Supplement to "Arizona at risk: an urgent call for action": the report of the Governor's Task Force on Higher Education

              J Supplement to
"Arizona at
Risk: An
Urgent Call For
Action"
The Report of The
Governor's
Task Force on
Higher Education
Possible Approaches to
Implementing the Recommendations of
The Governor's Task Force on Higher Education
DECEMBER 2000
Supplement to
"Arizona at
Risk: An
Urgent Call For
Action"
1 The Report of The
Governor's
Task Force on
Higher Education
Possible Approaches to
Implementing the Recommendations of
The Governor's Task Force on Higher Education
DECEMBER 2000
Supplement to
"Arizona at Risk: An Urgent Call for
Action"
The Report of The Governor's
1 Task Force on Higher Education
Possible Approaches to
Implementing the Recommendations of
The Governor's Task Force on Higher Education
Task Force members
Warren Rustand, Task Force Chairman
Managing Partner of Harlingwood Capital
Partners
Nicholas S. Balich, Member, State Board of
Directors for Community Colleges of Arizona
Raul Cardenas (1 0199 - 6/00) Interim
Chancellor, Maricopa Community Colleges
Patrick Carlin, Chairman, State Board of
Directors for Community Colleges of Arizona
Lattie F. Coor, President, Arizona State
University
Fred Gaskin (7100 - 11/00), Chancellor,
Maricopa Community Colleges
Chris A. Herstam, Member, Arizona Board of
Regents
FORWARD: Arizona at Risk 4
THE PLAN FOR HIGHER EDUCATION:
Recommended strategies and lnitiatives
Strategy I: lncrease Participation
Universal Continuing Access to Higher Education 13
An Excellent System of Higher Education 20
Workforce Development Through Learner-Centered
Academic Programs 22
Strategy 11: lncrease Research and Business Development
Preparation for the New Economy 49
University Research and Technology Transfer Initiatives 50
Community College Business Development Initiatives 87
Gherald L. Hoopes. Jr., President, Eastern Strategy Ill: Increase Capacity and Productivity
Arizona College
Enhancement of Human Resources 92
Robert D. Jensen, Chancellor, Pima Community
College Management of Capital Assets 101
Peter W. Likins, President, The University of
Arizona Enhancement and Utilization of Information Technology 105
Frederick D. Lockhart, Executive Director, Need for Investment, Accountability, and Outcomes
Arizona Private School Association
Improved Funding Mechanisms
Clara M. Lovett, President, Northern Arizona
116
University Collaboration Between Educational Sectors 120
Jaime Molera, Executive Assistant to the
Governor, Office of the Governor Accountability and Continued Contribution
to the Productivity of the State 122
Kathryn L. Munro, Chairman/CEO, BridgeWest
John F. Omedahl. Publisher & CEO. The
CONCLUSION: 123
Arizona ~ e ~ u b l' i c APPENDIX:
Richard Silverman, General Manager, Salt River
Project Governor's Charge
Don Ulrich, President, Arizona Board of Regents Summary of Task Force Recommendations B
List of Committees and Participants C
Subcommittee on Funding: Report and Conclusions D
Projected Enrollments in Arizona Higher Education E
education is absolutely vital to achieving a
vibrant social and economic future for the
State of Arizona. I am delighted that policy-makers,
for years to come, will now have a
comprehensive blueprint from which they can
shape Arizona's university and community
-- Governor Jane Dee Hull
This document provides supplemental information to the report of the
Governor's Task Force on Higher Education titled Arizona at Risk: An Urgent
Call for Action. Both this supplement and the report are available at
WWW.GTFHE.STATE.AZ.US or may be obtained by calling (602) 229-251 6.
Forward: Arizona at Risk
The future of Arizona is at risk. While the rapid growth of a new, global,
information-based economy provides tremendous opportunities for all of
Arizona's citizens, the state is at risk of missing out on the potential benefits of
this economic revolution.
The risk factors for Arizona are real, and they are alarming. In the face of these
challenges, and the lost opportunity costs they imply, the Governor's Task Force
on Higher Education recommends an urgent plan of action and requests the
support of citizens and leaders.
The Task Force plan is based on
statements of principle and is
consistent with other recommendations,
including those of the Seventy-Sixth
Arizona Town Hall and the Education
2000 ballot referendum proposed by
Governor Jane Dee Hull, referred by
the Arizona Legislature and approved
by the voters.
Given the speed with which the current
window of opportunity may close, this
request for support, like the calls for
action echoed in other reports, is
offered with a sense of great urgency.
RISK FACTORS FOR ARIZONA
Alarmingly high rates at which
students drop out of the educational
pipeline;
A growing economic gap between
"haves" and "have-nots";
An information-based economy that
is narrowly concentrated in a few
technology sectors;
A dramatic "brain drain" of top
research faculty, scientists, and
technicians; and
Stiff competition from other states
that are investing heavily in higher
education.
THE ACTION PLAN
The action plan developed by the Task Force calls for a significant strengthening
of Arizona's higher education system through three key strategies to achieve
desired outcomes:
INCREASE PARTICIPATION--Raise the level of participation in higher
education;
INCREASE RESEARCH AND BUSINESS DEVELOPMENT--Increase the
amount of targeted research, technology transfer and business
development provided by higher education; and
INCREASE CAPACIN AND PRODUCTIVIN--Enhance the human,
physical, and technological capacity of institutions of higher education.
Commitment and investment are needed at all levels and by all sectors in order
for Arizona to succeed in a competitive new environment. The support needed to
implement this action plan for higher education includes enhancement of capital
formation and revenue sources, along with the improvement of current funding
mechanisms. There is also a need for increased collaboration between
education sectors, continued contribution to the productivity of the state, and
accountability for results.
Advances in the current economy and the transition to the New Economy will
contribute to future economic development. Arizona must act now to make a
statewide commitment to economic development that. . .
0 Relies on knowledge-based businesses and industries that employ workers who
understand technology and know how to process and generate information,
engage creatively in research and design, and provide services to people;
0 Recognizes that people are the most important raw material, and services and
information are the most important products;
Relies on strengths in multiple knowledge-based businesses and industries,
including software and communication services; computer and electronics
industries; healthcare technologies; innovation services; and financial services;
and
Acknowledges global competition recognizing the potential of a worldwide
market, especially the market for services provided by knowledge-based
businesses and industries, and acts to target markets around the globe.
THE URGENT NEED FOR ACTION
There is a revolution at hand in the economy of Arizona, the nation, and the
world-an information revolution. At all levels the economy is becoming more
global, more competitive and more infused with technology. The basis of wealth
in this new economy is information, the new ideas and innovation on which this
economy thrives. People are the raw material for the production of information. It
is their knowledge and ability to access and communicate information that fuels
the economic engine.
Education is a key to participation in this economic revolution, offering the
knowledge that is essential for workers to succeed. It provides the well-trained
and highly skilled labor force that is essential for business and industry to be
competitive. It helps to produce the research and develop the innovations and
techniques that fuel the new, knowledge-based economy.
In the face of this historic economic revolution, Arizona stands at risk-at risk of
marking time, at risk of slipping backward, at risk of losing out. Key educational
benchmarks and trends in the state are negative, and the competition from other
states and countries is formidable. Yet Arizona has a strong foundation on which
to build. Great strides are being made to improve education at the K-12 level
while Arizona's institutions of higher education are already strong. The people of
Arizona are now faced with a compelling choice-whether or not to utilize these
strengths and mount a vigorous effort to compete for economic success.
Arizona must take urgent and bold steps to lead and benefit from a growing
national economy. Procrastination, in the face of increasingly aggressive
competition supported by significant public investment in other states, will surely
cause Arizona to fall further and further behind. Unless these steps are taken
and unless current trends in the state's support of higher education are reversed,
Arizona will remain at risk.
In responding to the challenge of creating a plan for Arizona Higher Education,
the Task Force was mindful of the two distinct trends that will characterize the
future:
An increasing population of learners will desire and need more
postsecondary education; and
A growing economy will require a workforce composed of lifelong learners
who will continually need to update skills and competencies.
RESPONDING TO THE GOVERNOR'S CHARGE
In her 1999 charge to the Task Force on Higher Education, Arizona Governor
Jane Dee Hull noted that a high quality education system is important to the
future of Arizona. She emphasized that Arizona is a growing state and that
continued growth makes it vital to position the higher education system to
improve the quality of life for every citizen.
Her charge posed five pressing questions:
How will we serve the higher education needs of Arizona until 2020?
How will we structure higher education to maximize Arizona's
economic development potential?
What kinds of facilities are needed and where?
How will we better use technology?
How will we fund Arizona's higher education needs (operation and
capital) until 2020?
At its initial meeting in October 1999, the Task Force generated a number of
possible outcomes for higher education in the coming decades. The Task Force
decided to focus on three desired outcomes that held the most promise for
fulfilling the Governor's charge:
Economic Development;
Workforce and Business Development; and
Educational Development.
The Task Force then established a statement of purpose and proceeded to
develop several principles to guide their deliberations in pursuit of these broad
outcomes.
STATEMENT OF PURPOSE
It is the purpose of the Governor's Task Force on Higher Education to fulfill its
charge by developing a plan that will help move Arizona into an economic
position of national and global prominence by reexamining, refining, and
significantly strengthening the evolving role and capacity of the state's higher
education institutions as drivers for development of the new, globally-competitive,
knowledge-based economy.
GUIDING PRINCIPLES
To achieve the desired outcomes for the State of Arizona of workforce
development, economic development, and educational development, the
Governor's Task Force on Higher Education has recommended initiatives and
performance measures for higher education that are guided by the following
principles:
I) URGENCY-It is imperative that the state recognize the crucial role of higher
education as a driver for Arizona's New Economy and increase the financial
support required for higher education to effectively fulfill this role. The result
will be an enhanced contribution by higher education to quality of life and the
economy of the state.
2) ACCESS-Promote universal, continuing access to higher education by
overcoming barriers of time, place, and social or economic circumstance and
expanding the capacities of campuses and delivery systems. This will help to
achieve a better educated citizenry, a better prepared workforce, and a larger,
more diverse economy.
3) HUMAN RESOURCES-Conserve and enhance essential human resources
by increasing faculty and staff salaries to competitive levels in order to hire
and retain top faculty and critical staff, and attract world-class scientists and
technicians.
4) CAPITAL ASSETS-Address chronically deferred maintenance problems by
renewing buildings and infrastructure, retrofitting older facilities for information
technology, and expanding academic and research facilities at existing sites.
This will help to provide optimal use of existing facilities, and integrate
information technology with campus-based instruction.
5) NEW ECONOMY-Transform higher education into a driver for the
knowledge-based, global economy by assessing and addressing the needs of
Arizona's industry clusters, the needs of Arizona's workforce and the learning
outcomes required for the effective engagement of Arizona higher education
graduates in the economy. Targeting resources to university research and
business development, implementing e-education for on-campus and off-campus
programs, utilizing e-commerce for business functions, and
increasing the use of publiclprivate partnerships will stimulate innovation and
the transfer of technology to Arizona business and industry. Higher
education will be student-focused, outcomes-based, technologically
integrated, globally competitive, flexible, agile, and market-driven.
6) EXCELLENCE-Provide quality higher education by matching the
preparation levels and aspirations of learners and the needs of society with
the appropriate missions, roles and scope of Arizona's public and private
postsecondary institutions. This approach will achieve productive academic
programs that are responsive to workforce needs; certificate and degree
recipients prepared for cultural, intellectual and civic life and the workforce;
and world-leading research and technology transfer for Arizona's New
Economy.
7) INFORMATION TECHNOLOGY-Increase the use of new technological
delivery channels for academic degree and certificate programs as well as
noncredit coursework and workshops. The aim is to achieve integration of
electronic education with traditional delivery systems, to enhance
administration and support services, and to prevent unnecessary duplication
of resources through collaboration between and among educational
institutions and sectors.
8) LEARNER-CENTERED PROGRAMS- Focus existing and new academic
programs on the learning needs of students and the knowledge, abilities and
skills they require for success in the New Economy and in their family and
civic lives. As a result of this effort, learning will be more outcomes-based,
self-paced, team-centered, active, and experiential.
9) CAPITAL FORMATION-Enhance the formation of investment through new
funding approaches, including publiclprivate partnerships, private
contributions, mutual leveraging of funds from multiple sources and levels,
and new approaches to public funding.
0) FUNDING MECHANISMS-Transform the incentives inherent in funding to
include quality, productivity, efficiency, and collaboration. Do so by such
means as improving or replacing the current funding formulas, reviewing
university and community college capital allocation practices, keeping the net
price of instruction for Arizona students as low as possible, and pricing to
market for non-resident students.
11) PRODUCTIVIN-Improve the contribution of higher education to the
productivity of the state by ensuring the effectiveness and efficiency of
academic programs and the coordination of delivery systems between and
among individual institutions and sectors.
12) ACCOUNTABILITY-Strengthen the accountability of higher education by
defining and implementing performance measures for recommended
initiatives. Accountability measures should be incorporated into the plan and
systematically pursued for each new initiative advanced in higher education.
13) COLLABORATION-Further strengthen the coordination among state
education boards, and the communication between state and local district
boards, in order to enhance policy coordination on educational issues,
develop and implement an articulated master plan for higher education, and
present unified proposals for support to the legislature and the public.
THE NEW ECONOMY
It is no coincidence that the Task Force's desired outcomes, statement of
purpose, and guiding principles all reflect the role of Arizona's higher education
system in positioning the state and its citizens for economic success. The Task
Force recognizes that the State of Arizona faces a crucial decision regarding the
role it is to play in what observers have labeled "The New Economy."
What is this "New Economy?" As a result of the tremendous worldwide influence
of telecommunications and computers, a new global economy has emerged; one
based more on information and knowledge than on product and location. The old
Industrial Age is giving way to a new digital age, and at the dawn of this new age
a window of opportunity has opened for a few states to emerge as world leaders.
To become such a leader, Arizona must act with great urgency to:
Develop a kindergarten-graduate school education system that will create,
attract, and retain diverse clusters of knowledge-based and information-based
business and industry;
Provide access for all citizens to education that produces a highly
educated and well trained workforce consisting of lifelong learners who
possess the skills and general educational competencies necessary to be
competitive in the New Economy; and
Provide incentives to attract and retain scientific and technical talent.
The extent to which Arizona thrives in the New Economy will rely heavily on
whether the state is able to provide a productive workforce; one adequately
trained for immediate success, but also sufficiently motivated to participate in
lifelong learning activities to stay current and competitive. Arizona must act now
to make a statewide commitment to workforce development that. . .
Will generate a diverse workforce where all genders, races, and ages are equitably
represented at any level of the workforce to which they aspire.
Will educate citizens to their highest potential for participation in the New Economy
at all levels of the workforce including trades workers, entrepreneurs, managers,
scientists, technicians, and researchers.
Education beyond high school is the key to a trained workforce. It ensures that
all citizens are prepared to participate in and benefit from the New Economy.
Arizona must act now to make a statewide commitment to educational
development that. . .
Relies on enhanced capacity to serve the projected growth of students through both
traditional campus classrooms and technology; and
Provides student access, not only for traditional-age students, but also for lifelong,
returning, and all other learners, in particular those who are place-bound in rural
areas and those are time-constrained by family and work responsibilities.
A STRONG FOUNDATION
Fortunately, Arizona has a strong foundation on which to build a successful effort
to compete in the New Economy. The state's postsecondary education system is
blessed with nationally ranked university research and instructional programs
and nationally recognized community college districts, campuses, and skills
centers. These institutions, together with their faculty and students, are a
tremendous resource to help raise Arizona to the next level of economic
achievement.
The Governor's Task Force on Higher Education hopes that its report and
recommendations will inspire citizens and leaders to make the best use of the
state's higher education resources in helping Arizona emerge as a world leader
in the New Economy.
The supplement that follows is a companion document to the report of the
Governor's Task Force on Higher Education: Arizona at Risk: An Urgent Call for
Action. This supplement describes the choices facing Arizona and provides rich
detail regarding possible approaches that could be followed to implement the
Task Force's recommendations. The supplement outlines specific initiatives and
approaches to implementation and closes with a declaration of the need for
investment, accountability, and outcomes to accomplish initiatives. Important
background documents are included in an appendix including a summary of Task
Force recommendations, the Governor's charge, a list of committees and
participants, and two additional reports on funding and projected enrollments in
higher education.
The Task Force recommends that the State of Arizona choose to compete
in the new, knowledge-based economy by adopting a plan of action that
recognizes the central role of higher education in the preparation of the
workforce and the development of innovation. This plan should outline ways
in which Arizona's institutions of higher education can be utilized to lift the state
to a new, competitive level. It should describe both the benefits of such an effort
and the support that is urgently needed for the effort to succeed.
15 States Where the Poor Crew Poorer
and the Rich Crew Richer
Dollar and Percent Change in Average Income of
Bottom and Top Fifth of Families, 1988-90 to 1996-98
Source: Economic Policy Institute/Center on Budget
and Policy Priorities, January 2000.
THE PLAN FOR HIGHER EDUCATION:
Recommended Strategies and Initiatives
STRATEGY I
INCREASE PARTICIPATION
Universal Continuing Access
An Excellent System of Higher Education
Workforce Development Through Learner-Centered Academic Programs
Universal Continuing Access
The community colleges and universities should strive to increase the rate at
which Arizona high school graduates, especially from underrepresented groups,
participate in higher education. The goal should be a rate of participation above
the national average.
The State Board of Directors for Community Colleges and the Board of Regents
should work with the State Board of Education and with local school and
community college district governing boards to ensure that all high school
students have access to the courses, teachers, and curriculum necessary to
achieve the highest possible levels of academic preparation for higher education
and the workforce.
The Task Force endorses the plan of providing universal access to education for
all graduates of Arizona high schools and all incumbent workers in need of
further education or training. Universal access will require the State of Arizona to
make the following commitments:
Improve the college-going rate of Arizona high school graduates
through increased programs of early intervention and outreach to
children of all grades.
Remove financial barriers currently limiting universal access
through the adoption of Arizona College Education (ACE) grants of
$1,000 to supplement federal Pell Grants, with the Basic Level
awarded to full-time community college students for each of two years
immediately following graduation from Arizona high schools.
Sustain and increase universal applicability of transfer course
credit between public institutions in Arizona through existing
transfer articulation agreements and support systems, and by inter-college
and inter-university transfer programs.
Extend access to ACE grants for Arizona high school graduates
eligible for direct and unconditional admission to Arizona's public
or private universities through Continuation Level awards of $1,000
to supplement federal Pell Grants as well as university and state grant
programs where applicable, for each of two years after students
complete a transfer program at a community college, or Achievement
Level awards in the same amount for four years immediately following
graduation from high school.
In order to meet these commitments, the Task Force proposes several specific
initiatives to allow Arizona high school graduates or Arizona home school
completers and Arizona community college graduates to achieve universal
access to Arizona public university baccalaureate programs.
High School Completion Rate by State 1997-1999 College Continuation Rate by State, 1998
Vermont 1
Nonh Dakota 2
Maine 3
Kanws 4
Missouri 5
Nebraska L
South Dakota i
Montana 8
Alaska 9
Hansaii 10
Wisconsin 11
Minnesola 12
New jersey 13
Connecticut 14
Malyland 15
Massachusetts 16
Michigan 17
Utah 18
hnnnsee 19
Ohio 20
WestVirginia 21
Delaware 22
Indiana 23
iosva 24
Wyoming 25
Pennsylvania 26
Nnv Hampshire 27
Virginla 28
M'ashington 29
South Caroli~ia3 0
Rhode island 31
Kentucky 32
illlnois 33
North Carolina 34
ldaho 35
Oklahoma 36
NewYok 37
Florida 38
Georgia 39
Colorado 40
Alabama 41
Arkansas 42
New Mex~co 43
Louisiana 44
Mississippi 45
Oliiornia 46
Texas 47
Oregon 48
Arizona 49
Nevada 50
Massachusetts 1
Nerr York 2
North Dakota 3
New Jersey 4
Rhode Island 5
Connecticut 6
North Carolina 7
New Mexico 8
South Dakota 9
Louisiana 10
Illinois 11
Pennsylvania 12
Delan,are 13
South Carolina 14
Nebraska 15
Kansas 16
Indiana 17
Georgia 18
lorva 19
Mississippi 20
Hawaii 21
New Hanipshire 22
Alabam 23
Michigan 24
Montana 25
Maryland 26
Virginia 27
Tennessee 28
CZ'isconsin 29
Maine 30
Ohio 31
Kentucky 32
Missouri 33
Colorado 34
Wyoming 35
Arkansas 36
WestVirginia 37
Washington 38
California 39
Texas 40
Oklahoma 41
Vermont 42
Florida 43
lvlinnesota 44
ldaho 45
Oregon 46
Arizona 47
Utah 48
Alaska 49
Nevada 50
% of 18-24 Year-Olds Who
Complete High School
% of High School Graduates
enrolled in College
Source: High School Completion Rate by State 1997-1999. Dropout Rates in the United States: 1999,
U.S. Department of Education, National Center for Education Statistics, November 2000.
College Continuation Rate by State, 1998. Postsecondary Education Opportunity, July 2000.
Note: The horizontal scale for these charts begins at 20% and not at 0%.
The State of Arizona is ranked 4gth in the nation for high school completion and
47'h in the college-going rate of high school graduates. The Task Force
recognizes that increasing the number of students who complete a high school
education and are prepared to go on to postsecondary education is critical to the
development of a highly trained work force for the New Economy. To achieve
this goal of increasing high school graduation rates and enrollment in
postsecondary education, a two-pronged approach is required. First, there must
be a strategy to maximize academic efforts through outreach and early
intervention programs, high school enrichment programs, and transfer education
at the postsecondary level. This strategy will increase the number of students
who pursue an education and prepare those students to achieve their
educational and career goals. Second, there is a need for additional financial
support for successful high school graduates who demonstrate financial need to
enable them to attend an institution.
Academic Strategies
Early InterventionlOutreach to Improve Academic Success. There are
numerous programs that provide early intervention and outreach for children in
K-12 to increase academic success and opportunities for education beyond high
school. Successful existing programs could be considered for expansion based
on demonstrated outcomes. These programs would have the essential
components of early intervention programs including mentoring, counseling and
advising, information about higher education opportunities and financial aid,
developmental education and preparation, visits to campuses, programs to
increase parental support, career exploration, role modeling and avoidance of
negative behaviors. It is proposed that the state would become a partner in
programs such as these by providing matching funds.
Arizona has provided students with academic enrichment opportunities through
concurrent enrollment of high school students in high school and community
college courses. Students are able to obtain credit toward high school diplomas
and college degrees at the same time. The courses are offered by the
community college districts and are articulated for transfer credit to the public
universities and community colleges. Dual enrollment programs also motivate
students to pursue a postsecondary education immediately.
Transfer Articulation. As an alternative to starting at the universities, Arizona
students have the opportunity to begin their baccalaureate degree programs at
the public community colleges. Students are ensured access to education
through the open admission policies of the public community colleges. They are
able to improve their skills through developmental coursework, prepare for
occupations through the vocational and technical programs, and complete the
General Education and lower-division requirements for a baccalaureate degree.
Through the collaborative efforts of the community college and public university
faculty and administration, Arizona has developed and implemented a model
transfer articulation program for students who pursue the prescribed pathways, a
seamless transfer of community college coursework toward the completion of a
baccalaureate degree at the public universities. The transfer model together with
the Arizona Transfer Articulation Support Systems (ATASS) provides the
essential components for the continued access of all of Arizona's students to
baccalaureate degrees. Continued state support for ATASS is necessary to
sustain statewide access for the completion of a baccalaureate degree.
Student Financial Support Strategies
A grant program is proposed which is intended to 1) increase high school
retention and graduation rates, 2) improve the level of preparation of high school
graduates, 3) decrease the economic barriers to college attendance, and 4)
increase community college-to-university transfer rates.
For all levels of the grant program, additional funds from federal Pell Grants will
be used to leverage state dollars to support students. Students who attend any
postsecondary institution and who are not eligible for the Pell Grant may rely on
the federal HOPE tax credit for up to $1,500 each year for the first two years of
education and the federal Lifelong Learning Tax Credit for attendance beyond
two years.
Arizona College Education Grant (ACE Grant). The ACE Grant has three
levels, depending on the student's preparation.
I) Basic Level: Students meeting the eligibility criteria for a Basic Level grant
would receive a $1,000 grant each year for two years of attendance at a public
community college in Arizona. Basic Level grants provide an incentive for
students as they prepare for and enter high school and motivate them to pursue
a postsecondary education. The grant would be used to supplement the federal
Pell Grant, which currently is not sufficient to meet all of the costs of attendance.
Student eligibility for the Basic grant would include:
The student must be an Arizona resident who begins education at a public
community college within one year of graduation from high school, completion
of high school through home schooling, or receipt of a GED; and
The student must be enrolled full-time and demonstrate eligibility for a federal
Pell Grant.
2) Continuation Level: Students who received a Basic Level grant and who
successfully completed a transfer program at a community college would receive
a $1,000 grant each year for an additional two years of attendance at a public
university in Arizona. Continuation grants provide an incentive for Basic Level
grant recipients to persist in their community college program and to pursue a
baccalaureate degree. Student eligibility for the continuation grant would include
all three of the following components:
The student must have received a Basic Level grant within the previous three
years;
The student must have graduated with an Associate Degree from an Arizona
Community College; and
The student must continue to be enrolled full time in a baccalaureate degree-granting
institution and demonstrate eligibility for a Pell Grant.
3) Achievement Level: Students need incentives beginning in elementary
school and continuing through high school to choose the courses that would
provide a strong preparation for the pursuit of a baccalaureate degree. The
Achievement Level grant is designed to provide that incentive. Students meeting
the eligibility for an Achievement grant would receive a $1,000 grant each year
for four years. Students may use the Achievement grant at a community college
for two years and then transfer with two years of remaining eligibility at a public
or private baccalaureate degree granting institution, or they may choose to begin
their postsecondary education at a public or private baccalaureate degree-granting
institution. Student eligibility for the achievement level would include:
The student must be eligible for a Basic grant; and
The student must be eligible for unconditional admission to a public university
in Arizona.
Arizona ranks 45th in the relative amount of The following initiatives are recommended:
state financial aid awarded to undergraduates
n in 19 7n
Early Intervention /Outreach to Improve
Academic Success. Establish a fund to
provide matching state funds for the
expansion of outreach efforts by
community colleges and universities, to be
awarded on the basis of competitive
grants. The grant fund should be
$500,000 for the initial biennium, with the
future appropriation levels determined by
the success of the program.
Transfer Articulation. Continue and
expand the Arizona Transfer Articulation
Support Systems (ATASS). Current
funding levels for ATASS will call for
$992,400 for the next biennium, an
increase of approximately $250,000 over
the current biennium.
Arizona College Education (ACE)
Grants. Establish and financially support
ACE grants. The initial baseline costs for
the ACE grants include $4.9 million per
year for the Basic Level, $600,000 for the
State appropriations for state student Continuation Level. and $1.5 million for the
grant and other financialaid programs Achievement In the fourth year of as a proportion of each state's higher
education appropriation - FY 1997 implementation, when all three programs
would be fully enrolled, the total cost would
Source: Postsecondary Education
Opportunity, July 2000. be approximately $12.5 million. Future
costs would depend on enrollment growth.
Implications
Successful implementation of these initiatives will ensure broader student access
to education for more Arizona residents. They would provide a better-educated
citizenry and a better-prepared workforce and promote the efficient use of state
resources. Some high school graduates would be redirected from enrollment at
the universities to the community colleges. Because state appropriations are
lower for community colleges than for the public universities, total costs to the
state could be lowered depending on the number of redirected students.
Change in College Continuation Rates
by State between 1988-1 998
The Task Force recommends that the
state promote early awareness of the
-10 -5 0 5 10 15 20 25
O/o Change
In Arizona, the chances of a 19-year old
enrolling in a college or university declined
between 1988-1998, to 27.7%. Arizona was
last and had the greatest decline in the
percent changes in the chance for college by
age 19 with a negative rate of -9.4%. The
national average increased by 4.1 % for the
same period.
Source: Postsecondary Education
Opportunity, August 2000.
benefits and implications of higher
education and increase financial
assistance for qualified students. This
financial assistance should be
targeted at needy high school
graduates and structured to provide
incentives for preparation at high
school and for completion of
academic programs at the community
colleges and at the universities, by
both originating freshmen and transfer
students.
The state should promote more
participation in higher education by
working adults through financial
incentives and training programs
focused on preparing the workforce
for the new global, knowledge-based
economy.
r
Possible Performance Measures
o lncrease in the participation rate
of Arizona high school graduates
in higher education
o lncrease in the percentage of high
school students fully prepared for
admission to the universities
A
An Excellent System of Higher Education
The Task Force endorses the plan to provide access to an excellent system of
higher education. This plan suggests that each individual community college and
university in Arizona should promote excellence in the performance of the
students at that institution. At the same time, the state's system of higher
education should provide universal, lifelong access for all high school graduates.
Academic excellence can be enhanced by the following specific proposals:
Redirect Some Baccalaureate-Seeking Students within the University Svstem
Some university campuses are nearing the practical limits of their capacity to
accommodate students. In order to optimize the utilization of campus and faculty
resources, the Board of Regents should also permit the universities to redirect
students within and beyond the university system in a manner that maintains as
much flexibility as possible, both for individual campuses and prospective students.
Direct Some Baccalaureate-Seeking Students through the Community
Colleges
About half of the students who enter one of the public universities as freshmen leave
before completing a degree program at that university. If some of the students who
are most likely not to complete baccalaureate degrees were redirected instead to
the community colleges, they would be given the opportunity to earn certificate or
associate's degrees before entering the workforce. Some might be encouraged by
a successful lower-division experience and transfer to complete baccalaureate
degrees. The Board of Regents should consider the use of more rigorous admission
standards for university freshmen in order to increase the percentage of students
who continue pursue academic programs at either a community college or a
university.
The recommendation should be targeted toward those students who seek a
university degree and would benefit from a community college foundation. The
implementation of this recommendation is contingent upon changes in funding
mechanisms to ensure that the loss of potential students does not adversely affect
the universities' funding base.
Maintain Open Admission to the Community Colleges for High School
Graduates
The community colleges are encouraged to retain their traditional policy of open
admissions for all high school graduates. Information about changes to university
admission standards under consideration by the Board of Regents should be shared
with the State Board of Directors so that the community colleges can make
necessary adjustments to accommodate the impact of such changes on student
enrollments and curricular requirements.
These recommendations underscore the need to ensure that all community
college students who seek a baccalaureate have access to information on how to
transfer to the public universities without loss of credits toward graduation.
Implications:
Successful implementation of these strategies will lead to policies regarding
admission requirements which should help improve the persistence and
completion rates of Arizona postsecondary students.
The Task Force recommends that the Arizona Board of Regents and the
State Board of Directors for Community Colleges craft policies for
admission that help improve student success.
-
Possible Performance Measures
o lncrease in the percentage of certificate-seeking or degree-seeking students
who complete an academic program at each institution.
lncrease in the percentage of baccalaureate degree-seeking students who
begin at a community college, transfer successfully, and complete their
program at a university.
Workforce Development Through
Learner-Centered Academic Programs
The Task Force supports current plans for the community colleges and
universities to focus academic programs more thoroughly and
systematically on the needs of learners and their prospective employers.
The Task Force also recommends that the institutions of higher education
develop specific programs to better meet the workforce needs of the state
as it transitions into the New Economy.
In keeping with their historic and continuing focus on learner-centered education,
the community colleges offer three initiatives targeted to increase opportunities
for learners who need additional education and training to obtain, retain, and
enhance their contributions to the Arizona workforce. Faculty at the public
universities have been incorporating learner-centered education into individual
courses for a number of years. Together with the Board of Regents, the
universities are now promoting learner-centered education in a more systematic
and deliberative fashion throughout all academic programs. For example, the
university mission and strategic plans have been revised to support these
changes, and faculty representatives have developed a Web site to promote the
communication of best practices in learner-centered education. The two state
higher education boards have met jointly to share information and plans for
promoting learner-centered programs. In addition, as described in the section on
Enhancement and Utilization of Information Technology, both community
colleges and universities utilize information technology to address needs of life-long
learners for education any time and any place.
LEARNER-CENTERED PROGRAMS
AT THE COMMUNITY COLLEGES
Since their inception in the 1 9601s, Arizona's community colleges have focused
their instructional efforts on learners. In the 1990's the colleges began a more
systematic transformation toward becoming learning-centered organizations.
Through this transformation the traditional teaching paradigm was replaced with
a learning paradigm. This mindset placed learning first in policy for academic
programs, student services, and instructional practices. The colleges
emphasized assessment of the value added to learners through academic
success. College missions began to focus more sharply on learning and on
measurable outcomes of student academic success.
The learning-centered community college is based on a vision in which:
1) Academic programs and student services create substantive change in
each individual learner;
2) Learners are engaged as full partners in the learning process;
3) Learners are provided varied options for learning;
4) Learners are encouraged to participate in collaborative learning
activities;
5) The instructor becomes a learning facilitator whose role is defined by
the needs of the learner;
6) All college employees have a role in supporting learning; and
7) Learning is measured and documented to encourage continuous
improvement in the learning process.
The community colleges have established strong programs of placement testing
and procedures for challenging and testing-out of material in which a learner can
already demonstrate mastery. Dedicated academic, career, and personal
counselors assist every learner in achieving his or her potential to complete
these measurements. Policies granting credit for prior learning allow students to
obtain recognition for learning achieved outside of enrollment at a postsecondary
institution, such as in the workplace and the military. Open-entry, open-exit
procedures allow students to move into learning sequences at their own pace
and depart when their knowledge and skill goals are attained.
There is little, in fact, that occurs on a community college campus that is not
centered directly and effectively on the needs of learners and their quest to
achieve knowledge and skills. In keeping with its historic and continuing focus on
learner-centered education, the community colleges offer three initiatives
targeted to increase opportunities for learners who need additional education and
training to obtain, retain, and enhance their contributions to the Arizona
workforce.
ARIZONA COMMUNITY COLLEGE INITIATIVE:
ENHANCING ADULT EDUCATION
Arizona has long recognized the dynamic relationship between adult education
and workforce development. Adult education has always been a keystone of the
Arizona community college mission and, as Arizona prepares to compete in the
New Economy, the traditional community college role of supplying a much
needed, expanded pool of trained employees takes on new urgency. As the New
Economy surges forward, vulnerable adults with interrupted and minimal
education will be among the most likely to be passed by. The societal and
economic implications of Arizona's failure to meet the needs of adult learners are
profound.
Arizona is home to nearly 800,000 adults who are marginally literate and in
pressing need of basic education to improve their socioeconomic status. As a
group these adults are vastly over represented in nearly every category of social
dysfunction, including prison populations, public assistance recipients,
unemployment, and other indicators of poverty. Such adults are also over
represented among parents of
children who are struggling in
school and grappling with the
pervasive cycle of poverty.
Less than 8% of these adults (a
total of around 60,000
individuals) are being served by
current education programs.
This leaves nearly three-quarters
of a million Arizona
citizens still in need. This is not
merely an exercise in
comparative numbers; there is in
Arizona a lengthy waiting list of
adults who need and desire
learning services. Meanwhile,
the number of marginally literate
adults is steadily growing, fueled
in part by Arizona's
unacceptable rate of high school
completion (one of the nation's lowest) and the immigration to Arizona of more
and more people with limited English proficiency. Arizona employers are
continually frustrated by the lack of basic skills in potential and existing
employees, and postsecondary institutions are encountering more and more
students unprepared for college-level study.
Lack of Adult Education Is Fracturing
Arizona Society
Xrizona is faced with a society fracturing
along educational fault lines. If Arizona
wishes to remain competitive
economically with other states and
countries; if it wishes to decrease its
childhood poverty rate; if it wishes to
improve its tax base and grow its own
economy; and if it wishes to significantly
affect the performance of some of its
most vulnerable school children, the
State must make a concerted effort to
improve and expand educational
opportunity for hundreds of thousands of
marginally literate adults. "
--Robert Jensen, Chancellor, Pima
County Community College District
The need for adult education has clearly outpaced Arizona's ability to respond.
Current funding for adult basic education of approximately $4.6 million from the
state and $5.3 million from the federal government provides an average annual
student expenditure of $1 30 per year for those served and is woefully inadequate
relative to the need and the complexity of the task. The unmet need for adult
education is one of Arizona's most pressing issues and by contributing to the gap
between haves and have-nots, it amounts to a society fracturing along
educational fault lines.
In an effort to meet a sizeable need with limited resources, Arizona's public
community colleges have long shared the mission of educating adults with the
Arizona Department of Education. A number of exemplary community college
programs have been nationally recognized and this same level of recognition has
been accorded to several Arizona Department of Education and community
based organization programs. All of Arizona's ten community college districts
are actively involved in adult education. In its statement of philosophy, the State
Board of Directors for Community Colleges of Arizona encourages state colleges
to provide programs of continuing education targeted to adults of all ages.
Arizona must bridge the gap between its educated and literate citizens and those
who are struggling with the most basic skills required to survive and flourish in
the New Economy. Two immediate steps will assist in this effort:
1) Align adult education with the community college system by
transferring administration of the state's adult basic education
programs from the Arizona Department of Education to the State
Board of Directors for Community Colleges of Arizona; and
2) Dramatically increase the state share of funding for adult basic
education.
The transfer of adult basic education from the Arizona Department of Education
to the community colleges would help refocus Arizona's efforts. This transfer
builds upon the traditional vision of community colleges as a natural home for
adult education. It also echoes the recommendation of the 76th Arizona Town
Hall that community colleges should have primary responsibility to address the
adult basic education needs of Arizona.
Arizona Town Hall Speaks on the Importance of Adult Education
All of Arizona's institutions for higher education share some responsibility for adult
literacy, developmental education, workforce training and the re-education of
adults. The importance of improving these areas of adult learning in the New
Economy cannot be over-emphasized. Collaboration and partnerships among the
universities, community and tribal colleges, employers and other community-based
organizations are vital to these efforts.
It is important to allocate responsibility for areas of learning to the components of
the system that are best able to address the particular issue. The community and
tribal colleges have primary responsibility and the best ability to address the basic
adult education needs of Arizona, including the areas of adult literacy and
developmental education. Success for the adult learner at the community college
level, while in partnership with other elements of the higher education system and
employers, will lead to overall enhanced education for the adult learner. The
universities, private postsecondary schools and employers play major roles in
adult workforce training and adult continuing education at baccalaureate and post
baccalaureate levels.
--Recommendations of the Seventy-Sixth Arizona Town Hall, May 2000
This initiative also reflects a trend evident in other states that have moved the
administration of adult education programs from K-12 statewide boards to
community college statewide boards. Community college boards have exclusive
statewide responsibility for adult education in Illinois (effective 2001), Kansas,
Mississippi, North Carolina, Wisconsin, and Wyoming. In Georgia, the same
state-level board manages the state technical college system, adult basic
education, and other workforce development programs.
Meanwhile, where responsibility for adult education is shared (as it is in Arizona)
between the community colleges and the State Department of Education, the
colleges remain a primary site for instruction and service. Furthermore,
community colleges are often primary providers in major metropolitan areas,
counties, and other regions. Finally, there appear to be few states where the
placement of adult education in the community college arena has not been given
recent consideration as an essential response to the workforce needs of the New
Economy.
It is proposed that a joint study committee be formed to discuss a process
whereby the Arizona community colleges will, in the future, assume primary
responsibility for the administration of adult basic education and literacy services.
The primary thrust of this proposal would be to move adult basic education
services currently provided through the Arizona Department of Education,
Division of Adult Education, to the State Board of Directors for Community
Colleges of Arizona. Discussion should be conducted by a joint study committee
composed of representatives from:
Arizona Department of Education;
State Board of EducationNocational Education;
State Board of Directors for Community Colleges of Arizona;
Local county community college District Governing Boards;
Local K-12 District Governing Boards; and
Governing boards or other representatives from community-based
organizations.
Ultimately, a statutory change would be required to support the proposed
movement of adult education programs and services.
In addition to this structural change, state funding for adult education needs to
increase dramatically to meet the social and economic expectations of three-quarters
of a million Arizona adults who are marginally literate and therefore at
risk of societal stagnation and of missing opportunities to benefit from the New
Economy.
Implications
Certain aspects of adult education, in particular federally mandated services in
Adult Basic Education (ABE), might not move exclusively to the community
colleges. For one thing, the community colleges are already providing around
70% of Arizona ABE services. For another, federal law requires the granting of
local ABE funds through a competitive application process open to all eligible
applicants including community-based literacy organizations of demonstrated
effectiveness.
The community college-centered adult education effort proposed by this initiative
would operate in partnership with other agencies. The intent would be to
complement, supplement, enhance, and expand access on the part of adults in
need of further education, not to supplant or disrupt successful existing
programs.
Arizona would benefit from a coordinated and focused effort by the community
colleges to help adult learners achieve their goals. Increasing the educational
achievement of a greater number of unemployed and under-employed adults will
have far-reaching effects on the strengthening of Arizona's workforce as the state
positions itself for success in the New Economy.
Such consolidation may result in noticeable cost savings and efficiencies of
effort. Not only would the community colleges be able to concentrate on serving
the adults so central to their mission, but the Arizona Department of Education
would be able to more fully focus their efforts on preparing youngsters for the
world of work and other postsecondary transitions. However, given the growing
unmet need for adult education, it is likely that a significant increase in state
resources may be needed in the near future.
Based on severity and urgency of need, and the need to "jump-start" the transfer
of services to the community colleges, state funding for adult basic education
should be nearly doubled in the first year of the new budget biennium. This
would mean an increase from $4.6 million to $8.2 million for FY 2002. To comply
with mandates of Federal legislation for adult education services, Arizona has
developed the "Five Year State Plan for Adult Education", which has been
approved by the State Board of Education and the Governor. To fully implement
this plan, and to expand system capacity to serve an ever-growing need, funding
should be increased in similar increments until the total state appropriation for
adult education reaches $25 million over four years. Such funding would allow
Arizona to focus essential efforts on increasing the basic skills and New
Economy employability of a significant portion of the state's adult population.
Deliberations should begin at once to discuss a process whereby the Arizona
community colleges will, in the future, assume primary responsibility for services
to adult learners.
The Governor and the Arizona Legislature work together to dramatically and
steadily increase state funding for adult education. The Arizona Department of
Education has requested $2 million for the next biennium; this request should be
granted and leveraged with further state funding commitments.
-
Possible Performance Measures
o lncrease in the number of adult basic education students served
lncrease in the number of recipients of the Arizona High School Equivalency
Diploma
The Cycle of Poverty and Socioeconomic Distress
The correlation between low levels of educational attainment among adults and
negative social phenomena makes a clear and convincing case for action to
increase support for adult education.
J Arizona's child poverty rate of 26% is the third highest among the states. 64%
of children in poverty have parents with less than a high school education
(National Center for Children in Poverty, 1 998). Providing adult education to
help parents become more economically secure will directly impact children
living in poverty. Hundreds of thousands of parents and parents-to-be need
adult education opportunities to enter the economic mainstream.
J At least 50% of Arizona's 25,000 adult prison inmates have less than a high
school education. Over 70% of inmates nationwide function at the lowest
literacy levels (Arizona Department of Corrections). Arizona's rate of
incarceration is one of the highest in the nation, with annual costs per prisoner
approaching $30,000. Investing in adult basic education will not empty our
prisons, but if even 1,000 people per year were able to pursue life (rather than a
life of crime) using newly acquired literacy skills, it would save the state millions
of dollars.
J About 20% of America's workers have low basic skills, and 75% of
unemployed adults have reading or writing difficulties. The number of
companies reporting skilled worker shortages nearly doubled between 1995
and 1998, from 27% to 47% and a recent poll of Fortune 1000 executives
found that 90% are concerned that low literacy rates are hurting their
businesses. (Source: National Institute for Literacy) Arizona, with its special
demands for adult literacy, is already losing its competitive edge while other
states and other countries are making concerted and targeted efforts to attract
businesses and industries that need literate workers capable of learning high
tech skills. The economic and social consequences of failing to address the
educational needs of hundreds of thousands of Arizona residents are profound.
J The single most powerful predictor of a child's success in school is the
educational level of the parents, in particular the mother. Children with parents
who have dropped out of school are themselves four times more likely to drop
out (National Center for Family Literacy). The role of parental influence in
shaping their children's attitudes toward education is an essential ingredient in
K-12 school success. Parents who are marginally literate must themselves be
engaged in improving themselves educationally as a means of ensuring the
success of their children. There is no surer way to stop the generational cycle
of educational disadvantage and poverty.
ARIZONA COMMUNITY COLLEGE INITIATIVE:
NEW ECONOMY TRAINING FOR GAINFUL EMPLOYMENT
(NET-GAIN!)
The emergence of the New Economy offers Arizona an opportunity to develop
public policy to increase the likelihood that all of the state's citizens and
communities will share in future economic prosperity. A key premise of the New
Economy is that long-term economic health will be driven by knowledge,
relationships, and services rather than by physical assets such as inventory and
location. This premise is reflected in key characteristics of the New Economy
including:
Knowledge builds wealth;
Technology is a given; and
Alliances are the way to get things done.
Workforce education which prepares workers for success in a dynamic,
technology-oriented economy is viewed as the key to maintaining the competitive
advantage of Arizona business, and as a means to ensure that under-educated
"have not" workers do not miss out on New Economy opportunities. Arizona
must ensure access to training and education so that all citizens will obtain
marketable skills and gainful employment.
Preparing workers to meet real world challenges and changes in the workplace
is, by definition, a vibrant form of learner-centered education. The learnerlworker
comes to an occupationally related learning process with a clear goal in mind and
a strong incentive to succeed. The community college centers attention on that
learner through affordable access, flexible scheduling, quick turn-around from the
classroom to the workplace, and a relevant curriculum of practical, competency-based
instruction.
Arizona community colleges are a primary provider of workforce education with
semi-professional and advanced technical preparation offered in over 250 career
areas. As an example, surveys confirm that community colleges are the provider
of choice for computer training vital to the New Economy. Businesses and
workers recognize that Arizona's accessible and affordable community college
programs offer the best hope of leveling the technological playing field.
Today, community colleges throughout Arizona are facing increasing demands to
remain current in technology and curriculum while delivering programs that are
relevant for evolving and emerging industries. In the spirit of the New Economy,
alliances among educators, business, and government represent a key approach
to addressing these issues and to leveraging intellectual and capital resources.
Several alliances are already in place, but additional incentives are needed to
ensure that colleges and businesses expand and enhance their collaborative
efforts to meet increasing demand for well-trained workers.
Incentives for Workforce Partnerships: NET-Gain!
Consistent with the concept that alliances are a key characteristic of the New
Economy, it is proposed that the state provide financial incentives to encourage
and support training partnerships in which the community colleges, businesses,
and governmental entities collaborate to provide training to enhance Arizona's
New Economy workforce. The funding mechanism could be similar to the 1993
Arizona Workforce Recruitment and Job Training Program. However, there would
be notable differences in objectives and administration.
The existing Job Training Program is administered through the Department of
Commerce. Job training assistance is provided to businesses locating to Arizona
from outside the state, existing businesses that are expanding and adding net
new jobs, and Arizona businesses that are undergoing economic conversion.
While this approach addresses workforce training for specific employers and
jobs, it does not ensure or provide incentives for college participation. Nor does
this program apply to the large population of potential learners who are not
employed or who are under-employed and need information and access to
workforce training and education.
It is proposed that Arizona enact a program to provide incentive funding in
support of collaborative partnerships leading to New Economy workforce
development programs. For purposes of discussion, this program will be called
New Economy Training for Gainful Employment (a.k.a. NET-Gain!).
The basic objectives of NET-Gain! are to facilitate collaborative training
partnerships among Arizona public community colleges, Arizona businesses, and
other agencies that:
Leverage intellectual, capital, and human resources;
Promote shared responsibilities for student competency attainment
(so that, for example, business and industry internships and on-the-job
training complement instruction);
Target job-critical positions. (One determination of "job-critical" is
inclusion by Local Workforce Investment Boards on their list of
Occupations in Demand); and
Address continuing education requirements for the existing and
emerging workforce.
The mission and purposes of Arizona's community colleges are strongly oriented
toward workforce development and on-the-job training. There are already many
diverse partnerships that community colleges have created with business and
industry. However, these efforts could function much more effectively with an
infusion of monetary and human resources to coordinate and implement
partnerships.
Through NET-Gain!, the state could provide funding to:
1) Develop programs and curriculum to train workers for New
Economy jobs;
2) Identify and prioritize the skills and knowledge needed for specific
New Economy jobs through job profiling;
3) Develop marketing plans to attract interested candidates, including
non-traditional applicants, to take part in New Economy job training;
4) Assess student aptitudes and competencies in occupational skills;
5) Provide faculty professional development through industry
experience and internships;
6) Recruit and retain learners through scholarships and for-creditlpaid
internships; and
7) Develop tracking and monitoring systems to ensure program
completion, placement in employment, and productivity
improvements.
Implications
To advance the NET-Gain! concept, sufficient state funding is needed to promote
partnership activities throughout the state. One vital need for funding will be to
promote workforce partnerships in rural areas with less dense employer
concentrations and smaller percentages of high-tech, high-wage industries. It is
vital that these rural areas, which are closely served by Arizona community
colleges, be encouraged through funding and other incentives to establish
partnerships to provide access to workforce training skills in order to avoid large
populations of "have not" employees. It is estimated that an expenditure of $3.5
million would be required to fully fund NET-Gain! activities. With a generous
state allocation and/or if the state provided other incentives to businesses and
colleges, a portion of this necessary funding could be leveraged from other
funding sources.
Community college occupational educators should be provided with a Legislative
allocation of "seed capital" to develop a comprehensive, learner-centered action
plan to implement NET-Gain! This action plan would include detailed
descriptions of NET-Gain! activities; a timeline for implementation; a projection of
costs and levels of participation; a process for leveraging resources from other
funding sources; an exploration of other incentives (in addition to direct funding)
which the state might provide to promote NET-Gain! activities; and strong
performance measures for documenting the number of people who, as a result of
the collaborative programs, obtain skills and knowledge to effectively contribute
as employees in the New Economy workforce. Results can be measured by a
number of factors including employment and productivity gains, evidence of
leveraged resources, business development and retention, and community
perception of enhanced quality and opportunity.
Possible Performance Measures
e lncrease in the number of workforce partnerships, especially in rural areas
lncrease in the number of people who, through these programs, obtain
marketable skills
ARIZONA COMMUNITY COLLEGE INITIATIVE:
GLOBALLY COMPETENT WORKFORCE
The growth and development of Arizona businesses is increasingly reliant on
doing business and trade with other nations. Arizona has emerged from the
1990's with a running start. In June 2000, The Arizona Republic reported that
exports to Mexico alone increased from $2.3 billion in 1995 to $3.2 billion in
1999. The New Economy: A Guide for Arizona, a comprehensive primer on the
New Economy published in 1999 by the Morrison Institute for Public Policy stated
that the dollar value of the state's exports doubled from 1991 to 1997. In 1992,
21 %-fully one in five--of Arizona's manufacturing jobs were dependent on
exports and these figures were for goods only, not including the value of
exported services. The state is in a particularly advantageous position to benefit
from the potential positive effects of the North American Free Trade Agreement
(NAFTA) .
Arizona's role as a player in the realm of global business requires the state to
have on hand a strong cadre of employees with transnational skills and
competencies. In practical terms, to survive and compete in the global economy,
the Arizona workplace needs to be able to function in an international and
cosmopolitan marketplace. Workers must handle correspondence, email, and
phone calls with cultural sensitivity; design products to meet the standards of
global acceptance; negotiate international contracts; and obtain health care for
international guests. Furthermore, while the ability to travel around the planet
may be the most desirable way to do world-wide business, it is probable that
many members of state's global workforce will encounter these and other
situations requiring transnational competencies without ever leaving Arizona.
Perhaps no aspect of education and training requires such a learner-centered
approach as does instruction for global and multicultural competence. To
succeed, such instruction must truly envelop the learner so that change occurs in
fundamental ways. It is important that community colleges as well as universities
develop a global curricula that requires learners to embrace technology, business
and communications across borders, and also leads them to understand the
implications of environmental issues, space exploration, poverty, resource
allocation, and international conflicts.
Accomplishing these goals with a community college student body that is not
affluent and not free to travel the world due to work, family, and home obligations
is truly a challenge. While it is possible to develop very short-term study abroad
opportunities, it is necessary to create other approaches to accomplish the
ambitious learner-centered goal of global competence.
Resources are needed to support the following efforts to internationalize learning
in Arizona's community colleges and address the need of Arizona companies for
workers with global competence:
Facultv exchange programs between Arizona communitv college facultvlstaff
and facultylstaff at colleges and universities in other countries. An example
is the Maricopa Community College District (MCCD) faculty fellowship
program with Wuyi University, Jiangmen, China. Faculty from MCCD spend
the summer at Wuyi University living in an international dormitory, teaching
classes at the university, taking classes in Chinese history and culture,
visiting in local homes, and traveling in the area. Later in the year faculty
from Wuyi University replicate this experience at MCCD. Maricopa faculty
draw upon these experiences and include them in their instruction, no matter
the discipline they teach, so that students' understanding of culture,
adaptation, and geography is strengthened. The student emerges more
globally aware, more understanding of world events, and more capable of
developing a true "transnational sense." The objective is to infuse global
education throughout the curriculum. The benefits of global education extend
to the student's employer and the ability of the company to conduct business
globally.
Partnerships with Arizona companies that conduct business internationallv.
Exportlimport enterprises and multi-national corporations increasingly need
employees with strong international and intercultural abilities. Community
colleges, in partnership with local corporations and organizations such as the
World Affairs Council, help workers achieve global competency. Community
colleges can provide language training, diversity and cultural awareness, and
preparation for trade missions, as well as global literacy in such areas as
geography, geopolitics, environmental science, human culture, economics,
and technology.
Collaboration with International Organizations. Community colleges also
need to collaborate with organizations such as the Border Trade Alliance that
helps to promote international trade and understanding of the North American
Free Trade Agreement (NAFTA) between the United States and Mexico.
Implications
An issue paper in the New Expeditions series funded by the W.K. Kellogg
Foundation published in 2000 and entitled "Charting the Future of Global
Education in Community Colleges" recommends that community colleges
engage in following strategies:
Provide staff development experiences to help them deal with diversity and
achieve global competency;
Establish incentives to encourage community college employee (faculty)
participation;
Develop partnerships with business and industry for (international) leadership
development; and
Utilize international students as a resource.
The proposed initiative follows these recommended strategies as a direct means
of developing a globally competent workforce, and proposes to coordinate
activities through an lnstitute for International Leadership.
An lnstitute for International Leadership in Arizona's Community Colleges should
be established in conjunction with Arizona businesses to provide experiences
and programs to develop transnational skills in current and future employees. A
steering committee composed of equal representation from Arizona
business/industry and Arizona public community colleges would direct the
lnstitute by establishing guidelines and procedures for developing collaborative
college/businesslindustry programs. Committee members should largely be
individuals with international experience. Arizona businesses would be asked to
contribute a minimum of 20% cash and in-kind services annually in support of the
Institute. The state would be asked to provide an 80% contribution to match the
20% business/industry contribution. Costs are estimated at $2 million annually.
Possible Performance Measures
o lncrease in the number of facultylstaff exchange programs between Arizona
and other countries
o lncrease in community college partnerships with Arizona companies that
conduct business internationally
LEARNER-CENTERED PROGRAMS AT THE UNIVERSITIES
Faculty at the public universities have been incorporating learner-centered
education into individual courses for a number of years. Programs in the
performing arts and professional colleges are naturally focused upon alternative
teaching methods and the needs of the professions. Together with the Board of
Regents, the universities are now beginning to promote learner-centered
education in a more systematic, overt, and deliberative fashion. In addition to
accepting a Statement of Principles and a Definition of Learner-Centered
Education, the Regents have modified the Arizona University System Mission
and System Strategic Directions to reflect the importance of learning. The
university missions and strategic plans are currently being revised to support
these changes, and the university faculty have developed a Web site to promote
the communication of best practices in learner-centered education.
Last spring, the Arizona public universities proposed to develop and monitor
activities to accomplish six key strategies:
1) Incorporate learner-centered education throughout academic programs;
2) Develop learner-centered academic programs and initiatives to produce the
workforce required for Arizona to be competitive in the new, knowledge-based,
global economy;
3) Expand strategic partnerships between corporate and higher education ,
communities;
4) Create cooperative initiatives designed to support Arizona's industry clusters;
5) Identify and measure learning outcomes from learner-centered programs and
initiatives; and
6) Implement information technology for the delivery of learner-centered
education at all levels throughout the state.
ARIZONA UNIVERSITY INITIATIVE:
WORKFORCE DEVELOPMENT IN ENGINEERING AND SCIENCE
America leads the world in the total number of undergraduate degrees awarded
per year, but is fourth in the world in the number of undergraduate engineering
degrees behind China, Russia, and Japan. In China, 45.7% of all undergraduate
degrees awarded are in engineering. Russia awards 32.4% and the Slovak
Republic students earn 31.1%. In the U.S., only 5.4% of all undergraduate
degrees awarded are in engineering. In this statistic, the U.S. does not rank in
the top 15 countries worldwide. Across the globe, 13.8% of all undergraduate
degrees are in engineering. (Sources: Educational Statistics Worldwide, National
Science Foundation, and the White House Office of Science and Technology
Policy.)
The commercial advances in computing seen today are driven by expertise in
engineering, computer science, and information systems. Information technology
is driving the recent growth of the U.S. economy. Alan Greenspan estimates that
at least 113 of the total growth of the U.S. economy since 1992 proceeds from
both the expansion of the information technology sector of the economy and the
increased efficiencies and rates of productivity that advancing information
technology enables.
The major advances in biotechnology, nanotechnology, and other new
technologies are occurring at the interface between engineering and other fields
of study (biology, physics, chemistry, and material science). The state's
engineering colleges have established many successful partnerships to address
specific needs in advancing the state's economy. Examples include the Center
for Environmentally Benign Semiconductor Manufacturing (UA and ASU), the
Center for Low Power Electronics (UA and ASU), and the Master of Engineering
degree (ASU, NAU, and UA). Aside from the Center for Low Power Electronics,
the State of Arizona has not been a major player in these partnerships outside of
the standard university budget appropriations. Arizona ranks in the bottom 20%
(at best) of all states in per-capita spending on cooperative technology programs.
All major high-tech industries in the State of Arizona (Motorola, Intel, IBM, Allied
SignalIHoneywell, Raytheon, etc.) depend on the availability of engineering and
science (including information technology) talent. The relocation to Arizona of
new high-tech industries and the expansion of existing Arizona high-tech
industries hinge to a great extent on the state's colleges' and universities1 ability
to supply a well-educated workforce, primarily in engineering, science and
business.
Stimulating the enrollment, graduation, and employment of people in engineering
and science provides benefits to the state and to private industry. Arizona has a
strong incentive to partner with industry in sponsoring programs to achieve these
goals.
Knowledge Industry Employment Concentrations
Software No. of
Communications Computer/ Healthcare Innovation Financial Clusters
State Services Electronics Technology Services Services Above 1.1
An employment concentration above I. 1 means that the area's share of the state's jobs is at least
I. I fimes higher than the national average. Arizona has just one area of strength:
computer/electronics.
Source: Index of the Massachusetts Innovation Economy, 1998.
Proposed Programs
Professional Workforce Development Program. Arizona should establish a
Professional Workforce Development Program at each university. The program
would reward the universities for each new engineering and science graduate in
approved majors (including math and science education). The state should
provide a $1,000-5,000 contribution per student to the program at each univeisity
for each new approved graduate who is employed in Arizona or who enrolls for
an advanced degree in Arizona in an approved field within one year of
graduation. These funds would be used to expand recruiting and retention
efforts and to upgrade educational infrastructure unique to the technical fields.
Student Internships in High-Tech Fields. The state should provide partial
support for high-tech field internships for college and university students in
selected majors. For example, in the proposed "Engineering and Science
Apprentice Program", the state's share might be 67% for sophomores nearing
the successful completion of their first two years in college, and 33% for juniors
nearing graduation. Corporate partners, in addition to providing and partially
funding these internships, will also financially support faculty who will assist in the
mentoring of these interns, particularly between the freshman and sophomore
years.
Scholarship Support. The state should match corporate contributions to support
scholarships for students successfully pursuing degrees in engineering and
science.
Outreach Programs for Pre-College Students. The state should provide
financial incentives to colleges offering engineering and science degrees who
participate in pre-college outreach programs. Example programs include:
Expanded support for middle school outreach programs to encourage
disadvantaged youth to continue their education in math and science
and interest them in careers in engineering and science (e.g., Math,
Engineering and Science Achievement - MESA);
Support for university faculty mentoring of elementary and middle
school teachers. College faculty would develop source materials to
teachers for inclusion in their curricula that would interest children in
engineering and science; and
Internships for high school students in high-tech fields.
Public Relations. The state should develop a public relations (imaging)
campaign (statewide and preferably nationwide) highlighting Arizona's
commitment to and development of engineering and science talent. The State of
Pennsylvania offers a program to emulate.
Possible Performance Measures
o lncrease in the number of engineering and science degrees awarded at
the universities
o lncrease in the number of internships for university students in high-technology
fields
ARIZONA COMMUNITY COLLEGE AND UNIVERSITY
JOINT INITIATIVE:
MATH AND SCIENCE TEACHER PIPELINE
Arizona is experiencing a shortage of teachers in key subject and geographical
areas. At the same time, to provide students with the competencies required for
success in the New Economy, the state needs more qualified teachers than ever,
especially in areas such as mathematics and science. This initiative addresses
the policy issue of how the State of Arizona can stimulate enrollment, graduation,
and employment of teachers in Arizona, especially in the areas of mathematics
and science.
Even with the current efforts to increase the number of teachers in mathematics
and the sciences, Arizona's public and private colleges and universities are not
meeting the needs of the state with regard to the supply of teachers. The
numbers of teaching positions unfilled at the start of the school year and the
resulting use of emergency certifications, long-term substitutes and teachers
assigned to classes out of their area of certification have begun to grow
dramatically.
Future concerns include the fact that many current teachers are close to
retirement while at the same time, the population growth will cause an increased
need for experienced teachers. Turnover rates among new teachers are already
high, and alternative employment is increasingly attractive for students with an
interest in teaching math or science.
During the 1990s, more than a third of first year teachers in Arizona public
schools came from outside the state, even though the public universities
graduated over 2000 teacher education students each year and the private
colleges and universities contributed several hundred more. However, the
teacher shortage experienced in Arizona is also occurring on a national level.
Data necessary to project the future need for math and science teachers are not
available in most states, including Arizona. However, the U.S. Department of
Education estimates that the U.S. needs to recruit 2.2 million educators in the
next decade and 200,000 will be needed as specialists in mathematics or
science.
To address this problem, there is an urgent need to enhance the status of
teaching as a profession. Some states have begun to raise the salaries of
teachers to more competitive levels. Unfortunately, salaries offered to teachers
in Arizona have slipped to 33rd out of the 50 states over the last decade. As a
result, it is becoming increasingly more difficult to fill the unmet need in Arizona
by attracting teachers from other states. The passage of Proposition 301 in the
2000 General Election should help with teacher salaries.
The need for more qualified math and science teachers in Arizona is further
underscored by the high percentage of students admitted to the public
universities with deficiencies in these areas and by the workforce needs of the
New Economy for employees with competencies in math, science, technology,
and engineering.
In the past, Arizona has implemented two scholarship programs to encourage
students to go into teaching. The Paul Douglas Teacher Scholarship program
was implemented with federal funds from 1986 to 1994195 and resulted in 178
students going into teaching over a nine-year period. Arizona Teacher Incentive
Program provided state funding for scholarships for aspiring teachers and also
ended in 1994195. Through this program, 18 students went into teaching. The
record suggests that scholarship programs alone will not make a significant
difference in the number of teachers awarded degrees in Arizona.
Last year, Arizona amended ARS 15-1 802, "In-State Student Status," to allow
non-resident teachers and teacher aides to pay resident tuition for courses
required for Arizona teacher certification. The goal of this effort is to help schools
recruit needed teachers by lowering the cost for new Arizona residents to
become certified. The Board of Regents has amended its policies to implement
the statute.
The Arizona Partnership for the New Economy (APNE) is promoting the use of e-learning
throughout Arizona and has identified teacher development (education,
development, and support network) as a leverage point for systemic change.
Current Activities in Arizona
State efforts to address the growing shortage of math and science teachers
should build upon, strengthen, and complement current activities at university
and community college campuses as well as relevant statewide articulation
programs.
Arizona State University Main. The main campus of ASU offers programs to
inspire students to prepare for a teaching career in math and science through
both traditional and alternative certification programs, as well as professional
development initiatives to help retain teachers and improve their teaching skills.
Students are attracted to the field through a mobile microscope laboratory,
ongoing and summer workshops for girls and women in imaging technologies,
direct interaction with university scientists involved with NASA's Mars projects,
and a consortium of educators and scientists who bring cutting edge nano-visualization
techniques into the classroom.
The Center for Research on Education in Science, Mathematics, Engineering
and Technology (CRESMET), an alliance of the colleges of Education,
Engineering and Applied Sciences and Liberal Arts and Sciences, coordinates
several major, externally funded projects in teacher education and professional
development. These include partnerships to develop critical thinking in student-centered,
inquiry-oriented classrooms and encourage the professional
development of high school physics teachers. CRESMET also coordinates the
Arizona Teacher Education Collaborative (AzTEC), a coalition to improve
preparation and support of science and mathematics teachers, and supports
projects charged with quickly supplementing the teaching pool by drawing mid-level
math, engineering and science practitioners with baccalaureate degrees
into the teaching field and promoting teacher retention.
Arizona State University West. ASU West recruits students for math and
science teaching through a number of venues. First, the Arizona Teacher
Education Collaborative (AzTEC) provides opportunities to aggressively recruit
teachers into math and science teaching through a "2+2+2 program" involving
the last two years of high school, two years of community college work, and two
years of university coursework culminating in a baccalaureate degree. Two
notable programs, Inspire. Teach (read Inspire-dot-Teach) and Aspire 2 Teach
start in West Valley high schools where high school students are mentored and
supported as they matriculate into community colleges. The AzTEC grant also
facilitates partnerships between ASU West and Glendale, Phoenix, Estrella, and
South Mountain Community Colleges to provide activities and courses for math
and science students. Second, through an Eisenhower grant, Tune In and Turn
On to Geometry, the College of Education holds workshops to increase teachers'
content and instructional knowledge. Third, a large grant funded through the
National Science Foundation (NSF), Learn While Teaching Math and Developing
Children's Math World Curriculum, recruits minority students to become teachers
and encourages practicing teachers to increase their skill levels. Students are
specifically attracted to the field through NSF-funded math workshops, summer
classes, and a math conference as well as through Substitute Teaching
Seminars and workshops and a mentoring program in Desert Ecology. Fourth,
Preparing Tomorrow's Teachers for Technology, a grant from the United States
Department of Education, pairs ASU West College of Education interns and
student teachers with mentors to develop skills in technology. New fast-track
programs for post baccalaureate students, with a special emphasis in math and
science, are in final stages of preparation.
Northern Arizona University. A centerpiece of teacher education at NAU is
recruitment and preparation of teachers in math and science. Strengthened by
external funding agencies such as the National Science Foundation, the National
Institute of Heath, the Flinn Foundation, and the Howard Hughes Medical
Institute, NAU focuses on teacher training at every level. The imaginations and
talents of pre-service teachers are captured in several ways: 1) new lab and
computer programs with hands-on activities designed for the classroom help
future teachers apply teaching techniques; 2) students are placed in classrooms
in their second and third year of math and science study for early real-school
experience; and 3) an interactive television wet lab connects science instruction
with schools in remote areas of the state, most recently with Hopi High School
and Northland Pioneer Community College. Professional development programs
through the Science and Mathematics Learning Center are reaching teachers
statewide, making it possible to extend models of best teaching practices from
one school to many. Those practices will be shared as part of the new Middle
School Science Education Initiative, a collaboration of the Arizona Community
Foundations, the Arizona Board of Regents, and the Arizona K-12 Center. The
new Walkup Distinguished Professor in Math and Science Education has been
established to provide expanded support to pre-service and in-service teachers.
In addition, NAU offers early outreach programs such as day camps, summer
workshops, mobile instructional units and community classrooms. New initiatives
include accelerated emergency certification and a Master of Science in Teaching.
The University of Arizona. UA offers programs in early outreach, recruitment,
traditional teacher preparation, alternative teacher preparation and professional
development. Undergraduate teacher preparation is provided through three
colleges: Education, Science, and Agriculture. The College of Education offers
an undergraduate degree leading to teacher certification where aspiring science
teachers take a minimum of 30 hours of coursework in a specific science
discipline through the College of Science. An undergraduate program for
students who have or are working on a science degree is offered by the College
of Science, and the College of Agriculture offers the only agriculture science
teacher preparation program in the state. New initiatives include Teach for
Tucson, a partnership with seven school districts to recruit individuals with a
science or mathematics degree to become teachers through a one calendar year
master's degree program. A new Masters of Education with a Science emphasis
is also offered. Retention of new teachers is supported by a number of programs
in the colleges of Education and Science, including the Alternative Support for
the Induction of Secondary Teachers program as well as courses, summer
programs and camps. Programs to enhance the teaching of science,
mathematics and engineering are offered through the Science and Mathematics
Education Center (SAMEC). In addition, the Collaborative for the Advancement
of Teaching Technology and Science (CATTS) provides fellowships to promote
the integration of science, math, engineering, and technology research into K-12
education and create opportunities for undergraduate and graduate students to
be active participants in K-12 education.
Arizona Community College Districts. The community college districts are
working with many school districts and the state's universities in a variety of ways
for teacher preparation. Arizona Western College, Central Arizona College,
Coconino Community College, Mohave Community College, Northland Pioneer
College, and Yavapai Community College help to prepare teachers through
various partnerships with Northern Arizona University. In addition, Arizona
Western College is an active partner in the Yuma Math and Science Regional
Training Center. Central Arizona College works directly with high school
teachers in attracting students into teaching. Coconino Community College
offers math courses on the Northern Arizona University campus. The Maricopa
Community College District is implementing a Transfer Partnership Degree for
elementary education and has customized math and science courses to attract
students into secondary education. Northland Pioneer College works with school
districts to help teaching assistants complete transfer AA degrees. Yavapai
College offers a mentoring program to assist students in entering the teaching
profession. Eastern Arizona College hosts a science workshop for area high
school students to encourage entry into math and science teaching. The
Maricopa Community College District, with the assistance of Arizona State
University and Phoenix urban school districts, has been implementing an
National Science Foundation funded program to reform mathematics and science
instruction. The Maricopa Community College District also has initiated a study
of the key role that community colleges can plan in addressing teacher
shortages, and is forming a Commission on Teacher Education to provide
leadership in this area, including the development of a National Center for
Teacher Education. The Pima Community College District is endeavoring to
develop agreements with the universities to provide seamless transfer career
ladder options for teacher assistants, especially in math and science. Pima also
offers courses for professional development and helps to reduce turnover by
meeting teacher needs for re-certification.
Statewide Articulation and Development Programs. Under the guidance of
the Joint Conference Committee of the two state higher education boards and
through the work of the Transfer Articulation Task Force, the Academic Program
Articulation Steering Committee (APASC), and the Education Articulation Task
Force (ATF), a new model for statewide articulation has been implemented in the
area of education. This model begins with an Arizona General Education
Curriculum (AGEC) that transfers as a block and satisfies general education
requirements at any of the public universities. It includes as well a set of
common courses that is accepted by any of the public university education
programs, and a transfer Associate Degree. Students who complete the transfer
degree are accepted with junior status into any of the universities and have
satisfied all coursework requirements for admission into the education programs
at the public universities. Grade point average requirements for programs may
differ by university. Work is continuing on the common courses to ensure that
aspiring teachers, including those interested in mathematics and science, have
the best possible preparation at the lower-division level. In addition, the Arizona
Board of Regents oversees a university plan to align teacher preparation
programs with the Arizona's Professional Standards for teachers. ABOR also
administers the federal Eisenhower Professional Development Program through
which up to fifteen collaborative projects are funded each year for the
professional development of K-12 teachers, with an emphasis on math and
science. Finally, the State Board of Directors for Community Colleges has
identified the following as one of its key action plans for the coming year: "The
State Board shall sponsor/advocate a statewide initiative to address the coming
critical shortage of K-12 classroom teachers."
Private Colleges and Universities. Many private institutions in the state offer
teacher preparation programs, including American Indian College, Chapman
University, Grand Canyon University, International Baptist College, Ottawa
University, University of Phoenix, Prescott College, and Wayland Baptist
University.
lnitiative to lncrease the Supply of Teachers Through Traditional Teacher
Preparation Programs
The universities, community colleges and high schools should work together to
create "2+2+2 prograrns" that encourage students to explore teaching as a
profession and ensure that teacher preparation is provided at all levels of
instruction. The state should provide funding for tuition assistance for teachers
aides or teachers with emergency certifications who are working toward full
certification, also known as "grow your own" programs.
lnitiative to lncrease the Supply of Teachers Through Alternative Teacher
Preparation Programs and Alternative Teacher Certification
The university, community college, and K-12 systems should work together to
expand the offering of alternative certification programs for students who have a
bachelor's degree in an academic subject other than education and may want to
earn a teaching certificate through accelerated certification programs. The state
should provide funding for two semesters of paid service as mentored teachers
as well as funding for teachers to serve as mentors to post-baccalaureate degree
student teachers.
lnitiative to Stimulate and Support Teacher Preparation Through Both
Traditional and Alternative Preparation Programs
To address the issue of distributional shortages, the state should provide funding
for college scholarships (or loan forgiveness programs) for aspiring teachers who
prepare to teach in a high need subject area. The state should provide funding
for college scholarships (or loan forgiveness) for aspiring teachers who agree to
teach in a geographic area with shortages or in a low performing school after
obtaining certification. The state should also support a centralized data collection
function to enable projection and tracking of teacher supply, demand, and
shortages throughout the state.
To increase the overall supply of qualified teachers in Arizona, the state should
identify the funding necessary to offer competitive salaries for teachers in
Arizona. State funding should be sought to leverage existing and new federal
teacher preparation grants. Tax credits should be made available to corporations
that partner with school districts to offer math and science teachers summer jobs
that relate to their expertise. Finally, the state should provide tax credits for public
and private school teachers with at least four years of service as an incentive to
reduce turnover rates.
Finally, to provide increased access to education, development, and support for
aspiring, new, and continuing teachers, teacher preparation programs should
consider greater utilization of information technology. At the same time, these
programs can serve to demonstrate to teachers and others the use and benefits
of e-learning.
Possible Performance Measures
o Increase in number of math and science teaching degrees awarded at
universities
Increase in the number of alternative certification options and availability of
electronic delivery of courses and programs
THE PLAN FOR HIGHER EDUCATION:
Recommended Strategies and lnitiatives
STRATEGY II
INCREASE RESEARCH AND
BUSINESS DEVELOPMENT
Preparation for the New Economy
University Research and Technology Transfer lnitiatives
Community College Business Development Initiatives
Preparation for the New Economy
Arizona is faced with a crucial decision regarding the role it is to play in the New
Economy. Arizona's higher education system is a vital resource in meeting the
state's urgent need to prepare for success. The old Industrial Age is giving way
to a new digital age, and a narrow window of opportunity has opened for a few
states to emerge as world leaders. To become such a leader, Arizona must act
with great urgency to position the state and its citizens for economic success.
The Task Force is committed to the principle that the state must prepare to be
competitive in the new, knowledge-based, global economy. Two major
approaches to that task have been identified. The first approach is to make a
major public and private investment in university research, so that the intellectual
capital and technology that results from that research can be effectively
transferred to the private sector in the form of patents, products, and spin-off
firms. The second approach is to enhance and support the development of
Arizona's workforce, so that all the citizens of the state can participate in and
benefit from the New Economy.
Together, these strategies ensure that Arizona will be in a strong position to
provide leadership in America's transition to the New Economy and that
Arizona's workforce will be ready and able to contribute to that effort.
The Task Force recommends the development of partnerships and the
targeting of investments in a series of university research initiatives that
directly support the state's existing industry clusters. A parallel effort to
enhance the development of small business in the state should also be
implemented through community college programs and legislative support.
University
Research and Technology Transfer initiatives
To provide support for the industry clusters identified by the Governor's Strategic
Plan for Economic Development (GSPED), the university research and
technology transfer initiatives cover a broad range of fields:
4 Bio-Science and Technology (human health, plant sciences, molecular
engineering, anti-cancer research, combating infectious diseases, aging, brain
research)
4 Information Science and Technology (software and hardware development,
telecommunications, artificial intelligence, e-learning, Internet applications)
4 Environmental Engineering (water reclamation, sustainable energy, advanced
materials)
4 Environmental Science (research, education, outreach, alternative energy
sources, new construction techniques, new waste treatment approaches)
Manufacturing (semiconductors, aerospace technologies, environmental quality)
4 Materials (ultra small and ultra light, high temperature, high pressure)
Optics (lasers, optical fibers, telescope lenses and mirrors, new glass and
polymers)
4 Water Sustainability (semi-arid issues, water quality, climate impact on
resources)
The Task Force recognizes that future economic development is irrevocably tied
to the rapidly emerging New Economy; that regional, national, and global
competition for benefits is well underway; and that Arizona is already behind. For
one thing, Arizona's economy is not sufficiently diversified. In October 1999, the
Morrison Institute for Public Policy reported that of the ten areas of cutting edge
business and industry that comprise the New Economy, Arizona has relative
strengths in only two (The New Economy: A Guide for Arizona. Morrison Institute
for Public Policy, October 1999, www.asu.edu/copp/morrison)
One way to ensure that Arizona gains solid ground in the race to secure New
Economy benefits, and to ensure that the state is quickly positioned to attract
New Economy enterprises and jobs, is through significant state investment in
higher education research and technology transfer initiatives. New Economy
enterprises, especially those in high-technology, prefer to locate near research
institutions, a proximity which contributes to the discovery and sharing of
knowledge, as well as to the transfer from theory to application of emerging
technologies. New Economy firms are also attracted by the presence of a skilled
and educated workforce (Morrison Institute). With timely state investments,
Arizona's public universities directly support efforts to attract, retain, and grow
New Economy enterprises.
Arizona's public universities have developed initiatives to help Arizona sprint
forward. The first two initiatives are system-wide and encompass bio-sciencelbio-technology
and information scienceltechnology. Each university has also
designed individual initiatives unique to each campus. To fully support these
initiatives, It is estimated that an annual investment of $50 million by the State of
Arizona into the research infrastructure of its public universities will be needed.
This investment, leveraged by external funds from foundations, the federal
government and industry, will be repaid to Arizona taxpayers many times over
and will position the state to attract and enhance New Economy enterprises.
Tourism Bioindustry High Minerals &
Cluster Cluster TeCchlunsotleorg y CMliunsitnegr
Arizona University System (AUS) Research Support for Arizona Industry
The chart above depicts how Arizona's university research and technology transfer
initiatives tie to key sectors of the state's economy.
In 1990, led by the Enterprise Network, public and private funding was secured to
launch a process that in October 1992 led to the formation of the Governor's
Strategic Partnership for Economic Development (GSPED). The mission of
GSPED is to provide leadership in promoting a vital cycle of economic growth
that improves the standard of living and quality of life for all Arizona residents.
The framework for GSPED was organized around economic clusters and
economic foundation groups. Clusters are concentrations of competitive firms in
related industries that can create quality jobs and share common economic
needs. Ten key clusters identified by GSPED include: Biolndustry, Business
Services, Environmental Technology, Food, Fiber and Natural Products, High
Technology, Mining and Minerals, Optics, Software, Tourism, and Transportation.
In 1999, the work of GSPED was augmented by the Morrison lnstitute for Public
Policy in a landmark study, The New Economy: A Guide for Arizona. Most
recently, the Governor's Arizona Partnership for the New Economy (APNE) Task
Force has begun a systematic study of Arizona's emerging role in the New
Economy. For more information on the work of both the Morrison Institute and
the APNE consult the Internet at www.asu.edu/copp/morrison and
www. commerce. state. az. us.
UNIVERSITY SYSTEM-WIDE INITIATIVE
ON BlOSClENCE AND BIOTECHNOLOGY
America is undergoing a dramatic transformation as the nation moves to an
economy driven by technology industries and the application of technology to
traditional industries. Biomedically related biotechnology is rapidly becoming a
major economic driver not only in the US but throughout the world. There is
broad agreement that we are moving rapidly into the "age of biology" powered by
exciting advancements in molecular technologies. These technologies will
empower unprecedented advances in our fundamental understanding of biology,
especially medicine and agriculture. They can lead to major breakthroughs in the
treatment of disease, development of new drugs and medical devices, and the
improvement in quality of life. This emerging age of biology will continue to
spawn new industries at an unprecedented rate. As a result of the emphasis
placed on life science research by the National Institutes of Health and other
major funding programs, the nation's universities will play a central role in
developing the knowledge base and nurturing these new industries. Many states
are positioning themselves to compete in this arena by making major
investments in both basic and applied research areas.
If Arizona is to be a player in the New Economy, it must act boldly to attract the
kinds of industry that provide high paying employment opportunities. Arizona's
three universities represent an important component of the state's intellectual
infrastructure. A recent report by the Milken Institute found that of the top thirty
high-technology metropolitan areas, twenty-nine were home to, or within close
proximity of, a major research university (Milken Institute, 1999).
Arizona can improve the intellectual infrastructure by strengthening the research
capacity of its higher education system in this major area of industrial relevance.
The universities have a significant base on which to build and expand Arizona's
research infrastructure in biosciences and biotechnology. The initiatives
described herein by the individual universities are designed to augment each
other and foster collaboration that will leverage the resources provided by the
state and enhance the translation of the research into Arizona's industries.
ARIZONA STATE UNIVERSITY INITIATIVE
To enhance ASU1s ongoing programs and facilitate interactions with the medical
community and biomedicaI/biotechnology industrial base in the Phoenix area,
ASU is creating the Arizona Biomedical, Behavioral and Health Institute. The
Institute will initially be comprised of three major research elements:
Bioengineering, Stress and Lifespan Development, and Basic Biological
Processes including Functional Genomics and Structural Biology. The initiative
described herein focuses on two of the three areas that are intimately related to
the New Economy.
Bioengineering Thrust: Molecular, Cellular, and Tissue Engineering
Bioengineering uses a "systems engineering" approach to understand complex
biomedical processes and develop novel therapeutic devices that create
solutions to longstanding physical challenges associated with disease.
Examples include the development of critical medical devices such as artificial
organs and joint replacements, pacemakers, and a multitude of noninvasive
diagnostic monitoring and imaging techniques. Current research increasingly
focuses at the nano-level on characterization and manipulation of molecular and
cellular systems whereby very elegant approaches are envisioned to replace
current 'half-way' medical technologies. The National Science Foundation and
the National Institutes of Health have identified the critical role engineering plays
in providing new, enabling technologies that demonstrate a high impact on
biological research. As such, with the current significant advances in molecular
and cellular biology, and in nanoscience and nanotechnology, bioengineering is
envisioned to play a pivotal role in advancing both the biological sciences and the
emerging field of molecular medicine in the 21st Century.
ASU's bioengineering and biotechnology programs, with significant support from
the Whitaker Foundation, are pursuing the following research directions: Imaging
and Measurements from Molecule to Function, Functional Genomics from
Molecule to Function, Engineered Materials (both synthetic, naturally derived and
combinations thereof) for understanding and controlling of biological processes
(existing and planned expansion), and Molecular, Cell and Tissue-based
Biohybrid Devices for the delivery of molecular and cellular therapies.
Basic Biological Processes, Functional Genomics, and Structural Biology
At ASU, cellular, molecular and nano-level research extends our current
understanding of biological and chemical processes that support life. This basic
research into the cellular and molecular components of life continues to lead to
remarkable discoveries that both combat and prevent disease. The initiative will
enhance our capabilities in two specific areas.
Functional genomics: to explore genome sequencing and detection
of the encrypted genetic information that results in testable hypotheses
concerning gene function. The subsequent identification, regulation,
and modification of specific genes hold great promise for treatment of
many medical problems.
Structural biology: to develop an understanding of varying biological
processes by analyzing the structures of the molecules involved in
these processes. Knowledge of molecular structure, obtained by
physical methods such as X-ray crystallography, nuclear magnetic
resonance (NMR) and microscopy, provides the basis for rational
conclusions on the mechanisms of molecular interactions and the
development of higher levels of biological organization. In addition, this
information is essential in the diagnosis and treatment of disease, both
pathogen-caused and molecular diseases caused by genetic defects.
Specific research projects to be undertaken or enhanced include the
development of structural information on biomolecular systems as an essential
prerequisite for the rational design of drugs, the design of new enzymes with
novel catalytic activities and the re-engineering of biomolecules with new
properties not found in natural systems. Techniques, such as various types of
microscopies, will be utilized to determine structural information of
supramolecular and subcellular complexes on a somewhat larger dimensional
scale.
THE UNIVERSITY OF ARIZONA INITIATIVE
The University of Arizona has significant research capabilities in basic life
sciences, the physical sciences, mathematics, biomedical engineering, and the
clinical sciences across the campus. There are also important developing
capabilities in the techniques of Genomics, Proteomics, and Bioinformatics in
several parts of the campus. The need is to integrate and enhance these core
technology programs, to bring these technologies to the clinician-scientists of the
College of Medicine, to facilitate specific areas of research and technology, and
to develop graduate training programs that stress the interdisciplinary nature of
future research in life science.
The Institute for Biomedical Science and Biotechnology. Once implemented,
this Institute will bring collaboration between the University of Arizona's
physician-scientists and basic life scientists, engineers, chemists,
pharmacologists, physicists, and mathematicians to allow development and
application of technologies required to enhance the quality of life of Arizona
citizens. The University of Arizona is ranked among the very best universities in
the nation in terms of total research funding from the federal government and the
proposal will enable the University of Arizona to compete more effectively for the
increasing budgets of the National Institutes of Health. Health problems such as
cancer, obesity and diabetes and other obesity-related disorders, asthma and
other respiratory diseases, and illnesses encountered in the brain during aging
and other aging-related diseases are particularly prevalent in Arizona. The
University of Arizona is uniquely situated to play a central role in understanding
these disease conditions as well as the genetic basis of human diseases in
general. This is because of the combination of a core of technical expertise
available on campus and the genetically diverse population of southern Arizona.
These two facts make southern Arizona a unique laboratory in which to study the
genetic basis of a variety of disease states in human populations.
Expertise on campus in genomics research is at or near the best in the world in
areas like plant science, medicine, and biochemistry. Genomics technology,
wherever developed, can be applied to any question in genomics. Thus, the UA
proposal is to interface established genomics expertise with the physician-scientists
and the problems of human health that are their area of expertise to
solve the great puzzles of human disease and health. Additional areas of
opportunity involve creation of food sources that lack substances that cause
allergic responses in some individuals, that have enhanced vitamin content, that
require less water and pesticide, and that have higher per acre yields. It is
interesting to realize that the basic technologies required for the human studies
and the plant studies are the same, and that situating agricultural scientists and
physicians such that both can access the same technologies will allow both to
make advances that neither would likely make in isolation.
This proposal includes the establishment of a Magnetic Resonance Imaging
(MRI) Center for Cognition and Neuroimaging that would house a high field-strength
(4 Tesla) research-dedicated magnet. The Center would be open to
researchers from all disciplines involved in brain research, reflecting the
interdisciplinary nature of the research. The Center would provide a common
space for key research faculty, visiting scholars, postdoctoral fellows, technical
support personnel, analysis workstations, and research equipment as well as
meeting and seminar facilities. Because the outlay of money needed for
specialized equipment for use in MRI is usually well beyond the capacity of a
single laboratory, a key role of the Center will be to provide access for all
researchers to state-of-the-art equipment, including computers for data
processing and brain image analysis, auditory and visual presentation systems,
response systems, eye tracking systems, and physiological monitoring
equipment. A high priority is to increase faculty in specific areas of molecular life
science and clinical investigation and increase support for Ph.D. and postdoctoral
students. Attraction of the best faculty and students will require increased
instrumentation and technical support. Training of students will enhance the
workforce that is essential to the development of Arizona's biotechnology
industry.
It is generally agreed that biotechnology will be the technology of the 21st
century. High technology, including microelectronics, is already well established
in centers around the United States; however, biotechnology centers are less
well established, and excellent opportunities still exist to stake a claim in this
area. The biotechnology industry is typified by high salary levels and employees
with well above average education levels, and it is an attractive industry because
of its low environmental impact on water and air quality. This industry directly
benefits the citizens of the city and state in which it is well established because of
increased availability of clinical trial sites, thus, access to new treatments and
drugs, as well as high paying jobs. Biotechnology industry also leads to
enhanced educational systems, which in turn attract more scientists in an upward
spiraling manner. Last, Tucson has a potential for development similar to the
opportunity realized by the RenoILake Tahoe area. Companies are relocating to
the RenoILake Tahoe area because of the high cost of living in the San
Francisco Bay area. RenoILake Tahoe costs are much lower and still provide
easy access to the Pacific coast. San Diego and Tucson are in a similar
relationship; however, the influx of the biotechnology industry from San Diego
into Tucson has yet to occur.
NORTHERN ARIZONA UNIVERSITY INITIATIVE
The proposed Northern Arizona Center for Biotechnology and Human Welfare
includes four major interdisciplinary foci that are further supported by a broad
array of bioscience research.
Biotechnology, Plants, and Human Health. The explosive development of
biotechnology has made it feasible to develop plants with the ability to correct the
degradation that has occurred in our environment and food supply over the last
100 years. Using genetic material from plants growing locally on the Colorado
plateau, NAU researchers are taking a two-pronged approach to help address
some of these problems. By studying how nature works, they have discovered
genes in plants that will be used to develop crops with the capacity to cleanup
metal polluted soils and waters. NAU researchers are also using these genes to
develop food plants with elevated levels of certain anticarcinogenic compounds
to help increase the body's inherent ability to resist the potentially toxic effects of
certain environmental pollutants.
Emerging Infectious Diseases. The spectrum of infectious disease is changing
rapidly in conjunction with dramatic changes in society and environment. Despite
historical predictions to the contrary, people today remain vulnerable to a wide
array of new and resurgent diseases. Emerging virus diseases represent a major
cause of the expanding threat. In the spring and summer of 1999, the West Nile
Virus, never seen before in our hemisphere, emerged in New York City and
surrounding areas where it caused 61 infections and 7 deaths. In 1993, in the
Four Corners area of the American Southwest, Hantavirus emerged and began
killing healthy young adults. NAU researchers are attempting to develop novel
therapeutic strategies for these and other emerging virus infections.
Heavy Metals and Cancer. People are turning more and more to alternative and
non-conventional medicine and the use of nutritional supplements such as
chromium, a heavy metal. In addition, modern living exposes us to heavy metals
as environmental pollutants. It is critical to discover how such pollutants and
nutritional supplements may cause diseases such as cancer, to identify the
genes responsible, and to determine relative humans' genetic sensitivity to
damage by such agents. NAU chemists are exploring the pathways of chromium
and other metal genotoxicity that will contribute to our understanding of the
mechanisms of cancer, will be necessary for evaluating the potential of trace
minerals to be systemic carcinogens, and will be useful for assessing a potential
risk to humans ingesting bioavailable mineral nutritional supplements.
Biotechnology, Genetic Medicine, and Society. As biomedical technology
becomes more and more advanced, it brings with it dilemmas that are as
complex as any ever addressed by any civilization. Americans have deep
concerns about genetic testing, genetic diagnosis, genetic alterations, cloning,
and the use of genetic information. When individuals begin to understand this
research, they move beyond a fear of the science fiction possibilities to an
understanding of the wonderful potential to change how diseases are understood
and treated. Diseases will be redefined by genetic research, because there will
be a new understanding of basic mechanisms on a molecular level, with the
potential for prevention, very early diagnosis, and effective treatment that can be
aimed at new targets, occurring earlier in the disease process. The proposed
NAU center will develop forums to inform Arizona citizens about the forthcoming
genetic medicine revolution in order to provide an opportunity for input into
matters that will affect their lives considerably. A further goal would be to
establish a dialogue with Native Americans on how the issues of genetic
medicine relate to their cultural and religious heritage.
There is not only an unmet need for highly technologically trained individuals in
northern Arizona, but for the small firms that can become the nucleus to draw
biotech firms of like nature to the northern part of our state. Through expansion
of NAU's interdisciplinary biotechnology facilities the ability to train students and
improve the workforce in Arizona will be enhanced. Growth of the biomedical
research technology program base will form the nucleus for the transformation of
northern Arizona from a service-based economy focused on tourism into a locus
of biotech activity.
Implications
The initiatives proposed by the universities will require support for staff scientists
who are experts in the technologies required for these advances, support of the
sophisticated instrumentation, salaries for faculty with expertise not currently
present on the campuses, and stipends for graduate students and postdoctoral
fellows from Arizona and across the country who will fill positions in the new
biotechnology industries in the state. Enhanced efforts in the biomedical and
biotechnology areas should result in a substantial increase in federal funding
primarily from the National Institutes of Health. In addition, the programs
described will enhance our competitiveness for funding from foundations and
other organizations interested in advancing this critical area. Factoring in the
multiplier for funds spent in the local economy and enhanced industrial
development, it becomes clear that the proposed investment has the potential to
repay the taxpayers of the State of Arizona many times over.
Success in this endeavor will be evidenced though increased activity in the
biotechnology industry in the state that will parallel the increase in well-trained
students graduating from the Arizona's universities to support the biotechnology
programs. These are activities that are readily monitored and evaluated
quantitatively. In addition, funding rates and trends from federal sources are
easily monitored. The proposed expenditures should, over a period of 5 years,
result in an increase in research support of $70 million to $100 million per year.
Possible Performance Measures
a lncrease in funding from Federal agencies, foundations, and other interested
organizations
lncrease in activity in the biotechnology industry in the state
UNIVERSITY SYSTEM-WIDE INITIATIVE
ON INFORMATION SCIENCE AND TECHNOLOGY
Arizona University
System
Bioscience and
Biotechnology
Information technologies are an integral part of people's lives, businesses, and
society. Advances in microprocessors, memories, storage, software, and
communication technologies make it possible to build computers and computing
devices that are increasingly affordable, as well as to enable the development of
increasingly powerful systems at reasonable costs. Transforming the way we
deal with information require