090917 Voice Hartford Final

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090917 Voice Hartford Final

  1. 1. Skidmore Town Hall Meeting H A R T F O R D
  2. 2. The Key Question: How do we Balance Cost, Value, and Access
  3. 3. Stronger Admissions Profile Increasing Applications
  4. 4. Stronger Admissions Profile Significant Increase in Academic Achievement – AQR 10,9,8
  5. 5. Stronger Admissions Profile An Increasingly Diverse Student Body
  6. 6. Financial Aid – 10-Year Trend Consistent and Dramatic Growth Budgeted Projected
  7. 7. Growth of Comprehensive Fee – 10-Year Trend Steady Growth Budgeted Projected
  8. 8. Endowment Value – 10-Year Trend Dramatic Growth Followed by Recent Decline Revised Budget Projected
  9. 9. Is a High-Priced College Education Affordable? Is It Worth It? Is Skidmore Worth It? Beth Post-Lundquist Skidmore College Director of Financial Aid
  10. 10. Is It Affordable? <ul><li>Perceptual: No money available to help; not worth the investment so unwilling to pay </li></ul><ul><li>Reality: There is money available and it is worth the investment but it is a constant balancing act between holding costs down, offering a rich educational program, and staying accessible to the largest number of families </li></ul>There are both real and perceptual challenges to overcome
  11. 11. Affordability – There is Money Out There: Percentage of Aid Recipients, Private Colleges Student Characteristics Total Aid Total Grants Student Loans Percent Ave. Amt Percent Ave. Amt Percent Ave. Amt Dependent Student Family Income Less than $36,000 97.4 23,500 94.8 15,600 73.4 8,400 $36,000 – 104,999 92.8 23,200 85.9 13,200 70.7 10,000 $105,000 or more 78.8 19,100 68.5 10,800 49.0 9,900 SOURCE: U.S. Department of Education, (NPSAS:08)
  12. 12. Affordability - The Situation at Skidmore: <ul><li>43% of students qualify for Skidmore grants </li></ul><ul><li>$34,000 average financial aid awards (grants, student loans, work-study jobs) </li></ul><ul><li>$16,000 average student indebtedness upon graduation </li></ul><ul><li>$30,200,000 Skidmore grant/scholarship budget </li></ul>
  13. 13. Source: U.S. Census Bureau Historical Income Tables 2008 Median Earnings of Full-Time Workers, 2008 Dollars Male Female Is it worth it? An Economic ROI
  14. 14. As unemployment rates rise, the most educated still retain their relative advantage Source: Bureau of Labor Statistics, Employment Situation, various years
  15. 15. The Salary Premium for Liberal Education Outcomes <ul><li>From a federal database analyzing qualifications for 1,100 different jobs, there is consistent evidence that the highest salaries apply to positions that call for intensive use of liberal education capabilities, including (random order): </li></ul><ul><ul><ul><ul><li>Writing </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Inductive and Deductive Reasoning </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Judgment and Decision Making </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Problem Solving </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Social/Interpersonal Skills </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Mathematics </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Originality </li></ul></ul></ul></ul>Source: Georgetown University Center on Education and the Workforce
  16. 16. Access – Pool of Potential Students Males and Females 18 Years of Age Complete High School Bound for Four-Year College or University Scored 1300 or Above on SAT From Family with Income Above $125,000 Planning to Attend a Private Institution Entering Freshmen Class of 600 or Fewer Institution Located in Northeast or Mid-Atlantic Region
  17. 17. <ul><li>To Society: </li></ul><ul><li>Economists predict that by 2025, America will be 16 million college-educated workers short to meet demand, but college graduation rates are flat Source: Lumina Foundation for Education </li></ul><ul><li>To Skidmore: a talented and diverse student body </li></ul><ul><li>As a “residential learning community,” Skidmore places a premium on creating a Community where students learn form each other as well as from faculty </li></ul><ul><li>To an Individual Student: a peer group that “self educates” is good </li></ul><ul><li>A recent study suggests that students benefit when there are enough people from different backgrounds at a college that people can end up rooming with people from different groups. </li></ul>Access – Its Value
  18. 18. The Real Challenge to Access: Balancing Priorities <ul><li>As a tuition dependent, high-overhead institution we cannot be all things to all people: </li></ul><ul><li>Low student/faculty ratios equals high value but also high cost </li></ul><ul><li>High cost limits the number of students who can enroll </li></ul><ul><li>Significantly lowering costs increases access but lowers real and perceived value </li></ul>
  19. 19. How Does Skidmore Measure Success? Prof. Sarah Goodwin
  20. 20. Outline Of Assessment Efforts What Skidmore Already Does <ul><ul><li>Departmental assessments of learning in the majors </li></ul></ul><ul><ul><li>College-wide assessments of general education </li></ul></ul><ul><ul><li>Senior survey and exit interviews </li></ul></ul><ul><ul><li>National Study of Student Engagement (NSSE) </li></ul></ul><ul><ul><li>Health and wellness studies </li></ul></ul><ul><ul><li>Departmental and program reviews </li></ul></ul><ul><ul><li>Post-graduate career survey </li></ul></ul>
  21. 21. What We Assess <ul><li>Student learning </li></ul><ul><li>General student attitudes and behaviors </li></ul><ul><li>Student retention rates and other key indicators </li></ul><ul><li>Programs, departments, operations </li></ul><ul><li>Progress towards key institutional goals in every area </li></ul>
  22. 22. Proposed Learning Goals <ul><li>Knowledge </li></ul><ul><li>Intellectual skills </li></ul><ul><li>Personal and social values </li></ul><ul><li>Transformation </li></ul>
  23. 23. The Power of Assessment: A Case Study <ul><li>Key: answers to real questions, leading to improvement </li></ul><ul><li>Retention data revealed problems in persistence between first and second year </li></ul><ul><li>NSSE data indicated that student engagement was below average in first year relative to peers </li></ul><ul><li>Liberal Studies transformed into First-Year Experience </li></ul><ul><li>Result: Still early but signs indicate that it is having an effect moving from high 80s to low-mid 90s </li></ul>
  24. 24. Looking Downstream: The Alumni Learning Outcomes Survey <ul><li>Long-term longitudinal survey </li></ul><ul><li>Study impact of academic and other initiatives </li></ul><ul><li>Provide a large body of data to aggregate </li></ul><ul><li>Every individual voice matters </li></ul><ul><li>Projected launch: Fall 2010 beta test, Fall 2011 full launch </li></ul>
  25. 25. Are these the right measures of success? Do they tell us what we need to know?
  26. 26. <ul><li>Does Creative Thought Really Matter? </li></ul>
  27. 27. Transitioning to Life After Skidmore <ul><li>2007 – 98% gainfully placed following graduation (jobs, school, etc.) </li></ul><ul><li>2008 – 97% gainfully placed following graduation (jobs, school, etc.) </li></ul><ul><li>2009 – Still early but projecting low 90% range </li></ul>
  28. 28. Prestige – it’s perception and reality <ul><li>It’s the look in the eyes of your friends when you tell them where you’ve been accepted </li></ul><ul><li>It means you’re well known – “If I haven’t heard of it then it can’t be prestigious.” </li></ul><ul><li>And for something you and they admire—“Creative Thought Matters.” </li></ul><ul><li>It also needs to be believable – The Tang Museum, The Zankel Music Center, faculty who’ve received Pulitzer prizes, Peabody Awards, Fulbrights, and MacArthur “genius” awards </li></ul>
  29. 29. Two questions: Given challenges of constrained resources, what strategic investments should we make to increase the real and perceived value of a Skidmore education? How can we clearly and persuasively make the case for Skidmore’s value to an increasingly skeptical public?
  30. 30. <ul><li>“ The intellectual curiosity that Skidmore encourages creates wide paths of possibility. It means that you think of your path not in terms of what you want to be but what you want to think, create, and experience. For me, it meant that it wasn’t a matter of choosing one of a few careers that had been prefabricated, but rather exploring what it was I wanted to do and learn every day – and creating my own path from there.” </li></ul><ul><li>- Sarah Cipperly ’99 </li></ul>
  31. 31. <ul><li>“ I have not followed a predetermined career path; rather, I’ve used my education to explore a series of different routes encompassing everything from economic policy, to student development, to ethics, to translating complex policy issues and legalese into language that anyone can understand.” </li></ul><ul><li>- Regina Calgano ’03 </li></ul>
  32. 32. <ul><li>“ One of the reasons I am so drawn to biomedical research is that it involves constant reconsideration of how the human body functions. To do this requires not just a willingness to challenge dogma but also an ability to think abstractly – it requires a creative mind.” </li></ul><ul><li>- Jon Brestoff ‘08 </li></ul>

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