The news media recently reported that our general fund campus budget for 2013-14 has been reduced 2.4 percent—to $84.2 million from $86.3 million.

Though the report is technically accurate, the reality is that our campus is receiving precisely what we projected and anticipated, based, primarily, on reduced anticipated revenue we generated during the current 2012-13 academic year due to a decline in student enrolled credit hours.

Current year enrollment is forecasting basis

More specifically, our 7 percent decline in credit hours produced a $3.9 million revenue shortfall.

“We build our budget by using the current year’s actual enrollment as a basis for forecasting next year’s revenue,” Vice Chancellor for Administrative Services Ken Johnston said.

The good news is that we look forward to offsetting nearly half of that $3.9 million shortfall in 2013-14. That is because we have received a nearly $1 million increase in state appropriations. We also anticipate generating an additional $700,000, thanks to a 2 percent tuition and fees increase approved this week by the Board of Trustees. Finally, we stand to gain  another $100,000 in miscellaneous projected revenue, according to Vice Chancellor Johnston.

Shrinking shortfall

Doing the math, we project our $3.9 million shortfall shrinking to $2.1 million—the difference between our $86.3 million budget this year and our $84.2 million budget for 2013-14.

“The Board of Trustees and state approved what we projected our budget to be,” Johnston said.

During its recently completed 2013 session, the Indiana General Assembly passed a wide-ranging array of legislation that stands to impact the state’s higher education system, including Purdue Calumet. Following is a summary of those bills.

House Bill 1341: Establishes the Indiana e-transcript program.

Summary: Provides that the Indiana Commission for Higher Education shall administer the program, beginning July 1, 2015, that will allow all students at all accredited high schools to request that their transcripts be transmitted electronically to state educational institutions, participating Indiana not-for-profit or privately endowed institutions, and participating Indiana institutions authorized by the board for proprietary education.

For further information click House Bill 1341 [Opens in New Window]

House Bill 1348: Administration of scholarships and grants.

Summary: Adds a definition of “credit hours”. Makes changes to the definition of “academic term”. Provides that, beginning Sept. 1, 2014, the Indiana Commission for Higher Education shall annually publish a schedule of award amounts for the Frank O’Bannon Grant and the Twenty-First Century Scholars Program (jointly referred to as an “award”) based on recipients’ expected family contribution. This bill also authorizes the Indiana Commission for Higher Education by Aug. 1, 2013 to develop guidelines for providing state educational institutions direction in establishing eight-semester degree maps for each full time-attending student. Students entering beginning in fall 2014 and who graduate in eight semesters or less will receive monetary awards from the state. Additionally, if a state educational institution does not offer a course(s) that students must take to comply with their degree map in the semester identified on their degree map, state educational institutions must offer the course(s) at no charge to the student(s) during the next academic term.

For further information click House Bill 1348 [Opens in New Window]

House Bill 1427: Various education matters.

Summary: Eliminates references to the “buddy system project” in provisions relating to an income tax credit for computer equipment donations. Changes the registration deadline for school bus owners that are not school corporations from July 29 to Sept. 28. Provides that after May 15, 2013, the State Board of Education (state board) may take no further actions to implement as standards for the state or direct the Department of Education (department) to implement any common core standards until the state board conducts a comprehensive evaluation of the common core standards.

For further information click House Bill 1427 [Opens in New Window]

Senate Bill 98: Regional campus governance.

Summary: Provides that a study committee made up of representatives of the Indiana Commission for Higher Education, representatives of Indiana University, Purdue University, and regional campuses, and eight legislators shall perform: (1) a study of regional campus governance and operations; and (2) an analysis of the Indiana University – Purdue University Fort Wayne campus; and report the results to the legislative council not later than Nov. 30, 2013.

For further information click Senate Bill 98 [Opens in New Window]

Senate Bill 177: Tuition rates for veterans.

Summary: Provides that qualified veterans are eligible for the resident tuition rate for undergraduate courses upon enrolling in a state educational institution not later than 12 months after discharge or separation from the United States armed forces or Indiana National Guard.

For further information click Senate Bill 177 [Opens in New Window]

Senate Bill 180: Higher education grading practices and faculty organization

Summary: Requires the annual salaries of employees of state educational institutions to be posted on the Office of Management and Budget’s governmental transparency Internet web site.

For further information click Senate Bill 180 [Opens in New Window]

Senate Bill 182: State educational institutions; credit transfers.

Summary: Replaces articulation agreements related to the transfer of credits between state educational institutions with the development of a common curriculum and common standards for the transfer of associate degree credits leading to a baccalaureate degree between state educational institutions.

For further information click Senate Bill 182 [Opens in New Window]

Senate Bill 207: Resident tuition rate.

Summary: Establishes certain exceptions to the requirement that an agency or political subdivisions verify that an individual applying for state or local public benefits or federal public benefits is a United States citizen or qualified alien.

For further information click Senate Bill 207 [Opens in New Window]

Senate Bill 409: Teacher preparation programs.

Summary: Requires the Indiana Department of Education (department) to develop and the state Board of Education (state board) to adopt as rules, standards and benchmarks of performance for teacher education schools, departments and programs (teacher preparation programs), and individuals that complete teacher preparation programs.

For further information click Senate Bill 409 [Opens in New Window]

By THOMAS L. KEON

Chancellor Thomas L. Keon

Just days before another Purdue Calumet Commencement ceremony, the celebration of graduation at campuses across our nation, arguably, is a bit more reserved this spring.

Newspapers and magazines have been quick to shout that there is a disconnect between future jobs and college degrees, that degrees are not paying off for millions of college grads, that an investment in higher education is far from a guarantee of future success and aspiration. We are familiar with the headlines.

Reason to be encouraged

Among many, frustrated college and university graduates who are doing far less with the baccalaureate degree they worked so hard and paid so much to earn, the term “underemployment” has come to define their lives during current times.

While our still stagnant economy continues to keep a lid over many exciting job and career opportunities for college graduates, there is plenty of reason to be encouraged about prospects for the Class of 2013.

Bigger picture

The first and most obvious reason is what we already know and what continues to be revealed to us through data. Regardless of the state of our economy, the unemployment rate among college grads remains substantially lower than for those without higher education.

But for the remainder of this message, I prefer to expand the parameters of return on investment beyond jobs and paychecks. In an article published in the April 22 issue of The Chronicle of Higher Education, headlined, “How to Assess the Real Payoff of a College Degree,” senior writer Scott Carlson and his sources remind us that lest we focus exclusively on the so-called “golden ticket” to employment, we lose sight of the bigger picture of personal growth benefits higher education affords.

Beyond jobs & $$$

I know I am preaching to the choir, but borrowing from Carlson’s piece, here are some of the notable takeaways for graduates from their degree-earning experience:

• Opened doors of opportunity not otherwise available;
• Intellectual and social growth;
• Acquisition of knowledge while forming personal views of our world;
• Skill development within a challenging, supportive environment;
• Learning derived within a diverse environment that enables contributions of national and international purposes;
• Rich societal benefit;
• Dress rehearsal for life beyond campus; and
• Fueling of passion exercised by a strong work ethic of follow-through.

Finally, quoting Carlson, “. . . a single-minded focus on money pays little heed to one of the best aspects of the American higher-education system: its skill at developing curious, critical-thinking, culturally aware people. Those qualities may have greater financial rewards than critics realize.”

Best wishes to the Class of 2013.

Sincerely,

Thomas L. Keon
Chancellor

Graduating seniors find Purdue Calumet a good fit

Purdue Calumet expects to award 943 degrees this spring—232 master’s, 687 baccalaureate and 24 associate. The total increases the number of degrees awarded at Purdue Calumet to more than 47,500.

Members of the graduating class include the following:

• 

  Brianne Slick
  Construction management and engineering technologies student Brianne Slick. For her senior project, the 25-year-old Merrillville resident developed sanctuary restoration plans, including anticipated refurbishing costs, for the once majestic downtown City Methodist Church of Gary. The church was abandoned nearly four decades ago. Brianne has accepted a job as an estimator with an electrical contractor in Denver, Colo.

 

 

 

• 

  Andrew Jackura
  Physics student Andrew Jackura. After previously earning a baccalaureate degree in mechanical engineering at Purdue Calumet in 2011, the 24-year-old Highland resident returned for more. A course he took within his ME curriculum fueled an interest in physics. He now plans to attend Indiana University to work on a Ph.D. in theoretical nuclear physics.

 

 

 

• 

  Igor Manevski
  Computer graphics technology student Igor Manevski. The 26-year-old Merrillville resident and native of Macedonia has been intrigued by animation since watching TV as a youngster and taking special notice of the “fantastic animated scenes and their details.” For his senior design project, he developed a series of 3-D, rigid body animated scenes. One is a sports car that he brought to life from his own design inspired by Lamborghini and other super/hyper cars. He is optimistic about landing a job in the graphics unit of a Chicago mobile application company.

 

• 

  Jessica Oxford
  Hospitality and tourism management student Jessica Oxford. Desiring to transfer from a southern Indiana institution, she did her homework and determined that our HTM program was just what she wanted. Three years after enrolling at Purdue Calumet she is graduating. The 26-year-old, full time student from Crown Point also works full time for Horseshoe Casino and plans to continue to do so after graduation.

 

 

• 

  Brigid and Raymond Lukas
  Former Illinois residents Raymond and Brigid Lukas, now of Dyer. Raymond, 35, is a military veteran and former plumber who has overcome three brain surgeries due to pituitary adenoma to complete work on a communication degree. His wife, Brigid, 34, who is graduating in sociology-criminal justice and human development and family studies, is receiving at Commencement Sunday (5/19) the School of Liberal Arts and Social Sciences’ Chancellor’s Medallion as the School’s top student. Ray and Brigid, who have renovated their home while attending Purdue Calumet, also have a 3-year-old son and 6-year-old daughter.

 

• 

  Alex Starr celebrating a win
  Biological sciences student Alexandria (Alex) Starr. Alex, 22 of Plymouth, helped lead the Peregrines’ women’s basketball team to national prominence and a 21-10 record this season. The NAIA Division II All-America honorable mention selection also has been active in Student Government, presided over the university’s Student Athlete Advisory Committee, served on the campus’ National Residence Hall Honorary and was selected to participate in the American Red Cross National Association of Intercollegiate Athletics Leadership Program in Washington, D.C. She plans to begin optometry school this fall.

 

• 

  Brandon Rukes
  Management student Brandon Rukes. A pre-enrollment call he received from a professor helped impress Brandon, 21, of Griffith that Purdue Calumet was the school he wanted to attend. Enrolled in and employed by the Honors Program, he made friends, had a great experience and even earned Indiana Student Employee of the Year recognition in 2012. His degree in management includes majors in accounting and finance. An internship he served with U.S. Steel’s Gary Works plant last summer has blossomed into a full time job he begins in the plant’s Accounting Department early next month.

An opportunity for faculty to gain insight into important university and administrative matters, including those that impact student success and retention is the focus of Purdue Calumet’s Faculty Fellows initiative.

Supervised by Vice Chancellor for Academic Affairs Ralph Rogers, Professor of Communication Lisa Goodnight applied and was appointed the first Fellow last July l. Associate Professor of Nursing Cheryl Moredich was accepted into the program in January. Each Fellow receives half-time faculty release to serve during the equivalent of one academic year.

Blending of faculty & administrative perspectives

Vice Chancellor Rogers says the program provides a professional development opportunity for faculty members who have an interest in administration. “They see a different perspective here than what they see on the faculty side. Plus, they bring a faculty perspective that is important for me to understand,” he said. “What’s more, the projects they’re working on will benefit our campus long term.”

Those projects the past year have included curriculum assessment relative to low enrollment classes and baccalaureate degree tracking to assure that students can complete/graduate from all programs within eight semesters.

Gaining a broader vision

Communication Professor, Lisa Goodnight

“As a Faculty Fellow, I provide Vice Chancellor Rogers help with projects that enable me to delve into some of the important issues the administration is facing,” Professor Goodnight said. “I also believe Ralph has benefited hearing faculty voices from Cheryl and me.”

Also eager to learn more about the administrative workings of higher education, Professor Moredich says faculty in the School of Nursing “are encouraged to expand their understanding, I applied for this Faculty Fellows position to gain a broader vision of administration and important, university-wide initiatives.”

Both professors also find their roles valuable in broadening understanding of important academic matters that affect the students they teach, admitting their focus on student retention and success has been enlightening.

Student success plans

Nursing Professor, Cheryl Moredich

“Initially, Lisa completed a thorough curriculum analysis that triggered a discussion with deans and department heads about the need for consistent scheduling of required courses,” Professor Moredich said.” This work led to the development of universal formatting of the eight-semester plan of study that will be scripted into Degree Works (software package) and the academic catalog.”

Currently, the Faculty Fellows are exploring how general education requirements and competencies fit into plans of study and the overall success plans of students.

Professor Goodnight’s Faculty Fellowship ends this spring. Professor Moredich continues in her role through the fall, to be joined this summer by a yet-to-be-determined colleague.

Academic program analysis in 2013-14

“The emphasis during 2013-14 for the Faculty Fellows will be various aspects of academic program analysis,” Vice Chancellor Rogers said. “Ultimately, as we recruit students, we want to be able to provide them the best information possible of why they should come to Purdue Calumet and enroll in this or that academic program.”

Joan Dorman

Clinical Associate Professor of Nursing Joan Dorman has been with Purdue Calumet for more than nine years. She discusses her views on the topic of “Adult Healthcare”.

Q. What are the three top health tips for people as they age?

A. We often marvel at technological advances and all the great inventions of our time, but the human body is still the most amazing of all. That being said, the body needs to be handled with care and respect. This means you have to give it the nutrients it needs and keep all its parts moving. You have to exercise your body and your brain.

Have advanced directives that are clear, understandable and express your wishes should you wind up in a debilitated state. This will not only be a comfort to you, but it also may give solace to your loved ones.

I had the honor of knowing a gentleman who passed away a few months ago at the age of 103. Frank was really a marvel. He walked every day and had amazing flexibility. One day, I just had to ask to what he attributed his long life. Frank answered that he simply avoided sugar. I have been avoiding sugar ever since.

Q. What is the importance of exercise in an adult’s life?

A. I grew up hearing , “If you don’t use it, you lose it”. As I grow older, I realize that statement is really true. Certainly, we all lose muscle mass and strength as we age, but we don’t have to help that process. Exercise is essential in maintaining, not only our physical capabilities, but also our overall sense of well-being. It is that sense of well-being that then motivates us to do more and enjoy life to the fullest.

Q. What is the impact of stress?

A. Mild stress is so interwoven in our lives that it would be impossible to imagine life without it. It probably begins in infancy when a baby wants to eat and has to wait a few minutes. It continues through all our childhood years, like not getting picked for a team.

And then in the teen years, stress really builds. As adults, we fluctuate between mild, moderate and extreme stress. We get used to the mild stress. It can even be a great motivator. It gets us moving in our search for equilibrium. Moderate stress elicits the flight or fright response that gets our sympathetic nervous system responding with physical symptoms.

But extreme stress can be harmful – physically, psychologically, and even spiritually. It tests our best-honed coping mechanisms and it can lead to illness or severe depression. For this reason, it is very important that adults have a strong support system that they can turn to in times of extreme stress.

Q. Why do many people work beyond retirement age?

A. Work is often a large part of a person’s life and may be part of one’s identity. So the question becomes, “Who am I if I am not a teacher, (or a nurse, or an accountant)?” Then, there is the concern about how one would fill all the hours in the day if not working at a job. Finally, I think there are financial concerns in our present economy. For all these reasons, the potential retiree may well decide it is better to keep working.

Q. Where should an adult go for health resources?

A. All of the hospital systems in Northwest Indiana have wonderful resources, such as support groups, informational classes and printed materials. They also publish calendars of events.

By THOMAS L. KEON

Chancellor Thomas L. Keon

This issue of The Bridge takes us down a different path than past issues.

Instead of stories exclusively about our campus and people, in this issue you will find a more global focus—on cutting edge technology being used in higher education.

Technology and what we deliver

If we believe that higher education in general and our campus specifically is a microcosm of society, then most certainly we buy into the notion that technology substantially impacts the product we deliver, the manner in which we deliver it and how we operate.

Exactly how much does our current commitment to technology drive our campus? How much should it? How much does it affect our delivery of quality? How effectively and comprehensively do we use technology to benefit students? And can or should we act more technologically savvy in the interest of advancing a stronger, better, more efficient and appealing Purdue Calumet?

These are questions I have been pondering, especially as I consider our multi-faceted challenge of attracting, retaining and graduating more ambitious, successful students from a new and more competitive environment.

Benefit to constituents

In the health care industry, hospitals that fall behind technologically run the risk of physicians referring patients to other hospitals with more and better “toys.”

I hope I am not misunderstood. There is much technological excellence being used and applied across our campus—some very cutting edge technology, to be sure.

But the bigger picture, as I see it, is how we approach technology to benefit constituents. How we do so defines our campus, and, in the process, builds brand and perception.

Making a difference? Or just keeping pace?

Our use of technology can and should go a long way in helping us serve students by responding more efficiently and effectively to their needs and desires. Good technology should drive our ability to generate valuable data in order to operate more proactively. Good use of technology is the difference between making a difference and merely keeping pace.

In addition to an innovative app developed by Purdue Calumet students, this issue offers several examples of cutting edge technology that have been introduced at other universities.

As we get busy implementing our new Purdue Calumet strategic plan—one that emphasizes goals of academic excellence, learning through engagement and discovery, inclusivity, and business and community partnerships—technology will play a huge role in our ability to achieve and advance.

Sincerely,

Thomas L. Keon
Chancellor

Purdue Calumet recently received the Leadership Award from the Urban League of NWI for campus diversity and inclusion efforts. The award recognizes organizational-wide development and implementation of diversity strategies.

Strategic effort to embrace diversity, inclusion

Purdue Calumet Director of the Office of Equity and Diversity Linda Knox nominated the university for the award.

“I nominated Purdue Calumet for the Celebration of Leadership Diversity Awards because there is a purposeful strategic effort (on campus) to embrace diversity and inclusion in every aspect of our academic pursuits as students, staff and faculty members,” she said. “I think the area that reflects the most important positive focus is in the area of training. In support of Purdue Calumet’s strategic plan effort to promote inclusion, diversity and inclusion training will be implemented for faculty and staff. This training will bring us closer to our goal of a more inclusive environment at Purdue Calumet. “

Multicultural Campus Council

Knox also cited development of the Multicultural Campus Council on campus as a diversity improvement product of long term planning. The MCC seeks to engage all campus constituencies in ongoing planning, review and support of initiatives and education to support an ‘inclusive’ campus environment.

As technology in the world expands by leaps and bounds, there is no area untouched, especially in the world of academia.

In pursuit of higher education, students are exposed to state-of-the-art facilities, programs and procedures that assist in myriad of ways as they work toward their goals and degrees.

This issue focuses on four examples of how technology can and is advancing student learning and services:

• San Jose State University has engaged in blended or hybrid courses.
  read more … about San Jose State opening Center of Excellence
• Use of flipped classrooms by Minnesota State University and other institutions.
  read more … about ‘Flipped classroom’ is gaining momentum
• The University of California, Berkley; Stanford; and Carnegie Mellon, Silicon are utilizing Collegefeed Career Marketplace, a social media site that connects job-searching students and recent graduates with talent-seeking employers.
  read more … about Job seeking students & employers find right fit with ‘Collegefeed’
• On our own campus, computer information systems students, under the guidance of Professor Kuan-Chou Chen, have developed an app that provides comprehensive Plan of Study/graduation information.
  read more … about Purdue Calumet student-developed app provides digital Plan of Study

Expertise garnered through an “Introduction to Circuits Analysis” class last fall using the MOOC provider edX platform has evolved into the development of the “Center for Excellence in Adaptive and Blended Learning” at San Jose State University.

The expanded collaboration between the university and edX [Opens in New Window] not-for-profit online learning enterprise founded by Harvard and the Massachusetts Institute of Technology (MIT), follows a successful pilot that has increased student pass rates.

Blended classroom settings

Once trained at San Jose State faculty members will be equipped to incorporate the MITx 6.002x Circuits and Electronics course offered on the edX platform into their own blended classroom settings. This means students can prepare for class sessions by accessing in advance all the rigorous curricular materials — readings, video and interactive exercises. Access of these materials provides preparation for in-depth class discussions and group work facilitated by local professors.

“San Jose State University is thrilled to have the opportunity to grow its groundbreaking collaboration with edX,” President Mohammad Qayoumi said. “As the public university serving Silicon Valley, San Jose State is the perfect place for a center for excellence in online education. We look forward to helping other California State University campuses make available to thousands of students the innovative, blended approach to learning developed by SJSU and edX.”

Beyond engineering

The agreement also enables the SJSU-edX collaboration to expand well beyond engineering to the sciences, humanities, business and social sciences. SJSU will pilot additional courses from several edX universities, including Harvard, MIT and the University of California, Berkeley.