With the pension report and its dissent now posted, the California Professor concludes, at the end of a helpful analysis, that "these proposals are an effort to replace the furloughs with permanent cuts in total compensation." The Daily Cal summarizes the decline narrative, and includes the kind of odd sound bites that often emerge from our UC Oakland non-campus.  A Senate friend who helped draft the Dissenting Statement wrote in to explain why some of the presidential pension math I criticized is indeed correct. His comment starts below the jump.

UPDATE: The Report of the Post Employment Benefits Task Force has now been posted.
So has the 10-page "Dissenting Statement" (without appendicies).

Mark Yudof has released a statement about the Task Force report on the UC pension system that has itself not yet been make public.   The Yudof  message contains perfectly OK principles regarding pension attractiveness and stability, and also some information about cost issues.  I read through it wondering why President Yudof was jumping the gun.  A paragraph towards the end prompted a theory.

by Michael O'Hare, professor of public policy

Welcome to Berkeley, probably still the best public university in the world. Meet your classmates, the best group of partners you can find anywhere. The percentages for grades on exams, papers, etc. in my courses always add up to 110% because that's what I've learned to expect from you, over twenty years in the best job in the world.

That's the good news. The bad news is that you have been the victims of a terrible swindle, denied an inheritance you deserve by contract and by your merits. And you aren't the only ones; victims of this ripoff include the students who were on your left and on your right in high school but didn't get into Cal, a whole generation stiffed by mine. This letter is an apology, and more usefully, perhaps a signal to start demanding what's been taken from you so you can pass it on with interest.

By Michael Meranze

As some of you may have seen, the Goldwater Institute has issued a new report on administrative bloat in universities.  Not surprisingly, the report points to the incredible growth of administrators (relative to faculty, students, and staff) over the last decade and a half.  But there are several things that should give us pause--especially since their way of framing the subject is gaining traction in public debates.  For one thing, as the chief author Jay Greene has admitted, the report has an extraordinarily elastic definition of administration--to include among other categories: librarians, student counselors, music directors, etc.  More importantly, the report assumes that the reason why there has been administrative growth is because of increased public funding (or "subsidies" as they prefer to call it).  No evidence is provided for such a correlation (and indeed the privates have grown administratively more quickly than the publics) and indeed it seems to have escaped the author's attention that public subsidies per student have been declining in real dollars during the last 15 years.

By Michael Meranze

Compared to last year, when the University was mobilized around the issues of furloughs and the President’s emergency powers, this summer has seemed quiet. But this appearance is misleading. If nothing quite as contentious as furloughs has been bandied about, the impulse that underlay the expansion of UCOP’s authority has not diminished. We would do well to focus on this impulse because it will shape the struggle over the future of the University both this year and for the long term.

Two large projects have emerged this summer out of the UCOF process: first the drive towards managerial consolidation and uniformity; second the rush to approve online education. Chris has discussed the issue of consolidation, while Catherine Cole, Toby Higbie, and I have examined the details of Edley’s online initiative. But I want to focus on a separate issue here—the centralization of decision-making, the marginalization of shared governance, and the absence of transparency in the decision making of both UCOP and the Regents. Strikingly, what the Regents and UCOP made clear this summer was that their creature—UCOF—did not deliver what they wanted and therefore needed to be cast off.

Dear Dean Edley:

I've been following with interest what you're saying in the press about UC online education.

I teach Statistics N21, the first online course at Berkeley to be approved by COCI.  It was approved in 2007.  I've been teaching it for four years, this year to 400 students. The current syllabus is here.

Statistics N21 a gateway course: probably one of the first 10 you would want in your pilot. It satisfies major requirements for several departments, and is a "hurdle" course for intended Business majors.

The online course comprises an interactive textbook (SticiGui) that has Java applets to illustrate key concepts, examples and exercises that change when the page is reloaded so that students can get unlimited practice with the material, machine-graded assignments scored using a mastery model, videorecorded online lectures, online and in-person office hours, a discussion board, etc. Every student gets a different version of the online assignments.  The final is administered in person.  Most students take the final on campus, but about 85 will take off-campus proctored finals this summer, in several countries.

SticiGui has been used at other colleges and universities to teach statistics classes and to teach methodology classes in economics (at CUNY) and political science (at Bard).
But it also has interactive chapters and machine-graded assignments suitable for general education classes: Reasoning and Fallacies, Categorical Logic, Propositional Logic, and Set Theory. It has been used to teach linguistics and logic classes at UCSC and SJSU.

The infrastructure, applets, and so on that I have built could be adapted most easily to teach introductory courses in mathematics, economics, demography, sociology, and similar fields.  But I think it would take a considerable amount of work--years of careful attention from devoted faculty--to develop pedagogically sound, interactive content worthy of UC.  Even to build a more advanced statistics class using the same plumbing would take a solid year of full-time work.

It has taken about 8,000 hours of my time over 13 years to develop (what I consider to be) pedagogically effective interactive content and assignments. The materials wouldn't have worked well as an online-only course for at least the first 5 years of development.  I used it to teach hybrid classes while I was developing it, starting in 1997.  Work continues: I'm building a searchable database of lecture "clips" on individual topics, edited from my webcast lectures.  The clips will also be linked to the text where the topics are introduced, and to the glossary.

Tailoring material and pedagogy to online media and creating and honing effective, interactive, online content  is quite challenging.  It requires subject-matter knowledge, teaching experience,  careful writing, programming skills (I've had to learn Java, JavaScript, XML, CSS, and Perl-cgi), seemingly endless debugging on different operating systems, and lots of user testing with students--many cycles of iterative improvement.   Accessibility, especially for blind students, is an issue that must inform design and the choice of technologies and standards.  Technical maintenance is demanding as web standards and browsers evolve.  Developing and supporting a first-rate online course is not easily subcontracted or delegated to GSIs or technical staff: It requires a great deal of faculty attention.  And it is not fast.

In a large-enrollment course like Statistics N21, ensuring that students have up-to-date browsers before the class starts and providing technical support during the first week or two of class are virtually a full-time job. (Those are jobs that GSIs and technical staff can help with.)

The "bandwidth" of online instruction is lower than face-to-face instruction: it takes longer to convey the same information, both from instructor to student and from student to instructor.  One side effect is that online office hours are less efficient than in-person office hours, so more office hours need to be offered.  Online courses therefore need correspondingly more staff, even before factoring in technical support.  To hold online office hours at times that are convenient for students in, say, Taiwan, requires working odd hours.  For reference, here is the office hour schedule for N21 this summer:

I'd be happy to talk to you about what was involved in developing Statistics N21, the resources required to teach it, and what would be needed to do something similar in other disciplines.

Sincerely,
Philip B. Stark
Professor of Statistics
University of California at Berkeley

The Chronicle covers the Senate investigation into the illegal and unethical recruiting practices at for profit colleges and universities. Regulation of the industry was loosened in 2002. As reported by the Berkeley Planet and the LA Times Blum’s firm, Blum Capital Partners, has been the dominant shareholder in two of the nation’s largest for-profit universities, Career Education Corporation and ITT Educational Services, Inc. This blog has discussed the conflict question question with regard to Blum's investments and involvement in upper UC administration. The more we know about the for profit higher ed industry, the worse it looks. And yet, Blum and Edley insist that UC should adopt many of the models for education "delivery" pioneered by the for profits. Just at at time when upper administrators are trying to burnish the UC brand by hiring expensive marketing firms, they are willing to tarnish it by associating it with high level con-games pioneered during the Bush years.

By Michael Meranze

The unfolding summer has made it clearer than ever that the Regents have many plans but no sustainable vision for the future of UC. The plans are direct enough: administrative centralization, staff cuts, increasing tuition for students, a faith-based commitment to a second-tier of online UC education and a lowering of staff and faculty benefits.

It is equally clear that those in charge at Oakland and on the Board have set themselves apart and against those who teach undergraduate and graduate students—let alone the staff who keeps the University working from day to day. Indeed, they are remarkably uninterested in the experience of faculty, staff, and students. They are happy to stay in their own echo chamber, blissfully removed from the everyday life of the University and secure in their knowledge of what the future will bring.

One year ago this week, the UC Regents approved furloughs for state-supported UC employees, emergency powers for President Yudof, and looked ahead to the fee hikes that would be coming at the November meeting.  The Chancellor's dramatic testimony of cuts to campus operations at the July meeting shocked the Regents and caused Regent Chair Russell Gould to form the Commission on the Future, whose working groups were just recently dissolved.  In parallel with UCOF, the President's Post-Employment Benefits Task Force, formed in June 2009, has spent the past year considering major reductions in employment benefits. One year later, UC has poorer employees, poorer faculty, and poorer students.

A bad year would be made bearable if we could see planning with a reasonable chance of leading to recovery.  But where is this planning?

The Delta Project's new report, "Trends in Higher Education Spending, 1998-2008," has data to fuel a dozen major debates about higher education policy. One finding is particularly relevant to the much-discussed proposal to get UC into the on-line education business.

The interest among senior managers in on-line education was wedded in public comments to the belief that UC was weighed down by the costs of academic personnel, which was used to explain the need for pay cuts. On-line ed was thought capable of reducing these.  The Delta report shows that all types of institutions already spent less on instruction in 2008 than they had 10 years before. For public research univresities, this meant a small drop from 62.8% to 61.7% of the total (Figure 9).  Efficiencies are always possible, but instruction isn't the place where costs have grown.

No less interesting is how overly-administrative UC is when compared to its peers.

The Finance Committee of the Regents will consider an item at their July 14th meeting called "Adoption of Resolution Regarding Administrative Efficiencies" (F2).  At first glance, it is guaranteed to increase the president's executive authority, but is unlikely to increase UC efficiency.

The resolution has the following features:

• It is the first item associated with the UC Commission on the Future (UCOF)  to be considered by the Regents.
• It was not a UCOF working group recommendation, but comes from one of the Expanded Recommendations inserted by UCOP into the documents for UCOF's fifth meeting in June (page 68, Recommendation 9).
• It starts with harmless "whereas" clauses about the value of administrative efficiency. Then, in Whereas 5, asserts that "the Regents consider administrative commonality and consolidation a requirement for reaching the efficiency objective."
  

by Sharon Farmer
History, UC Santa Barbara

At its April, 2010 meeting, the Systemwide Academic Council of the UC Faculty Senate endorsed a revised version of a pilot project on online learning that had been brought forward by the UC Office of the President and endorsed by the Faculty Senate’s University Committee on Educational Policy.  In its April endorsement, the Academic Council emphasized that it would not support the use of existing university funds to develop the pilot, and that the purpose of the pilot program was to endeavor to find out how, under what circumstances, and if, quality online learning could fit the education goals and mission of the University of California. 

In the latest round of recommendations from the UC Commission on the Future, a set of “Expanded Recommendations,” which appears to have been written not by the working groups of the commission, but by the Office of the President itself, includes two recommendations (recommendations 6 and 7) concerning online learning.  The authors of these two proposals attempt to draw legitimacy for their recommendations from the Academic Council’s April endorsement for the pilot project, but the language of these 2 recommendations betrays a set of goals that are fundamentally at odds with the spirit of the Academic Council’s endorsement and with the educational mission of the University of California.    

By Michael Meranze

July has come again and we are without a state budget. While this fact is no great surprise, the summer of 2010 will not be simply business as usual for UC, California, or the United States. Indeed, one doesn’t have to be a Cassandra to recognize that decisions made this summer will haunt us for a long time. At the state and federal levels Democrats in disarray have demonstrated little ability to construct a political platform that could mobilize popular support while energized and organized Republicans have made it clear that they are willing to sacrifice the interests of the population in pursuit of ideology and corporate profits. On the international level mass hysteria about short-term deficits promise to drag the world economy back into another recession if not worse. And on the local level the University’s leadership (both in Oakland and on the Board of Regents) is primed to accelerate UC’s transformation into an increasingly feeble copy of an already crisis-ridden economic order of increased hierarchy, indebtedness, labor intensification, and the destruction of any sense of common purposes or commitments.

I love steadily declining educational resources as much as the next person, and very much enjoyed this report just out today, which shows that California after years of striving now has successfully achieved the worst schools in the nation, 44th in this, 46, in that, 50 in librarians pet student - all numbers that make us special.  We are also 50th in class size, having the most students per teacher in the United States.  In 2009-10, California classes were 50% larger than the national average.

California higher ed is now following the Way of its K-12.  The most reliable path to a bad education is a sudden, massive increase in the number of students per instructor.  UC is stepping up here. Unpublished data from several campuses showed increases in the number of large lectures in the previous downturn.  The numbers aren't in for 2009-10, but tales of class size increases are legion.  One department in my division at UCSB tried all of the following experiments this year:

* The new departmental 10 lecture course
* The departmental 15 lecture course without sections
* New large lecture courses with half the normal ratio of TA's
* 38-student courses expanded to 70-90 students with a reader
* "Hybrid" graduate/undergraduate seminars
10 used to be small groups for 1st year students, to give them the kind of detailed feedback that would set them up well as college writers.  15 used to have sections and now it doesn't. Other courses have half the sections while still others double or triple in size. Let CA high schools be our destiny.

When I was a graduate instructor at Cornell University, I had one section of 17 engineering students each semester.  The semester writing requirement was 30 pages over about 12 weeks.   Each student wrote an essay each week, and the total number of pages was for most students closer to 60 by the time the term was done. Each student received a marked-up essay back from me after the weekend, getting 200-300 comments over the course of the term.  I still get email from Cornell engineers from that period  thanking me because they have remained among the best writers and communicators in any workplace they've been in since.  This was not because I was such a brilliant writing teacher -- I was learning on the job -- but because elite schools provide the conditions to instill elite-level skills.

The UC Idea was mass access to this elite quality.  That is what is being taken away.  A typical UC teaching assistant already has 50 students a quarter in the humanities, and 75 in the social sciences. If a lecture is taught with half its TA load, each TA will have 100 students.  A reader is not paid even to show up to lectures, and will have in the above case 50-70 papers to grade.  The loss for educational attainment should be obvious to all.  Though everyone is trying to mitigate such loss, the decline in outcomes are not being estimated with any precision.

In keeping with reductions in instructional services, departmental offices have got to go - at least for the humanities.  Why should individual departments have offices for staff working for that department, its faculty and its students?  Why not create large staff pools organized by building and given names like "Humanities South Administrative Support Center"?  Faculty will grumble for a while, and write emails about why the printer has be one floor below in the Phelps Humanities Administrative Support Center.  But they will get used to it and go back to their work.  There was a temporarily outbreak of email around the question of whether faculty should post on their office doors a sign that said something like "private office" in order to ward off the large numbers of wandering undergraduates who, unable to get into classes, may stalk the halls trying to find a professor to talk to, or, failing that, rest in an Administrative Support Center.  "Private" signs were finally discouraged.

These stories prompted an email to me from someone who has been through this before:

Wow, this reminds me of the good old days of the Dwinelle cluster.  The Dean's office waited until a manager said that she was going to be moving away, then, knowing there would be a vacancy, sprung it on us.  It was also very top down.  They talked it up and implied that as we staff would be taking on more duties our pay would be adjusted accordingly.  Then they left us to do the very difficult work of creating systems that worked for multiple departments without destroying departmental traditions, physically moving our offices (twice) and establishing relationships with a new set of faculty who had no input into our hiring.  All that for not a penny more and they resisted reclassifying us for an additional 6 months.  They put a vastly unqualified personal favorite of the dean in charge of our clustered unit.  The faculty and staff fought this tooth and nail, except for those who became convinced that their personal star was hitched to this clustering.  It made for an ugly, stressful scene for several years.

Here is something people should watch for: people who analyze staff positions from up on high tend to want to simplify what staff actually do in order to make the reorganization easier to theorize about.  So, while in my old job I had been 75% Student Affairs, 25% department library supervisor, in the new regime I was "only" 100% Student Affairs for 3 departments.  Ultimately I became library supervisor for the 3 small department libraries.  I did web design for all departments, set up database tracking systems for all departments.  All things requiring knowledge and effort and all things that didn't fit into their calculations.  The Dwinelle clustering was built on the theory that fewer people could accomplish more if they spent more time on similar processes.  I have asked people in the Dean's office how that eventually turned out and they said, as each department came to them and told them that it was impossible to accomplish what was required of them without more staff, that the staffing of all the clustered departments eventually came back up to the original levels.  You can't make work disappear to any significant amount just by shifting around people.  Plus there is a steady stream of new work being handed down to the academic departments by the central departments.  Once you get done paring staff down the the bare minimum, there is nobody left with any time for the new work.

Staff have been outraged by the recent Bain report because it looked only at payroll titles and declared that there were a bunch of "supervisors" on campus who were only supervising 2 or 3 people.  The report made it look like these people did nothing else but sit in their offices and make daily rounds to make sure their 3 employees were doing all the work.  Again they have simplified what people do and left out the complexities of each job and the fact that "supervisors" spend the vast majority of their time processing things alongside their fellow staff.

I've been concerned that Berkeley faculty have not spoken out publicly about this misconception.  I'm concerned on the Berkeley front that faculty will be effectively separated from staff by being told that their future salaries will suffer if they keep their staff.  I guess, at this point, if I were asked to accept a future cluster rather than be laid off in these miserable times, I would say "bring on the clustering and I'll do my best to make it work."  But it's guaranteed to cause a huge amount of disruption in the near future and may not achieve any where near the savings that the higher ups expect.

Just a few more years and I can retire to write another "Moo", western version and maybe get rich.  Meanwhile, good luck with your clustering.  If anyone wants advice on how to cope, there are people at Berkeley who could offer some.

The California state legislature is set to adjourn without a budget. UC officials remain guardedly optimistic that last year's "one-time" cut of $305 million will be restored.  Regent Chair Russell Gould informed the Commission on the Future two weeks ago that "the state is listening."  The Conference Committee documents on the state's education sectors still show a split between the Assembly and the Senate on sources and conditions of this backfill,  on a partial buy-out of the Governor's 15% fee hike, and on striking legislative language blocking state funding of employer contributions to the pension (pp 31-37). And these items have not yet gotten close to a full vote.

Judging from our mail,  faculty and staff are less optimistic than are Regent Gould and other senior managers.  The following is a particularly vivid reminder of the gap between the experience of Regents' meetings and the experiences occurring on the campuses.

Hi Chris,

The (fairly obvious) scenario I fear is the following:

1) Schwarzenegger's $300 M for UC in his revised budget will disappear in Sacramento negotiations, presented as it was as directly at the expense of California's poor and dependent populations

2) Moreover, as you have suggested, the legislators will take UC CFO Peter Taylor's proposal seriously concerning UC's ability to save $500 M through efficiency measures and will therefore see even less of a need to restore the 20% cut to the 2009-10 budget.

3) the Gould Commission proposals, replaced in large part by UCOP's supplemental proposals, will go to the Regents in July.  Under the influence of ongoing budgetary confusion, the Regents will proceed to ignore the better proposals and to decide very brutal cuts across the board with no reconsideration of implementing a revised furlough program to soften the cuts.

4) By late summer, each campus will face 15% cuts (or higher) to academic core operating budgets and within each campus, many depts. will face the prospect of a drop in quality in grad and undergrad programs from which it will take many years to recover. One possible outcome: these dire circumstances will force campuses to raid "rainy day funds" and "profit centers" to make in through the year 2010-11, resulting in smaller (5%? 7.5%?) cuts.

5) Meanwhile, civil war will break out between campuses over ICR, UCOP "taxes," etc. radicalizing the push by UCB, UCLA, and UCSD to go it alone and to try to adopt the flawed Michigan model.