IHE Report 2014

Institute of Higher Education The University of Georgia Meigs Hall Athens, Georgia 30602-6772 Address Service Requested

NON-PROFIT ORG. U.S. POSTAGE

PAID

Institute of Higher Education

Permit No. 11 Athens, Georgia

The University of Georgia

2014

ȱŗşŜŚǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ Ĝ ȱ ȱ ¢ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ¢ǰȱśŖȱ¢ ȱ ǰȱȱ ȱ ȱ ȱ ¢ȱ ȱ ¢ȱ £ ȱ ȱ ȱ ȱ ȱ ȱ ě ȱ ȱ ȱ ȱ ǰȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ǯ

years 1964 - 2014

:HÂśUH *ROGHQ The Association for the Study of Higher Education congratulates IHE on

50 years of excellence in higher education.

The Institute of Higher Education is proud to celebrate 50 years of sustaining excellence in the field of higher education. Financial support from alumni and friends is vital to future success. Gifts to IHE are used to enhance its educational, outreach and research missions and to deliver programs and activities that otherwise would not be possible.

Please consider making a contribution today to continue the legacy!

Visit ihe.uga.edu/giving

2014 ASHE Conference Washington, D.C. Washington Hilton Pre-Conferences: November 19-20, 2014 General Conference: November 20-22, 2014

The Institute of Higher Education is proud to sponsor a reception on November 20 to bring together educators from around the United States to discuss the importance of higher education.

FALL 2014 TABLE OF CONTENTS

F E AT U R E S

9

Susan Sheffield, Editor Margaret Blanchard, Managing Editor Rebeka Geer, Graphic Designer

PUBLIC SERVICE WITH PURPOSE

12

F A C U LT Y U N I O N S I N HISTORICAL PERSPECTIVE

Contributors: Timothy Cain, James Cobb, Elisabeth Hughes, Sarah Spencer The Institute of Higher Education Libby Morris, Director James Hearn, Associate Director Founded in 1964, the Institute of Higher Education is an academic unit of the University of Georgia committed to advancing higher education policy, management and leadership through research, graduate education and outreach. The Institute’s mission encompasses higher education issues at the campus, state, national, and international levels.

Visit IHE on the web at uga.ihe.edu on Facebook at: www.facebook.com/UGAIHE

S P E C I A L I N S E R T: I H E C E L E B R AT E S 5 0 Y E A R S

DEPA RT MEN T S From the Director Around IHE Beyond the Classroom Outstanding Alumni Inside Look In Memory

2 3 20 24 30 31 IHE REPORT

1

FROM THE

DIRECTOR

B

ring out the cake, light the candles, the Institute is 50!

On July 1, 1964, with University System Board of Regents approval, the continuous efforts by President O.C. Aderhold to establish an “Institute of Higher Education and Research” came to fruition. The Institute was founded to serve the institution, the state and the region in building institutional capacity. Then and now, IHE conducts public service programs, doctoral education, and applied and basic research.

Now, more than 200 graduates from our PhD and executive EdD programs lead as presidents, vice presidents, researchers, directors, and faculty in colleges, foundations and agencies nationwide. Our faculty engage students in research and outreach through grants from the National Science Foundation, the William T. Grant Foundation, the Institute of Education Sciences, the Watson Brown Foundation, AT&T, and the Robert W. Woodruff Foundation, to name only a few. Our research strengthens the field, informs the activities and performance of colleges and universities around the globe, and supports economic development.

In addition to graduate education, we continue our commitment to public service and outreach through our oldest program, Faculty Development in Georgia, and its spin-off, the Governor’s Teaching Fellows program, now 20 years old. In 2009, the Institute launched the Georgia College Advising Corps to assist underserved students with the complex college-going process. Service to diverse populations continues to be an important thread throughout our history.

We are honored to hold in the Institute the Louise McBee Professorship, the Zell Miller Distinguished Professorship, and the Thomas G. Dyer and J. Douglas Toma Academic Support funds. We stand on their contributions to the Institute over time and on your investment in our future. To honor the past and plan for the future, a series of events will be held during this academic year (see program insert). I hope to see you there.

With appreciation,

LIBBY MORRIS Director, Institute of Higher Education

2

FALL 2014

AROUND IHE

F

rom the beginning, the Institute’s research efforts have been informed by work in core fields such as policy studies, management, history, economics, political science, and sociology.

This expansive disciplinary “toolkit” helps build greater understanding of colleges and universities and greater effectiveness, efficiency and equity in their operations. As a result, research here often brings novel disciplinary perspectives to familiar educational concerns. While each Institute faculty member has distinctive disciplinary and methodological expertise, we work hard to look beyond boundaries and maintain open minds about new ideas to examine and new connections to be made.

FACULTY RESEARCH Timothy Cain writes and teaches about the history of higher education, university faculty, campus speech, and learning outcomes assessment. He is currently writing a book on the history of faculty unionization from 1918-1980, arguing that unions were significant even before they could collectively bargain and that studying their contested rise reveals core tensions in American higher education.

In January 2015, Jossey-Bass will publish Using Evidence of Student Learning to Improve Higher Education, a book co-written with colleagues at the National Institute for Learning Outcomes Assessment.

Manuel González Canché is employing advanced methods from geography, statistics and information sciences to study college attendance patterns, academic networks, student loan debt, language issues in education, and the utility of geostatistical analysis in studying influences on institutional and student behaviors. He has examined the effects of faculty’s academic networks

on their loyalty to higher education institutions, the impacts of restrictive language policies in education, and career capital in community colleges. He is also examining alternative approaches to improving the academic achievements of second-language speakers.

James Hearn examines organization, governance and policy in higher education. Currently, he has several pieces in press, including articles on the socioeconomic diversity of selective institutions, the effects of test optional admissions policies, and trends in degree offerings in liberal arts colleges. He serves as the Institute’s associate director.

Libby Morris’ research interests include college access, academic evaluation and assessment, faculty development, academic programs, and online education. Morris serves as executive director for the Georgia College Advising Corps, which places recent college graduates in high schools to assist underserved students with the college search, financial aid and application

process. By increasing the number of Georgia high school students who are enrolling in and completing college, this program supports workforce and economic development for the state.

Morris returned as director in February after serving four years in the Office of the Provost. Upon her return, she was named the Zell Miller Distinguished Professor.

Erik Ness continues to focus major attention on the use of research evidence in the policymaking process.

His new grant from the W.T. Grant Foundation examines college-completion patterns and related policies across several states, employing theories and ideas from political science and policy studies. In other work, Ness recently wrote on the determinants of state capital expenditures for higher education and how capital project funding differs from general fund appropriations. He also is working on a Ford Foundation-funded project with the Tennessee Higher Education Commission to examine campus responses to Tennessee’s new outcomes-based funding formula.

IHE REPORT

3

AROUND IHE Sheila Slaughter’s research focuses on a variety of issues relating to market emphases, privatization and commercialization in higher education.

Recently, she examined relationships between universities and the corporate sector and how university trustees serve as links between academe and industry.

She currently is working on a three-year NSF grant titled “The Executive Science Network: University Trustees and the Organization of University-Industry Exchanges.”

Rob Toutkoushian, an economist, focuses his work on the economic returns to college attendance, the costs and effects of state policies (such as state institutional allocations, precollege planning programs, early college enrollment policies, and merit scholarships) on students’ higher education enrollment patterns and institutional change, and patterns in faculty careers.

Karen Webber is working on projects relating to faculty careers including productivity, institutional research, assessment of learning outcomes, and undergraduate research outcomes.

She has recently studied the influences of programs providing undergraduate students with research opportunities.

Recent publications include an analyzation of graduate student borrowing patterns.

Jennifer Rippner joined the Institute in January 2014 as a postdoctoral research associate after completing her doctorate in higher education in December. As a student, she served as a graduate research assistant for the Provost’s Office working on college completion, performance funding and faculty workload policy issues.

Rippner is a past member of the Southern Regional Education Board and is currently a gubernatorial appointee to the State Charter Schools Commission. She was selected to participate in the William L. Boyd National Educational Politics workshop at the 2013 AERA conference and has presented multiple papers at ASHE and Education Law Association annual conferences. She also published a book review in the Teachers College Record in 2013.

Her main area of research focuses on education organizations and systems, particularly state systems. She endeavors to understand how system reform (P-20) can help states achieve their educational goals.

Stevie Upton joined the Institute as a postdoctoral research associate in fall 2013. Prior to this she was research officer of an independent think tank in the U.K., where she specialized in research on education and regional economic development. She earned her Master of Science in regeneration studies and doctorate from Cardiff University.

Upton is particularly interested in the roles played by universities in social and economic development at the local and regional scales. In addition to this focus on university knowledge exchange practices, she undertakes related research on government and institutional knowledge exchange policies, and on their theoretical underpinnings.

At present she is examining methods for effectively incentivizing faculty to engage in knowledge exchange activities, and is investigating how researchintensive U.S. universities frame their missions. She currently teaches an IHE course on the role of higher education in economic and social innovation.

POSTDOCTORAL RESEARCH

Sondra N. Barringer joined the Institute in fall 2013 as a postdoctoral research associate. She comes to IHE from the School of Sociology at the University of Arizona, where she received her doctorate in 2013 and a Master of Arts (also in sociology) in 2008.

Barringer’s primary role at IHE is as project manager on a National Science Foundation grant titled “The Executive Science Network: University Trustees and the Organization of UniversityIndustry Exchanges.” She is working with co-PIs Sheila Slaughter and Barrett J. Taylor (IHE PhD 2012) to map the extent and nature of connections between AAU universities and corporations from 1975 to 2010. The project will also evaluate the consequences of these connections on university research, policies, prestige, and other behaviors.

This fall she is teaching a course in higher education non-profits as part of a critical issues in higher education series taught to IHE graduate students.

4

FALL 2014

AROUND IHE

DYER AND MCBEE RECEIVE INAUGURAL PRESIDENT’S MEDALS FOR LIFELONG CONTRIBUTIONS TO UGA

(L-R) Award recipient Louise McBee; local artist Barbara Mann, who designed the awards; and Anna Dyer, accepting on behalf of her late husband Tom, at a luncheon hosted by the University of Georgia Alumni Association on January 28.

T

wo longstanding leaders of the Institute of Higher Education were recognized on January 28 with President’s Medals by the University of Georgia Alumni Association.

Louise McBee, emerita UGA vice president for academic affairs and former state representative for Athens, and the late Thomas Dyer, UGA university professor and vice president for instruction emeritus, were honored with the first-ever award.

The awards were presented by President Jere Morehead at an invitation-only luncheon sponsored by the UGA Alumni Association. Dyer’s wife, Anna Burns Dyer, accepted the award on his behalf.

The medal, conceived by the UGA

Emeriti Scholars, recognizes longstanding, extraordinary contributions of former employees who support students and academic programs, advance research, and inspire community leaders to enhance Georgians’ quality of life. Emeriti Scholars is a group of retired faculty members known for their teaching abilities who continue to be involved in the university’s academic life through part-time teaching, research and service assignments.

During McBee’s 25-year tenure at UGA, she served in a number of positions, including dean of women, dean of students and acting vice president for academic affairs. Following her retirement in 1988, the Board of Regents of the University

System of Georgia named her vice president emerita for academic affairs.

McBee was elected to the Georgia House of Representatives in 1991 and served six terms before stepping down in 2004. In her last term, she was chair of the House Higher Education Committee.

Dyer, who died on Oct. 10, 2013, also made a significant impact during his years at UGA, especially within undergraduate education. He began initiatives such as the extension of the learning environment into student residences, the relocation of academic advisors to resident halls, and the establishment of the Freshman College. He served in various administrative positions including vice president for instruction, associate vice president for academic affairs (twice), senior associate vice president for academic affairs, associate vice president for services, and interim senior vice president for academic affairs and provost.

He was a professor of higher education and history and former director of the Institute of Higher Education.

—Margaret Blanchard

Thomas G. Dyer’s President’s Medal.

FRIENDS & ASSOCIATES NEWS IHE Fellow David Mustard was a recipient of the Josiah Meigs Distinguished Teaching Professorship, UGA’s highest recognition for superior instruction at the undergraduate and graduate levels. Mustard, associate professor of economics in the Terry College of Business, will receive a permanent salary increase of $6,000 and a one-year discretionary fund of $1,000.

IHE REPORT

5

BY THE

NUMBERS seven consecutive years, the Institute of Higher Education has been TOP For ranked in the Top 10 of higher education programs by the U.S. News and

10

World Report.

>90% Percent of Ph.D. graduates from the last five years obtaining a job within six months of graduation Hosted 7 international scholars from China, Finland, and the United Kingdom.

Completion rate of all doctoral programs over the last 10 years

15 STUDENTS

1.8

MILLION

Number of Executive EdD students who traveled to the Netherlands for summer study in comparative higher education.

3

EDITORS

95%

Three faculty members are editors for notable peer-reviewed journals in higher education.

Total grants awarded to IHE faculty for the 2013 academic year.

Grantors include the National Science Foundation; William T. Grant Foundation; Institute of Education Sciences, U.S. Department of Education; Robert W. Woodruff Foundation and the Association for Institutional Research.

2014 Enrollment

19

Executive Ed.D. students 6

FALL 2014

+

46

Ph.D. students

+

11

Masters students

=

76

Graduate enrollment

MCBEE LECTURE SERIES The 25th Annual Louise McBee Lecture was held on Dec. 6, 2013 at the UGA Chapel. The lecture was followed by a luncheon in McBee’s honor at the Dean Rusk Center for International Law and Policy. A special video and memory book on McBee’s impact on higher education were also created for the occasion.

The guest lecturer was Dr. Teresa Sullivan, president of the University of Virginia, who addressed the topic of “Great Expectations: Making Administrative Careers Attractive to Faculty,” giving reasons for declining interest in faculty seeking administrative positions and why administration should encourage their leadership.

Sullivan discussed the differences and expectations placed on public vs. private institutions and also the shared challenges faced by both. She went on to explain that many institutions will face massive turnover in the next seven to ten years due to retiring senior faculty. “To face all these challenges in the years ahead, we are going to need strong leadership.” She gave her personal list of essentials that are important for good leadership, emphasizing the need for creating “a culture of leadership at every level of our schools.”

The entire lecture can be viewed on the Institute’s website, ihe.uga.edu, under the Louise McBee Lectures archive.

Louise McBee (left) and Libby Morris, IHE Director, at the UGA Chapel prior to this year’s Louise McBee Lecture.

2014 Louise McBee Lecture Mary Sue Coleman President Emerita University of Michigan December 2, 2014 Mary Sue Coleman will address the topic of “Public Higher Education in the 21st Century: Can America Continue to Lead?” She served 12 years as president of the University of Michigan (2002-2014), where she was named by Time magazine as one of the nation’s “10 best college presidents.” Previously, she served as president of the University of Iowa (1995-2002). She is past chair of the Association of American Universities and the Internet2 Board of Trustees. She was selected by President Obama as one of six university presidents to help launch the Advanced Manufacturing Partnership, a national effort bringing together industry, universities and the federal government. In 2010, U.S. Commerce Secretary Gary Locke named her co-chair of the National Advisory Council on Innovation and Entrepreneurship.

She is regarded as a national spokesperson on the educational value of diverse perspectives in the classroom. Her extensive leadership positions in higher education have included membership on the National Collegiate Athletic Association Board of Directors and the Knight Commission on Intercollegiate Athletics.

IHE REPORT

7

EDUCATION POLICY SEMINARS

Education Policy Seminars bring noted scholars from across the country to Meigs Hall, where they share the latest research, policy and ideas in higher education with IHE faculty and students.

Seminar participants include faculty, graduate students, administrators, and policy experts who come from a variety of disciplines and backgrounds. Speakers come from colleges and universities across the country as well as research and policy centers and government agencies connected to education policy issues at all levels. IHE welcomed the following speakers during 2013-2014: Eduardo Ali “How do Universities from Developing Countries Contend with Externalities Informing Transformational Change?”

May 15, 2014 Ali is program manager for institutional effectiveness in the Office of the Campus Principal at The University of the West Indies, St. Augustine, where he coordinates the campus’ quality management system, manages the Service Excellence Framework, coordinates continuous quality improvement, and facilitates the campus’ accreditation system.

Ali also facilitates many other regional initiatives as chairman and president of the Caribbean Agency for Higher Education Development, former vice-president of the Caribbean Area Network for Quality Assurance in Tertiary Education and president of the University of Sheffield Caribbean Alumni, Research and Education Network.

Ali discussed challenging issues surrounding higher education and globalization by using the concept of World Class Universities and the emergence of “enterprise universities.” He related this to the policies and strategies of higher education institutional/program accreditation and their impact on transformational changes within the Caribbean region.

8

FALL 2014

Will Doyle “Does Losing Need-Based Financial Aid Cause College Students to Drop Out? An Application of the Regression-Discontinuity Design” Nov. 22, 2013 Doyle is associate professor of higher education and public policy coordinator of the Higher Education Leadership Program in the Department of Leadership, Policy, and Organizations at Peabody College of Vanderbilt University. He holds a doctorate in higher education from Stanford University. Prior to coming to Vanderbilt, he held the position of senior policy analyst at the National Center for Public Policy and Higher Education.

Doyle’s work investigates the antecedents and outcomes of higher education policy at the state and federal level, and uses theoretical and methodological insights from political science to better understand both higher education politics and policy. His recent work includes an event history analysis of the adoption of merit aid programs in the American states and a study on the political economy of state appropriations to higher education.

Jane Wellman “‘The Broken Cost Model’ in Higher Education: What that Means, What Might be Done About It” Jan. 16, 2014 Wellman is an independent policy analyst specializing in public policy and postsecondary education in the United States. She is an expert in state and federal policy for higher education, with particular expertise in changing finances, cost analysis and cost management, institutional governance and change management.

She currently directs the work of the Association of Governing Board’s National

Commission on Higher Education Governance, is a senior regional advisor for the Western States (California, Hawaii, Oregon and Washington) for the Smarter Balanced Assessment Consortium, and consults with the National Association of System Heads (NASH), an organization focused on the unique challenges and opportunities facing public multi-campus systems.

Wellman received Bachelor of Arts and Master of Arts degrees from the University of California at Berkeley, and resides in the Washington, D.C. area.

Meihua Zhai “From Data to BI: Will Numbers Become Problems When we Use Them for Decision-making Support?”

March 21, 2014 Zhai serves as the director of Institutional Research at the University of Georgia. Prior to joining UGA, she served as the director of Data Resources and Institutional Research for the National Association of Schools of Public Affairs and Administration (NASPAA).

In this role, she assisted in the design and development of the country’s first data warehouse regarding public affairs education which provides useful information for potential public policy and administration students, employers, policymakers, and graduate schools.

Zhai has also served as the director of Research & Policy Analysis at the National Association of Student Financial Aid Administrators (NASFAA).

PUBLIC SERVICE WITH PURPOSE The Institute of Higher Education fulfills a critical piece of the University’s public service and outreach mission through diverse programs for students and faculty alike

P

ublic service and outreach is ingrained in the tradition of the University of Georgia as much as red and black. It is the third prong of its mission as a land-grant institution and one that has served the state of Georgia and beyond.

Likewise, since its founding in 1964, public service has been a primary mission of the Institute of Higher Education. Across five decades, the Institute has served UGA, the University System of Georgia, and countless other constituents with research, technical assistance, workshops, and programs of outreach aligned with its faculty expertise.

“The GCAC program fits in nicely within our outreach goals because these are areas of research interest to our faculty,” said Libby Morris, director of IHE and the Zell Miller Distinguished Professor of Higher Education. “Who goes to college, how they pay, who benefits—these are important questions in higher education, both to individuals and society overall.”

IHE’s current outreach includes two vital programs that continue these efforts: the Georgia College Advising Corps and the Governor’s Teaching Fellows.

IHE’s current outreach includes two vital programs that continue these efforts: the Georgia College Advising Corps and the Governor’s Teaching Fellows.

EASING THE WAY TO COLLEGE The Georgia College Advising Corps, launched in 2008, places recent UGA graduates within high schools in underserved, disadvantaged populations to help increase application and attendance to postsecondary education. Advisers assist high school students with the college search, application and financial aid process.

The program—which started with four advisers in four schools—was able to expand in 2013 after receiving a $1 million grant from The Robert W. Woodruff Foundation.

The grant allowed the program to hire more advisers in the Atlanta area and a full-time program director, Yarbrah Peeples, who received her doctorate from IHE in 2012.

“We focus on connecting students with colleges that match their academic profiles and fit their financial, social and cultural needs,” Peeples said. She notes that one of the biggest challenges for GCAC advisers is creating a “college-going culture” where none has previously existed.

“In new schools we typically work with seniors and juniors because they’re at that critical stage,” she explained. “Right now we’re often in ‘triage’ as we try to expose students, parents and the schools to requirements as early as possible. In the long run we hope to establish that culture and hopefully develop a seamless pipeline from high school to college.”

GROWING BETTER FACULTY The Institute’s outreach focus within K-12 education is relatively new, but its association with faculty training and development has been a part of the mix since its founding.

IHE REPORT

9

GEORGIA COLLEGE ADVISING CORPS The Georgia College Advising Corps met July 7-August 1 for training at UGA. The group participated in workshops at the Institute of Higher Education before a week of traveling the state to visit diverse college campuses.

(L-R) First row: Ashley Hollins, Tenisha Peterson, Chelsea Smith, Silki Modi. Second row: Melanie Harper, Andrea Green (seated), Gianna Medina (seated), Shayla McGlothan, Tanacia Lovence. Third row: Bri Hart, Jasman Ware, Shaquila Wise, Olivia Knight, Darnell Shelton. Back row: Amber Aucoin, Austin Lyke, Chris Farr, Victor Onukwuli.

Rebeka Geer

The Governor’s Teaching Fellows (GTF) program grew out of the Faculty Development in Georgia (FDIG) program.

While the latter helps faculty from public and private colleges in the state to earn their doctoral degrees, GTF serves those who are already on the frontlines of teaching.

Launched in 1995, Governor’s Teaching Fellows come from public and private post-secondary institutions across the state. Fellows have the option to participate in a series of symposia held throughout the academic year, enroll in an intensive summer symposium, or complete an academic year in residence at UGA. The program accepts up to 25 Fellows each academic year. Since its founding, more than 500 individuals have participated in GTF, representing 45 colleges and universities, which provide professional leave time for faculty to participate. Previous seminar topics include student engagement, service

learning ideas, instructional grant writing, leadership issues in higher education, delivery of quality online instruction, and the meaning of scholarship.

“GTF provides faculty a safe place to openly discuss problems, issues, opportunities,” said Marguerite Koepke, adjunct associate professor of higher education and director of GTF. She said that while some faculty come to the program to learn about advanced technology, they often leave with much more—a sense of purpose and renewal.

“The Governor’s Teaching Fellows program was a great opportunity for me to focus on teaching and to create new, significant learning opportunities for my current and future students,” said Patrick S. Brennan, associate professor of English at Middle Georgia State College in Macon.

“It’s an especially welcome resource for mid-career faculty members who may benefit from the opportunity to stop

and take stock of what they’ve already accomplished in the classroom and what they hope to accomplish next.”

Each of these outreach programs flows directly into the economic development and health of the state by creating better informed and prepared students and professors, which makes for an overall healthier higher education climate. And doing so continues an IHE tradition that began with its founding 50 years ago.

“We don’t do ‘outreach for outreach’s sake,’” Morris explained. “Rather we conduct outreach programs in areas where we have something to offer and where community-based partners are interested in building a meaningful collaboration.

“We carefully consider where we may make the greatest impact and serve the largest need before launching an outreach activity.”

— Margaret Blanchard

We carefully consider where we may make the greatest impact and serve the largest need before launching an outreach activity.

10

FALL 2014

TRAINING PSO LEADERS Doctoral programs within the Institute of Higher Education serve as an incubator of sorts for individuals who end up leading public service and outreach. IHE graduates who enter public service understand higher education beyond administration or management, envisioning ways to bring together research, expertise and practice to current issues. That comprehensive approach to graduate education is a key aspect of the program, according to IHE Director Libby Morris.

“We attempt to engage students with the research-base in the field of higher education and the problem-base that exists around important higher education questions within institutions, agencies, and for individuals. This approach is a nice melding of the application of expertise and research to real-life problems,” she said.

The program’s focus on the impact of higher education beyond the academy was a big draw for Jennifer Frum, vice president of public service and outreach at UGA. “From higher education policy to the broad impact of basic research on critical issues, IHE helped me appreciate that higher education’s benefits aren’t just long-term and fuzzy, but rather multiply quickly in tangible ways that improve people’s lives.”

Students in the Executive Doctorate in Higher Education Management can speak to the real-life problems that arise in their positions within higher education—especially since most

students also work full-time. Laura Meadows assumed the role as director of the Carl Vinson Institute of Government just as she started the EdD program in 2012. A veteran of working in and around state government, she said the program opened her eyes to all aspects of higher education.

“The EdD program exposed me to the broad spectrum of issues and, therefore, I think I have become a better administrator and leader as a result. Additionally, the policy aspects of the program truly helped add depth for me in issues I deal with every day in my work at the Vinson Institute. An extra benefit is the great relationships we’ve established and the partnerships we’ve built for collaboration on a number of projects with IHE faculty and students,” Meadows explained.

For example, Meadows enlisted the help of Erik Ness, associate professor at IHE, on a project merging USG institutions to form the new Middle Georgia State College. With the assistance of IHE graduate students, they worked with businesses and other stakeholders in the region to help determine which graduate degrees should be initially offered.

“Our expertise in working with governments and in outreach and IHE’s subject matter expertise is a powerful combination,” Meadows said.

— Margaret Blanchard

INSTITUTE ALUMNI WITH LEADERSHIP POSITIONS WITHIN UGA’S OFFICE OF PUBLIC SERVICE AND OUTREACH

Paul Brooks EdD 2010 Associate Vice President Public Service and Outreach

Jennifer Frum PhD 2009 Vice President Public Service and Outreach

Laura Meadows EdD 2013 Director Carl Vinson Institute of Government

Maritza Soto Keen PhD 2013 Senior Public Service Associate Fanning Institute of Leadership Development IHE REPORT

11

Courtesy of the Tamiment Library, New York University. The image is from “Morris Schappes Papers” TAM.179, Series IV, Box 45, Folder 15, Tamiment Library, New York University.

ORGANIZING THE PROFESSORIATE:

FACULTY UNIONS IN HISTORIC AL PERSPE 12

FALL 2014

T

he unionization of academic workers is a crucial feature of American higher education, with more than 400,000 faculty members and graduate students at over 1,100 colleges and universities covered by bargained contracts and tens of thousands additional college educators otherwise affiliated with unions (Berry & Savarise, 2012).

It is also a highly contested one, as the recent legislative standoffs and contentious organizing drives have demonstrated.

Union advocates argue that it protects academic freedom, provides adequate grievance procedures, offers defense during retrenchment, ameliorates discipline-based salary disparities, and provides leverage on work-life issues.

Opponents contend that unionization is antithetical to professionalization, mitigates expert judgment, hamstrings institutions, damages shared governance, and dismantles faculty status (DeCew, 2004; Nelson, 1997). These debates speak to long-standing questions of democratic functioning, political and social activism, and public trust, as well as to the roles that unions can play in addressing core issues of higher education.

y.

Morris Schappes at a New York Teachers Local 537 rally. Schappes, a member of 537, was fired from the City College of New York in 1941.

He later spent more than a year in prison after being convicted of perjury for his denial to the RappCoudert Committee that he knew any active communists on the institution’s faculty.

PEC TIVE

Unionization in higher education is routinely thought to be a relatively new phenomenon. Ladd and Lipset (1973), for example, argued that it originated in the 1960s due to changing societal and employment conditions, and Gordon Arnold (2000) described the “abrupt appearance” of unions in the same decade (p. 37). But that appearance was, in fact, a re-appearance in a new form. College faculty unionization began in November 1918 at Howard University, spread rapidly during the 1930s, and suffered the effects of anti-communist purges from within and without in the 1940s and 1950s. Faculty unions are tied to the corporatization of higher education, as others have argued, but have been so linked since the 1910s, not merely the 1960s and 1970s. In today’s

era of mass faculty unionization and growing concerns about the casualization of academic labor, understanding the historic trends, events and experiences of organized faculty is important. From their beginnings to the U.S. Supreme Court’s 1980 decision in the National Labor Relations Board v. Yeshiva University, the history of faculty unions might be understood as occuring in four phases.

DEGRADATION & EXPERIMENTATION 1918-1923

Calls for unionization as a reasonable response to the increased corporatization of higher education began shortly after the turn of the 19th into the 20th century but took on new import as the country approached entry into World War I. With the American Association of University Professors’ (AAUP) founding as a professional association in 1915, the faculty began to take active steps toward protecting their rights and status, though in explicit opposition to unionization.

The AAUP was founded by and for elite faculty at elite institutions. A year later, a very different organization, the American Federation of Teachers (AFT), was founded through the affiliation of a handful of existing teachers union locals.

At first, the AFT was closed to college faculty, but in 1918, as part of a larger effort to expand membership, the union changed its constitution to allow for the affiliation of locals on college campuses (Cain, 2010).

The first AFT faculty local, Local 33 at Howard University, was founded in the immediate aftermath of World War I and was infused with a spirit of democracy and activism. As Walter Dyson (1941), the union’s secretary, later recalled, “The teachers returned to their work, determined to make the schools safe for teachers. They had worked to make the world safe for democracy; now they would work for democracy in education. They IHE REPORT

13

had fought autocracy abroad; they would now fight autocracy in the schools” (p. 86-87). The local was likewise concerned with the significant financial struggles that Howard experienced. The main activity of the local during its short existence was lobbying Congress for increased appropriations to the federally supported institution, an effort which the university at first approved but then countered due to fears that it would taint the institution.

Indeed, amid the First Red Scare that followed World War I, the institution was under constant federal surveillance for any activity that appeared to be radical. Congressional pressure on Howard and the local’s inability to affect significant change on the institution caused it to fold in 1920 without being able to correct the “degradation of the faculty” that Dyson (1941, p. 96) identified and that the local sought to overcome (Cain, 2012a).

The issues at Howard were echoed at other institutions, including at the University of Illinois, where faculty founded the second college local in early 1919 in hopes of improving both their remuneration and the institution’s governance. Yet, the combination of significant new state funding to alleviate salary concerns, resistance from faculty, and an administration that sought to remove union leaders, caused this second AFT local to soon close, as well (Cain, 2010b). Indeed, of the 20 locals that explicitly included college and normal school faculty as members, all but one closed before 1923. That one, at Milwaukee State Teachers College, was hampered by the firing of its president, Lucius T. Gould, but was able to survive in a skeletal form until the rebirth of faculty unions at the end of the decade. This demise of the first wave was tied to both the larger struggles of the AFT in the period and was specific to higher education.

Individual and institutional concerns over leftist politics amid the First Red Scare, attacks on the AFT by the National Education Association—decades from becoming a union itself—and the American Federation of Labor’s withdrawal of support for organizing educators all took significant tolls on the AFT. The tolls, though, were largest on the faculty locals (Cain, 2010a).

Looking across this first wave of faculty unionization, several themes stand out. Perhaps the most important is the interest in organizing provides evidence of the significant changes in higher education taking place in the World War I era. Faculty were dissatisfied with their professional status, concerned about the conditions of their work, and upset with their salaries. They linked the changing control of boards of trustees to the shifting ethos of institutions and sought outlets to improve their lot, and the directions of their institutions. A small subset of these faculty saw unionization as the primary means of undertaking such change. Many of those who unionized also believed that they could achieve larger societal and political change through labor. Just as important as the reasons for unionization in this first period are the failure of the efforts: institutional pressure, fears over radicalism, and concerns over prestige and status.

14

FALL 2014

Indeed, this last reason was pressing and could be crushing. At the same time that some faculty saw labor affiliation as the way to overcome class divides, others avoided it in an explicit effort to maintain such stratification (Cain, 2010a).

SOCIAL & ACADEMIC ACTIVISM 1928-1939

The AFT as a whole struggled through much of the 1920s.

Only at the end of the decade did the union begin to rebound, eventually growing to 32,000 members by 1940 (Murphy, 1990).

This reemergence of teachers unions was influenced by larger, Depression-related changes in American society and labor, as well as the enflamed international scene. Unionization across sectors experienced substantial gains, especially after the 1935 National Labor Relations Act provided some workers with the rights to collectively bargain. Between 1930 and 1940, the percentage of the labor force in unions jumped from 12.3 percent to 27.6 percent (Vangiezen and Schwenk, 2001). The establishment of the Congress of Industrial Organizations (CIO) in 1937 and the industrial strikes in the late 1930s further changed the nature, experience, and perception of unions in the United States.

In higher education, the first step toward renewal was Columbia University philosopher John Dewey’s 1927 address to the New York Teachers Union. Dewey called on educators to undertake bold action by joining and actively participating in the AFT. Implicating the title of his talk, “Why I am a Member of the Teachers Union,” Dewey (1928) challenged educators by asking, “Why should I not be? Why should not every other teacher be?” (p. 2). He highlighted the idealism and energy of the union, and specifically called on fearful college faculty to abandon their “cowardly position” (p. 4) and unionize. Dewey’s appeal for increased college membership in the AFT was met with the founding of Local 204 at Yale University in 1928, Local 223 at the University of Wisconsin in 1930, and almost 50 additional locals for college faculty in the 1930s. These locals fought for academic freedom, for tenure, and for the rights of educators across sectors and across ranks. Indeed, many of the locals were formed explicitly to aid K-12 teachers, or to speak to issues faced by graduate students and other academic laborers on tenuous appointments. Even more important for many of the locals, was pursuing broader political and social change—joining the union was both a political statement and an act that afforded an avenue for greater political action (Cain, 2010c).

This second wave of faculty unionization came to an end with the beginning of the efforts that resulted in the purge of allegedly Communist-dominated locals in 1941. Never able to overcome the perceived divides between manual and intellectual laborers or fully counter claims that professionalization and unionization were at odds with each other, the movement attracted only a minority of college faculty. Murphy (1990) argued that this was

COLLECTIVE BARGAINING & MASS UNIONIZATION 1960-1980

(Courtesy of the Walter P. Reuther Library, Wayne State University

AFT President Charlie Cogen and other senior AFT leaders join the picket line during the strike at St. John’s University.

L-R: AFT President Charlie Cogen, AFT vice-president Roy Mort, Richard Parrish, Rose Claffey, Father Peter O’Reilly, chapter chairman of striking teachers, and Dr. Israel Kugler, president of the United Federation of College Teachers, Local 1460, AFT.

a contentious period for the AFT but also one that resulted in a transition from a “gadfly” union focused on social issues to one more focused on working conditions and teachers’ lives.

The experiences of faculty in the AFT emphasize a difficult and complicated transition that raised fundamental questions about the purposes and process of unionization. With the exception of Local 223, the locals in the first part of this period largely avoided issues involving the conditions of their own work. Later in the decade, though, more locals became involved in campaigns for faculty rights and increased compensation. And the AFT played a vital, if conflicted, role in developing modern academic freedom and tenure policies. Without the AFT and its aggressive—and at times politically motivated—stances on tenure and on contested cases involving leftist faculty, the AAUP and the Association of American Colleges would not have combined to write the 1940 Statement on Academic Freedom and Tenure. Despite this important role as an agitator, the AFT was unable to gain firm footing on college campuses for many of the same reasons that it failed to do so a generation earlier. Fears over radicalism and longstanding issues of stratification and elitism among educators fundamentally inhibited the faculty unions (Cain, 2010c, 2012b, 2013).

WARS AT HOME & ABROAD 1939-1960

The third period began with the decline of the left in the AFT and the build up to the 1941 expulsion of the New York College Teachers Union and two other locals from the AFT. The purge decimated college faculty unionization within the AFT both by eliminating the largest college local and by alienating the college faculty who were often at the left edge of the union; college faculty overwhelming voted against the purges, while K-12 AFT members voted for them even more resoundingly.

The vote caused some college locals to fold, dramatically cut membership in others, and added to the great reduction in faculty leadership in the AFT. Eight years later, after World War II had further devastated membership in remaining locals, the AFT expelled perhaps its most vibrant remaining college local, that at the University of Washington (Local 401), amid the increasing pressure of the anti-Communist hysteria. Those faculty remained in the AFT sought a more conservative path, often eschewing any activities that could make them suspect (Cain, 2012b).

As a result of these drastic setbacks in AFT faculty unionizing, radical faculty activists sought alternate routes to affiliate with IHE REPORT

15

Unionization is a key but under appreciated facet of American higher education. organized labor. Expelled New York unionists maintained their locals and soon affiliated with the UFW, which became the United Public Workers of American (UPWA) after its 1946 merger with the State County, Municipal Workers of America.

Just as significant were the UFW and UPWA locals at Howard and Fisk Universities which rejected AFL-style organizing in favor of industrial approaches and eventually negotiated the first bargained faculty contracts in American higher education. Yet, amid the Congress of Industrial Organizations’ own push to eliminate Communist unions and increasing legislative attacks on public workers, the UPWA was expelled from the CIO, and the first contracts were allowed to expire. This third period was one of two distinct approaches; both ultimately withered, as even the most active college locals shut down or became largely dormant amid fears over communism (Cain, 2012a, 2012b).

after the National Labor Relations Board provided them with bargaining rights in 1970. The causes for this rise included the enabling legislation and a handful of successful negotiations and strikes in the late 1960s, but extend to the changing conditions of faculty work and of higher education. Certainly, financial concerns were at the heart of this growth of unionization as faculty salaries experienced consecutive years of real declines in the late 1960s and early 1970s. The expansion of higher education, including the growth of multi-campus systems and a perceived rise in stratification and bureaucracy within institutions and systems, likewise contributed. Together, these conditions led to approximately 25-30 percent of all faculty to be covered by bargained contracts by 1979, a number that included faculty at roughly 20 percent of all institutions of higher education in the country (Ladd & Lipset, 1973; Garbarino & Lawler, 1979).

The 1960s saw a new era of educational unionization—an era in which the very terms and scope of unionization changed. It was, as Wisconsin Federation of Teachers President William Herziger (1967) an “era of collective bargaining” which brought new opportunities but also “new and complex problems.” Although faculty status and salary had risen in the 1950s and 1960s, difficulties remained in many sectors, especially during the economic downturn in the 1970s. More than ever before, and in part fueled by the growth of higher education, faculty turned to the AFT to improve their working conditions.

By the end of the 1970s, though, things began to change. The chartering of new locals slowed dramatically in the last two years of the decade, at least in part due to the lack of new state-level enabling legislation. In 1980, faculty unionization met an even more significant challenge when, in NLRB v Yeshiva University, the Supreme Court ruled that faculty at Yeshiva held sufficient managerial power so as to be classified as management, rather than employees, and were therefore precluded from unionizing.

The ruling fundamentally changed the nature and experience of faculty unionization in American private colleges and universities, led to the decertification of other units, and largely reverted private college locals to the advocacy and activism model that had existed prior to this fourth phase. In so doing, it marked the end of this fourth phase.

The spark for the mass unionization of educational workers was the successful efforts of K-12 teachers to organize and negotiate a contract in New York (Murphy, 1990). The key event at the college level was a strike by the United Federation of College Teachers (AFT Local 1460) at St. John’s University in 1966 after the dismissal of 31 faculty for their efforts to increase salaries.

The strike failed to provoke institutional change but galvanized college faculty in the union movement (Kugler, 1997). Shortly thereafter faculty at a number of institutions, including Henry Ford Community College, Chicago’s City Colleges, and Lake Michigan Community College successfully bargained for new contracts. By 1969, faculty at 21 two-year colleges and two fouryear colleges in addition to the 19 colleges of the City University of New York, were represented by the AFT in collective bargaining. Just as significantly, the NEA and AAUP reconsidered their approaches, shifted their models and began to support bargaining, as well (Lester, 1968; Hutcheson, 2000).

These organizational efforts bore fruit as faculty unionized at substantial rates in the 1970s, including at private colleges 16

FALL 2014

CONCLUSION

Unionization is a key but under appreciated facet of American higher education. Collective bargaining is the central feature of many modern union locals and undoubtedly offered new possibilities for faculty when it blossomed in the 1960s. It gave faculty very real power to affect change in their working conditions. Yet faculty unions have and do exist without the ability to bargain and are part of the larger story of unionized faculty in the United States. At times, they have been quite successful in affecting higher education and society, as in the late 1930s. In the modern era, in many states and for some sectors of educational workers, such non-bargaining units are the only options for those interested in affiliating with labor. The historical record demonstrates they should be taken seriously

and that they both reveal and can affect contested aspects of American higher education. At the same time, it highlights that the political pressure placed on them and the bewilderment over professionalism and unionization are longstanding challenges to their success.

ABOUT THE AUTHOR: TIMOTHY CAIN

REFERENCES Arnold, G. B. (2000). The politics of faculty unionization: The experiences of three New England universities. Westport, CT: Bergin & Garvey.

Berry, J. & Savarese, M. (2012). Contracts and bargaining agents in institutions of higher education. New York, NY: National Center for the Study of Collective Bargaining in Higher Education and the Professions. Hunter College of the City University of New York.

Cain, T. R. (2013). Establishing academic freedom: Politics, principles, and the development of core values (New York: Palgrave Macmillan, 2012).

Cain, T. R. (2012a). “‘Only organized effort will find the way out!’: Faculty unionization at Howard University, 1918–1950.” Perspectives on the History of Higher Education 29, 113–150.

Cain, T. R. (2012b). “Unionised faculty and the political left: Communism and the American Federation of Teachers on the eve of World War II. History of Education 41(4), 515–535.

Cain, T. R. (2010a). The first attempts to unionize the faculty. Teachers College Record 112(3), 875–913.

Cain, T. R. (2010b). “‘Learning and Labor’: Faculty unionization at the University of Illinois, 1919–1923. Labor History 51(4), 543–569.

Cain, T. R. (2010c). Why they were members of a teachers union: College faculty and the AFT. Paper presented at the Newberry Seminar in Labor History, The Newberry Library, Chicago, IL. DeCew, J. W. (2003). Unionization in the academy: Visions and realities. Lanham, MD: Rowman & Littlefield.

Dewey, J. (1928). Why I am a member of the Teachers Union. American Teacher 12, 3–6.

Dyson, W. (1941). Howard University: The capstone of Negro education.

Washington, DC: The Graduate School Howard University.

Garbarino, J. W., & Lawler, J. (1979). Faculty union activity in higher education. Industrial Relations 18, 244-246.

Herziger, W. A. (1967, 29 June) [Letter to Hervey A. Juris]. Wisconsin Historical Society (U.S. Mss. 77a, Box 2, Folder 4), Madison, WI. Hutcheson, P. A. (2000). A professional professoriate: Unionization, bureaucratization, and the AAUP. Nashville, TN: Vanderbilt University Press.

Kugler, I. (1997). The 1966 strike at St. John’s University, a memoir. Labor’s Heritage 9(2), 4-19.

Ladd, Jr., E. C. & Lipset, S. M. (1973). Professors, unions, and American higher education. Berkeley, CA: Carnegie Foundation for the Advancement of Teaching.

Lester, J. A. (1968). The American Federation of Teachers in higher education: A history of union organization of faculty members in colleges and universities, 1916-1966.

Doctoral dissertation, University of Toledo.

Murphy, M. (1990). Blackboard unions: The AFT and the NEA, 1900-1980. Ithaca, NY: Cornell University Press.

Nelson, C. Ed., (1997). Will teach for food: Academic labor in crisis. Minneapolis: University of Minnesota Press.

Vangiezen, R. & Schwenk, A. E. (2001, Fall). Compensation from beforeWorld War I through the Great Depression. Compensation and Working Conditions, 17-22.

Nancy Evelyn

Dr. Timothy Reese Cain joined the Institute faculty in fall 2013 as an associate professor of higher education. He is an associate editor and the book review editor of History of Education Quarterly. Professor Cain’s research examines a set of interconnected issues involving faculty work and faculty workers, student protest and speech, shared governance, professionalization and unionization.

One main strand of this research considers the development of academic freedom and tenure in the decades before World War II. Professor Cain’s research has appeared in Labor History, Perspectives on the History of Higher Education, Teachers College Record, American Journalism, and History of Education among other journals. His first book, Establishing Academic Freedom: Politics, Principles, and the Development of Core Values, was released in September 2012.

IHE REPORT

17

NETHERLANDS PLAYS HOST TO EXECUTIVE DOCTORAL STUDENTS

S

tudents from the third cohort of the Institute’s Executive Doctoral (EdD) program spent eight days in the Netherlands in June 2014, attending a weeklong seminar on higher education in Europe presented by current faculty members and graduates of CHEPS (Centre for Higher Education Policy Studies) at the University of Twente.

The seminar was organized around the Bologna Process and the creation of the European Higher Education Area.

Forty-seven countries have signed up to participate in the Bologna Process in an attempt to standardize the quality of higher education and facilitate transfers between European universities. Seminar topics included: the European Union and higher education and research (L-R) Executive doctoral students Dina Swearngin, David Lowery, Mumbi Okundaye,Trish Jackson, ArthurVaughn,Tandeca policy; leadership and management in King Gordon and Deb Dietzler enjoy a break from their studies while in the Netherlands.

European and Australian higher education; to design an imaginary country’s higher higher education funding and financial Holland, and the center of the country’s education system from the ground up, management, and the internationalization flower industry. Students spent one day and then to lead and manage a fictitious of higher education. On the final day, at the University of Leiden, the oldest European university. the students participated in “Imaginalia,” university in the Netherlands, founded The group was based in the lovely a simulation game designed by CHEPS in 1575 by William of Orange, and medieval city of Haarlem, a suburb of faculty members, in which they used another at one of the newest institutions, Amsterdam in the province of North knowledge acquired during the seminar Amsterdam University College, founded

The time spent together as a cohort was memorable beyond expectations.

(L-R): Students Deb Dietzler, Mumbi Okundaye and Katie Lloyd participate in “Imaginalia,” a simulation game designed by CHEPs faculty, during their final day of study abroad in the Netherlands.

18

FALL 2014

in 2008, with 750 undergraduates from more than 60 countries.

International study is a key component of the EdD program and one of its strongest selling points. More importantly, the experience is formative for students like Danny Thompson, assistant director of student affairs at Emory University School of Medicine, who said he’s now inspired to look at how international education is promoted within the U.S. Mike West, associate vice president of adult and graduate education at Carthage College, added that “the international immersion experience in the Netherlands was incredibly valuable to my theoretical and practical understanding of higher education through an international lens.”

Mumbi Okundaye, program

coordinator for masters and doctoral programs in UGA’s College of Public Health, was surprised to find that “the challenges in the higher education systems in Europe were very similar to those in the U.S.— open access, increases in demand, quality control, and diversity.” The latter was of interest to Jay Terry, assistant dean of Clayton State University’s College of Information and Mathematical Sciences, who found differences in the concepts of diversity and viewing a definition of minority through the “lens of nationality” unexpected.

Above all, international trips for cohorts are a strong bonding experience. “The Haarlem seminar provided a wonderful opportunity to spend quality time with my cohort colleagues while having an in-depth educational experience,” said Deborah Dietzler, associate vice president for alumni relations and annual giving at the University of Louisville. Katie Lloyd, director of admissions to the oneyear MBA program at Emory’s Goizueta Business School, agreed: “The time spent together as a cohort was memorable beyond expectations.”

When not in the classroom, the cohort enjoyed sightseeing and cultural activities.

Among the highlights were visits to museums, a dinner cruise on the canals, and a guided tour of the Peace Palace in The Hague, the seat of Dutch government.

The Peace Palace, built with money donated by Andrew Carnegie, houses the International Court of Justice, the Permanent Court of Arbitration, and The Hague Academy of International Law. By a stroke of luck, the Netherlands trip coincided with some advanced rounds of FIFA’s World Cup competition, the most watched sporting event in the world, in which Holland finished third and the country was awash in orange, a great finale to a truly enriching experience.

— Elisabeth Hughes

IHE ABROAD

Faculty members KarenWebber and Rob Toutkoushian visited the University ofWest Indies (UWI) in Trinidad in June.

Faculty members Karen Webber and Rob Toutkoushian visited the University of West Indies (UWI) in Trinidad in June. The visit included an overview of UWI programs in tertiary education. IHE faculty provided comments on key features of graduate level programs of higher education in the U.S. Webber also made a formal presentation on “Issues to Consider for Online and Distance Learning.” Toutkoushian conducted a workshop on the topic of national strategies for financing higher education. It included an overview of general models for financing higher education, details on how it is done in the U.S., and then a discussion of how it is done in Trinidad.

He repeated the presentation as part of a seminar for Croatian administrators and faculty who visited UGA in February representing the Higher Education Initiative for Southeastern Europe (HEISEE). The latter is part of an ongoing effort on behalf of Ed Simpson, distinguished public service fellow emeritus, who has made several trips to the University of Rijeka over the past year to assist in the development of a master’s program in higher education management and governance. This program, designed to build administrative capacity, is partially funded by a grant from the U.S. Embassy. Institute faculty, who supplied syllabi for the proposal, will teach particular segments once it is established. A student exchange program is also a hopeful development through HEISEE. In June, Libby Morris served on a panel and also presented a paper entitled “U.S. Research Universities in the 21st Century: Challenges and Opportunities” at a conference delivered by the International Festival of Business in association with the University of Liverpool in England. The conference examined future challenges in higher education including internationalization, access, and participation and research. “We have a partnership with the IFB and the University of Liverpool and are hopeful for future collaborations with students and faculty,” Morris said.

IHE REPORT

19

BEYOND THE

CLASSROOM Robert Anderson, a PhD student finishing his dissertation, was named vice chancellor for Educational Access and Success for the University System of Georgia (USG) in June. In his new role, Anderson will work with all 31 USG institutions on initiatives designed to increase college access and support student success. He will have oversight of a wide range of key initiatives, including Complete College Georgia, teacher educator preparation programs, and the USG STEM (Science, Technology, Engineering and Mathematics) initiative. Before returning to Georgia, Anderson was executive vice chancellor for Administration for the West Virginia Higher Education Policy Commission.

Lucia Brajkovic served as a summer 2014 research associate at the Center for Policy Research & Strategy and the Center for Internationalization & Global Engagement, American Council on Education. Brajkovic presented papers at the 2014 annual meetings of AERA (on state retention and mobility tendencies of college students) and the International Network for Social Network Analysis (Using Text Network Analysis to

Robert Anderson

Lucia Brajkovic

Model University Peer Groupings). She will present “Academic Marginalism in the Post-Transition European Countries: The Case of Croatia” at the upcoming ASHE conference. Brajkovic has two forthcoming chapters in Stratification, Privatization and Vocationalization of Higher Education in the US and EU: Competitive Advantage, (Sheila Slaughter and Barrett Jay Taylor, Eds.), Springer Series, Higher Education Dynamics. She also has a publication to be jointly published by ACE and the Center for International Higher Education on national and regional internationalization policies.

Lindsay Coco was the recipient of the 2013 Marjorie Peace Lenn Research Award by the American International Recruitment Committee for her dissertation work examining the use of private third party agents in international student recruitment. She works as a research assistant with her advisor Dr. Sheila Slaughter, IHE Alumni Dr. Barrett Taylor, and IHE post-doctoral fellow Dr. Sondra N. Barringer on the National 20

FALL 2014

Science Foundation grant The Executive Science Network: University Trustees and the Organization of University Industry Exchanges. Lindsay, along with IHE Fellow Dr. Ilkka Kauppinen and fellow IHE students Hyejin Choi and Lucia Brajkovic, has recently completed a book chapter entitled “Transnationalizing AAU Institutions—Corporate World Network and University Rankings” accepted to an edited volume entitled Stratification, Privatization, and Vocationalization of Higher Education in the US and EU: Competitive Advantage.

John Cooper, a PhD candidate in the higher education program, is the associate director of institutional assessment at Clemson University. This past spring he presented ‘Capacitybuilding in Higher Education’ at the South Carolina Association for Institutional Research Annual Conference, and serves as coprincipal investigator on a USDA grant in Clemson University’s College of Agriculture, Forestry, and Life Sciences.

Denisa Gándara started work managing a five-state grantfunded project on the role of intermediary organizations

Lindsay Coco

John Cooper

Denisa Gándara

in college completion policy activity in the U.S. states (PI: Erik Ness, Co-PI: James Hearn). She was also published in Educational Policy for her work with Professor Erik Ness on ideological think tanks in the states. In the summer, Gándara successfully defended her prospectus and was invited to join the Scholars Strategy Network (http://www. scholarsstrategynetwork.org/scholars-research). She continued her work as a consultant for the Tennessee Higher Education Commission examining campus responses to the Complete College Tennessee Act. She presented three papers at AERA in the spring and will present a paper and participate in a symposium at ASHE in the fall. As the AERA Division J Graduate Student Senior Representative, she is leading several initiatives to engage graduate students and faculty members in scholarly debates on Twitter (#DivJChats) and bringing opportunities to strengthen graduate students’ research skills through an interactive lecture series (Conversations with Scholars).

ra

BE YOND THE CL ASSROOM Kelly Ochs Rosinger is a doctoral candidate whose dissertation research uses a randomized control trial to examine how federal policy efforts to simplify information about college costs and financial aid affects enrollment and borrowing decisions. Rosinger received a 2014-2015 Jack Kent Cooke Dissertation Fellowship Award to support her research.

She will present findings in November at this year’s ASHE conference and the Association for Public Policy Analysis and Management. Rosinger also collaborates on quantitative and qualitative projects that consider the equity and efficiency outcomes of federal, state, and institutional policy. Manuscripts from this research will be published in upcoming volumes of Educational Evaluation and Policy Analysis and Review of Higher Education and will appear as chapters in two upcoming books.

Drew Pearl had an article titled “Predicting Community Engagement?: The Carnegie Foundation’s Elective Classification” in the Journal of Community Engagement and Scholarship, and was also invited to review the book Learning in the Plural: Essays on the Humanities and Public Life for the Journal

Kelly Ochs Rosinger

Drew Pearl

of Higher Education Outreach and Engagement. As a part of his graduate assistantship in UGA’s Office of Service-Learning, Pearl (together with Paul Matthews) co-developed and cotaught an online course for the Center for the Integration of Research, Teaching, and Learning (CIRTL) focused on service-learning in the STEM fields. He has presented his work at numerous conferences over the past year, including ASHE, the Engagement Scholarship Consortium, the International Association for Research on Service-Learning and Community Engagement (IARSLCE), and the Gulf South Summit on Service-Learning and Civic Engagement through Higher Education. Pearl has also been selected to participate in the UGA Graduate School’s 2014 Emerging Leaders Program.

Michael Trivette was awarded a grant from the American Educational Research Association for his work focusing on college access for undocumented students. As one of nine education research service projects selected for funding in

2014-15, his research seeks to assist high school counselors and undocumented students in locating postsecondary institutions that offer friendly admission policies and financial assistance.

Trivette also recently co-authored a paper with Andrew Belasco and Dr. Karen Webber titled “Advanced Degrees of Debt: Analyzing the Patterns and Determinants of Graduate Student Borrowing.” The paper is featured in The Review of Higher Education, Vol. 37, No. 4.

Jonathan Turk presented multiple papers at ASHE, AERA, and AIR, and completed coursework throughout AY13-14.

After a nationally competitive application process, Turk was selected for an eight-month internship as a research associate for the Center for Policy Research and Strategy at the American Council on Education (ACE) in Washington, D.C. Next year, in addition to his internship, he will continue working on an IES grant-funded research study.

Jarrett Warshaw received the 2014 AERA Division J’s 2013 Best Poster award for “Institutional Generativity or

Michael Trivette

Jonathan Turk

Jarrett Warshaw

Reproduction of Privilege? How an Elite Private University Affects Legacy Students.” One paper presented at the 2014 conference, a study of faculty careers with Professor Rob Toutkoushian and doctoral student Hyejin Choi, was featured in Inside Higher Ed. An article with co-author Professor Jim Hearn, “Leveraging University Research to Serve Economic Development: An Analysis of Policy Dynamics in and across Three U.S. States,” appeared in the April issue of Journal of Higher Education Policy and Management and was featured in the State Science & Technology Institute’s weekly digest. Warshaw will present two papers at the 2014 ASHE conference in November, collaborative projects that examine organizational change in research universities, and he will begin fieldwork for his dissertation on federal science and research policy and structural innovations at elite institutions. A doctoral candidate, Warshaw holds the UGA Graduate School’s Presidential Fellowship.

IHE REPORT

21

BE YOND THE CL ASSROOM ALUMNI NEWS University System Office and the Board of Regents, analyzing higher education and related state and national policy issues and their impact on the USG. She was previously vice chancellor of policy and planning for the West Virginia Higher Education Policy Commission, which develops and oversees a public policy agenda for the state’s 12 campus, four-year public higher education system.

Andrew Belasco, a recent PhD graduate (June 2014), has published leadauthored articles in The Journal of Higher Education, The Review of Higher Education, and Education Evaluation and Policy Analysis examining topics related to graduate school debt, postsecondary under-match and test-optional admissions. His work and opinions were featured in several media outlets, including Inside Higher Education, CBS Moneywatch, and U.S News & World Report. Belasco is currently serving as CEO of College Transitions LLC, a private company devoted to guiding families through the college application and transition process.

Angela Bell, PhD 2008, was named senior executive director for research, policy and analysis for the University System of Georgia and assumed her duties on July 1. In her new role, Bell will direct the design of data collection and analysis to support research, planning, and policy development and implementation.

The Office of Research, Policy and Analysis serves as the research arm of the

Wes Fugate, PhD 2012, was named vice president and chief of staff at Randolph College. The new position expands on his job as executive assistant to the president and secretary of the Board of Trustees.

Fugate oversees the Office of College Relations, which includes community relations, public relations, media relations, publications, website communications, and special events.

Timothy Letzring, EdD 1994, was named dean of the College of Education and Human Services at Texas A&M University–Commerce. TAMUC is the second largest institution in the Texas

Higher Education Roundtable IHE

September 11-12, 2014

An inaugural program in celebration of the Institute of Higher Education’s 50th anniversary.

Esteemed scholars scheduled to attend include: Walter R. Allen, UCLA; Ann Austin, Michigan State University; John J. Cheslock, Pennsylvania State University; Stephen L. DesJardins, University of Michigan; Alicia Dowd, University of Southern California; Shaun R. Harper, University of Pennsylvania; Donald Hossler, Indiana University; Anna Neumann, Columbia University; and Amaury Nora, University of Texas-San Antonio.

This program is supported in part by the President’s Venture Fund through the generous gifts of the University of Georgia Partners.

22

FALL 2014

A&M System and celebrated its 125th anniversary in 2014. Prior to joining TAMUC, Letzring was chair and professor of leadership and counselor education at the University of Mississippi.

Robert Hoover, EdD 2011, was appointed associate dean for administration and chief financial officer of McIntire School of Commerce at the University of Virginia on April 1. Prior to this post, Hoover served as associate dean of finance at the Emory University’s Nell Hodgson Woodruff School of Nursing, where he was responsible for the nursing school’s business affairs, finances, human resources, and operations.

Michael Horan, EdD 2013, currently serves as senior vice president of business and finance at Oglethorpe University in Atlanta. Effective Oct. 1 he will become senior vice president of business and finance and full professor at Capital University in Columbus, Ohio. An article based on his dissertation, “The New Normal: Liberal Arts Colleges in America During the Time of the Great Recession,” is featured in the September issue of Business Officer magazine.

Dennis Kramer, PhD 2014, was assistant professor of higher education at the University of Virginia during AY 201314 and also provided expert testimony/ research for UNC-Chapel Hill on student athlete literacy levels. Kramer was a consultant with Hanover Research on the development of analytical tools to assist higher education business officers in their effective allocation of resources.

Upon graduation in August, he accepted a faculty position at the University of Florida where he will be assistant professor of higher education administration and associate director of the Institute of Higher Education there.

BE YOND THE CL ASSROOM

Makeba Morgan Hill, EdD 2013, joined the Andrew W. Mellon Foundation as deputy to the president and chief planner in January. Previously, she was assistant vice provost for planning and accreditation at Emory University in the Office of Institutional Research, Planning, and Effectiveness.

Kyle Tschepikow, PhD 2012, became assistant to University of Georgia President Jere W. Morehead in September.

In his new role, he will focus primarily on speechwriting and coordination of presidential communications. He will provide staff support to the University Cabinet, update content on the Office of the President’s website and serve as liaison to the Board of Visitors. He also will plan presidential events and serve as an adviser to the president and chief of staff. Prior to his new position, Tschepikow was director of student affairs assessment and staff development in the UGA Division of Student Affairs.

Adam Wyatt, PhD 2011, was named a fellow of the inaugural Society for College and University Planning (SCUP) Fellowship Program in July. Wyatt is director of academic programs in the Office of Academic and Faculty Affairs for Georgia Regents University (GRU).

Prior to this position, he worked as director of planning and assessment in the Division of Institutional Effectiveness at Georgia Health Sciences University, which consolidated with Augusta State University to form GRU in 2012.

Drop us a line!

We regularly post alumni news on our website and Facebook page. Send news to IHE@uga.edu

DENISA GÁNDARA NAMED MILLER GRADUATE FELLOW

The Institute of Higher Education faculty selected Denisa Gándara as the Zell and Shirley Miller Graduate Fellow for 2013-14.

“Through her rigorous research projects and leadership roles in ASHE and AERA, Denisa has clearly distinguished herself as a promising and engaged higher education scholar,” said Erik Ness, associate professor and graduate coordinator.

Gándara plans to use the award to further examine the networks involved in the diffusion of “performance funding 2.0” policies, the mechanisms by which these policies are implemented, and their implications for community colleges.

“It is such a pleasure to work in and be involved at the Institute, which affords such a supportive and motivating environment both as an organization and because of the contributions of the individuals who are part of it,” she said.

A native Texan, Gándara earned bachelor’s degrees in both philosophy and Spanish with minors in psychology and linguistics at the University of Texas at Austin, where she was selected as one of 12 Dean’s Distinguished Graduates in her graduating class. Gándara participated in the McNair Postbaccalaureate Achievement Program and conducted research on the sociology of language.

She has worked for college readiness programs such as Gear Up and Upward Bound and experienced policymaking at both the federal level (through an internship with Rep. Roland Gutierrez of Texas in Washington, D.C.) and at the state level (working with the Senate Higher Education Committee). She currently serves as the junior graduate student representative for Division J of the American Educational Research Association.

The Zell and Shirley Miller Graduate Fellowship was established to support doctoral study of significant issues in the field of higher education. The Miller Fellowship is awarded annually to a doctoral student in the Institute of Higher Education. The scholarly potential of the candidate together with an assessment of his/her academic record and professional achievement are considered in naming the recipient. The award supports the professional development of the recipient. Previous Miller fellows include Jennifer Rippner, Angie Bell, Stephanie Hazel, Austin Lacy, Yarbrah Peeples, and Barrett Taylor.

IHE REPORT

23

OUTSTANDING

ALUMNI JENNIFER HODGES STEPHENS Jennifer Hodges Stephens (PhD 2013) is the associate vice president of public affairs at Georgia Gwinnett College (GGC), which opened its doors in 2006 with 118 students and serves almost 11,000 students today. GGC is the first four-year, public college created in Georgia in more than 100 years. Stephens’ primary responsibilities are to tell the college’s story, launch its new and evolving brand, and build strong relationships with its various constituencies.

She has been intimately involved in almost every facet of the creation of the new institution and its strategic planning. The Public Affairs Office oversees the college’s website, social media functions, media relations, publications, marketing, communications and creative services. Stephens is the college’s spokesperson and also provides strong support to development, external affairs and enrollment management.

Prior to her role at GGC, Stephens served as the chief communications officer at Georgia Perimeter College, the largest two-year college in the state. She is the recipient of the 2007 Distinguished Service Award for Public Relations from the Georgia Education Advancement Council. She also serves as a board member for the Lawrenceville Tourism and Trade Association. In her career, her teams have been the recipients of numerous national, regional and state awards.

1. What are your current projects?

I recently completed a summer program at the Harvard Institute for Management and Leadership which has challenged and sharpened my leadership strategies. I was reminded by my cohort of higher education leaders from across the world that most issues in our field today are complex and global in nature. To be successful as a leader and a change agent, it is critical to have a

support network of colleagues and friends. Also, for the first time ever, I will begin teaching this fall.

2. In what ways does your IHE training apply to your work—both the everyday and long-term?

I have always seen myself as a practitioner/scholar. This seems logical to me–higher education administrators should be effective

FELLOWS IHE Fellows hold renewable, threeyear appointments to the Institute of Higher Education and contribute to the Institute’s programs and intellectual community.

James Soto Antony Associate Provost for faculty development Yale University Christopher Cornwell Professor of Economics University of Georgia Houston Davis Executive Vice Chancellor and Chief Academic Officer University System of Georgia Elizabeth H. DeBray Professor of Lifelong Education, Administration and Policy University of Georgia

24

FALL 2014

Catherine Finnegan Assistant Vice Chancellor for Academic Services and Research Virginia Community College System Mary Lou Frank Educational Consultant, Adjunct Professor Brenau University Ilkka Kauppinen University Lecturer, Department of Social Sciences and Philosophy University of Jyväskylä, Finland Larry L. Leslie Distinguished Visiting Professor of Higher Education, Institute of Higher Education

O U T S TA N D I N G A L U M N I

leaders but also scholars in their field. The scholarly training I received in the IHE added a new layer of thinking processes for me. Everyday, it pushes me to examine situations more closely and be more reflective in decision making. In the longterm, I think my IHE training has greatly strengthened my analytical skills.

3. What’s your favorite memory of IHE? I remember one day in class, several years into the program, I just “got it.” I struggled as a part-time student reading, preparing for class, writing papers and trying to engage in classroom discussions, but it all seemed so disconnected and vague. One day, it just all clicked. There was nothing magical that happened on that day, but everything seemed to come together and ideas made sense. I realized then that it was OK for me to be uncomfortable

and not fully understand–eventually, the pieces would come together if I persevered.

4. What do you consider IHE’s best asset?

In the Institute, there is a wonderful combination of gentle, supportive faculty and scholarly rigor. This is just the combination I needed. As a part-time student with a full-time job and a family, I needed the support to know that my professors would help me be successful.

Brian Noland President East Tennessee State University Kenneth E. Redd Director of Research and Policy Analysis National Association of College and University Business Officers (NACUBO) Linda Renzulli Professor of Sociology University of Georgia

Since 2005, IHE has graduated 114 individuals through its PhD, EdD and Executive EdD programs.

5. If you could sum up your IHE experience in three words, what would you say?

“I can soar.”

In the Institute, there is a wonderful combination of gentle, supportive faculty and scholarly rigor.

David Mustard Professor of Economics University of Georgia

ALUMNI STATS:

Lorilee Sandmann Professor of Lifelong Education Administration and Policy University of Georgia Edward G. Simpson Jr. Distinguished Public Service Fellow Emeritus University of Georgia Dave Spence President Southern Regional Education Board

The group includes: 5 college presidents 11 vice presidents 10 associate vice presidents

Randy L. Swing Executive Director Association for Institutional Research C. Edward Watson Director Center for Teaching and Learning University of Georgia Meihua Zhai Director Office of Institutional Research University of Georgia

IHE REPORT

25

O U T S TA N D I N G A L U M N I STU EVANS Stu Evans (EdD 2011) is the executive director of the McIntire School of Commerce Foundation at the University of Virginia and the assistant dean of strategic initiatives at the McIntire School of Commerce.

Evans is also the program director for the eMcIntire Executive Certificate in Management Program and the McIntire Business Institute. He works closely with the academic director and faculty teams to develop curriculum, integrate technology solutions, and manage the client relationships for the programs. His areas of expertise include: Building and Managing Teams, Strategy Development and Execution, Project Management, Instructional Design, Customer Service Management, Collaboration and Instructional Technologies.

Prior to joining UVA, Evans worked as a senior consultant for Booz Allen and Hamilton.

He served as the project manager for software development and Enterprise Architecture projects for the Department of Education. He also developed business continuity and disaster recovery plans for IT-related operations at the Department of Education.

1. What are your current projects?

3. What’s your favorite memory of IHE?

My main focus right now is building organizational capacity to deliver executive education, non degree and online programs.

Current projects include the development of several online certificate programs. One example is an online adaption of our McIntire Business Institute (MBI). MBI, designed specifically for non business students, is an intensive certificate program offering top-quality instruction in the fundamentals of business.

MBI Online, which held its inaugural virtual class on May 25, joins two popular classroom-based sessions of the program, held during the summer and throughout the academic year, respectively.

I would have to say our trip to the Netherlands during the first summer of the program. I believe that trip brought us closer together as a cohort and it didn’t hurt that the country was in the midst of World Cup fever when the Dutch were making their last run to the finals. The trip also drove home that many of the problems we face at our institutions are not unique to the U.S. Dwindling state support, tuition pressures and political scrutiny on how we manage our resources are issues we all grapple with to some degree. The trip allowed us to engage with leaders from other cultural perspectives and share ideas and approaches that might have merit in the other’s educational system.

2. In what ways does your IHE training apply to your work—both the everyday and long-term?

4. What do you consider IHE’s best asset?

The program gave me a wider appreciation for the university and the higher education landscape. I have a much better understanding of how my university works and what forces might be influencing decisions that at first glance might be difficult to understand. This broader understanding helps me make better decisions on everyday issues and helps shape our long-term strategies.

The faculty team. We often joked about the rock star status of the faculty for the program, but it was true. Doug Toma put together a remarkable group of scholars and educators for us, and Dr. Knapp’s leadership roundtables exposed us to thought leaders not only in the education sector, but also from a variety of industries to discuss their perspectives on managing complex organizations.

5. If you could sum up your IHE experience in three words, what would you say?

Rewarding, enlightening and fun.

We often joked about the rock star status of the faculty for the program, but it was true.

26

FALL 2014

O U T S TA N D I N G A L U M N I HSUEH-HUA CHEN Hsueh-hua Chen (EdD 1986) is currently the university librarian of the National Taiwan University (NTU) Library, the leading university library in Taiwan, and professor of library and information science.

Chen returned to Taiwan after graduating from UGA and started teaching in the National Open University (NOU), during which she also served as the director of the Department of Research and Development. In 1988, she returned to teach in the Department of Library and Information Science at NTU. She also served as department head from 1995 to 2001 and director of NTU Press from 2005 to 2008. She was appointed university librarian of NTU Library in 2008.

Chen has participated and served in several key positions at various professional associations, including the Library Association of the Republic of China (Taiwan); the Chinese Association of Library & Information Science Education (CALISE); the Digital Cultural Content Association (DCCA), and the American Society for Information Science & Technology (ASIST) Taipei Chapter.

1. What are your current projects?

3. What’s your favorite memory of IHE?

I am currently involved in the Online Computer Library Center (OCLC) as a committee member of its Global Council. A nonprofit organization, OCLC is the world’s largest library cooperative and is dedicated to furthering access to the world’s information as well as reducing costs for libraries.

I am very grateful to the faculty and secretarial staff of IHE for their wonderful help and support. I was fortunate to have Dr. Fincher (then director of IHE) as my advisor. Always supportive of me, Dr. Fincher not only offered me an assistantship, but also provided much-needed encouragement along the way.

Facing rapid change in technology, society and the economy, libraries are struggling to meet the needs of our readers.

Through resource sharing such as WorldCat, the world’s largest bibliographic database, and many other services of OCLC, libraries are better equipped with the tools to undergo transformation and adapt to the changing world.

I will always remember receiving the warmest welcome from secretaries Mary Snyder, Yvonne Benton and Susan Sheffield.

As a foreign student in a strange country, they took good care of me and made me feel right at home. I am thankful for their friendship and kindness, and still cherish those memories of our time together.

2. In what ways does your IHE training apply to your work—both the everyday and long-term?

4. What do you consider IHE’s best asset?

IHE’s EdD program was designed for executives and administrators in higher education. Focusing on policy, strategy, and management, the training I received was invaluable to me when I found myself in a management position.

I was also able to combine my learning from both educations when teaching courses at the university. Knowledge of computerassisted instruction was rare in Taiwan at the time, and my training in both degrees was extremely helpful when preparing for classes such as Media Center Management and other computerrelated subjects.

IHE not only provides advanced training in educational management, it also facilitates wonderful discussions and connections between students. Many of my classmates were executives who held full-time jobs and studied for their degree at the same time. Their experiences from work provided valuable insight into how organizations operate and how our lessons can be applied in real-world situations. By providing training in many aspects, IHE creates a learning environment which perfectly bridges the gap between practice and theory.

5. If you could sum up your IHE experience in three words, what would you say?

Supportive, motivating and fulfilling IHE REPORT

27

O U T S TA N D I N G A L U M N I DANIEL SNIFF

Daniel Sniff (EdD 2011) is associate vice president for finance and administration at the University of Georgia, where he directs the Office of the University Architects (OUA). During his 26 years at UGA, he has helped develop and oversee the first comprehensive master plan, strategic, and academic planning effort since 1906. During the implementation of this plan, his office added more building area to campus than at any point in the 225-year history of the University. More than six million square feet was added or renovated to the University’s physical plant within a 10-year period, including the restoration of more than 45 acres of green space. Sniff was also one of the driving forces behind a sustainable building and grounds initiative that began in 1996.

1. What are your current projects?

Our office, the Office of University Architects (OUA), is currently working on several major projects, including: • A new Veterinary Medical Learning Center • A new Terry College of Business Learning Community • Bolton Dining Hall • Conducting studies of existing high-rise dormitories for renovation • A thorough renovation of the existing College of Engineering • Finishing the last phase of our new Health Science Campus on Prince Avenue • Two new campuses for the College of Agriculture in Gabon, Africa Currently, OUA is managing 106 different projects in various stages of development, so we are actually quite busy.

2. In what ways does your IHE training apply to your work—both the everyday and long-term?

I find that there is hardly an aspect of my job where my training through IHE has not enhanced my understanding as an administrator at the University of Georgia. I oftentimes find myself quoting from the various articles I read during my studies and since graduating. IHE greatly enhanced my appreciation and understanding of my work. I have a far better grasp of the myriad

28

FALL 2014

of issues in higher education and can translate them into my area of concentration.

3. What’s your favorite memory of IHE? My favorite memories involve my history class with Dr. Thomas Dyer and the many hours of conversation with Dr. J. Douglas Toma about campus architecture and planning. Both of these men had a great impact on my intellectual outlook, not only higher education, but also lifelong learning.

4. What do you think is IHE’s best asset?

Unquestionably a world-class faculty; I found each of my professors to be extremely engaging, knowledgeable and willing to help me explore any facet of higher education that I was interested in.

5. If you could sum up your IHE experience in three words, what would you say?

Knowledge, Comradery, Respect.

CONGRATULATIONS TO OUR

GRADUATES

Linda Bachman Charles Bledsoe Beverly Cormican Ryan Foley Makeba Morgan Hill Michael Horan Myles Jones Colbert Lovett Laura Meadows Jacqueline Parrill Charles Puls Kara Robinson David Snow Georgia Strange Yvette Upton

PhD GRADUATES

EdD GRADUATES

2013 - 2014 Andrew Belasco Coletta Carter Mary Milan Deupree Maritza Soto Keen Dennis Kramer Jennifer Rippner Jennifer Hodges Stephens

The Institute of Higher Education’s doctoral and master’s programs offer a rigorous, focused curriculum that prepares students for a variety of positions in higher education nonprofit and governmental settings.

Here’s how some of our graduates define their IHE experience: Supportive motivating fulfilling rewarding enlightening fun knowledge comradery respect.

To find out more, please attend our annual Open House:

October 17 10 a.m. - 2 p.m. institute of higher education meigs hall

IHE REPORT

29

INSIDE

LOOK

1

7

2

6

3

5

4

Spring Celebration, (May 9, 2014): 1. Doctoral students Lori Haygood, Paul Rubin, Erin Ciarimboli and Tiffanie Spencer; 2. new PhD graduate Samaad Keys and major professor Karen Webber, who was awarded tenure.

50th Anniversary Celebration Reception (Aug. 27, 2014): 3. Tim Letzring (EdD 1994) and wife Karen; 4. Rob Toutkoushian and Maritza Soto Keen (PhD 2013); 5. Genie Chamberlin (EdD 2002) and Chuck Knapp; 6. Jan Wheeler (EdD 2007), Emeritus faculty Parker Young and Mel Hill.

Georgia Teaching Fellows Summer Program (May 2014): 7. (L-R front, seated on ground): GTF Program Director Marguerite Koepke and Instructor Cynthia Alby; second row (on bench) Elaine Bailey, Mirari Elcoro, Claire Hughes, Jennifer Chapman. Back row: Pamela Hayward, Deniz Altin-Ballero, Jason Dew, George Wrisley, Patrick Brennan, Susan Codone, Thomas Harnden, Renuka Mehta, Becky Kohler da Cruz, Jennifer Flory.

30

FALL 2014

IN MEMORY

THOMAS G. DYER: DIRECTOR MORRIS REMEMBERS A MENTOR AND FRIEND

I

was privileged to know Tom Dyer for many years. He was a mentor to me, a good friend and academic role model.

In fact, I will forever be grateful that he introduced me to then director of the Institute, Cameron Fincher, and, the Institute overall. For me, three phrases capture the essence of Tom Dyer in his professional life: total integrity and superior judgment, kind counsel, and the pursuit of excellence. Wrapped around these “codes of conduct” he exhibited a warmth and sense of humor which delighted his closest friends. Upon initial encounter, he often frightened graduate students with his high standards and expectations, but in the end they rewarded him with high course evaluations and glowing remarks. In Dr. Dyer’s presence they knew they were engaging in the “life of the mind.”

Professor Dyer grew up on a large farm in Missouri, experienced the hard physical labor of farm life as a teen and young man, and in adulthood, he became the owner of his picturesque boyhood home (pictured right) and farm land that stretched for acres. His love of the Missouri landscape and home led him on a great adventure when in retirement he researched and compiled the documents that would lead to its listing on the National Register of Historic Places. In addition to being a scholar and gentleman farmer (he followed the agriculture commodity indices with great interest!), Professor Dyer enjoyed many hobbies and activities, including fine food (he was a great cook), gardening and punning (yes, many groans he could elicit from his use of a well-turned word).

I speak for all of his colleagues and former students in the Institute when I say that we miss him deeply. He was as generous in time and resources to all of us in his retirement, as he was during his tenure at the University of Georgia. Our hearts go out to his family, wife Anna, daughter Elizabeth, and son-in-law, Kash.

Upon his passing, the Dyer family graciously requested that donations in his honor be made to the Thomas G. Dyer Academic Support Fund within the Institute. The fund supports the academic mission of the Institute, including doctoral programs in higher education, visiting scholars, and student programs and activities. For more information, please visit ihe.uga.edu/giving.

— Libby Morris

The Brown-Dyer house (1891) was added to the National Register of Historic Places in 2010.

THOMAS G. DYER: A SELECTION OF APPOINTMENTS HELD AT UGA Associate VP for Academic Affairs Associate VP for Academic Affairs (1998-1999) (1984-1986) University Professor Emeritus (2006-2013) Associate VP for Public Service & University Professor (1998-2006) Outreach (1989-1994)

1985

1975 1980

1995

1990

2013

2005

2000

2010

Interim Provost & Senior VP for Academic Instructor-Professor of Higher Education Director, Institute of Higher Education Affairs (Summer 1998) and History (1975-2006) (2003-2006) Senior Associate Vice President for Vice President for Instruction and President’s Medal by the University of Academic Affairs (1986-1988) Associate Provost (1999-2001) Georgia Alumni Association (2013)

IHE REPORT

31

A TRIBUTE TO THOMAS G. DYER The passing of Tom Dyer last October was an enormous loss not only for the Institute of Higher Education but also for the University of Georgia as a whole. During his tenure, Professor Dyer increased the stature and productivity of the Institute with targeted hires, named endowments, and enhanced support for research and graduate education. Likewise, he was instrumental in supporting university-level initiatives that focused on academic excellence in each of the three missions of the land-grant university.

But Dr. Dyer’s influence is more than statistics, and rankings, and programs, his legacy of leadership will be here for generations to come.

As a tribute to Professor Dyer, we asked James C. Cobb, Professor and Spalding Distinguished Research Professor at UGA, for permission to publish parts of the eloquent eulogy he delivered for his longtime friend.

Below are segments from Professor Cobb’s speech, which describe his good friend and ours, Professor Thomas G. Dyer.

From Professor James C. Cobb….

On character (from a book Cobb dedicated to Dyer): “In the course of a truly distinguished career, Tom Dyer has led, supported, sustained, and otherwise made possible more good things for the University of Georgia and the people of the state in general than anybody I know. On a personal note, I don’t know if there are truly no friends like old friends, but I do know that there are few friends of any vintage like Tom Dyer. We met as graduate students at the University of Georgia in 1972, and over the intervening years he has offered unfailingly wise counsel and has done more thoughtful, helpful, and courageous things on my behalf than I could ever recount, and, in fact, has probably done even more of these than I know. His intelligence, integrity, and rich sense of humor are legendary not only around Athens but across the state.

Although he was born in Missouri (and therefore persists in thinking he knows more about farming than I do), Tom Dyer is, in the best sense of the term, one of the finest Georgians I have been blessed to know.”

On leadership and loyalty: “Any number of Tom’s administrative accomplishments and contributions could have been career makers in and of themselves, even if some of the most important of them were rendered largely out of the spotlight. Surely this was true of the wisdom, sensitivity, and firmness he brought to the Office of Academic Affairs in the wake of the Jan Kemp debacle when the University’s academic integrity and reputation were teetering precariously in the balance. The fact that these were not allowed to topple and shatter in those critical weeks and months when old UGA was still reeling and struggling to regain its balance was clearly a precondition for the justifiable pride we can now take in the standing it enjoys today. For that reason alone, all of us who truly love the University of Georgia should feel a special indebtedness to Tom, who I might add, held a reciprocally deep and abiding affection for this institution easily comparable to that of any of the biggest, barkingest, red-britches-wearing Bulldog boosters who ever lived.”

On management style: “When he assumed responsibility for any administrative or academic unit, he made it a point not simply to urge those under his charge to drop into his office but to drop into theirs also. This was in no sense mere managerial artifice, for Tom was a genuinely thoughtful and caring person who would soon know not only the names of all the people who worked under his supervision, but the names of their spouses and offspring as well. For my money, there is no greater compliment to a leader in the academic world than the personal regard he or she enjoys among those charged with holding together the real world of leaking pipes, cracking paint, and worn tires.”

And finally: “If a person’s impact on those around him may be gauged, however perversely, by the number of people he left behind who always meant to thank or commend him but never got around to it, then Tom was surely a phenomenal human presence during his lifetime. If, beyond that, a person’s full and enduring measure lies in how little he coveted the thanks and praise he so justly merited, then Tom Dyer was truly a man for the ages.”

32

FALL 2014

:HÂśUH *ROGHQ The Association for the Study of Higher Education congratulates IHE on

50 years of excellence in higher education.

The Institute of Higher Education is proud to celebrate 50 years of sustaining excellence in the field of higher education. Financial support from alumni and friends is vital to future success. Gifts to IHE are used to enhance its educational, outreach and research missions and to deliver programs and activities that otherwise would not be possible.

Please consider making a contribution today to continue the legacy!

Visit ihe.uga.edu/giving

2014 ASHE Conference Washington, D.C. Washington Hilton Pre-Conferences: November 19-20, 2014 General Conference: November 20-22, 2014

The Institute of Higher Education is proud to sponsor a reception on November 20 to bring together educators from around the United States to discuss the importance of higher education.

Institute of Higher Education The University of Georgia Meigs Hall Athens, Georgia 30602-6772 Address Service Requested

NON-PROFIT ORG. U.S. POSTAGE

PAID

Institute of Higher Education

Permit No. 11 Athens, Georgia

The University of Georgia

2014

ȱŗşŜŚǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ Ĝ ȱ ȱ ¢ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ¢ǰȱśŖȱ¢ ȱ ǰȱȱ ȱ ȱ ȱ ¢ȱ ȱ ¢ȱ £ ȱ ȱ ȱ ȱ ȱ ȱ ě ȱ ȱ ȱ ȱ ǰȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ǯ

years 1964 - 2014