Tuesday, April 24, 2018

Presidential Candidates

We have the three names of the finalists for CSU President:

"Z" Scott, former CSU Board member, one of the Board members who wanted to fire Wayne Watson in 2013. She's an attorney.
Patricia P. Ramsey, Provost at Lincoln University. She has undergrad and advanced degrees in Botany/Biology from Norfolk State, Howard, Harvard, and Ph.D. from Georgetown.
Heidi M. Anderson, Provost at Texas A&M in Kingsville. Former Provost, now Special Assistant to the President. She has undergrad degree in Pharmacy, M.S. in Education, Ph.D. in Pharmacy Administration, all from Purdue.

Below are links to info on Scott and Anderson, and to Ramsey's CV:

http://www.tamuk.edu/administration/Special%20Assistant%20to%20the%20President.html
http://www.lincoln.edu/sites/default/files/pdf/president/search/cvs/CV%20Patricia%20Ramsey.pdf
https://www.foley.com/zaldwaynaka-scott/

Sunday, April 8, 2018

Important Message: Vote for UPI representatives. Faculty Governance Matters. Election closes on April 20th


There are only two significant places at CSU where faculty exercise a share in university governance: the Faculty Union (UPI) and the Faculty Senate. It is important for faculty to take seriously their role and place at CSU not simply as teachers and researchers but as leaders responsible for the decisions that affect university policies.

This month there is an election for officers of CSU’s chapter of the UPI. With the next contract negotiations already underway we need a strong showing among the voting membership to elect leaders who will stand up for the faculty.

Last week UPI members should have received ballots for the election of CSU’s officers (President, VP, Secretary, Treasurer & House of Delegates representatives) to fill out and submit via mail (snail mail).  Because of the awkwardness of the size of the ballot pages you will have to refold the pages to fit into a smaller envelope and then mail in the pre-addressed envelope. You need to sign the back. You will not need extra postage, but you will have to put your own stamp on the letter. Do not mail it via CSU’s office mail pick up. Do not think that mailing it through CSU will save you postage.  The ballots will not be counted on our campus, but at the UPI offices.

Below is a list of the candidates on campus running for various UPI offices. Be sure that the UPI office receives your ballot by April 20th.

 BALLOT FOR OFFICERS AND DELEGATES TO UPI HOUSE OF DELEGATES                                                                                                                                    
OFFICERS - Vote for one for each position                                                                    
President                                                      
Deborah Lynch               
              Louis "Pancho" McFarland                        
              Melany Puglisi-Weening                            

Unit A Vice President                                               
Rosalind Fielder              
Agber Dimah                   
                                                                       
Unit B Vice President                                                
Darrell Darrisaw             
                                                                       
ASP Vice President                                                    
Romona Raymond                       
                                                                       
Secretary                                                      
Hafeez Faridi                   
                                                                       
Treasurer                                                     
Mohammad Tauseef                   
Eric Shen                          
                                                                       
UPI Exec. Bd Representative                                                 
Hafeez Faridi                   
Mohd Shahid                  
                                                                       
DELEGATES TO UPI HOUSE OF DELEGATES - Vote for 15                                                           
Araceli Canalini
Jan-Jo Chen
Tiffany Davis
Athanese Gahungu
Gabriel Gomez
Valerie Goss
Ann Kuzdale
Olanipekun Laosebikan
Deborah Lynch
Romona Raymond
Eric Shen           
Virginia Shen



Friday, March 23, 2018

We Still Cannot Offer Classes off Campus: A Story of Administrative Neglect and Incompetence

During Chicago State’s disastrous enrollment losses of the past 7 years, our senior administrators have blamed everyone but themselves for our predicament: previous administrations, faculty and staff, the news media, Republicans, the Governor, and the Illinois legislature. As enrollment tanked, our ‘leadership team” tried frantically to distance themselves from the unfolding catastrophe. As they presented their glowing reports to a credulous Board of Trustees in bed with Wayne Watson, the school’s students continued to leave in droves. Unfortunately for these failed administrators, reconstructing the internal failures contributing to our current critical condition is not that difficult. In multiple posts on this web site, contributors have chronicled the parade of crony hires and administrative incompetents, the scandals, the lawsuits and judgments and/or settlements, the failure of an ethically compromised Board of Trustees to protect the University, and the chaos in leadership that produced 4 presidents (including two interims) in 16 months.

All of these problems aside, what did the people charged with the university’s administrative responsibilities actually do? Or to put it another way, did they even expend the minimum effort expected of people charged with addressing Chicago State’s plunging student population? A brief examination of our administrative performance in the area of financial aid will help answer those questions.

As a basic premise, it seems reasonable to assume that a university losing students at the rate we are losing them would try anything and everything to appeal to the largest potential student population. In my estimation, this means insuring the smooth operation of the various functions associated with enrollment and student support. This effort also requires creative and innovative thinking to come up with programs appealing to a broad range of potential students. I have already discussed the administration’s failure to move on some of the programs proposed by former CAO Paul Vallas. To the best of my knowledge his ideas are currently moribund, due primarily to inaction in Academic Affairs. Part of the reason for this inaction is simple: these proposals require that Chicago State offer courses at off-campus locations, something we are currently unable to do since we are not approved for financial aid disbursements to students taking off-campus courses. This is basic administrative failure 101.

As many of you remember, the University suffered a major financial aid scandal in early 2011. We were awarding financial aid to students who were not eligible and we were disbursing financial aid to students at off-campus locations not approved by IBHE and the Department of Education. These Title IV violations resulted in a hefty fine for the University. The financial aid scandal also enabled the Watson administration to blame the previous administration and then Provost Sandra Westbrooks for the scandal. Watson positioned himself as protecting the school’s academic integrity and his administration subsequently expelled a number of students for poor scholarship. As recently as 2017, administrative mouthpieces still blamed the continuing enrollment decline on those expulsions, or more accurately, blamed the losses on the previous administration.

One of the lessons the University ostensibly learned from this scandal was the importance of having someone in place as the Vice President of Enrollment Management. In January 2011, the position stood vacant, as did the position of Dean of Student Success, the position then responsible for supervising Chicago State’s Financial Aid Department. In June 2011, Watson filled the Vice President’s position with his old crony, Angela Henderson. Additionally, Watson reorganized the Financial Aid operation and placed it under the supervision of his girlfriend, Cheri Sidney. Mirroring the chaos at the top of the organization, from mid-2013 until early 2018, five separate persons have served as the Vice President of Enrollment Management: Henderson from 2011-13, LaShondra Peebles for part of 2014, Carol Cortilet-Albrecht in 2015-16, Latrice Williams in 2016-17, and in 2018 Michael Ellison Interim). From mid-2011 until mid-2016, Cheri Sidney supervised Financial Aid. After her termination, her position disappeared.

Although under fire for its financial aid practices, our administration did nothing to address the issue of financial aid disbursements to students at unapproved locations in 2011. Although both Henderson and Sidney should have been working to correct the obvious financial aid problems, they did nothing. Additionally, in late 2013, the University’s report to the Illinois State Legislature indicated that Provost Westbrooks had been assigned to correct the unapproved off-campus disbursement problem. Westbrooks retired in mid-2013, replaced by Angela Henderson.

As Vice President of Enrollment Management, Henderson had already been involved in discussions about this and other financial aid issues. In April 2012, LaShondra Peebles, responsible for Chicago State’s financial aid compliance, noticed that the school’s application to the DOE for financial aid participation contained lies. Specifically, the application claimed that “there were no classes offered outside of the university campus, or off-site locations.” In fact, that semester, Chicago State offered 9 off-campus courses, with 110 students enrolled. Peebles told Henderson that “CSU failed to notify DOE that Title IV funds were issued to students attending classes at off-site locations.” This conversation occurred a year after Chicago State had been fined for its financial aid violations, and the Illinois Auditor General’s report for fiscal 2012 had noted the financial aid disbursements at unapproved off-campus locations. Business as usual at Chicago State.

Henderson directed Peebles to correct the problem. The DOE notified Peebles that Chicago State was not in “good standing,” and ineligible for an automatic renewal of the financial aid participation agreement. She reported DOE’s position to Watson, Henderson, University Counsel Patrick Cage, and Ethics Officer Bernetta Bush. In the summer of 2012, Watson declared that no off-campus courses would be offered in fall 2012. Despite Watson’s pronouncement, the University offered 8 off-campus courses that semester, enrolling 121 students. Chicago State has not offered any off-campus courses since Fall 2012.

Ultimately, Chicago State received “provisional” approval to disburse financial aid, although the issue of off-campus courses remained unresolved. When Peebles attempted to report our “provisional” financial aid status to the Board in late 2013, Watson and Henderson refused to allow her to submit the report. In a May 2013 conversation, Watson had told her that “it was not a good idea to share the information with the Board at that time and the Board was not going to be advised of CSU’s provisional status.” In December, Watson “advised Peebles that he was upset with her report and that she could not submit the report to the Board as it would cause unnecessary alarm. Watson “advised her to revise the report and make sure Henderson saw it before he viewed again and to work with her to edit.”

Peebles continued to work on the report and attempted again to submit it for the Board’s March 2014 meeting. She claimed that “Watson and Henderson advised Peebles that she could not present any of the report at the board meeting because the information in the report about Title IV funds would expose CSU to public scrutiny.” Peebles never submitted her report to the Board.

Although we have now apparently come off “provisional” financial aid status, we are still unable to disburse financial aid to students at off-campus sites. Until this issue is resolved, the University’s ability to increase enrollment will be hampered. At this point, we have not even officially negotiated the amount of our fine from the DOE. Who is responsible for this state of affairs? I'll leave that to the reader to work out, but I will say that there is only one administrator at the top of this organization who remains from the 10 persons who reported directly to the President in January 2012.




Friday, March 2, 2018

So a few years ago, I suggested several scholars that the university could consider for the office of university president. One of those suggestions was Dr. Ruth Simmons, the former president of Brown University. She retired and returned to Texas and after a short retirement she was recruited by Prairie View A&M, an HBCU that appears to be in the midst of a renaissance. The moral of this story is to have high aspirations, dare to be more and don't reward failure. Maybe the BOT will take this to heart.

Thursday, March 1, 2018

ASSessment and its Discontents

For anyone who has beaten their head against the inanity of university assessment see Molly Worthen's op ed in the New York Times "The Misguided Drive to Measure 'Learning Outcomes'"  (Feb. 23, 2018) posted below. Included in the article are such observations:


...the ballooning assessment industry — including the tech companies and consulting firms that profit from assessment — is a symptom of higher education’s crisis, not a solution to it. It preys especially on less prestigious schools and contributes to the system’s deepening divide into a narrow tier of elite institutions primarily serving the rich and a vast landscape of glorified trade schools for everyone else.

...Mr. Gilbert became an outspoken assessment skeptic after years of watching the process fail to capture what happens in his classes — and seeing it miss the real reasons students struggle. “Maybe all your students have full-time jobs, but that’s something you can’t fix, even though that’s really the core problem,” he said. “Instead, you’re expected to find some small problem, like students don’t understand historical chronology, so you might add a reading to address that. You’re supposed to make something up every semester, then write up a narrative” explaining your solution to administrators.

Here is the second irony: Learning assessment has not spurred discussion of the deep structural problems that send so many students to college unprepared to succeed. Instead, it lets politicians and accreditors ignore these problems as long as bureaucratic mechanisms appear to be holding someone — usually a professor — accountable for student performance...

...Without thoughtful reconsideration, learning assessment will continue to devour a lot of money for meager results. The movement’s focus on quantifying classroom experience makes it easy to shift blame for student failure wholly onto universities, ignoring deeper socio-economic reasons that cause many students to struggle with college-level work. Worse, when the effort to reduce learning to a list of job-ready skills goes too far, it misses the point of a university education. (emphasis mine)

Worthen goes on to express what many of us talk about in the hallways of CSU or on the way to our commanded attendance at the semester assessment meetings --though rarely do the cowed CSU faculty voice these in public meetings. Did I hear about a CSU administrator who was sent somewhere in Asia to attend an international assessment conference a few years ago? Give me a break. New ways to waste more time and money.


But wait. CSU made its way indirectly into Worthen's discussion. Oh do not fear ye who blame the media for reporting "only the bad stuff" about poor benighted Chicago State. The university is unnamed. But  mirabile dictu! One of our very own, Dr. Eric Lief Peters, who retired from CSU last year was one of three letters to the Editor of the NY Times chosen to appear in their daily letters column. I'm posting his letter here.

Laugh (and cry) as required. Molly Worthen's article follows.

To the Editor:

I spent the last several years at my university on this nonsense as an “assessment coordinator.” It was a total waste of more than 40 percent of my time and left me with no time to do research. It was bureaucracy at its worst. It was impossible to implement in any tangible way that would yield meaningful data, and nobody would or could provide guidance. It was a very large reason I retired early.

Here is a general summary:

Me: “Well, here is what we are thinking about for an assessment plan.”

Them: “You should really come up with a plan that assesses student performance.”

Me (gritting teeth): “Yes, we have that in all our classes. They are called graded assignments and exams.”

Them: “Those are great! But they should be aligned with the goals of the courses.”

Me (grinding teeth): “Yes, these are assignments that are based on evaluating the students’ grasp of the course content.”

Them: “But they should instead reflect other things that the students gain in the course.”

Me: “Like what?”

Them: “We can’t tell you, but you will know it when you see it.”

Me: “Can you give us a hint?”

Them: “No, these should be your assessments of what is important.”

Me: “Why don’t you just shoot me and get it over with?”

Them: “Your assessment reports will be due on LiveText by …”

ERIC L. PETERS, GLENWOOD, ILL.


Molly Worthen, "The Misguided Drive to Measure 'Learning Outcomes'" The New York Times, Feb. 23, 2018.

I teach at a big state university, and I often receive emails from software companies offering to help me do a basic part of my job: figuring out what my students have learned.

If you thought this task required only low-tech materials like a pile of final exams and a red pen, you’re stuck in the 20th century. In 2018, more and more university administrators want campuswide, quantifiable data that reveal what skills students are learning. Their desire has fed a bureaucratic behemoth known as learning outcomes assessment. This elaborate, expensive, supposedly data-driven analysis seeks to translate the subtleties of the classroom into PowerPoint slides packed with statistics — in the hope of deflecting the charge that students pay too much for degrees that mean too little.

It’s true that old-fashioned course grades, skewed by grade inflation and inconsistency among schools and disciplines, can’t tell us everything about what students have learned. But the ballooning assessment industry — including the tech companies and consulting firms that profit from assessment — is a symptom of higher education’s crisis, not a solution to it. It preys especially on less prestigious schools and contributes to the system’s deepening divide into a narrow tier of elite institutions primarily serving the rich and a vast landscape of glorified trade schools for everyone else.

Without thoughtful reconsideration, learning assessment will continue to devour a lot of money for meager results. The movement’s focus on quantifying classroom experience makes it easy to shift blame for student failure wholly onto universities, ignoring deeper socio-economic reasons that cause many students to struggle with college-level work. Worse, when the effort to reduce learning to a list of job-ready skills goes too far, it misses the point of a university education.

The regional accrediting agencies that certify the quality of education an institution provides — and its fitness to receive federal student financial aid — now require some form of student learning assessment. That means most American colleges and universities have to do it. According to a recent survey, schools deploy an average of four methods for evaluating learning, which include testing software and rubrics to standardize examinations, e-portfolio platforms to display student projects, surveys and other tools.

No intellectual characteristic is too ineffable for assessment. Some schools use lengthy surveys like the California Critical Thinking Disposition Inventory, which claims to test for qualities like “truthseeking” and “analyticity.” The Global Perspective Inventory, administered and sold by Iowa State University, asks students to rate their agreement with statements like “I do not feel threatened emotionally when presented with multiple perspectives” and scores them on metrics like the “intrapersonal affect scale.”

Surveys can’t tell you everything. So universities assemble committees of faculty members, arm them with rubrics and assign them piles of student essays culled from across the school (often called “student products,” as if they are tubes of undergraduate Soylent Green). Assessment has invaded the classroom, too: On many campuses, professors must include a list of skills-based “learning outcomes” on every syllabus and assess them throughout the semester.

All this assessing requires a lot of labor, time and cash. Yet even its proponents have struggled to produce much evidence — beyond occasional anecdotes — that it improves student learning. “I think assessment practices are ripe for re-examining,” said David Eubanks, assistant vice president for assessment and institutional effectiveness at Furman University in Greenville, S.C., who has worked in assessment for years and now speaks out about its problems. “It has forced academic departments to use data that’s not very good,” he added. “And the process of getting this data that’s not very good can be very painful.”

The push to quantify undergraduate learning is about a century old, but the movement really took off in the 1980s. The assessment boom coincided — not, I think, by accident — with the decision of state legislatures all over the country to reduce spending on public universities and other social services. That divestment continued, moving more of the cost of higher education onto students. (These students are often graduates of underfunded high schools that can’t prepare them for college in the first place.) It was politically convenient to hold universities accountable for all this, rather than to scrutinize neoliberal austerity measures.

In 2006, the Commission on the Future of Higher Education, convened by Margaret Spellings, the secretary of education at the time, issued a scathing critique of universities. “Employers report repeatedly that many new graduates they hire are not prepared to work, lacking the critical thinking, writing and problem-solving skills needed in today’s workplaces,” the commission’s report complained.

Educators scrambled to ensure that students graduate with these skills — and to prove it with data. The obsession with testing that dominates primary education invaded universities, bringing with it a large support staff. Here is the first irony of learning assessment: Faced with outrage over the high cost of higher education, universities responded by encouraging expensive administrative bloat.

Many of the professionals who work in learning assessment are former faculty members who care deeply about access to quality education. Pat Hutchings, a senior scholar at the National Institute for Learning Outcomes Assessment (and former English professor), told me: “Good assessment begins with real, genuine questions that educators have about their students, and right now for many educators those are questions about equity. We’re doing pretty well with 18- to 22-year-olds from upper-middle-class families, but what about — well, fill in the blank.”

It seems that the pressure to assess student learning outcomes has grown most quickly at poorly funded regional universities that have absorbed a large proportion of financially disadvantaged students, where profound deficits in preparation and resources hamper achievement. Research indicates that the more selective a university, the less likely it is to embrace assessment. Learning outcomes assessment has become one way to answer the question, “If you get unprepared students in your class and they don’t do well, how does that get explained?” Mr. Eubanks at Furman University told me.

When Erik Gilbert, a professor of history at Arkansas State University, reached the end of his World Civilization course last fall, he dutifully imposed the required assessment: an extra question on the final exam that asked students to read a document about Samurai culture and answer questions using knowledge of Japanese history. Yet his course focused on “cross-cultural connections, trade, travel, empire, migration and bigger-scale questions, rather than area studies,” Mr. Gilbert told me. His students had not studied Japanese domestic history. “We do it this way because it satisfies what the assessment office wants, not because it addresses concerns that we as a department have.”

Mr. Gilbert became an outspoken assessment skeptic after years of watching the process fail to capture what happens in his classes — and seeing it miss the real reasons students struggle. “Maybe all your students have full-time jobs, but that’s something you can’t fix, even though that’s really the core problem,” he said. “Instead, you’re expected to find some small problem, like students don’t understand historical chronology, so you might add a reading to address that. You’re supposed to make something up every semester, then write up a narrative” explaining your solution to administrators.

Here is the second irony: Learning assessment has not spurred discussion of the deep structural problems that send so many students to college unprepared to succeed. Instead, it lets politicians and accreditors ignore these problems as long as bureaucratic mechanisms appear to be holding someone — usually a professor — accountable for student performance.

All professors could benefit from serious conversations about what is and is not working in their classes. But instead they end up preoccupied with feeding the bureaucratic beast. “It’s a bit like the old Soviet Union. You speak two languages,” said Frank Furedi, an emeritus professor of sociology at the University of Kent in Britain, which has a booming assessment culture. “You do a performance for the sake of the auditors, but in reality, you carry on.”

Yet bureaucratic jargon subtly shapes the expectations of students and teachers alike. On the first day of class, my colleagues and I — especially in the humanities, where professors are perpetually anxious about falling enrollment — find ourselves rattling off the skills our courses offer (“Critical thinking! Clear writing!”), hyping our products like Apple Store clerks.

I teach intellectual history. Of course that includes skills: learning to read a historical source, interpret evidence and build an argument. But cultivating historical consciousness is more than that: It means helping students immerse themselves in a body of knowledge, question assumptions about memory and orient themselves toward current events in a new way.

If we describe college courses as mainly delivery mechanisms for skills to please a future employer, if we imply that history, literature and linguistics are more or less interchangeable “content” that convey the same mental tools, we oversimplify the intellectual complexity that makes a university education worthwhile in the first place. We end up using the language of the capitalist marketplace and speak to our students as customers rather than fellow thinkers. They deserve better.

“When kids come from backgrounds where they’re the first in their families to go to college, we have to take them seriously, and not flatter them and give them third-rate ideas,” Mr. Furedi told me. “They need to be challenged and inspired by the idea of our disciplines.” Assessment culture is dumbing down universities, he said: “One of the horrible things is that many universities think that giving access to nontraditional students means turning a university into a high school. That’s not giving them access to higher education.”

Here is the third irony: The value of universities to a capitalist society depends on their ability to resist capitalism, to carve out space for intellectual endeavors that don’t have obvious metrics or market value.

Consider that holy grail of learning outcomes, critical thinking — what the philosopher John Dewey called the ability “to maintain the state of doubt and to carry on systematic and protracted inquiry.” Teaching it is not a cheap or efficient process. It does not come from trying to educate the most students at the lowest possible cost or from emphasizing short, quantifiable, standardized assignments at the expense of meandering, creative and difficult investigation.

Producing thoughtful, talented graduates is not a matter of focusing on market-ready skills. It’s about giving students an opportunity that most of them will never have again in their lives: the chance for serious exploration of complicated intellectual problems, the gift of time in an institution where curiosity and discovery are the source of meaning.

That’s how we produce the critical thinkers American employers want to hire. And there’s just no app for that.

Molly Worthen (@MollyWorthen) is the author, most recently, of “Apostles of Reason: The Crisis of Authority in American Evangelicalism,” an assistant professor of history at the University of North Carolina, Chapel Hill, and a contributing opinion writer.



Thursday, February 22, 2018

What We Don't Want in a President

Once again our Board is engaged in a search for a new President. Once again, students, staff, and faculty wonder what kind of leader will come out of this search. Each group of University constituents has its own idea about what qualifications and experience are important. We all have a clearer idea of what we do not want.

We have wasted two years since the campus felt optimism with the selection of Thomas Calhoun, making this search perhaps the school’s last opportunity to avoid the dustbin of history. To the Board, here is what you must not do this time.

1) Don’t give us some political hack unqualified on any level to run a comprehensive university. The Board did that in 2009 with Wayne Watson, more on the scope of that catastrophe below.
2) Don’t give us someone with any ties to Watson or local politicians.
3) Don’t give us anyone associated with the current university administration.
4) Don’t give us someone with questionable academic credentials.

In 2009, the Board decided to award the presidency to a total academic fraud. The devastation wrought by that decision has put the university at risk for its existence. Continuing to immerse the school in local politics, continuing to use it as a patronage dumping ground, continuing to hire friends, relatives of friends, friends of friends, relatives of employees, and anyone else hired for political reasons will simply replicate the disaster of the Watson years. Here are some visuals from the Chicago State Fact Book that underscore that point.

In fall 2009, the University enrolled 7235 students. That number grew to 7362 the following fall. This past fall, the University enrolled 3101 students. That number has dropped to 2850 in spring 2018.



The enrollment loss from its peak in fall 2010 to fall 2017 amounts to 4261 students, or a 57.8 percent decline. Because the majority of our students are African-American, it seems appropriate to look at their enrollment changes. In fall 2009, CSU enrolled 5670 black students, a number that grew to 5832 in fall 2010. By fall 2017, only 2073 black students attended CSU, a 64.5 percent drop. Black student departures account for 88 percent of our enrollment losses.


Another useful indicator of the complete failure of political hacks as university administrators (along with disastrous media relations, toxic relations with faculty, and a total inability to raise money)is our plunging Freshman graduation rate which will surely expose the University to negative media attention. The figures are in for the first three Watson cohorts: 11 percent for the 2009 group, 13 percent in 2010, and 12 percent in 2011.

Anyone selected must be given free reign to make whatever changes s/he deems necessary to save the school. Of course, in Thomas Calhoun we had the person almost everyone on campus supported. However, he never had a chance with that iteration of the Board. Can that mistake be rectified?

Thursday, February 15, 2018

The "Nationwide" Presidential Search "Profile": Is Everyone in the U.S. Qualified to Apply?

The much ballyhooed “national search” for CSU’s next president has finally commenced. Take a gander at the “profile” currently displayed on the Board’s portion of the University’s web site. Although I found the profile disquieting, please make your own determination about what is happening with this search. Most important, the “profile” is almost devoid of qualifications. Here’s what we’re apparently looking for. A “mission-centered, courageous, accountable, experienced, student-centered, skilled academician; a “truswworthy” “financial strategist” who is “a principled strategic thinker” and “agent of change,” “creative and inspirational, charismatic and thought-provoking.” Not a single actual qualification in all that verbiage or am I missing something? The only actual qualification has to do with fundraising. According to the “profile,” the new president must be a “high energy and tenacious fundraiser with major gift experience.”

No minimum academic qualifications or relevant administrative experience required?
Other than being a “proven scholar” whatever that means, no requirement that the new president be eligible for appointment as a full professor? In fact, the new president need not even be qualified for appointment as an Assistant Professor. Is a GED sufficient, or must the successful applicant have actually completed high school?

Nearly a century ago, William McAdoo purportedly described Warren Harding’s speeches as “an army of pompous phrases moving across the landscape in search of an idea.” With an apology to Mr. McAdoo, this “profile” strikes me as an army of pompous clich├ęs moving across the landscape in search of a qualification. I understand that most job announcements are pieces of fluff, but for comparison, here’s part of a recent search announcement from Northeastern Illinois. You’ll note that a “terminal degree” is a requirement, and that an appointment as full professor is a preferred qualification.

“The president must hold a terminal degree from an accredited institution and demonstrate progressive administrative leadership experience. It is preferred that the president have credentials to be appointed as a professor with tenure.” Here’s the link:
https://www.google.com/search?ei=G36FWoKELue0jwSTmJrYBg&q=university+presidential+searches&oq=university+presidential+searches&gs_l=psy-ab.3..0j0i22i30k1l9.27064.32060.0.32304.32.18.0.14.14.0.130.1789.10j8.18.0....0...1c.1.64.psy-ab..0.32.1963...0i46i67k1j46i67k1j0i131k1j0i67k1.0.JLmgBe60RQU&ibp=htl;jobs#fpstate=tldetail&htidocid=TPlRZtHEprH0_H7mAAAAAA%3D%3D&htivrt=jobs

Now, here’s an edited version of our “profile”:

DESIRED LEADERSHIP ATTRIBUTES
The successful candidate for this position will possess the following attributes:
1) A MISSION-CENTERED LEADER
CSU desires a leader with a sense of urgency who will hit the ground running in establishing relationships needed for building CSU; be prepared to roll up their sleeves and dive in to expanding their role in the community.
2) A COURAGEOUS AND ACCOUNTABLE LEADER
3) AN EXPERIENCED STUDENT-CENTERED LEADER
4) A SKILLED ACADEMICIAN
They must be a proven scholar.
5) A TRUSTWORTHY LEADER
6) A FINANCIAL STRATEGIST
7) A PRINCIPLED LEADER
8) A HIGH ENERGY AND TENACIOUS FUNDRAISER WITH MAJOR GIFT EXPERIENCE
9) A STRATEGIC THINKER AND AGENT OF CHANGE
10) A CREATIVE and INSPIRATIONAL LEADER
The next president must also be a charismatic and thought-provoking leader.

Here’s the link:

https://www.agbsearch.com/sites/default/files/position-profiles/csupresident-profile.pdf

One final thought. Again, the literary quality of our search material is substandard. This information should not look like a hastily written blog post. It should be polished and free of errors. Why can’t we do this? We have a number of distinguished authors on the faculty who are actually capable of writing in English. Why don’t we use them to proof read material designed for the public that reflects on the entire university community? Why do we continually have to look like we simply don’t care? Or worse, that we simply don’t know? I have to admit that I will watch this search unfold with some trepidation.

Thursday, February 8, 2018

Ice Station Chicago: The Westside of the Science Building

Today, my classroom had heat, but the west side of the Science Building apparently had little or none. The hallways were (estimate) around 50 degrees. This is what the staff and students are expected to endure? What is being done to address this issue?

Tuesday, February 6, 2018

An apology to my students


I sent the following letter to my students today for not taking it on myself to cancel class since CSU's administration refused to close the campus for the snowstorm yesterday afternoon. As someone who does not fear or hate winter I will never again let my students risk coming to campus when all accounts predict heavy snowfall and treacherous roads. I wish the university had shown some leadership and made the decision to close evening classes. As far as I am concerned, this will never happen again.


February 6, 2018

TO Students in HIST 1200

Thank you to students who did make it to our 6 pm class last night during a terrible snowfall. To those who did not come, I am not holding you responsible for missing this class and remaining at home. The University kept the campus open in spite of the fact that they know many of you come some distance on the north and west sides to attend classes and that the weather reports all afternoon were predicting heavy snowfall and difficult driving during rush hour. O'Hare Airport cancelled 400 flights in anticipation of the storm earlier in the day. I was on campus all afternoon and was surprised when the university did not close early enough for people to get home safely before the snow build up. Governor's State University, our neighbor to the south, closed their campus. The drive home last night that I took to Hyde Park after class took me an hour on slippery snowy roads. I am sure some of the rest of you had similar experiences. I will never allow you to be in that position again. I know some of my colleagues wisely told their students not to come for the evening classes. I will never again trust the university to make that determination

Technically, I am not allowed to cancel classes when the university is open. Since the university has no policy that I can discern that determines when campus will close for bad weather or where it is posted, I suggest that in the future you continue to use your own judgement in determining how safe it is for you to come to campus especially if you drive this winter. If you are in doubt, email or call me by 5 pm. If the campus is not officially closed we will consult together as to whether or not class should be held.

Many apologies for keeping you in class and for your having to drive to and from CSU on such a terrible night.
Dr. Ann Kuzdale

Thursday, February 1, 2018

Paul Vallas's Work for Chicago State

Given Paul Vallas’s recent firing, it seems appropriate to examine the problems he identified and the initiatives he pushed in an attempt to put this university on the right track. In my estimation, he had to be terminated because many of these issues pointed directly at individual failures in the upper administration; failures that have created or exacerbated university dysfunction. He communicated his concerns to the president and to the Board at its December meeting. Of course, this is only my interpretation draw your own conclusions from the following information, which is not exhaustive.

Vallas presented this information as a series of challenges for the University. He then detailed what progress had been made toward overcoming these challenges and offered long-term solutions. Some of the most important include:

Budget Issues and Personnel Decisions.

Challenge: “The State two-year budget impasse combined with CSU budget priorities which essentially gutted the student enrollment and retention office, emptied student financial management services, eliminated the procurement office and decimated University maintenance.”

Current status: University finances have been stabilized and the University should end the year with a healthy cash balance and solid liquidity. . . We reprioritized the FY18 budget to begin restoring investments that were decimated in student recruitment and retention, student financial services, procurement and facilities maintenance.”

Long-term solution: “A long-term budget plan needs to be developed that prioritizes specific investments in specific program areas and initiatives, existing and new, that will increase student enrollment and retention. . . Also, a financial settlement with USDoE must be reached in order to secure their approval to open Satellite Campuses described in many initiatives in this document.”

Off Campus Instructional Sites

Vallas thought the recreation of satellite campuses one of the keys to Chicago State’s potential rebound: “CSU does not currently have US Department of Education (USDoE) authority to establish Satellite Campuses because of past transgressions in improperly opening and operating such entities. Unfortunately, this problem has been largely ignored for a number of years, and if the University is to have satellite locations like most major universities in America, we will need to address this immediately. Working with the USDoE, CSU will need to secure a settlement on an estimated $1.7 million in loans taken out by students enrolled in classes offered at unapproved sites.”

He went on to write: “CSU can increase its enrollment and enhance its prestige by the establishment of Satellite Campuses. We have received invitations to establish centers at no charge at a number of sites and to offer specific programs that would be in great demand.” However, when he was terminated, no substantive action toward resolving the DoE issue had occurred.

Classroom Resources and Infrastructure

He addressed the problem of non-functional or non-existent instructional resources.

Challenge: “There has been little investment technology infrastructure and online systems to enable the University to enhance instruction and to expand University course and program offerings.”

Current status/long-term solution: “The University's plan is to lease its technology infrastructure to quickly transform the University into a technologically modern educational institution. . . . Finalize the contracts and embrace a long-term strategy of maintaining modern technology infrastructure through leasing. Complete the campus modernization plan as it pertains to the deployment of the new [classroom] technology (computers and smart boards) and equipment (printers).”

Student Financial Services

As far as student financial services, Vallas advised the Board that “Student Financial Management Services have been totally dysfunctional due to devastating cuts, the lack of procedures and training and the failure to invest in modern systems. This has resulted in a 47% default rate for Perkins (State university average in Illinois is 6%) and $15 million in in receivables not including Perkins. The large default rate will also result in an audit finding for the past fiscal year.”

Current status: “After much resistance consultants were brought on, all but one pro bono, to assess the CSU system and to develop a comprehensive plan for quickly building a modern Student Financial Management System and implementing a collection strategy to recover unpaid bills. We estimate 20-30% is recoverable.”

Long-term solution: “While delays in approving the selection of a new Director has cost us one top candidate, a new candidate has emerged with exemplary credentials with extensive experience and Banner mastery. Her leadership equipped with the strategic plan that has been developed and the tools secured will ensue the building of a modern Student Financial Management System which will serve our students much better than the disastrous system we currently have.”

Procurement

Many of the University’s financial problems stem from a non-existent procurement operation. Vallas said this: “Previous financial decision(s) eliminated the Procurement Office and decimated Payables. There has been much resistance to adding restoring resources needed to restore a functioning procurement Office and to build a modern accounts payable system.”

Status: “We have been forced to operate with a part time Procurement Director and one contracts specialist. Our recommended candidate for the Procurement Director's job withdrew following a two-month delay in securing final hiring approval and there have been delays in filling other vacancies. A selection of the new director has now been made, three months late, and there is finally approval to add two additional staff including a second contracts person. The selection of a Chief Legal Counsel for the President will also improve and expedite the process.”

Long-term: “The selection of a highly qualified procurement director and the additional staffing as well as taking full advantage of the new higher State contract threshold and taking full advantage of existing emergency contracting powers will help expedite the contracting process.”

Payables

“There is no functioning payables system and basic processes and procedures have been abandoned. Understaffed, with little training and even less accountability, this area is fraught with controversy. There are over 10,000 unreconciled open invoices and vouchers totaling $38 Million dollars recorded on the Banner financial system, of which $27 million dollars show cancel codes indicating the check or invoices were cancel but not closed on the system. In many cases invoices are re-created in duplicate or triplicate and they all are open. This process and the lack of training has created more than $10 million dollars in void and stale dated checks, evidence of duplicative payments and duplicate invoices. These issues constitute a failure to maintain a financial system (Banner) that provides assurance that expenditures are properly recorded and accounted for to prevent inaccurate financial statements.”

Current Status: “There has been resistance to investigating this area with the consultant team selected to help Mary Long improve the system and to thoroughly investigate past practices consistently thwarted. The team has developed a comprehensive strategy to catch up on more recent payables and to have the proper system in place going forward to avoid repeating past practices. The Consultant is researching and reconciling open invoices with large amounts due to Vendors that are clearly duplicate, paid, and incorrect.”

Long-term: “A detailed plan to revamp the Comptroller's Office has been developed and is absolutely essential to creating a modern and effective payables management and accountability system. It must include at the very least the hiring of at least a deputy comptroller with extensive accounting experience. The selection of a new CFO will hopefully provide critical long-term leadership in this area.”

After extensive discussions with institutions and consultation with individual faculty and staff members at CSU, Vallas created a list of 13 “strategic partnerships” that would increase the University’s educational and community presence, and which would potentially increase enrollment and revenue. To the best of my knowledge, none of these partnerships have actually been created, at least 7 have either been blocked or face substantial resistance from various University administrative offices and administrators.

So this is part of Paul Vallas’s body of work over the 9 months he served Chicago State University. This is only an overview, if anyone wants a copy of the document, e-mail me.