HBCU

Matthew Lynch published in Equity, Higher Education

Report: 11 states spend more on prisons than higher education

According to a new report by the American Academy of Arts and Sciences, 11 states spend more money on correctional facilities than public research universities.

The report outlines how many states have cut spending on higher education while increasing budgets for jails and prisons.

Higher education spending didn’t start to fall once the recession started. Funding for higher education in many states begin toppling back in 1990 from 14.6 percent to just 9.4 percent in 2014.

Michigan, Oregon, Arizona, Vermond, Pennsylvania, New Hampshire, Delaware, Rhode Island, Massachusetts, Colorado, and Connecticut all failed to make the cut. Each state has a higher budget for jails and prisons than public research universities.

Adjusted for inflation, spending on elementary and secondary education increased by nearly 70 percent while corrections saw an increase of over 140 percent between 1986 and 2013.

In Michigan, nearly 25 percent of the state’s spending from general fund expenditures went towards corrections compared to just 15 percent on higher education.

The percentages are much closer in other states like Rhode Island and Delaware but corrections spending still gets a larger percentage.

Oregon seems to be the worst defender. Less than 5 percent of general fund expenditures are dedicated to higher education but the state spends nearly 15 percent of that money on correctional facilities.

Bottom line is that too many states invest in faux rehabilitation methods and not enough on student engagement. Imagine if we invested that money upfront in our troubled youth instead of putting it towards locking them up. It takes a fundamental understanding that it NEEDS to happen though – something that generally is lacking in the U.S. education system.

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Matthew Lynch published in EdTech & Innovation, Higher Education

Diverse Conversations: MOOCs for University Administration

By Matthew Lynch

Massive Open Online Courses are often associated with topics that are normally taught within college classrooms and by college faculty. The untapped potential of MOOCs extends well beyond the basic academic reach though, and is showing promise to advance the success of university systems as a whole.

Austin-based digital marketing agency Tocquigny is launching a four-week MOOC that focuses on recruiting students for online learning programs. Instead of targeting the students themselves, the MOOC guides administration and admission personnel through smart marketing tactics to attract their audiences to their online course offerings.

The free Online Recruitment of Online Learners starts on October 15 and runs for four weeks. Enrollment is open by visiting https://recruitonline.eventbrite.com.

I talked with the company’s CEO, Yvonne Tocquigny, about the concept for this MOOC and the evolving role of online learning.

Q: These courses at Tocquigny are aimed at college administrators, as opposed to students, correct?

A: Yes, specifically the courses are aimed at admissions, enrollment and marketing staff responsible for acquiring new students within higher education institutions.

Q: How are colleges succeeding in online enrollment, and where can they improve?

A: Colleges are in fierce competition for the same students. Most colleges and universities are using the same strategies and tactics so there is very little discernible differentiation between the institutions. Colleges and universities can do a better job of creating distinctive brands that set them apart rather than “me too” brands that make them all look about the same. They can do a better job of segmenting their audiences and delivering tailored messages to resonate with specific groups of students. And, they can do a better job of using and optimizing digital marketing. Schools should have visibility into a quantifiable cost per acquired student metric, and they should have specific initiatives to consistently lower that cost through rigorous testing and by optimizing campaigns.

Q: Based on your research, what types of students are enrolling in online college programs the most?

A: Online learning is most popular with a group Tocquigny refer to as “career advancers.” These are people that are currently employed, but cannot advance because they lack the educational certification. Online education is also popular with mothers as they find more time to dedicate to their futures, as well as military personnel coming out of active duty.

Q: How important is a university’s digital branding when it comes to recruitment, particularly for online learning?

A: As students shop for their university of choice, they are likely to first investigate their options through online sources, often using their mobile device. The school must engage a student prospect effectively at this first touchpoint in order to move the student into the consideration phase and on to the submission of an application. Prospective students today will not only visit the school’s website, but will investigate the school through social media, videos and blogs. It’s imperative for schools to have an accessible, relevant differentiated brand online in order to engage prospects.

Q: How will online college learning evolve in the next 5 years and what are some factors leading to change?

A: We at Tocquigny believe online higher education options will continue to evolve to offer more variations that are both paid and free for an audience that is not able or willing to attend a brick and mortar school. We are pioneering our own MOOC because we see the power this form of education has in the marketplace.  Integration with emerging online collaboration tools such as SubjectMatter will allow more direct contact with instructors to give the student a richer experience. We expect that new curricula around niche learning topics may spawn new certifications created to enhance specific skill sets required for jobs. This may lead to a proliferation of alternative learning paths that blur the edges between a traditional degree and other certifications.

Q: What university clients have you taken on already, and what campaigns have been launched?

A: Tocquigny has a seven year relationship with Regent University to handle its online student acquisition. We are also in the process of launching a social media campaign for Rice University aimed at recent graduates. I serve as an advisor for the School of Undergraduate Studies at The University of Texas at Austin.

Read all of our posts about EdTech and Innovation by clicking here. 

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Matthew Lynch published in Higher Education, list, Matthew Lynch

5 Things You Should Know about the College Gender Gap

If you have been following education hot button issues for any length of time, you’ve likely read about the nationwide push to better encourage girls in areas like science, technology, engineering and math (STEM). The thought is that by showing young women that these topics are just as appropriate for them as their male peers, more women will find lasting careers in these traditionally male-dominated fields.

I’m all for more women in the STEM workplace but with all this focus in one area, are educators neglecting an even larger gender gap issue?

Nationally, over 57 percent of college attendees are female when public and private school stats are combined. Female students have been consistently edging ahead of their male classmates since the late 1970s when the percentages flip-flopped. Aside from all-female schools, there are others that have marked disproportionate numbers. Pacific Oaks College in Pasadena has nearly 96 percent females in attendance, and the University of Tennessee Health Sciences Center in Memphis has over 93 percent. At Indiana University Northwest, located just outside Gary, 67 percent of the student population is female.

I’m glad women are becoming more and more educated, but the gender gap is problematic. Here are some things you should know about the college gender gap.

  1. The college gender gap is not an accident.

There are a few reasons why more young women than men are choosing a college education. The first is that there are more trades that do not require a college degree that appeal to men. The second is that economically speaking, women earn a better living with a college degree than without one in comparison to men. Though there is still a wage gap (in 2012, women earned just 80.9 percent of the salaries of their male counterparts), women see the value their earning potential can gain from achieving a college diploma.

I hear people asking this question all the time: What are K-12 educators doing wrong when it comes to preparing young women for STEM careers? It’s a valid one.

But based on the statistics I’ve listed here, shouldn’t we also be asking this question: What are K-12 educators doing when it comes to preparing young men for a college education?

  1. This can lead to financial trade-offs for men down the line.

It all comes down to the weight we assign to the worth of a college education. If a diploma is simply a way to earn more money over a lifetime, then perhaps men are doing the intelligent thing by launching into the workforce early and without student loan debt. That logic is flawed, however, when taking into account the fact that blue-collar jobs are declining in favor of white-collar ones. A young man making a lifelong career decision today simply cannot predict what educational demands will be placed on his field in another 10, 20 or 30 years.

  1. The educational disparity that results is bad for marriage.

Money aside, there are other pitfalls in a disproportionate number of men going to college. Statistics show that marriages where the couples have differing education levels more often end in divorce than couples with the same educational achievements. And even before divorce is an option, women who set college educational goals may not want to settle for men with less motivation – at least when it comes to academics. If this trend continues, social dynamics may be impacted.

  1. The path to the college gender gap begins before college.

According to Dr. Leonard Sax, too many boys are struggling in schools today. Sax proposes that five factors are responsible for the decline in school performance among boys: video games, prescription drugs, endocrine disruptors, devaluation of masculinity in popular culture, and teaching methods.  Sax and many others believe that video games disengage boys from real-world pursuits. Mind-numbing keyboards and flashing images have a seductive effect on the brain.  Medication for ADHD may be damaging motivational centers in boy’s brains, and the harmful effects of estrogens from food and plastic containers are upsetting the balance of boys’ endocrine systems.  The athletic, scholarly male TV heroes of the 1950s, 1960s and 1970s have been replaced with Bart Simpson. These and other shifts in modern culture are responsible for devaluing traditional masculine strengths.  Additionally, Sax claims that the ways in which children are being educated today simply turn boys off from schooling.

Men who are completing a four year degree take longer than women to do so, and tend to socialize more in college, study less than women, and have poorer grades. The difference in male-female college/university enrollment reflects performance differences that are evident well before college attendance.

  1. Minority men fare even worse with this trend.

The problem escalates when race is taken into account.  Recently, the Black Star Project published findings that just 10 percent of eighth-grade Black boys in the U.S. are considered “proficient” in reading. In urban areas like Chicago and Detroit, that number was even lower. By contrast, the 2013 National Assessment of Education Progress found that 46 percent of white students are adequate readers by eighth grade, and 17 percent of Black students as a whole are too. The achievement gap between the two races is startling, but the difference between the NAEP report on Black students as a whole and the Black Star findings of just Black boys is troubling too. It is not simply Black children in general who appear to be failing in the basics – like literacy; it is the boys.

We must ask ourselves why boys and young men seem to be falling behind academically.  More importantly, what steps need to be taken in order to reverse this trend?

Click here to read all our posts concerning the Achievement Gap.

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Matthew Lynch published in Equity, HBCU's, Higher Education, Matthew Lynch

Retirement in Presidential College Ranks Opens Diversity Door

College presidents must be able to multitask. Though not in the official job descriptions, these administrative leaders must be figureheads, court the general public, delegate effectively and always keep an eye on the horizon to guide their ships to bigger, better waters. It is a tough job and like many high-profile ones, comes with its share of scrutiny in the public eye.

As the latest wave of college presidents looks towards retirement, the higher education community has the opportunity to promote a more diverse presidential core. The next five years will set the tone for college leadership at the highest level for the coming decades and really for the entire student population too.

Just the Facts

• 61. Average age of college presidents in 2011.
• 92. Percentage of college presidents aged in the mid-50s to mid-70s.
• 14. Average number of years retiring college presidents first serve in the role.
• 40. Normal number of new college presidents in the American Association of State Colleges and Universities every year.
• 109. Actual number of new college presidents from April 2011 to August 2012.
• 6. Number of new college presidents this school year in the California State system alone.
• 13. Percentage of college presidents who are racial or ethnic minorities, as of 2012.
• 14. Percentage of college presidents who were racial or ethnic minorities in 2006.
• 26. Percentage of women college presidents.

Qualified Prospects

In the past, college presidents from other schools and college vice presidents have most often ascended the ranks to fill empty presidential seats. While this still happens about 19 and 25 percent of the time, respectively, other leaders like provosts and deans are increasingly being considered to fill the college president vacancies. Some schools even search outside the college community to find leaders from other industries that fit the bill. There is really no hiring formula that applies to all college president spots and a “qualified” candidate could feasibly jump several levels of hierarchy to claim the spot.

Encouraging Diversity in Presidential Ranks

The first step to building diversity at the highest college administrative level is simply recognizing the opportunity at hand. American institutions of higher education often consider how a diverse student, and even faculty, population should look but do not extend that to top-tier leadership roles. Colleges need to rethink that strategy. I believe the trickle-down diversity effect works well in college settings. Instead of starting with the largest group (students), start cultural change at the top of the pyramid. If a school has a well-balanced student population already in place, chances are that the faculty and administration reflect that fact too.

The next step is to actively include diversity in the search process. I’m not saying that white men with the right qualifications should be excluded from the running; I just mean that colleges with open president seats should make sure the short list of candidates has some variety in experience, ethnicity, sex and race. The Rooney Rule, established in 2003 by the NFL, mandates that at least one minority candidate be interviewed for all head coaching spots. I think colleges need to do that same with their academic leaders.

Those in lower to middle-level leadership roles in colleges that have presidential aspirations should get ready now. Make sure your name is associated with talks about the future of the college by getting yourself involved in the action. Get published. Envision yourself on the same plane as the college presidents that went before you but realize that you have a unique voice to lend to the college community you want to lead. Embrace the turning tides. Be an active part of the changes in college administration and you will in turn be part of the progress.

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Matthew Lynch published in Equity, Higher Education, Matthew Lynch

Retirement in Presidential College Ranks Opens Diversity Door

College presidents must be able to multitask. Though not in the official job descriptions, these administrative leaders must be figureheads, court the general public, delegate effectively and always keep an eye on the horizon to guide their ships to bigger, better waters. It is a tough job and like many high-profile ones, comes with its share of scrutiny in the public eye.

As the latest wave of college presidents looks towards retirement, the higher education community has the opportunity to promote a more diverse presidential core. The next five years will set the tone for college leadership at the highest level for the coming decades and really for the entire student population too.

Just the Facts

• 61. Average age of college presidents in 2011.
• 92. Percentage of college presidents aged in the mid-50s to mid-70s.
• 14. Average number of years retiring college presidents first serve in the role.
• 40. Normal number of new college presidents in the American Association of State Colleges and Universities every year.
• 109. Actual number of new college presidents from April 2011 to August 2012.
• 6. Number of new college presidents this school year in the California State system alone.
• 13. Percentage of college presidents who are racial or ethnic minorities, as of 2012.
• 14. Percentage of college presidents who were racial or ethnic minorities in 2006.
• 26. Percentage of women college presidents.

Qualified Prospects

In the past, college presidents from other schools and college vice presidents have most often ascended the ranks to fill empty presidential seats. While this still happens about 19 and 25 percent of the time, respectively, other leaders like provosts and deans are increasingly being considered to fill the college president vacancies. Some schools even search outside the college community to find leaders from other industries that fit the bill. There is really no hiring formula that applies to all college president spots and a “qualified” candidate could feasibly jump several levels of hierarchy to claim the spot.

Encouraging Diversity in Presidential Ranks

The first step to building diversity at the highest college administrative level is simply recognizing the opportunity at hand. American institutions of higher education often consider how a diverse student, and even faculty, population should look but do not extend that to top-tier leadership roles. Colleges need to rethink that strategy. I believe the trickle-down diversity effect works well in college settings. Instead of starting with the largest group (students), start cultural change at the top of the pyramid. If a school has a well-balanced student population already in place, chances are that the faculty and administration reflect that fact too.

The next step is to actively include diversity in the search process. I’m not saying that white men with the right qualifications should be excluded from the running; I just mean that colleges with open president seats should make sure the short list of candidates has some variety in experience, ethnicity, sex and race. The Rooney Rule, established in 2003 by the NFL, mandates that at least one minority candidate be interviewed for all head coaching spots. I think colleges need to do that same with their academic leaders.

Those in lower to middle-level leadership roles in colleges that have presidential aspirations should get ready now. Make sure your name is associated with talks about the future of the college by getting yourself involved in the action. Get published. Envision yourself on the same plane as the college presidents that went before you but realize that you have a unique voice to lend to the college community you want to lead. Embrace the turning tides. Be an active part of the changes in college administration and you will in turn be part of the progress.

 

 

 

 

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Matthew Lynch published in Higher Education, Matthew Lynch

Standardized Testing for Colleges: A Necessary Evil?

Standardized testing in K-12 education is a perennial hot button issue. Proponents feel that measuring knowledge in these rigid ways helps lift the entire educational system. Critics say the measurements do nothing but encourage “teach to the test” methods and narrow the scope of what instructors are able to teach if they want to have acceptable test results. These arguments are nothing new, but they are now seeing a new audience.

What if the same principles of K-12 standardized testing were applied to colleges and universities? Americans spend over $460 billion on higher educational pursuits every year, yet there is no official worldwide system in place to determine whether students are learning what they should, compared to other schools. In June, the

Organization for Economic Cooperation and Development unveiled research on whether a global testing system for college students is possible. The group will continue to review its findings and decide later this year if it wants to push for implementation of the Assessment of Higher Education Learning Outcomes test, abbreviated as AHELO.

Right now the comparison system for colleges and universities lies in the many rankings that are released each year by sources like U.S. News & World Report and hundreds of bloggers who weigh in on the topic. The AHELO would be a “direct evaluation of student performance at the global level…across diverse cultures, languages and different types of institutions.” It would provide institutions feedback meant to help them “foster improvement in student learning outcomes.” In a nutshell, the test would not actually measure student achievements as much as shine the light on instructors that need some improvement.

To K-12 students, this sounds familiar. To college faculty, the idea is fraught with landmines. How can one test take into account so many variables in higher education across the globe? Would instructors be punished by the institution, or even worse held to some misguided accountability scale by peers, if students did not rank highly enough on an AHELO, or some other test? If college is a time for fostering critical thinking skills, would a standardized test take away some of that freedom?

College instructors and administrators are right to have doubts, and particularly before any testing mandates go into effect. Take the classic college entrance exams – the SAT and the ACT. Though research has found little correlation between results on these tests and actual knowledge or intelligence, they are a standard part of college admissions. It is more difficult to reverse a testing mandate than to fight it off at the outset.

It is easy to see why colleges and universities are leery of standardized testing, but K-12 instructors should be too. Presently, K-12 instructors guide students through the formative education years, dealing with standardized tests and other demands of contemporary teaching. Success with those students is ultimately determined by two other numbers: graduation rate and college placement. At that point, a K-12 teacher’s job is done, at least in theory. Adding another layer of teacher testing (cleverly disguised as core knowledge testing) at the college level could have an impact on K-12 instructors too.

If the AHELO is designed to “foster improvement” in the higher education schools that are tested, who is to say that those ideals of improvement will not then be extended to the K-12 schools that came beforehand? A student who demonstrates below-college-level proficiency in language or math would in theory not be the product of college that failed him or her – that student’s incompetency would be a result of a previous school, or schools. Could a global test for college actually negatively impact the K-12 schools that preceded it?

As with any measurement of teaching and learning, the AHELO and other similar initiatives need close scrutiny before becoming global law. I am not sure of the necessity of such a system and it will take some hard arguing by the other side to convince me otherwise.

Are you in favor of standardized testing in colleges and universities?

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Matthew Lynch published in HBCU's

HBCUs face peril under proposed education plans

From President Obama to Hillary Clinton, both Democrats have or will face backlash for their plans to make education more affordable.

Sounds crazy on the surface but the criticism has merit.

According to The Huffington Post, Clinton’s education plan would undermine the funding of some HBCUs and would likely force a few to close.

“Free tuition to any community college and reduced tuition to public institutions, will expedite the extinction of several HBCUs. Without federal and state investment in public historically black campuses which lack unique programs, modernized facilities and marketing resources, students of all races will flock to larger, more developed predominantly white colleges.”

In essence, plans presented by Clinton and other candidates who lean left would take federal and state money used to aid HBCUs and refocus the dollars towards a general fund that will help schools that traditionally serve the general population.

Hypothetically, schools that aren’t necessarily in need of more federal assistance would receive extra dollars and some HBCUs would be left in the cold.

This is likely an unintended consequence of ensuring that more low-income students have proper access to higher education. In doing so, Clinton and other candidates may end up isolating a voting bloc that they desperately need.

Read all of our posts about HBCUs by clicking here.

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Matthew Lynch published in Higher Education

Report: For-profit institutions source of most student loan debt

According to a new report by the Brookings Institute, a good chunk of student loan debt is held by students who attend for-profit institutions.

“The so-called student loan crisis in the U.S. is largely concentrated among non-traditional borrowers attending for-profit schools and other non-selective institutions, who have relatively weak educational outcomes and difficulty finding jobs after starting to repay their loans.”

That’s a fairly significant finding, I would say.

Students who attend non-profit private schools or public universities do not face the same debt issue because their job prospects are much higher upon graduation.

Borrowers at for-profit institutions have a harder time finding gainful employment, and when they do, their average earnings barely creep over $20,000.

[T]the median borrower from a for-profit institution who left school in 2011 and found a job in 2013 earned about $20,900—but over one in five (21 percent) were not employed; comparable community college borrowers earned $23,900 and almost one in six (17 percent) were not employed.”

The report also finds that students who attend the University of Phoenix hold the most debt. In 2014, students there held over $35 billion dollars in student loan debt.

If anything, this report shows that the government has to inflict tougher regulations on for-profit institutions in the higher education sector. College students work hard to make a better life for themselves and their families — but student loans can have the opposite effect, at least in the immediate. Tuition at these private schools is astronomical, and if students cannot find jobs to pay their loans back, attaining a degree from these schools is pointless.

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Matthew Lynch published in Higher Education

Best Resources and Tools for a College Freshman

This guest post is written by Robert Morris, an educator from New York. He is passionate about edtech, education and literature. His articles appeared on Lifehack, Edudemic and Bigthink. Circle Robert on Google+!

So you enrolled in college and your first term began successfully? Congratulations! You have a lot to celebrate since the following four years will probably be the most memorable ones in your life. However, college also brings many responsibilities.

You will face unexpected changes that can shake the foundation of your self-esteem. To help you go through this revolutionary year of your life like a champ, we have created a list of essential resources that every college freshman should know.

27 Money Tips for College Students – Before you apply for a college credit card, you need to learn how to take care of your finances by yourself. Budget planning may not be your idea of college fun, but you have to tackle the new responsibilities as a grownup. This article featured at GetRichSlowly.org provides valuable tips on money management for students.

Ninja Essays – If you thought academic writing was difficult when you were in high school, wait until you start college! You will need to write essays, term papers, case studies, research papers, and dozens of other types of content for all classes you take. A freshman can easily get frantic when there is so much work to be done. Bookmark essay writing help site NinjaEssays.com, since you will definitely need its assistance during college. At this website, you can hire professional writers to help you with any academic project you get stuck with.

Investing 101 Course – If you want to save money and be financially stable, you need to learn a thing or two about investing. If your college doesn’t offer an investing course, then you should definitely consider gaining such knowledge through an online course. Investing 101 is an easy program provided at TheCollegeInvestor.com. It will help you understand the principles of investing and start getting into the market through safe steps.

Discover it Card – This is one of the best credit cards for students in terms of beneficial fees, rates, and cash back incentives. You will get 5%-20% cashback bonus through the company’s online shopping mall, as well as other bonuses that will inspire you to use the card responsibly. You will get through the entire application procedure within minutes.

Dorm Room Checklist – Moving into a dorm room is more difficult than you can imagine. You will have to create an entirely new living space from scratch, and many things you were used to will be missing. This checklist provided by DormSmart.com will help you prepare all essentials for campus and get your baggage ready on time.

The College Crush – How to Actually Date In College – Your love life will drastically change as soon as you start college. TheCollegeCrush.com is a valuable website that will teach you how college dating works. There are plenty of useful articles you can read before the first semester starts, but you should start with How to Actually Date In College.

How Much Do The Top Income Earners Make – Even if you are not motivated by money, you surely want to choose a rewarding career that will ensure a bright future for you and your family. This article featured at FinancialSamurai.com will help you determine whether your interests are worth fighting for or you should consider going for a more promising major.

The most important tip is: Don’t forget to have fun!

Being a college freshman can be a frightening experience if your expectations are too great. You will have to study a lot and write endless pages of academic content before the end of the term. However, that shouldn’t prevent you from meeting new friends and having fun as every other freshman should. You don’t want to remember the best years of your life by spending the entire time with your computer and piles of books. There are many adventures waiting to be experienced, so don’t forget that you need to have fun along the way.

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Matthew Lynch published in Equity, Higher Education, Matthew Lynch

Diverse Conversations: You Can Go Back Home

“You can never go back home.”

These famous words by Henry David Thoreau began to ruminate in my mind as I prepared to conduct an interview with President Francis L. Hendricks. You see, President Hendricks is a 1979 graduate of Mansfield University and he recently returned to the university as it’s 28th president. Apparently, “you can go back home” and to much fanfare and excitement. I recently sat down with him  to see what life is like for a former student returning home to run his alma mater. Without further ado, let’s begin the interview.

Q: What are your impressions of Mansfield University since your return to campus?

A: This is a magical place; it was when I attended here and it certainly is today! Students have always come here to learn, delve into interests and discover unknown passions. With a strong Liberal Arts base, in a beautiful rural setting, Mansfield University is able to offer professional programs in fields in which students are interested. Mansfield University has remained true to its commitment of outstanding instruction in an intimate classroom setting, where you are taught by professors who know you personally and care about your preparation for your life’s journey. The pride and commitment of our campus community is as strong now as it was when I was a student in the 1970s. From our grounds keepers who want a parent’s first view of campus to be one of beauty, to our faculty and staff who realize we are our students’ family away from family, their dedication is to our students. One of our employees just celebrated her 64th year as a dining services staff member and is valued by all.

Q: It must be exciting to come back as President. How did you react when you were offered the job?

A: I was ecstatic! I care so deeply about Mansfield University and welcomed the opportunity to come back and “pay forward” all the university has done for me. As a non-traditional candidate for University president, I truly had no expectations of being offered the position. I did however know that Mansfield University prepared me well for my future and gave me the foundation needed to be successful. At Mansfield, I was able to build relationships with professors, staff and even the President, all of whom mentored me and provided me sound advice when needed. I wanted to be able to do the same; to connect with students and serve them as those before served me. I am a product of Mansfield University and truly humbled to have been chosen its 19th President.

Q: What made you want to apply?

A: It met the criteria of what my wife and I wanted to do after I retired from the military. We wanted a position where we knew we could make a difference in the lives of others. We wanted to, once again, be part of something that was bigger than both of us; and we wanted to use our experiences and contribute to the success of the team we would join. There was never any doubt that returning to Mansfield University would be the right step for us. It also would enable me to return to the region in which I was raised. In every way, it was coming home for me and my family.

Q: Have you spent time on some goal-setting or strategic planning?

A: Yes. From day one, I have been setting the tone for how we will build upon the university’s strengths, while simultaneously addressing the challenges we face. I work closely with the university’s strategic planning committee on our next Strategic Plan. The plan, which goes into effect in 2014, sets the foundation for where the university will be in 2020. In order to remain relevant to students’ needs and thrive in the “new normal” of public higher education, Mansfield University will take the appropriate steps to ensure our students’ success. We will embrace ownership of our University’s destiny. We will broadcast our excellence and we will strengthen and build partnerships within and outside of our immediate community.

Q: What’s your impression of the community and its interaction with the college?

A: The strong connection between the university and community dates back to 1857 when both the borough and the university came into being. Community business leaders serve on our council of trustees and other committees. Faculty and staff serve in leadership positions on local and county boards. The Mansfield community embraces ours students as their own and the University works hard to partner in community and economic development, events, and assistance. After all, Mansfield and its surrounding towns are where we live and raise our children. We are neighbors, friends and partners both in and outside of the work place. That connection led me to coin the phrase, “you can’t spell community without MU!”

Q: How do you imagine continuing the momentum that Mansfield University has achieved during the past decade?

A: We will continue to assess everything we do, from the programs we offer to the services we provide our students and their families. We will make adjustments based on those assessments which is the key to remaining relevant for current and future students and our alumni. We are key producers of leader-ready individuals in their chosen fields of study. Mansfield University greatly impacts the local community, region, Pennsylvania and beyond with its graduates and its presence. We must constantly look at how we can improve upon our delivery of education and services.

Preparing students for their life’s journey, must remain our primary focus.

Well, that concludes my interview with President Hendricks. I would like to thank him for consenting to this interview. Good Luck!

 

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