May 9 2012
Commentary by Michon
With credit to Charles Dickens, It is the worst of times and the best of times.
We all know that the duration and extent of the current economic recession has meant that higher education, across the land, suffers from the worst budgets we’ve seen in many decades. But most of us, at the same time, recognize that change, even misfortune, is often a catalyst for rethinking– re-visioning– the mission, foundational philosophy, and established priorities of each of our colleges and universities.
Faced with reduced budgets and shifting state demographics, the Nevada System of Higher Education (NSHE) has developed several innovative funding proposals. First, Nevada’s universities and colleges will be allowed to retain the student fees they collect (rather than those fees being comingled into the general funding pool), thus rewarding individual institutions for high enrollment numbers and successful recruitment efforts. Another proposal reflects NSHE’s goal to improve college graduation rates and other measures of student goal completion. Institutions would be funded, in part, upon evidence of completed courses and degrees.
A controversial element of the proposal is based on cost studies and experience in other states. It relies on “discipline clusters and weights.” Lower level liberal arts courses, for example English 101, would be assigned a 1.0; weights would ascend to 5’s, affixed to the doctoral level liberal arts course. A select few courses, including architecture and engineering, would carry a weight of 8.0 at the doctorate level. The number would translate into funding collected by Nevada universities and colleges as the course work is completed. However, our community colleges, because they deliver primarily lower level college education, (courses assigned a 1.0) would be particularly vulnerable should the weights be adopted as proposed.
The “best of times argument” lies in the fact that a state-wide discussion over the funding proposals is sure to become the catalyst for thoughtful allocation of limited funds. We should welcome a broad and public conversation about how to fairly divide resources among the competing interests of north and south, universities and colleges, teaching and research, beginning courses and graduate courses.
But let us not forget that a common goal in all our institutions should be that students become “hooked” on higher education from the very beginning. During the critical first two years of a college experience, no matter where it occurs in our state, we must deliver great teaching, effective financial counseling, and memorable campus experiences. Then, the completion goals are easier to reach. At the same time, we will have grown our culture of education and contributed to life-long learning, active citizenship, and a healthy job environment.
I was a professor of English and Humanities at the Fallon Campus of Western Nevada College for 28 years, and I have served on several Nevada commissions and boards. I know from experience that the hour for education is always at hand, in good times as well as bad.
Michon Mackedon
Candidate, University Board of Regents, District 9
