibility. Universities, especially research universities, are complicated. One size never fits all. So we ask for the legislature to support the governor’s request for an unallocated reduction to the UC Budget.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">In this vein, I’d also ask for support of legislation that would leverage the university’s borrowing power and its $400 million in shovel-ready projects into a job stimulus initiative, providing a boost for a construction industry that faces 20 percent unemployment.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">I ask for fairness. Should further cuts become necessary or, more happily, should fiscal conditions improve, I would ask you to compare proportionately the cuts made to higher education to those of other state entities.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">As an aside, I would point out here that, for every dollar invested by the state in the University of California, we return four dollars in tax revenue to the state general fund. And for every dollar the state invests in our research, we generate another eight dollars from non-state sources.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">Finally, I would ask you to engage with us, to consider us your partner in working through these dark and dreary times. With the expertise that populates our campuses, with alumni rolls filled with some of California’s most innovative minds and, of course, with the passion and people power that our 230,000 students represent, we can be an effective ally.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">And we stand willing to serve.</span><br />
<br />
<span style="font-family: georgia; font-size: small;">Madam Chair, this concludes my testimony.</span>Michael Meranzehttp://www.blogger.com/profile/05336793340375780406noreply@blogger.com0tag:blogger.com,1999:blog-465874062213929610.post-66572857083519912742011-01-20T14:56:00.000-08:002011-01-20T14:56:22.545-08:00UC Berkeley Hires New Vice Chancellor - Administration and FinanceFrom: "Robert J. Birgeneau, Chancellor"<br />
Date: January 20, 2011 10:02:24 AM PST<br />
To: "Staff, All Academic Titles<br />
Subject: Appointment of the Vice-Chancellor Administration and Finance<br />
<br />
It gives me very great pleasure to announce the appointment of John Wilton as Vice Chancellor - Administration and Finance. John was identified to fill this critical position for the Berkeley campus from a field of outstanding candidates in a nation-wide search following the move of Nathan Brostrom to the Office of the President. John is expected to begin his new position on February 1st.<br />
<br />
John Wilton has extensive experience in both the public and private sector. For almost 25 years, he worked at the World Bank - a complex, global organization with an annual budget of $2Billion that provides low-interest loans, interest-free credits, grants and policy advice to developing countries for a wide array of purposes to assist their advancement, including in education. While there, he worked in most parts of the Bank, including operations in Africa, Asia and Eastern Europe as well as in the Economic Research and Treasury departments. He also undertook two overseas assignments working on specific economic policy issues in Indonesia and the broader set of issues related to the process of transition to a market economy in Eastern Europe. In 2002, he became Vice President for Strategy, Finance and Risk, and two years later was named Chief Financial Officer. During this time he was responsible for defining the Bank's overall business strategy, overseeing its financial policies and risk management functions, and ensuring that the administrative budget was consistent with the Bank's financial outlook and aligned with its strategic priorities. He oversaw a team of over 400 staff at the World Bank.<br />
<br />
Since leaving the Bank in 2006, John has worked as a Managing Director and the Director of International Research for Farallon Capital Management LLC, a global multi-strategy US-based investment manager. He was also a consultant to Hellman & Friedman, a private equity firm. John provided these firms with global macroeconomic advice and research on specific issues. <br />
<br />
John grew up and was educated in the United Kingdom, where he attended the University of Sussex, receiving his Bachelor's and Master's degrees in economics and statistics. He then spent two years working as an economist for the Government of Tanzania before returning to the UK to study at the University of Cambridge for his PhD in economics. He was working on his doctoral degree when he left to join the World Bank. <br />
<br />
John will play an instrumental leadership role at UC Berkeley at a time of continuing and challenging resource constraints, partnering with the Chancellor and the Executive Vice Chancellor and Provost to set long-range administrative and financial goals, and in management of the campus, the development of campus policies, and the distribution and utilization of financial, capital and human resources. <br />
<br />
This Vice Chancellor position has broadened to include leadership of increasingly urgent campus priorities: the continuing design and implementation of Operational Excellence, the campus's initiative to reduce costs and improve campus operations; stabilization of the budget; and the establishment of a sustainable financial model for the future. The focus on these goals as the immediate agenda led to a change in title from Vice Chancellor-Administration to Vice Chancellor-Administration and Finance. Associate Vice Chancellor Erin Gore will continue to serve as chief financial officer, reporting directly to John.<br />
<br />
I am most grateful to Vice Chancellor Frank Yeary and Associate Vice Chancellor, Business and Administrative Services, Ron Coley, who have set aside some of their other priorities to help us manage this critical portfolio, while we searched to fill this position. <br />
<br />
I also want to express my thanks to the search committee, which was aided by the consulting firm of Spencer Stuart, for their outstanding work in advising me on this appointment.<br />
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Please join me in warmly welcoming John Wilton to UC Berkeley.<br />
<br />
A <a href="http://newscenter.berkeley.edu/2011/01/20/vice-chancellor-for-administration-and-finance">press release</a> announcing the appointment will be posted later today on the campus NewsCenter<br />
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Robert J. Birgeneau<br />
ChancellorChris Newfieldhttp://www.blogger.com/profile/01078395415386100872noreply@blogger.com3