Compiling Semiconductor Industry-Aligned Programs

by | Oct 21, 2024 | Innovation

Comprehensive Program Compilation Initiative

The Presidents Forum is compiling a comprehensive list of programs offered at their institutions that align with the semiconductor manufacturing industry. This effort aims to create a valuable resource that showcases the diverse range of educational opportunities available to support this critical sector. By identifying and cataloging these programs, the Presidents Forum seeks to highlight the collective expertise and capabilities of their institutions in preparing the workforce for the rapidly evolving semiconductor industry.

Collaborative Feedback Process

In the coming days, presidents and their staff will receive an email containing an initial list of programs that have been identified. We kindly request your feedback on this preliminary compilation. Your input is crucial in ensuring the accuracy and completeness of the information.

Leveraging the Program List for Industry Growth

Once finalized, the Presidents Forum will publish this list of programs and utilize it in coordination with various CHIPS initiatives. This collaborative effort will not only showcase the strength of our educational offerings but also facilitate stronger connections between academia and the semiconductor industry, ultimately supporting the growth and innovation in this vital sector.

Owens, experts call for accountability in higher ed

by | Oct 18, 2024 | Policy

Owens, experts call for accountability in higher ed

Congressman Burgess Owens, Western Governors University President Scott Pulsipher, and American Enterprise Institute Senior Fellow Beth Akers say students deserve improved transparency and accountability in higher education.

Student Outcomes Prioritized

Higher education institutions should be held accountable for the economic value they provide to students, according to experts. Key metrics suggested include completion rates, post-graduation employment, and return on investment.

Congressman Owens advocated for a free market approach, stating, “We have to start thinking quite differently…Let’s bring the innovators to the plate.”

Transparency and Accountability Measures

Dr. Akers highlighted a significant barrier to transparency: “Lifting [the ban on merging IRS and Department of Education data], which is part of the legislation that we’re seeing today in both the House and the Senate, would enable us to have really the perfect data to hold institutions accountable.”

President Pulsipher emphasized the need for consistent, program-level accountability measures across all institutions. He argued that current regulations often hinder innovation by forcing conformity to traditional models instead of focusing on outcomes.

The experts agreed that while access for disadvantaged populations is crucial, it shouldn’t compromise accountability. Dr. Akers noted, “Giving someone access to enrollment at an institution with poor outcomes is not doing them any favors.”

Legislative Reform Needed

As new legislation is considered, the experts stress that meaningful reform in higher education accountability should be central. They call for policies that prioritize student outcomes, encourage innovation, and increase transparency for both students and taxpayers.

Davenport University’s Prior Learning Program: A Win-Win for Students and Institution

by | Oct 17, 2024 | Innovation, Outcomes and Accountability

Davenport University’s Prior Learning Program: A Win-Win for Students and Institution

The big picture

Davenport University in Michigan has implemented an innovative program to award college credit for students’ prior learning and work experience, reducing time and cost to degree completion.

Why it matters

This approach benefits both students and the institution:

  • Students save time and money toward their degree
  • The university sees higher retention and graduation rates
  • Despite initial tuition “loss,” the program generates more revenue long-term

By the numbers

  • 93% retention rate for students using prior learning assessment vs. 78% for those who don’t
  • 62% graduation rate vs. 50% overall
  • $750,000 in tuition savings for students over 2 years
  • $2 million net positive revenue for the university

How it works

Students take a brief 8-question survey about their experiences. This survey assesses various areas where students may have gained valuable skills and knowledge outside of traditional academic settings. The program considers credit for military service, work history, apprenticeships, industry certifications, and standardized tests. By evaluating these diverse experiences, Davenport University can award appropriate college credit, helping students accelerate their progress towards degree completion.

The bottom line

Davenport’s prior learning assessment program demonstrates a win-win approach for both students and institutions in recognizing valuable skills and experiences gained outside the classroom.

Rio Salado College’s Best Practices for Supporting Underserved Communities

Rio Salado College’s Best Practices for Supporting Underserved Communities

by | Oct 16, 2024 | Innovation, Underserved Communities

Rio Salado College’s Best Practices for Supporting Underserved Communities

Rio Salado College’s Best Practices for Serving Underserved Communities

Why it matters

Rio Salado College, founded in 1978, has a long-standing mission to serve underserved communities.

The big picture

President Kate Smith outlines three key strategies:

  1. Flexibility: 24/7 online access, support services, and multiple enrollment dates
  2. Listening to learners: Wraparound support based on student feedback, including food security initiatives
  3. Access to meaningful credentials: Micro-credentials, integrated education training, and customized programs

Between the lines

These practices aim to remove barriers and provide greater access to higher education and career opportunities for traditionally underserved populations.

What’s next

Rio Salado College continues to adapt its programs based on learner needs and industry partnerships.

Building Autism-Supportive Institutions

by | Oct 14, 2024 | Underserved Communities

By Dr. Lisa Vollendorf, Empire State University

Empire State University (SUNY Empire) has supported, since our founding in 1971, a broad range of students. We proudly help learners of all ages and from all walks of life achieve their educational dreams.

As New York’s leading online public university, SUNY Empire serves a truly diverse student population. With more than 16,000 students who range in age from 15-88, we strive to meet every student where they are. We support all students as they complete their degrees. Our policies have long upheld this commitment: we accept up to 93 transfer credits and award credit for prior learning.

Over the past decade, the number of students identifying as autistic and neurodivergent has grown exponentially at our university. Several years ago, we realized that we needed to step up our efforts if we were going to fully support this growing population. We are proud that our mission includes an explicit commitment to serving autistic and neurodivergent students, faculty, and staff.

The rate of autism in the United States has grown steadily over the past 20 years. Today, autism affects 1 in 36 children. It is thought to be the fastest growing developmental disorder, yet it is substantially underfunded and misunderstood. Autism awareness has grown exponentially in recent years, which also means that adults today likely had less access to diagnoses and support in their youth. For those of us who serve adult learners, this makes it especially important to offer holistic support.

Disconcertingly, rates of postsecondary educational participation for youth with Autism Spectrum Disorders (ASD) are substantially lower than those of the general population. Some studies have indicated that 40% or fewer ever attend college, and even fewer earn a degree that can transform their lives. Higher education has a role to play in reversing this trend.

Starting in 2020, SUNY Empire made a commitment to serving this population. First, we launched a Center for Autism Advocacy: Research, Education and Support (CAARES). CAARES’ mission is to provide universally designed and community-informed resources to support equitable access for autistic and neurodivergent individuals in the classroom, the workplace, and beyond. Currently, the Center has two full-time faculty.

From community-based workshops to university-wide trainings, CAARES provides support to students, faculty, and staff while also leading a research effort focused on autism and neurodiversity. Our Peer2Peer Student Connection program, by which neurodivergent students are matched with one another to promote wellbeing and belonging, is one of the many hallmarks of this approach.

SUNY Empire became an officially designated Autism Supportive Institution in 2022—the only university in New York State with this designation. The designation recognizes our commitment to building a safe, supportive, and inclusive educational environment for autistic and neurodivergent individuals.

I invite other higher education leaders to consider leaning into the challenge of building an autism-supportive environment. You, too, can choose to require annual autism-support training for all employees. You, too, can identify measurable outcomes and implement strategies to assess and improve systems, practices, and procedures on an ongoing basis.

By seeking and acting upon feedback from students, faculty, and staff, colleges and universities can choose to build cultures of continuous improvement that help autistic and neurodivergent individuals feel welcomed and supported.

Before I joined SUNY Empire, I did not have any training or education in supporting individuals with autism. I did not fully understand the role that online institutions could play in helping expand access to higher education for autistic and neurodivergent students, faculty, and staff. I now have a deeper appreciation for a simple fact: a commitment to inclusion requires a commitment to building universal design into all aspects of our teaching, learning, and operations.

At Empire State University, we believe that online institutions are uniquely positioned to expand educational opportunities to learners from all backgrounds, including the growing number of autistic and neurodivergent individuals in the United States today. I invite others to join us to create truly inclusive colleges and universities that are welcoming to all.