2017 Universities Accountability Meeting

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>>Please standby. We will begin shortly.
The Texas Higher Education Board
coordinating board 2017 universities accountability
meeting. April 24th, 2017.
Will start at 10:00 A.M.
. Please standby.
We will begin shortly. The Texas Higher
Education Board universities accountability meet
ing the April 24t April 24th, 2017.
Will start at 10:00 A.M. Joran Van Der Sloot Universities. . Welcome.
Please standby . >>>good morning everyone.
Good morning. Thank you for joining us
at the accountability system over view meeting today.
We are excited to see so many of you here in
person and also want to welcome the folks that are
on the phone . Good morning I’m Jenna
Cullinane Hege, Phd. We oversee all of the data
that you submit and the accountability system.
We have been working hard for the last two years
on redesigning our accountability system.
To one, on the technical side make it more user
friendly and modern in terms of how the nuts and
bolts work. Also wanted to take this
opportunity to align the system to our new STA tee strategic plan the 60X30TX.
We have our soft launch. It’s live and it has our most
recent data and will be looking for your unput
and feedback for the system before we are ready to
bring it out out to the board in July for the final
approval. We are looking forward to
hear your feedback and in the afternoon hear about what
you are thinking about and how the data is
supporting your work. We will go ahead and open it
up for introductions introductions.
We will do staff and also welcome the folks in
the room to say good morning. I don’t think we can have all
the people on the phone if there are many but I
will turn it over to bill to guide us through the
rest of the introduction.
>>I also want to thank everybody for coming.
I don’t have the information exactly.
There’s about 25-30 people attending in person
and 45 people on the line. So, welcome to everybody.
The director of the strategic planning and
analysis. It’s nice to see you all
again. While we have her and before
she has to go and do something else I will let Julie
introduce herself. >>Thank you, bill.
Good morning. I am Julie Eklund.
I spend a lot of time in accountability meetings.
I will not be able to be with you today.
It’s a busy time here at the coordinating board
with the session happening so I will have to go
attend meeting thes related to the hearings this
week. Ly probably come back and
join you again this afternoon.
I have to tell you how proud I am of my staff for
all the good work that they’ve done on this
accountability system. Our redesign not only in term
s of the user interface but alsos the process
of taking a look at the measures and I’m pleased to
have all of you here because institutions have been
critical in terms of the process of taking a look at
our measures, updating them to a line with a
new strategic plan and giving us feedback on our
new system. I realize it took longer in
coming than we thought but it is complex.
It does wonderful things for us in terms of
behind the scenes. I think you will see what it
does in terms of the user enterfection enter
interface. It is a big step forward for
us in thety in the division and we are pleased to present it
to you to be near nearing the finish line.
We are not quite there yet, there are still a few
bugs. It’s come a long way and we
are excited about sharing it.
Thank you for coming. I will come back and join you
for a while this afternoon and be available if
anybody has any questions.
Thank you to staff for your good work and enjoy
the meeting. Thanks.
>>Okay. Thank you.
>>>at this point, I will quickly introduce staff
that we have here and ask each of the people attend
attending in person to introduce themselves and we
will probably move forward from there.
I would love to have the people on the phone to
introduce themselves and get a sense of who’s there.
We encourage people watching on web cast and
listening on the phone to participate.
Chris Hamilton here on the left.
He is a program director who has been with us for
a year, about 14 months, I think .
Doing fantastic work for us on accountability and
the almanac. GABRIELLA — raise your hand.
If you don’t know who she is, you will.
She is a lead staff in the area of working with
student debt, work force data, all those things that
are highly EPL a in the plan. And DIANA on any staff who
is the queen of accountability and has been here
since day one. And John who is also pretty
new. I would say nine months.
He is developing expertise in our transition from
high school to higher the Ed area and has a lot to
do with helping us get the in the accountability
system tested, especially the institutional log in
to allow you to enter data and we also have Jessica
COLLIER who is a new addition to educate people on
the system. I don’t know if you are
particular with our new C COM system and she the on staff
to help us with that that.
I will start with Lincoln and let him introduce
himself and go around the room. If you will hand people the
microphone so they can let people pass it around so
people on the phone can hear you.
>>I am Lincoln holmes with U T Austin.
>>I am from Texas state university.
>>Texas A&M university, Corpus Christi.
>>Mark, university Houston. >>Sharon at the University
of Houston, Victoria . >>I’m Steve from the
University of Texas. >>Brandy Hawkins san Angelo
state. >>Texas A&M university
Corpus Christi. >>Texas A&M university at
commerce. >>Dwane garner, Texas A&M
kingsville. >>Janet, Steven F.austin
state university. >>A&M San Antonio.
>>Amy, Texas state university Texas state
university systems. [ Inaudible ]
>>Lorraine Phils, UT Arlington.
>>Jeff, A&M central Texas. >>University of Texas system
administrations . University of Texas systems.
Good morning the university of the president — [
inaudible ] I think that is everybody here.
Before we jump into the rest of the program I
wanted to draw your attention to the agenda and the
meeting outcomes that are listed at the top.
What we are hoping to accomplish today that you
will be the knowledgeable about the content and
navigation of the system. We sent the link out in
advance. We will walk you through all
the ins and outs of the new system today.
We also have the understand ing for the time line
and board approval. You will see where things are
ready to go coming down the line.
Third, we want to make sure that we get your
input about the new system. Then from you and vice versa
about priorities relative to 60X30 and how you use data
to inform your work.
Finally, we will have some time to learn about
legislative activity this afternoon.
We will have the folks from the work force
division to give you an update on bills moving.
I will turn it over to bill. >>Okay.
So, let’s jump right in. Can we ask somebody on the
line or listening to just say or introduce one person
so I can confirm the phone line is working ?
Perhaps you can say whether you’ve Steen slides.
>>I will go longer. I heard something happening
out there .
>>We introduced ourselves already .
We will keep the phone lines open as long as we
can. Sometimes issues come up
where there’s feedback and we get the elevator music.
We will mute it if we have to and unmute it when
we are seeking feedback. As people have questions
we encourage them to interact . I will ask again to say if
you can see the slides or not.
Any of our phone participants .
>>>I am from Dallas. Can you hear me?
>>Are you able toll see the slides?
I can see the slides but it’s a little behind.
That is a different one . Okay.
Anybody listening remotely wants to make a
comment, ask a question or has a technical issue and
can’t get through you can also E -mail GABRIEL a B ORC
BORCOMAN. Her e-mail is on the screen
If you e-mail her with any issues then we
will get them taken care of .
Use your phone. Don’t put it on hold but mute
it. Thank you. If anybody ordered lunches,
they should be arriving . We have a new process.
Hopefully that is really nice since the last meet
meeting and will come at that time.
You have an agenda in front of you that should
match what we see on the board. We will move in to measures
and go over the measures on this legal size
paper with measures and the proposed T*E E-measures.
It is a document that hope fully you have seen
before and it has been revised and we will talk
about that. We will talk about the
accountability system over overview and walk you through
some of it. I got feedback that they en
joyed seeing the actual demo of the system.
If it gets too long we will take a break if we
need to .
We will come back and do a legislative update . You can see the time frame
here and we will stick to that and get you out of here
on time if not early early.
Just to set the stage , I think you are advanced
in the accountability system already.
We improved the system to go along and align with
the new state strategic plan 60X30 text.
Where the old one is closing the gaps and been
around for a good 10-12 years, somewhere in that
ballpark. This is time to refresh and
bring it up in the 21 21st century and get it in line
the way we are going forward.
It has the same purpose purposes.
It’s still about the quality of the institution
and able to see that shown on the slide .
We will talk about it allow ing the new web design
design. We will ask the folks on the
phone to make sure the phone the muted .
If we can’t get that to happen, we will mute the
entire phone lineen in a second. I will ask our I..
The I.T. People to mute the phone line
now . It gives us the way to
highlight and how we choose to show it and whether it
‘s key or just interactive.
There are a whole variety of choices that we need
make. One of the big things that
happened was that we reduced the over all measures to
make sure we were able to tell the story on what
we wanted to emphasize on higher Ed.
Flew the look and feel which has improved and
easier or the read and access as well as narrowing
how much is displayed for people to consume, hope
hopefully the story is better told and emphasizing
on what’s going on with the plan and how we are
progressing towards meeting those goals.
>>Just a quick update on time line.
It has been a while that we’ve been working on it
it. We started by building it
from the ground up. A lot will never see the work
that went into this as a total restructure happened.
A new type of system or tool for building the
interface. New expertise than had to be
brought in to make this happen.
There’s a stuff that no one will ever see or know
about. It took time to be in place
and continue evolving as we go through.
We have a final product .
Going over the measures last year’s
accountability meetings were dedicated to that.
How many people were here last year?
Some may look familiar. We opened that up to
institutional input. How can we change things and
explaining how thing things need to be realigned to
align with 60X30 so they were aligned and showing
the right information .
We started a soft launch last month where we are
making the ST-PL system available for people.
In is a working progress where we wanted to get
things out. We could delay or put it out and here’s where
we’re at. We are in this process to
evolve and make improve improvements.
We want to put it out so we can let people use it
and get your input as we go along and how easy is
this? How are you seeing the
measures? The data?
All these to get feedback from the field as we
still have the door open on continuing to make
enhancements on the system before we said okay here
is our launch which happened later in the summer.
We will be taking these measures to the board.
There is a demo. It was well received.
We will take it for the final approval in July
and have a launch in the summer after that .
We have enough to call it official and take final
comments. Why did we make changes?
To align with the 60X30 text and provide
navigation and provide data that has been expanded
in a way that we will talk about later .
This is a quick slide. How many people have started
to look at the new system.
You know it’s changed in the way it’s organized.
The previous one was closing the gaps and
emphasize those for areas that you see .
Enrollment was a key area .
A lot of the information is still there but reORG
reorganized. That is a big one.
And then we created a specific area.
Instead of the old one had things that cropped up
like patient care and success points and they were
on the main menu. Now we tried to organizer
organize that and put in one area
and you only see that in that particular sector.
It was a way to declutter. Who uses it?
I think you are familiar with this.
The university system, college board, institution
institutions, we all use it. How do we use it?
Our friends in the AQWF is to do program reviews.
Request for new programs. We put it in to institutional
online resumes and goes in the higher Ed almanac.
All success points are determined by the
information that we collect . How we adjust it and how
people can pull out of multiple institutions data from
a list that they choose.
We have a regional portal and expanded by our new
60X30 web-site and this information also feeds that.
We have our peer groups. For this we have five peer
groups. You can see the numbers on
the screen . We have that on the site .
If you want to find it, there’s now a link on the
Texas higher the education data page and can go
through through the link you see on the screen which
I believe everybody is familiar with.
It went out other times . I will stop at this point . We wanted to go over and take
a look at the large influx that you have with the
university accountability system.
This document was one we work ed from last year.
What we were thinking about in terms the of which
we will keep and just have available and not
emphasize. Some of them were not being
changed at all. Some were being slightly
modified. We went through that is all
discuss discussion.
We had highlighted issues and allowed people to
give us comments again.
We had more feedback and comments.
We had a fall web -NAR to do it again.
We made sure the field has input on these in
we’ve been in collaboration together for what we’re
choosing. We wanted to point out a
couple of things. In terms of the number of
measures and where they line up, this document only has
two more measures on it than it did when it was being
presented last year year.
Those two are on the second page in the specific
area. The first one is students en
rolled in dual credit credit.
That was something brought up because of the hot
topic nature. We got a lot of feedback that
was one that people were interested in seeing from
people in the field and from leadership here.
We had multiple legislative requests for data in
that area. And restricted the research
was one that we added to this list.
Somehow it might not have made it on the previous
list. Other than that, this is the
same list as before. What has changed.
What has changed are some of the naming
conventions. We tightened up the names of
what we got to the point of putting on our web-site
. So 60X30 attainment used to
have the first one. It used to have a longer name
. You will notice that one in
blue. The two in blue I left here
and not specific to your sector.
There will not be an attain ment for your
institution. We do astain attainment
attainment on the state level. It won’t go to an institution
al level because it doesn’t make sense.
As we refine the methodology for that one and
wanted to put that here for you .
You can see the other blue one about five rows
down. High school in high per
education and it will not be done at the institutional
level and it was left here for you to see because
that’s also a target in the plan .
The newer column hasn’t changed.
They from still new TER or existing this year in
the same capacity. The proposeed the methodology
column has changed. Last year, what we’ve done
here is not made a significance change to the me
methodology. We haven’t changed the animal
so to speak. We have tightened the
language and have gone through it and made sure that
there were not any loose descriptions lying around
or notes to ourselves the left in it.
Now we put it on the web-site which you will see
later and we wanted to make sure it is clear and de
descriptive and non-confusing and we’ve taken
feedback from the field and from ourselves and look
looked at it and will continue to take feedback.
There is always something that we didn’t see or
miss or someone says, “in is confusing to me.”
Although when I read it things like that.
>>We did break outs and you will see some of
that has changed since last year .
And before I start opening it up to you — I will
say one of the comments that we got — we didn’t
know all the sources of everything last year but we
have gotten to the point where we crunched the data
and have this sources. I am not sure and have to
economic whether this has been updated to the web-site
yet but on this document you will see the source
s for each. We wanted to take time and
once more — because in process has ever evolving.
Open it up to any of you who have any questions
about question cans or anything if there’s a
favorite of yours if you have been looking at while
we have been talking that you want top ask a
question about. An open MIC night at the
board for you to make further comments for you to
improve this. If our phone line is back
open I might have heard a couple beeps.
If you can open it now that would be great and
anyone in the room wants to make questions, about
the methodology, now is the time .
Yes, cathy . >>Caller: thank you.
For the actual strategic goal s for the state it’s
only up no masters. >>Correct.
I will show you that when we do the demo . This ST-F testify is the way
that we decided to handle that. When you think of the sector
and look at the report in showing this
information it will go up to the doctorate .
The feedback we got and the plan is statewide . They wanted to threat people
know and since there’s not a number that we are
following for any familiar institution we felt
that is the way to go. We will look at the statewide
report .
Thank you you bet any others? Any on the phone.
>>Caller: this is Joe meyer at Texas state.
I had a couple comments about a couple of the
measures. The medium student/debt to
first year wage, I think is going to be influenced by — the degree
field and the degree level and so I know it’s
probably hard to take degree field into account but
maybe that measure can put us to the degree level if
that is — [ inaudible ] >>It’s under graduates so
you are talking about a break out of a bachelor’s
versus associates. >>Caller: right.
Chris will be taking notes so we will go through
this one by one and everybody’s input will be
appreciated. >>Caller: one other one is
the medium or average debt of throne debt graduates.
That one I understand the natetive nate nate native or non-native
that is g the debt of graduates. I also notice it appears the
legislative board is adopting the data set definition
for their performance measure related to
that .
I know in the past they work ed bring as.
Of the measures in agreement as could be done.
That might be one that you want on the any about.
>>This is something that we had and we did cross
check and this is one where we do have a difference
because the measures are institutionally focused.
We decided that as a state we have a
responsibility to look at it from AP student
perspective. The compromise that we came
to was to show average debt but a break out for
students who start started at the institution and
those who came from another institution.
That is AP way to get both pieces where you can
see how they compare . >>If it’s already included
we will see that in the demo, if not, it will be
coming because we put that in the almanac as a
breakdown. Were you also referring to
that issue? >>Caller: thank you for
mentioning that. I had that concern, also.
>>I think Jenna’s answer is the same for both of
them. It was an intentional
decision by the board to adopt than as part of their debt
. People they not agree but it
is a holistic view. What is all the TKHET debt associated with getting in degree.
Any other comments? Thank you Joe for that one.
Anybody else? >>I have one other follow
up question. For the degrees and
certificates, when you look at the statewide number of
certificates but figure out every institution’s
contribution to that. I can never hit that number.
Sit non-texas career institutions?
>>I will open that up to our expert who has been
g those and let DIANE taking a crack at it . I would always go over and
under. It’s probably user error.
>>Okay . >>Caller: if you pull up the
number of certificates for the statewide
number and fry to go into public universities and try
to add up all of those categorys I can never equate to the state-wide
number. Maybe this is something I can
e-mail separately if I’m the only one having this
issue. >>You would have to give me
specifics what you are comparing .
>>I am trying to get the statewide certificate
number is and get the break groups .
I can never hit the statewide number.
>>They should add up. >>Let me ask a couple
questions. When we redoing the statewide
tracking for the plan and counting those degrees.
They include career schools in those numbers,
right? We get the data later so it
comes tout later and so that gets updated later and
we are working through our process for how that
cycle will go .
You would have to add all those pieces up.
It might be more difficult than it looks off the
top. Thank you.
Just back on the certificates , I think our
certificate count is correct. >>We will call it web fort
reports — web port reports.
>>There were separate fields , a certificate
field and upper level certificate field and graduate
or bachelor’s, I can’t remember, one didn’t work.
>>So in the old accountability system under
graduate level certificates were never shown in the
main accountability report. Not interactive.
But in enter aboutive, it was — but in interact
interactive it was. It was never shown as the
main because there one school in the state that had
graduate certificate level.
When it was first developed years ago, I don’t
know why they never got put on there.
I guess because they are not part of the
university under graduate mission.
Then somebody wanted to show the level and those
got added down underneath and not counted as part of
the total degree. It is probably the subset.
Now in the current system they should all be
there showing . No certificates are showing
and we have over 200. >>I have never seen anyone
have over 200 in do doing this.
There was only 10 in the state for the past 15
years. >>They show in interactive.
>>Are they under graduate? >>They are both.
>>I will have to look at your specific school.
>>I have a couple questions. We talked about all the
measures in the old system.
Ya’ll will replicate those in the new one.
Will we have a time line for that? >>We don’t have a specific
time line. The desire is to have those
available when we get to the official launch.
That is the goal. >>On the faculty data it
will be helpful to see some break outs such as rank and
ten you when we are trying to report faculty data
and have more details than the over all head count.
>>I am thinking that is not in the old bun but
something that will help your job out now.
>>You can only report those as rank.
You can go with that to break out the non-tenure .
I think it provided all the ranks by ethnicity.
All the operating budget would be good for report
reporting. And then the funding pieces .
>>Most of the stuff is in the old system and you
are looking forward and our over all intent to make
make — I can’t say everyone but make vergely
everything in the new system the although it may not
be on a web report. This will get to that.
The problem is we haven’t gotten it there yet.
>>This one buzzing in the old system.
We have a few question s.
We have degrees in the system which is really
nice. It would be nice to see if we
can get enrollments that way as well .
And regarding the break out.
It’s listed by the program. We know it’s missing the
number. >>I was trying to look for
certain codes — >>I was looking at it and
couldn’t make details. There was 700 things and
couldn’t find what I was looking for either, so.
>>Some of the scrolling you have to do in the
interactive is a little troublesome especially down
to the last filter. It won’t always show on the
page . >>Yes, I am aware.
There is a limited window box .
I think it comes up no 25 re cords but once you
hit past 100 you have to hit buttons to go to the
next 100. That is a lit this will
awkward to make things more user friendly.
I just get around it by open ing up a file and
opening it up in excel. >>I heard a few people in
the last meeting with the schools talk about interact
ive output. I am one of those on both
sides of the fence. I appreciate what you have
done. We have it loaded in a
database that is better at it.
Your reporting to our system. >>It should be easier for
that. >>It is.
I understand what the others are talking about
and if you want to come PA*EURS to a couple schools.
I don’t know what the right answer is.
It would be nice if there were two but buttons you
could click for data downloads. >>I am sensitive to that
comment and heard it a number of times and agree what
what people are talking about .
I don’t know what your 60% means and I have to go
dig it up. We are giving people the
numbers now so that’s good if they want to see what
went in our rate they can see that .
I am just trying to get the graduate rate across
ten different schools. That is on our list of ways.
We don’t have any intent of taking the away
what’s there now. Maybe there will be another
way to get the rate rather than the wrong numbers
underneath. That is one example.
We are sensitive to that so we’re trying to
figure out how to do both and that’s also on our
list. >>Is it possible to filter
the filters ?
>>Yes that is another one that is at the top of
our list of things that we would like to have .
That is something systemic all the way through.
That is an enhancement .
If you were interactive, it would be public
information. The next you look at are
institutions and only see university stuff .
When you look at the other stuff that is not
filtered on university. I started putting labels on
each table. The four year and twoier to
guide people until we can get that in there and that’s
something on our list, too.
>>I love all your questions. I love the feedback and the
more comments that we get in these regards the more
likely these are to be addressed and the more I can
take it back . Any others ?
Anybody on the phone ?
>>Caller: I have a question.
On the completion. I checked our university
numbers and when you have the completion you can see
the master credit hours, right?
Under that? >>It is a different
measure from what I think of as degrees and certificates
awarded. Name the numbers that you are
specifically talking about.
>>Caller: when I see completion my university
and I have credit hours. What is the number on the top
that are total ?
>>Let’s take your name and institution.
>>Caller: okay . Sam SHI at UNT Dallas.
>>I think I went to your presentation.
>>Caller: yes. Thank you. >>We will follow up and get
to your question. >>Caller: that would be
great .
Thank you. >>We looked at the semester
credit hour one. The total shown for each
school seems to be duplicating some of the accounts
that are within the rows below it.
It shows $1.5 million for each semester . Take the star below the total
at the top. That should be your total and
in order to get your true total you have to make
sure the fall button is clicked.
If you don’t you are getting a little extra.
That is a totally fair comment, too.
This is in to bringing in some of the data in the
prep system .
You can scroll for AR while and there’s a whole
new category. One of the things that we
said is that information from prep will be
melted into the new accountability system so it can
be let go. The things going forward
would be included in this one.
Were not there yet. Another that this soft launch
is about is getting us in that point .
I will be looking at that report .
We are making sure that is what we want it to be .
I have a couple comments from the field and think
thinking of looking at that again.
>>Caller: thank you. That would be great . All right, I think we will
move to the next item and stay on track for our timing
. We are a little behind but
not bad . This is the higher Ed data
page . We want on the make this page
easier to read. I got used to using it.
You can find things quickly but not easy to break
into. We added a link for the new
system there. There is a legacy system
underneath it .
The previous year was 2015 and it stopped.
It will be there available for people so that’s
there. Home page which you have all
seen. System is responsive so you
can look at it on the phone or aye iPad.
The first thing that we recommend you do is
select a sector which is on the top right hand corn
corner .
You pick a goal .
In this particular example, somebody would have
selected public university as sector they would have
selected completion as the goal. What we are calling web
reports appear.
The ones that are dark blue are the key and light
blue are the context. The top can be open and shut
by you. They will appear open if they
are dark blue in this particular example we will
show you that you can shut them.
>>If you click on the words, it will close down
to that bar. So dark blue will appear open
. Light blue will appear closed
and can open and close them at your convenience
by clicking on the words in the title.
I think we just had a conversation about SE most
TER semester credit hours.
Once you selected your goal and the default is to
come up with a statewide numbers across that sector.
It is in the drop down that is available to you
to make a deeper selection and you can also choose
peer grouping or you can choose systems is or choose
individual institutions to get to the level of data
that you are seeking . >>One thing that we got
in put in early and found useful for people and have
a lot of good feedback on is the ability to
filter the data on the web-site on the spot.
There are filters at the bottom of every table.
Not every table will have filters but we are
incorporating them as we can . You can pick I want to see
male or female or male african-american.
I want to see whatever the filter options are
available to you at the bottom where you can sift
through because it defaults to this entire data . We had positive comments
about people using it that way .
We will run through a quick university example so
public universities was selected .
The goal marketability skills was selected on the
home page and brings up the first key report that
see. The report for the first key
measure that you see is dark blue and comes up open.
You can see this one is work ing and enrolled.
That is organized under the marketable skills
goal. You can see the information
there . You can use that drop down
menu and can see the way the table looks . U.
It has your title and then it has any break outs
that might be available for this particular
information which you can see is broken out for work
working only and enrolled only .
This is just a Sam is of some context measures on
this. We jumped over from market
able skills to other and you can see the ones
available. They show up closed and you
click on the word and the table will open up and I
will do that on the demo which is why I am flying
through this. Along
that blue menu bar at the top there SAR drop down
called resources. It has a number of things
available on there. You can see the peer groups
if you want to figure out.
You want to figure out what your peer groupss are
and you can go there .
One of the most important one s for people to use
are measures and definitions .
We also made it available in another way.
We have a page devoted to it as well.
If you went to resources and collected that —
you would see the initial thing that will come up is
that black square at the bottom of the screen.
It is a measure and defaults to being statewide.
It is in the statewide sector of the web-site and
it has them list ed you can see if you wanted
statewide it will expand and open.
If you wanted public universities you can select
from that drop down then you would pick whatever
measure you were interested in finding the
definition of. This is where you will find — this is what we
put on the web-site. Here is where we put it.
>>The last one is showing the selection.
There was red square around high school and
higher Ed. You will click on it and the
methodology pops up. I don’t know if this is the
same. The printout is the most
current current one and updating you go along.
There’s not sources on the bottom of this one
that’s on the slide. I don’t know if any of the
words have changed or not.
They will be update -DZ as we go along to the
most currents information. . >>Peer groups.
We mentioned those quickly if you went to re
resources and selected peer groups.
This is the same information that is available in
the old accountability and moved it in the new
system. It will happen here.
Interactive report so we have information about
interactive. This is some of the data that
is available on the public university realm.
We will be adding more as we go.
If you are using interactive this is the screen
you get to by clicking on that far right red area on
the main menu bar that says interactive . Then you read the instruction
s that’s why they were put on top of the button.
If you read those it would be easy to follow . It will show filters.
You can pick whatever universities or peer group
groupings or systems is or all of it that you want
to get information for in your interact give report .
It asks you what were data you would like to see . Once you have done than you
hit the view report button that is on the screen.
Some will show up in a window right on the
web-page so you can see and get a glimpse of what
you are looking at . SOUF at
at this point it is limited. If you SKW asked for
something that was long. It will hit that button and
then you will can do PDF but for me it’s easier to
taupe with excel — for me to open with excel.
Just to look at the data. Another thing that hope
fully a lot of you saw the e-mail blast on and that we are
in the process of co codoing nowdo do
doing is collecting institution al log ins.
How many of you were in this?
>>How many people are familiar with the old
system where we used to do entry to a log in process
there where we have collect that we don’t collect
through CBM reporting. A decision was made that was
not cost effective to do it that way.
It was not easily added and not specifically
dedicated to accountability or something like that . There is still a log in
process. There were some delays
with getting that open this year . >>People have asked me
questions. We will send it over to the
legislature in early may so everybody is trying to
get it done. People were asking me for a
deadline. I suggested fry to get it
in by April 20th. That will give us a KPHABS
chance to look through it all and make sure we don’t need to
follow up on. If you can get it in by may 1
st please do and we will go from there.
If there are issues, just e-mail me and we will
take it on a case by case basis. If you read that information
about thousand do it it, this is where you would find
it the under the TH THECB drop down menu on the menu
bar . You have to log in and it’s
secure data like it was before.
Once you get in, you will check the my access
area to check that you have access to an option
underneath that called accountability institutional
portal. You will click on that and
get welcomed and then you select data entry to do the
first part and enter your data and you go through
whatever questions it’s asking you to SPWE integrate it
for . These are the sendly the same
ones that you used to complete before.
I think we might have eliminated one but not many
of the questions . We added one called progress
the 60X30 test marketable skill goal.
We know that there are not a lot of things going
on there. The agency is involved with
the process later . What is going forward and
what guidance the agencies is providing. Help
figure this out request sessions gooing goo going on.
I know not a lot is happening in this regard.
What we included is for institutions to tell us
what they are doing on their own at this point with
regard to progress toward this goal.
There is no requirement for what you put in there
there. It’s an K-BLT for ability to
gather information on where this will go.
People were worried that they will be evaluateded
in some way. This was nor us to get
feedback that we can use to help determine the direction
of where this is headed and how to best measure
this and what needs to be collected and we can
TPHASZ pass that on to working more with institutions to
continue to refine that. That is nothing to be scared
of or be worried about.
It is an opportunity to tell us what is or isn’t
happening at your institution in terms to add this
goal . I just wanted to mention that
. The other thing that we
continue to keep keep available is the report comment
ability. I want to thank Joe for
diving in and adding comments to reports and TK*ESing
that for us — and testing that for us.
We tested it ourselves but we love it when people
do it live and from an institution to see that those
reports are showing up on each table.
When you want to make a comment to report, this
is where you go to do so . It will show you the report.
In that comment box that you see on the bottom on
the left is where you enter your comments . It should appear below the
filter buttons . This is a point where we have
been going for an 1 1:15.
We can go in a break or in the demo part.
I will take a vote. It would be fun to have a
web polling things that we could do.
Raise your hand if you need a break.
All right. We are moving the forward.
I will go to the computer and will walk you
through some of fit right online . You can see what I am talking
about on the demo . Stop me if you have any
questions on the phone. Than is able on the phone.
You let us know. If you want to move in any
direction or do anything so you can see that
screen now is the time to do that . With that we will move for
ward. I will use the mouth here.
Hopefully that is visibility to everybody . We have home.
We will continue to add thing s.
We added a couple quick start guides.
If you want to see how to use this system, we
have a quick start guide that we useded to develop
for people and can go through and can read this.
If you have staff or you have forgotten something
that I have said . You can select the sector and
the goal and it walks you through and tells you
many of the same things that I briefly went
through today . We talked about institutional
log in. Here is a guide on thousand
do that and interact enter data and shows you how to do
those things. The data entry portion will
give you an example using the medical school.
They had a different set of questions in public
universities. You can see the questions
here that we see on the slide earlier . You can refer them to this
document. You can get a log in.
Than is the first thing you have to do.
If you don’t have that — >>we made those available.
As I mentioned before you can go to other
web-sites here. We have 60X30.com STRAEULable
. I will leave that for a
litter discussion because it’s on a later aJean da agenda.
This is a note to guide you that it’s over here.
This will not last forever. It might not last much longer
because it creates a problem for us that we have
learned. How many of you have ever
seen something like this when you have been trying
to use the site ? This box is at a fixed — when
you hit a certain dimension on your screen it goes
in no man’s land and fix that.
We will get that fixed and taken care of.
It depends on the size of your screen if you did
didn’t know that was coming it popped up at the most
inappropriate times. So we will be fixing that .
Those are the part wes get in interactive last.
It opens up as statewide. That will be the selection if
you make no choice other than that.
It starts to remind you that you are on live.
The next thing you want to do was to select a At this point I will select
completion to match some of the things you’ve seen
before. The statewide completion
since that’s what cathy mentioned before.
You see we have limited this report on degrees
and certificates awarded. That is the first measure
that comes up. You can see it uses the level
s from the plan and that’s what it’s tracking on the
statewide level because that matches the plan.
>>If you wanted to work with this with the
filter, the way we found it easier easiest to do so, if you
went to our plan this is the number you would find
published in the plan. This is the first year update
that we had that is the baseline for what we are go
ing to be doing comparison wise other over the
time or life of the plan.
This is the first year of information that we
have coming in so far for the plan.
You can see we made progress for what is
published and in place. We are calling the baseline
and what our first year number is.
Then you have the break outs and you can see
those. If you want to work with some
filtering. I turn it off and empty the
table and start picking out what I want.
If you want to see male, there you are . >>That has been neat.
If this was something in my way I would just
close it. Congratulations to DIANE
forgetting the data out there.
This is one of the things that you want top know
is you can get these decrees and certificates of
work counted you get this up to the data so it’s
certified to us in January. The economic disadvantageed
data which is based on financial aid comes in later.
There’s a time delay between these two reports as
to when the data is available. There will be a period where
you will see this one being 2016 and this one go
ing up to 2015. We will get tan update and
get it out there. If you are here and wanted to
see, I know that we brought up in the slides, the
methodology for high school enrolled in higher the
EPBG education by going to measures and definitions and
wanted that route. If you wanteded a quick view
of something then it appears.
This wasn’t available when I first did this and
now it’s one of the enhancements to come online.
This is an example of the evolving nature of our
soft launch. So you can see this
information, I will close some of these and get them out
of the way. One of the things you will
notice — there’s no secrets among does.
One of the things that you discovered is the way
this is set up is these three look the same.
They are not. One season high school grad
enrolled in higher Ed one is a break out by raise and
another is break out by gender.
So, we are working on making sure that’s not
confusing . It’s tracking the plan.
It’s about degrees and certificates awarded.
It calls out male and african-americans and
Hispanics all are available in the filters.
It calls out disadvantageed. We added at fault in count
because that is a pa REPB That’s what’s available there
. A quick example, we
brought up student debt . Public universities.
Let’s look at student debt. So now, there’s not a break
out on student debt as a per send percentage of
student wage. This is the number reported
in the plan. This is our baseline that
we’re starting with as the plan launching for this week
. Then this is one year of data
. This data lags in time
because they have to graduate and have to work for a
year and then we have to get all that data in.
It lags in time so you see older — I am not sure
when we will be able to update this and it shouldn’t
be too much longer. There are not any break outs.
We will evaluate what Joe is talking about and
see how that works. I will close these and we
will go down to average debt of graduates with loans.
If I wanted to get in to what this methodology
was and read the sources — that’s great.
You get a one liner here at the top about what’s
going on here . It won’t be long until
this gets another year. This one has been
incorporated with what is referred to with the same break
out. If these need to change we
can do that. That snot hard.
What this is telling you is the average debt of
graduates from the institution who have loans.
So people without loans are included and have to
be graduates of your institutions and if they start
started and graduated from your institution then
this is the average amount according to our method
methodology for g here . Others are graduates didn’t
start in your institution.
You can see what their average amount is there.
If you mix the two and take all the graduates of
your institution that’s the number . One thing I can do is try
this . Here we go.
That pops up and you can see an example of a . This is for you to see it and
get an idea. If you enter a comment . We are working to see if you
can’t reduce that. If general set up, and we
haven’t optimizeed this yet but it will be coming and as
we get more time and ability to make enhancements
is you start off with a frame.
It is a certain amount of space on the page.
You get a scroll bar here. We are working on optizing
that. We are working on that one to
see how we can make that work better .
You can see that Texas state is conscience about
putting comments out there to their table so that’s
great . Don’t make long comments
because your filters will get lost.
We will work on that . Let’s explore interactives.
If anybody has a question let me know .
We will go on to interact ive .
I believe the answer is yes.
The question is can you change your comments.
I believe you can log in at any time and change
your comments. Once you submit it and if
that box says display to if public then it will change . We will begin with that.
Interactive, data report. You pick your sector .
This part works where it is keys up public
universities you can pick however many you want . I will select them all.
This is not tieded to being keyed off public
universities. You are seeing everything
that is available now. That is an enhancement that
we’re working on .
It tells you what additional filters you have.
Everything comments selective that’s in the table
table. I have three years of data.
I will take off a couple year s — I want both Jen
doors door genders.
There isn’t anything else on the table at this
point .
There’s a bunch of classifications.
It’s something that we work on to make sure that
this works the way we want it to .
You can make selectionss in here that would be
relevant to other sector. That wouldn’t be relevant to
universities so we are looking at how to make that.
What I do is let those be selected and can get a I generally make it 100.
This one goes to 4,000. Than is going to be beyond
100. It is calling them pages and
you can keep going along.
I don’t find than easy. It gives me a quick way.
I can see I’m starting with institutions here.
I can see what classification s are in there.
That looks about right .
That is specific to however your particular
computer works. It will open up excel.
I usually expand the columns and can work with
your data so it tells you you have head count
information. That’s what you’ve asked for.
We are working on some of these names off the
database table. We will work on this being
more user friendsly as we get along.
It is a public university just like the stuff we
saw in the preview. If I go downfy can see all
the things I requested are in here.
One of the things that’s easy for me to do is I
throw filters on these things . I can filter down to whatever
I want. I want to pick a specific
school and just fall and want to have fresh man I can do something like
that . That is straightforward . I will turn it over to GABRIE
LA so she can ask you a question and see what
feedback you have .
>>You see we have the full enROPLTs for you.
The annual enRAL is very important.
Would it be important for you.
What do you want to have the annual enrollment as
wan option here ?
Yes . >>I know for us the Utah
system having is an analyzed number —
>>no enrollment .
How many students you have during that year ? UT Arlington had spring enroll
ment. Just an example certainly in
the the community college space students are
coming in all throughout the year so it would be more
important for them but I did notice some institutions
had more students coming in the spring.
The system would let us get enrollment in all
terms. It would be nice to have that
function for sure. We report to our board all
total enrollments for every semester.
I was commenting along these lines of enrollments
if we can get termed base enroll ment . As far as stuff coming over
from prep that follow follows in the heading coming
soon. I know we are working on that
particular one now although don’t know when it will
be available yet. It was in the old
accountability line items. There are things that need to
be together that require review and discussion
and other things like that which is part of the reason
that it takes a while.
Any other questions at this point ? If you pulled up something that
wasn’t specific to public universities that
probably wouldn’t yield you much.
One thing to understand where we are in this
process now we will take two year graduates . If you pick graduation rates
you will get the da that goes in four rate.
You will not get a rate. When you look at it, let’s
make it easier by picking one year and let’s take
one rate large state
university. Three records are indicated
for angela state university.
There is a not sound record. There is another record and
the same record. So, are people generally
familiar with old graduation rates are presented
with the same other break out?
So people know what that is. So in order to get to that
same presentation , it
needs three pieces of data. It needs how many graduated
same, other and that it couldn’t find for either one .
It takes these and by adding these three are the
denominator. It is 437 over whatever these
three add up to and that’s the rate.
Does that make sense? When you look at this, you’re
getting the data under the rate.
That’s what you get to see. That’s where we are at
this point in time. We are going to be looking at
ways to see if we can present the actual number
that you saw on the accountability web report page
because people have also asked for that . We also gotten the other side
of the coin was we also want to see that rate too
where we can see a report that has our peers or
they might go and pick the individual institutions the
and not have to do addition in order to anymore
mimic those rates I have to add these three.
Ty want to make sure you understood and what you
are seeing when you go and look at it.
All right .
I don’t need to do anymore with that.
Unless anybody has any questions we have slight
performance issues every once in a while .
In addition of showing you this weird thing that
happened when we get too big or too small this is
also responsive to the size of the window.
We will get this working but now you can get it
to come down and look at it on an iPad or on your
phone. This is what you would see if
you are pulling it up on your phone.
You can pick whatever it does its best to display
the report on the size of the screen.
To the extend tent that this needs refinement we
will do that. Right now it will show you
the heading, the report, the title and it will
give you the data. If you needed the quickly on
your phone top see where do the payments stand now
at the statewide level how are we doing a -Z a
state against our goal for 2030 of being 60% the most
recent data we have 2015 says 41% and you can find
that out . I think that will end.
If anybody has any final questions .
I had a question about student debt.
When it talks act if a student started and
graduated but supplemented with the community
college then all that would still be included that
is all debt would be. Okay.
It is the beginning and end ing marker.
That’s right. If you do something else it
will count it. The idea is it is from the
student perspective in getting this degree and every
moment was at that institution or not . They have to get debt from
that other school that would have to be reported to our
system in order for any of that to happen.
>>There’s a hurdle there . That would count but I
imagine there’s a bunch of stuff that have would have to
happen for that to go down.
Thank you. Yeah. >>Caller: we had a
discussion about the student faculty ratio.
You have reasons for that or do you have plans to
have a same structure with iPads ?
Do you have any comment on that .
>>I am not a master on that particular one . What is your name?
>>Caller: I am from Corpus Christi . Many if it’s 20-1.
>>Okay. We have the fact that it’s
not a data issue. It’s a methodology issue.
That’s good. Then the question is how does
the state have a different methodology.
Okay. I don’t know the answer to
that to be honest with you.
I will just say that. This method TPOLG carried
methodology adopted and anybody have any
other information back on 2004 I’m hearing.
I am sure there are good reasons back then but
don’t know if it is valid or what.
We will take a note on that and see how it
compares to iPads and figure out why we may have
adopted something different. >>Thank you.
>>Be patient. We can’t get to them.
You are free to ask again .
We will be working through all these but it takes
a little time. Any others ? We will threat this down . we will set this down.
All right.. Right here. .
>>Caller: thank you. . Thank you for that .
Let’s just check the agenda and see where we’re
at and what’s next. Oh, great. I think we did this more
efficiently than the other day so we have extra time
here. We have about 15 minutes.
Institutional feedback about the feedback about
the system .
We blocked a period of time for you to be able to
give us whatever feedback, comments, anything that
you haven’t mentioned sod far in relation to does
this interface work for you, does it not?
Are there things you want to go back and use as
the seeds for further comment with leader ship anyone
anyone? Yes . >>Caller: I have given a
comment. If you make it somewhere
on the list . When you go in the data
gathering. So instead of getting a
single worksheet on the excel file you would get two .
One worksheet has the data with all those names . The second would have the
dictionary. It will give you whatever the
variable name is . I sent in it in an e-mail.
>>I recall that. It made it.
I have been taking comment s right now we are at
the stage that are providing enhancements.
We are trying to get the key off.
It is a little more basic and at the top of the
list than refined enhancements that are useful I
would say. I hope to get there and have
that be one of them. When I mentioned the column
heading in the interactive report and we want
to improve that that would fall in that category of
ways we can approve that is to provide another page
with informs that we are talking about.
They are on the list of thing s that we are going
through. As I mentioned before.
It can take time. Don’t think it has been
ignored. It has not.
>>Caller: you have to be able to stop — it has
hunts of availables to tell us whatever the user is
downloaded. I know it is quickly.
I wonder if it is still on the radar.
It is. I think it’s great .
We started at the top with data being right then
we moved down to can you get it it easy and than
falls somewhere right that have saying can you
understand it? >>Caller: thank you . >>That explains the
difference. Now we will go to the next
level and say why did we decide to do that?
I don’t think you will have the answer right off
the top of your head. We will continue to go on .
Another thing we talked about — because there
are going to be issues that come up from time to
time. This particular report isn’t
if there’s duplicate duplicates or if something
wasn’t adding up or here in the next set of enhancements
that we are going to be working on.
Rather than blasting some of that we mails, we
thought we might create a place on the resources.
I don’t know if someone can switch back over to
the actual accountability site on the computer there there. Any time you come you can say
they are working on this thing or the next set of
things that we will be doing.
Would be that be useful ? Can you grab that microphone?
>>I think you will still have to notify people.
Whatever it is. Some sort of a tickleer to
let people to go out there and look.
Some of us don’t look that the depending on the
time of year maybe three or four months might go
between when you looked at this. >>If we posted something
new you might be want to be notified.
If were troubleshooting — I have been hearing —
we get a lot of messages from the coordinating board
and we don’t know what to ignore .
We are trying to stream line the level of thing
that were sending you to make sure that you know
that it’s important if you get in.
>>Perhaps you can do some notification.
We download the data and store it in data tables.
They their changes that we need to know .
We talked about notification .
Are you saying this would be something like what
do with that one web-page? >>I don’t think we have
that detailed about what it would be.
We will think about how we could stream line many
updates whether it’s a functional functionality change
as well as data change . If the tweaks that we made
that those might be houseed on the site as well as
those sent out to everybody . >>If they wanted to get
blasted with new updates and have a choice in that.
>>Okay. We will think of a subscriber
preference options . You think you can put update
or deadline and date dates for reporting.
So people who are getting some of those if we do
prescribe to something that we are interested in, is
this the deadline that you are asking for the report
from or what is this ? Anyone else on the phone have
questions or input ? >>Caller: I had a question
about the accountability on what I will
call if entry portion. Normally, in the past we had
a feature to be able to print a PDF of the completed
accountability information and at least so far
I don’t see that ability to print a section or
pieces and I had one more question specifically about
the comments as well.
Is there any plan for a print able PDF that might
be available that way rather than looking at the
information that is submitted in a publicly feed
manner? The question answer to that
is yes. The ability to print your
institutions information was something that
was part of the original design on day one know
ing that is something that people used.
We had troubles with that. It’s still in process.
The answer is yes. It is well known.
It had many requests for that . It is moving its way up the
priority list. I hope that answers that.
The other part of that is I can’t guarantee when
it will be available. There were person is
technology technological challenges when
originally designed the functionality didn’t work as
intended and it made issues with that.
It is being relooked at it so it can work the way
we expect it. The date when that happens, I
don’t know. We have it for a high priority and hopefully that
will be sooner than later . One of the things that drove
the question for you last week is getting the
information in a quick and timely way and not every time
there was something that came up that I wanted to
let you know. When I’m in here.
Right now I am loged in to pick and add a comment
to a report and in my own personal access to the
system, when I go in and logged in to the
institutionsal log in and then I went in to the
institutional portal and I asked and selected report
review and reports. It bright me to this screen.
You wouldn’t see these first two boxes because I
am a super user far gets to pick different sector
-RS. This would know which
institution you are coming from.
It would start here at accountability here know
knowing if you were Sam Houston state who you were.
I get to pick one and it’s key for you.
Issue raised the other day is that somebody want
wanted to come in and add a report to their market
marketing skills enrolled information.
When they selected the category for marketable
skills they looked at the table and said my table is
blank. That’s not what I see on the
web-page. That’s true . There’s a taylored report at
the statewide level which by the way it’s organized
here in its alphabet alphabetical order comes up
first. There’s no data at the
statewide level so it’s not showing it.
You would have to come down and fix the second
one . That was issue I wanted the
make people aware oaf of. The default one was the
statewide one and it had no data in .
Sit an easy way to give people information quick
quickly if they are having issue s with something
they can go check this FAQ to see if this issue has
already been covered and explain ed.
That would be part of it to save that type of
process . >>Caller: this is Karen hall
again. I had a question about the
usage of the comments. I understand the concept and
the available check box.
However I wonder if we don’t SPHREBGT publicly
available how the comments might be displayed or
used or who is accessible to decide the institution
itself. So that is something that
would be stored in the TKPA
database here. We can go in and look at it
if we wanted to. I haven’t.
It is on and off to turn it on the web-site or
not. We don’t have any plans for
using the comments in any other way.
>>Caller: this is Joe meyer at Texas state.
I have not checked the pub publicly available box.
I am not sure they are work ing.
>>If you will mark that one on bright red on the
list of things . >>Another question.
>>Bringing up ways to communicate.
I just thought of something that’s happening at
our institutions that I think that works.
Some people that are wanting to communicate in
instead of doing it through e-mails.
They are a little less inform ed and less formal
and you can put anything on and get us formal or in
informal as you want. Maybe with you doing — it is
add a page with a block to your site where you can
put something that is the functional.
You can put something that is really important
about a particular concept. It gives you a lot of
flexibility and you can make it rich.
It’s a very easy place for anyone to go in and
look at. >>That is informal for lower
level changes or issues.
>>Right. >>If they do send a
notification by e-mail it is very short.
In this block we are cover ing the period and you
don’t have to worry about saving s or you can just
glance through it. You can delete it if you want
to or if you need to know something about it then
you know where to go go.
>>Thank you. Is there any other comment or
on the phone? We have extra time . Ask or you never get to
complain again. I’m kidding.
It looks like lunch has lived .
I know we scheduled an hour for lunch so maybe
you will get extra time. >>We can come back at 1:30
and have an hour and a half for lunch and end at 3:00
or we can adjust things and do an hour from now?
Why don’t we plan to have the 60X30 update at
2:00 we can move that up to 1:00 because we have
outside speakers for the 1:30 so that has to stay.
We will plan to get back at 1:00 and then we will
try and wrap up a half hour early at the end of the
day. >>Thanks.
>>For those of you who don’t know.
If you go out the doors and go to the right
there’s a vending machine area where you can get
drinks you need them to your left.
If you keep going forward. You can go right into the
vending machine area that was helpful.
When you go out the door, there’s bathrooms off
the hallway there. If you need any help, ask
somebody and we will get you there.
For folks on the phone, we will see you in one
hour. Bye. Please standby . >>>ty hope everybody had a
good lunch. Please keep your phone
muted but not on hold then unmute when you want to speak.
Feel free to join in the conversation any time
and at this point we had a re organization a little
bit as Jenna mentioned before of our aJen a so we
will be moving to the 60X30 update and some inTROE T inINTRO to the web-site so I will turn
it over to her. >>Thank you.
Will you turn it over? We will turn to the new
web-site. I would hate to go flew a
meeting and not hit our quo toe at least 20 times with
our 60X30 text . I want to give you an update.
So 2015 was the officially the start of the new
TRA gee tick going flew 2030. So, at the board meeting last
summer we establish established the 2015 data and in
some some cases some measures that we have.
We use the most up-to-date data that we have.
From the original data we saw in the plan from
through from 2012-2015 and we used what is available
to us for 2015 as the baseline and we are now at the
point of having our 2016 data which is our one-year
progress mark. I want to share those with
you . Sometimes there’s a little
lag and the preliminary 2016 data.
This is our preliminary you will see a couple
measures are still not yet available but will be
coming soon . The headline that I will see.
Steady positive progress is what we see across
the goal and target . This is to remind everyone
that we are looking at all 25-40 year olds whether they
are educated in the state of Texas or coming from
somewhere else and they migrate or otherwise here
in Texas . There is a long goal and we
are seeing things moving in the right direction.
You can see continued progress up to 3321,410-
3321,410-degrees were conferred last year or for
2016. And for each of the break out
s — you can see 321 321,410-degrees from last year.
I will highlight african-american numbers are a
little bit down . That is an area where we
would focus our partners to continue to focus back to the
American students. Likewise when you get down to
high school graduates enrolling directly in
higher education, this population of students who
come graduate in the spring and come in the fall and
continue to be a really important focus.
You know those students tend to be or have higher
level of college readyness and most likely to
complete credentials more quick ly .
We do see this coming down a little bit.
But the report we saw that direct moment
percentage go from 54%-52.7%. This is an area that we want
to continue to focus on and want to work with our
institutional partners to think about what’s going on
here . One of the questions was,
do we have more students going out of state?
We partnered with the national student
clearinghouse to look at the rate students the
leaving the Texas. At this point, the answer is
no. That doesn’t the explain the
degrees decrease that we are seeing.
That rate has been stable for the past ten years .
There are 10% our students who go out of state
who we can no longer track. We don’t see a big increase
happening that would explain why the numbers are
going in the wrong direction for what we hope for
our state goal. That is one area . Ty was with a group in the
Dallas-fort worth area and had that conversation.
We will open it up you in a minute.
We will talk about that further if you’re
interested. Coming down to the marketable
skills area, you will see that is a maintenance
goal for us who want to be right at the 80% level.
You will see that we are very close to that.
Staying in the ball ballpark of 80% .
In the student debt area, we’re tracking student
loan debt as a percent of first- year wage.
Than is a maintenance goal for us at 60% and you
will see that’s where we are again this year . 246s that served in a — this
has served in a lot of discussions.
You will see the nice progress this year that has
gone down to average to access semester program hour
hours down to that data. Later, we will do some
discussion about what strategies people are using that
think they might be contributing to some of that
success. Then the last item here is
percentage to under the graduates completing with
that. That has come down a little
bit from the 2015 but not yet available for 2016 so we
will have that updated for you when you have
TPHRA data available available — when you have that
data available. So, just from a global
global perspective we launched the plan in 2015 and had key
measures to track our progress and our hope is that by
sharing this data, folks will be knowledgeable with
how we are thinking of the plan and tracking
progress and help inspire coordinated action.
These are not goals we will get to just with the
efforts of the coordinating board or the individual
institution there’s a lot of complimentary work that
needs to happen across the institutions across the
Spectors in part with K-12, our legislature, work
force and the economy. It sometimes feels a little over womening women lit
overwhelming. These measures hopefully give
you some insight into how we are moving toward
niece large goals together.
One way that we are flying to share this data
publicly is a new web-site that was funded by the
bill and Melinda gates foundation.
We’ve gotten a lot of positive reenforcement
nationally with foundations and others after the
ambition goals that we set in Texas.
We are also highlighted the again and again for
our robust collection of data and use of data.
That’s one of the reasons we have one of the best
data warehouses in any of the 50 states .
We wanted to live want leverage that.
Than is the focus of this new web-site is to be
user friendly and accessible to learn about plan and
look at our data and see how we’re doing.
I want to move to the computer and do a walk
through . You can easily find this
web-site at 60X30 60X30 TX.com TX.com.
At the top there’s information generally about
the plan. You can link to the full PDF
of the plan and get
a little information to start. The next section shows a
variety of hot topic. The idea is to update this at
least quarterly based on what we’re getting
comments in and data requests for from legislators,
from institutions so right now dual credit has been a
hot topic. You have a lot of questions
about. You can find new data there
and also see a recent report from the corporation
about dual credits. That will be timely
information for use. Then, there’s some background
on the strategic plan.
A couple of info graphics here that show where
Texas is in terms of international comparisons and
also nationally. So it will be here in the
mountain climbers. When you look at Texas, we
are here towards the back of the pack.
We specifically picked the states here both
Massachusetts and Nevada because they are the high
test level of achievement and lowest level of
achievement among the 50 states. We also selected three T pick
ed New York, California and Florida.
Even these states you will see Texas has a long
way to go to reach its education al goals . These info graphics will be
based on the plan .
We will see our data here from the finance work
force. The next thing you can go to
here are the goals. Each of the goals has its
phone page .
The first one is tour over all goal for educated
population. Here you can see in each goal
has this goal at a glance.
We have high level goals on what the goal is
focused on . So you can see this is the
statewide information. You can see in the
accountability there’s some additional break outs that you
can see here by level levels.
You can just click on — you can just look at one
of these and get some more information about the
specific break outs and in the gray you can see the
targets and the benchmark about where we hope to be
by 2020, 2025 and 2030. If you want to look at your
information by a region, you can also go to the
map or you can add information to the search bar
there and just say okay for central Texas you see
that — the rates are That is a nice feature of
this that you can also look statewide and by region for
the educated population goal.
For all the other goals you can search not only
by region but you can look statewide and you can
look by region or put in a particular institution . And you can see for that
particular institution there . Let’s go back to our
statewide numbers .
Then you can see some additional break out
information here. You can see the total over
all completion and also the break out certificate
that is with that. Then the information about
where the benchmarks are for 2020, 2025, 2030.
Under completion there are several data slides
available. You can look at not only the
over all but the special target populations for
Hispanic s and male.
You can see here in the gray and also with break
outs for the 2020, 2025, 2030 is the gray there.
If you like one of these or you want to have your
institutional data in this graphical displays, you
can print the chart or download the images by going
to this “hamburger” icon here. Then you can have an option
to take any that you are interested in . You have some for each
applicant. African-americans, again,
male and economically disadvantageed .
The last one is for the direct high school
college enrollment and by hover ing over you can see
we’re at 53% of students are actually enrolled in
higher education in Texas . From marketable skills, same
idea . For students — this is one
of the graphics that are a little — it presents a
lot of data and a lot of way of looking at the
information. You can see in the first year
wage. We have this as a
distribution because we were focused on the medium here.
One thing we were trying to accomplish by showing
this way is to show that the medium is right in the
middle and not an average number .
It was something that we would get questions
about from time to time. It is thinking about this.
It also shows you how many students are at these
different levels of debt as a percentage of wage.
You can see a lot more students on the low end
but you have this long up to the right of students
on the smaller end. You have a thigh percentage
of debt in the first- first-year wage.
This you can check the 2014 data or move it over
to the next year data here.
You can see the share of under graduate students
that are with or without debt and again here you can
see more information with the break outs by level of
the credentials and the then also the credit hours.
Here we saw a decrease in over all which I talked
about and looked at the summary table.
You will see the decrease in the state trait
really stems from this large decrease in the
associate’s level to your institutions.
They have brought down their number of excess
credit hours from 30-25 while universities have stay
stayed steady at 14. That is a quick over view of
the resources here. There are others here and
other events that might be coming up.
It can also link back over to information about
the board. We will have videos available
here and then, finally, you can go directly to
the accountability web-site in here.
There are a variety of audiences that you might
think are well suited for this information so for
those who need a higher level picture and really
would be interested in the graphics you might start
at 60X30 TX.com and you can go right into for those
who want a deeper level of analysis and you can go
deeper in the accountability web-site and for those
who love data, right in the interactive.
The ideas that these are all layered together in
a very intenseal intense very intentional way.
If there are any questions or if there’s anything
that I left out . All right.
Our next presenter is coming in . Gary TOMERLIN their will speak with
us. I will invite you to come on
up. . thank you.
Rex Peebles sent his apologies.
Something came up. You will be with me.
Thank you and we will do a little update.
GARRY will follow and we also have David young
waiting in the wings if we have questions related to
some of the bills that have to do with finance.
I think we will spend a little time on an update
and we will have other information rebate related to
the academic quality and work force .
We will make sure we have time to answer your
questions so we can focus on what you are interested
in related to this sex this session.
>>Speaker: can everyone hear me?
Okay great. I am stay city Stacey
Silverman in the act dem tick quality
and work force division here in the coordinating
board. I do really enjoy getting to
see all of you in person and I will let you know
that I have been watching you this morning.
Live streaming as well so that’s always fun to
come down and see what you have been watching.
I did want to give you a brief update on some
things I think will be of interest to this group
specifically. Recently we just posted the
low-producing program list for your institutions so
that is available out on our web-page so go please
take a look at make sure the programs that are out
there really should be out there.
I will tell you that we had a large increase this
year. So last year we had about 50
programs that were identified.
We EPBTed ended up calling all the institutions and why
they were out there and if they should be out there
and what was going on. We were able to riddle wiggle
that number down to zero. This time we have 121 and
that is due to tell TRAEUR
tell TRAEUR temporary exceptions expiring.
Some examples we had in the past is we didn’t
know we had this program. Oh, we actually consolidated
that program or we
revamped that program and hired a new faculty member
and think that’s a great program in this coming year
year. I wanted to update you about
that. One other item I wanted you
to make sure you were all aware of is we developed the
database here for distance learning the programs.
So, we will be rolling that out in the next
couple of weeks. You will be able to log in
your institution and look at what we got on our list.
You can varyfy if that is correct or make changes
changes. You will be to say this is an
off campus face-to-face or a 100% online or
a hybrid. That will be coming your way
very soon . Please take a look at it.
Call us or whatever come beat down our doors if
you need to to let us know what’s wrong with it or
fit’s right and if it’s working. It will help us because we
have so many problemss that are offered in so many
different locations so I think it’s going to be a real
benefit to everyone. Now, on to a couple of
legislative proposals. Some legislation that’s up
the that you and other others interested in data will
find interesting. There are a couple bills that
have been filed related to the common course
numbering system and making that a requirement.
That is house bill 254 and house bill 712.
I want to make sure you all know about that.
Also, there is past bills 654 would eliminate
certain formula funding and restrictions and would
allow returning adults to have a one-time extension
from the six drop rule and one time extension from
the 15 credit hours from the 30 hour and 45 hour
rule. If ya’ll didn’t know about
that, that would be headed your way as well . There is false senate bill
2079 that would require institutions for each
class the student a aacceptsaccept
attempts the medium grade on trance transcript except the
ones that failed. Also senate bill 828 would
authorize the coordinating board to approve or
de. >>I any approve or deny the construction
of new land and new facility at any off campus
locations. Any questions about any of
those ? I will hand it over to my
colleague. >>Speaker: this is my work
force and stacy eluded on the other half.
Outline a couple of bills related to transfer.
Both of these are by senator west.
The first one is SB2122 and this one season
really more about a developing a database with the
25 most common degrees across the state and then the
courses that would them students to transfer and
complete that program. So, if you did life and
computer sciences for example and start in that and
you can see the course courses and the pathway of what
it would take for the student to transfer and the
purpose is trying to get the alignment piece to the
university so the students aren’t losing credits
or taking the wrong courses and that stuff.
Then, the next bill is 2086 and it has to do with
regional for transfer compacts. It’s almost the same broad
over reach or thought process if you will that the 25-
degree programs and then break it down RAOEPBLG
regionly and do the same thing with our agreements that makes
it so the student can transfer.
Each of these bills also touches other pieces
from existing legislation as an example the first on
2122 would also modify the statute related to what
is fundable for dual credit and it adds the the
programs. Right now that statute is
limited to corporate, C CTV courses around foreign
languages. If the student gets into —
like we have an architecture field of study that
is almost ready for approval.
If a student was starting that in high school
they couldn’t sequence those in and have those fund
fundable. Several different issues play
in there. The next topic, there are 28
different bills that were filed that would allow
public colleges to offer bachelor’s degree in some area.
Many of the bills were bracket bills and they go
in and they more less name a college but don’t name
a college and one of them and I am paraphraseing, it
is more or less in accounting with 3.3 million
people and adjacent to an out line and other things
like that. Wow, where could that be?
[ Laughter ] There’s one that has
something to do with a Cole college that has some continuous
with the red river or something like that.
You are, like, okay, let me see, that’s EL PASO
right? But anyway, but lots of
iterationss in the bills but what we’re hearing is
senator’s bill 2118 is the bill that is most like I’ll go
ing to be moved for forward.
It deals with applied the technology and science
degrees in nursing and then it has work force need
articulation agreements and transfer and pieces like
that. It is a pretty come hence
comprehensive bill. That’s it .
I can’t tell you all 28 of them.
>>Speaker: in terms of the strategic planning
and funding side, there’s a couple bills that have
to do with hazel wood that would move the database
and the rules and regulatory aspects of that to the
coordinating board and would also change how the
hazel wood benefits oracle cue lated in terms of
based on the the length of time that the service
member was there. Just a couple different ones
that are related to that.
Then, we also have a bill HP-1241 and this ties
in the graduation bonus that you might have heard or
talked about. I believe it was a
recommendation of our the formula funding advisory
committee from our general academic institutions and that
would give a bonus of $500 for fall graduates at
universities and $1,000 for TPWRAPBLG watts watt
graduates considered at at risk. It is defined as students who
scored below average on the S.A.T.
That is the academic measure and the economic
status it would be students who qualified for PELL.
Nor’s a couple other bills that have to do with
out come, space, funding, one of them is senate bill includes the
tuition freeze and ability to raise tuitions tied
with 11 metics. You might have remembered a
bill from last session where there with were
several metics that were included in that funding
bill. Those are similar across that
and in the bill . Those are a couple bills that
we are tracking. There’s a lot more and we are
happy to answer questions related to those.
We have David young in the wings if you wanted to
get any of the details on the budget in terms of the
appropriation committee . All sol quiet.
We are watching and I am sure there will be new
budgets for us. We will see how things
have ended up . There were questions about
marketable skills and where we are in terms of folks
notice on our measured list that we have one
measure around the number of students .
>>Speaker: the others were to be determined
placed. So, we will go from the
side and from the strategic funding side.
Can you give us an update on what the current
activities or planning around this area that is a
little more anybody NIBILOUS.
>>Speaker: sure. Than group has really been
working and putting together a work group to develop
some guidelines and some just general ideas that
about what marketable fills would look like.
Their work was outstanding. They worked for several month
s to develop a list but not a real list or not an
official list. It was just the something to
provide institutions with an idea.
Now, if you will recall institutions don’t have
to have the anything in place until 20.
But in 2020 students will have to be identify
what their marketable skills are upon graduation.
So, we are still working this process out.
We are still thinking about it and want
institutional input .
I know the chief group is putting together a sub-
sub-committee. We will meet with them and
work to develop something that all the
institutions cannot only live with but embrace.
That’s where we are right now . >>Speaker: it is a working
progress. It should be tied to the
program and should be something that it is measurable
and transparent to the student.
I think the main thing that it shouldn’t be
creating something that is not of course
. It has to be manageable I
guess is what I’m trying to say.
>>Speaker: we did ask institutions although it
hasn’t been determined yet in how it will be
measured in terms of the foul. goal.
We did ask them to let them know where we stand
in terms of thinking that goal. We think that will be helpful
for us to get a feeling of where people are and
what kind of work they’ve done.
I know there’s been some collaborative projects.
I heard from a couple community colleges that
they thought for their speakers it might be interest
interesting to collaborate request universities and
think what are the marketable skills that will tie
in to what is being developed at the university
especially with the majors that those students are
interested in pursuing. I think that is something we
can talk about with some room there.
The other thing we talked about in looking at
what folks have told us. We had several reach out to
does partially as a result of asking for those
comments and institutions institutions.
We are starting to think about it . It’s probably best to focus
on the under graduate graduates to start with.
It’s a big responsibility to think about doing
this for all the programs and I think that is the
guidance here with leadership we have talked about
is probably something that might be helpful to all
of you. That would be a good place to
start and think about your bachelor degrees and
move from there especially if work has note yet
begun on this. We know that’s the area where
we probably provided the least especially in
terms of measure measurement, direction we did
have a good conference last spring to try to get people
started but expect it as a coordinating board to be
working closely with institutions to continue
working with institutions to try to provide
assistance . >>Speaker: any other
questions or comments? Anybody on the phone making a
comment as well? All right.
Thank you so much for join ing us.
I appreciate it . We are just ziping through
the afternoon here. So So, think about 20-30 minutes
ago when we were talking about in terms of the
goals and targets and where we are and proprogress we
made so for and also the web-site and thinking about
where the benchmarks and targets are over the coming
years to get to our 20-
’20/’30 goal. We will spend some time and
we would very much like to hear from you during
this time and we want to hear about how is your
institution responding to the strategic plan.
Are there efforts that are under way.
Are there particular goals or targets that are
motivating work within your system or institution.
We will start with that question but also want to
get to how KR it help support some of your
institutional goals. Take a couple minutes.
Turn to the person next to you and just spend a
couple minutes sharing your reactions to that first
question about how your institution is responding
and then we will open it up to share a little more
broadly. Take two minutes and partner
chat for a minute . [ Group chat open ] >>Speaker: >>>Speaker: okay, we will
come back together. There’s a lot of good
discussions going on. I over heard something to my
left. These are the efforts you
may have already re reundertakeen and perhaps you
are refocusing on in terms of the plan.
That’s fine. If these are efforts that are
consistents with the goals of the plan that’s
great. We would love to hear about
it. You have MICS out there and
here. I would love to hear
something something that you heard from your partner and
something that you would like to share about your own
institution . Speaker: I am new to the
campus and the new plan from last time.
The conversation that we have with people is that
it’s easier to a talk about the completion agenda
rather than focusing on graduation rates.
At our institution we have a lot of transfers.
It brings in a broader group of students in the
conversation. The marketable skills thing — what are you
supposed to be doing with this. I guess the other is — I
guess I will throw it out there.
In the last plan we had institutional goals.
Is that going to be part of the exercise going
forward? Speaker: I am glad you
brought that up because that’s something that we have
been talking about. Some of the goals and targets
lend themselves to institutional targets more than
others and question don’t expect you to have a
target in terms of attain attainment statewide.
We talked about that and we had not only
institutions but also regional groups get around
that. There is an interest
looking at it and don’t want to — and want to try to move
things forward. RAOEPBLGlyRegionly we can
look at educated population not to confusion confuse it with
population. I think it was northeast
Texas has been doing a lot with 60X30 and they realize
ed that their region is not doing as well as other
regions in the state as terms of the attainment of
their over all population.
They are trying to catch up but the idea of
looking at the different areas and trying to give
them something to shoot for as well as looking at
institutions saying for for particular goals this is
where they would need to be for us to get there.
I think for the completion also the $500,000 is
where we can look at that. That is a concrete number
that we need to get to as a state.
The tough part about it is knowing how to — a
portion there a is across the degree types.
We were asked a lot when we were working on
developing the plan. With respect does this
mean? What do we need in these
different categories to get there?
The hard thing is what we might need now may not
be what we need in 2030. Now we know there’s a lot of
interests in certain types of certificates.
We have master degrees included in the plan now
which we didn’t have before in materials of trying
trying — that is something that in many fields is
really where you need to be to get a job to have the
skills necessary to move out in the work force but
in terms of how many of each is where it gets hard.
I am looking at Paul because we spend a lot of
time looking at data and trying to figure out what
should it look like. That’s where we had some
challenges with some of the goals and targets when we
think of have religion institutional goals and targets.
It is something we are still talking about and
still have feedback on. We want this to be a
conversation. It needs to be something that
makes some sense in terms of having some flexibility
but also gives institutions something to strive
for. It’s not what we are trying
to get there as a state or doing the best you can.
I think having some ability to say if we had this
we could get there and maybe it ‘s looking at it in
different ways. If we did this and this we
could get there. One way or another we need to
. I don’t know if anyone has
any thoughts on that . I am trying to think of
other breakdowns. That is something you can
think about wanting to be 50/50 but don’t want on the
discourage woman from participating in higher
education either. Just the nature of some of
the goals and targets. It is something we want to
have a conversation around what shall would that
look like. Speaker: it is problem one
you can sit and go to each target and have a separate
conversation for each .
That is — that is a next step now that we rolled
out the plan and had our meeting s.
We asked at some of the regional meetings, they
did eight meetings around for state.
Talk about plan and get feedback.
That is something that we try to get feedback
from in the different regions. We will keep you in the loop
on that but do please let us know if you have
thoughts or if you are looking at the plan, do you
think there’s places that lend themselves to have
institutionsal targets ?
Speaker: we don’t have participation anymore.
Speaker: to bring people in and those — yeah, I
think there are. In our region we have some up
in talking act this while they are in our area.
It has to be a different — this is a different
target setting for different types of institutional
types. Speaker: doing a 4% year over
year doesn’t really make sense for some of us that
are not really going to grow as fast as other places.
Speaker: some have caps like T*U T Austin UT Austin.
>>I agree, there’s a lot to do.
It helps. I think the goals give some
nervousness sometimes sometimes.
Speaker: yes. Speaker: that is part of the
account accountability. It doesn’t help with the
conversation on campus to think through what are we do
ing and what are we trying to obtain.
There’s a positive for study ing those goalss in
the institution as well. >>I think there is value in
the old plan. Eventually, the coordinating
board jumped in and set some targets.
They didn’t get us to where we needed to be.
I think — even in looking at — I think a lot of
the good work went in to looking at regions and
understanding how they were changing in terms of the
demographics. I think it can help
institutions look at where they are and understand the
population and you have in reaching the way you should
and in you don’t reach out to that population you
will have trouble getting there . Trying to get a sense of you
are doing well with the population and there’s some
groups that you need to reach out to if you will help
us reach the goal. I would imagine that they
will be more coming along those lines but as I
mentioned before, nor are some challenges that’s not just
a straightforward but we need this many more
bachelors and we will be there.
Really good question. Speaker: I wonder if it’s
something that — I am thinking of moving forward it
might be something that we could do.
I hope fit would be something we made progress on
that we get together as an accountability group
again. We will talk about using
these groups moving for forward now that the plan is
developed but it might be something that where we can
send something out to you and send feedback and ideas
to which of these would make sense and how would
you envision doing it and it might be doing something
that we could still gatherer feedback and get some
guidance . Speaker: so other comments on
how your institution is responding to the
60X30 TX goals . Speaker: we are working on
redoing our plan. We try in several of these
things. I agree that different
institutions have different things.
You will have to use four- year measures.
For us we are a Hispanic- serving institution, a
low income so some of the measures we may not hit
some of the targets with that but we need to have
our own targets in different areas so we can still
serve the populations that we are trying to serve . Thank you. Anyone else?
I see David Garner has joined us briefly.
I was going to put you on the spot.
We were talking about institutional targets and
getting feedback from folks and talk about how
there’s challenges with doing that and that’s
something we have talked about and understand
there’s vary variations in the the institutions.
We have also been talking about marketable skills skills. There’s some challenges and
had some community colleges that we would work with
universities in those academic degrees.
I think something can happen there . Speaker:ty will put my folks
on the spot. Would you like to share
anything from your institution?
Speaker: I will just say that there’s a fair
amount of over lap in many of the accountability
measures and goals and initiatives that we’ve set in
our university plan and so we often use the
accountability system to measure where we are in
terms of progress compared to other institutions in
our peer group. Than is how we are using the
accountability system.
Speaker: thank you for the segue.
Any other folks want to chime in on how you use
this other data to help support some of your
institutional goals? Speaker: I am hid behind the
column from you. This is simple and I suspect
you can talk about a variety of things.
One of the things that occurred to me t we quit
joking about anything other than the four-year
graduate rate. When parents come in, we
don’t joke about a six- six-year or seven-year plan.
From the time they hit the door and register for
orientation we are talking to them about graduating
in four years. We quit the conversation
about anything other than simply you need to graduate
in four years . Speaker: thank you any others
on timely graduation and how are you
approaching that? Speaker: one thing I would
like to mention not only just our institution,
actually, it’s an area wide initiative across Corpus
Christi. It is not only Corpus Christi
I know because they would like to pull until close
kingville and other colleges and universities in my
area. It is a city initiative that
they are taking in the foundation and they are
trying to adopt the environment and the Corpus
Christi KPHAEUPL PWER chamber of
commerce where they bring them together in one room
and try to create their own goal s.
Than might be an interesting conversation.
I have two different groups waiting and the
results they would like to see data from you guys.
Right after that I will be reporting to them what
I have seen today here . Speaker: are other people
working with industry more?
I see some nods. Anything that you share was
what you are doing related to the plan ? Speaker: we have been working in
another group in northeast Texas where there are
five universities in tarrant and Dallas county
community colleges being built from all the community
colleges into those five.
It’s the five highest transfer rate universities.
There’s actually been strategic efforts to get
that under way in the last two years.
There’s a bridge with the commit group and within
the chamber. I feel like we are making
strides and working at multiple issues.
A lot of things that are people’s minds about
transfer and looking at clear pathways and shorten
shortening completion and looking at the afford
ability of all of this. With our group we do a month
ly phone call and working on lots of different
initiatives right now. I think those are some of the
ground breaking ways that we will make this
happen . One of my biggest concerns is
a lot of work that I am seeing done around market
able skills is done in relation to industry .
I came from that place. We have to be careful about
leaning in that direction.
There’s a magic list of 38 things that every
communication major should be able to do, that is a
dangerous thing to put out on a web-site for parents
parents, students, employers. I think we are embarking on
dangerous territory there.
I think every institution has been doing this for
a long time. You are not graduating
students who don’t have marketable skills.
That’s how I keep talking to people about like
this at my institution. I think we need to see how to
identify and measure them and when you put
that list of 38 things out on the internet then all our
acreditors will figure out how to measure those
outcomes that we promiseded to their parents and
students and industries.
That’s my big reservation about taking the
approach that I have seen most often taken.
It sounds great when you have a career develop
development person saying I want you to do Y, X, Y, Z
we have to be able to delive per .
That is the approach that we are taking.
I know it is dragging out longer.
I don’t think every single program does so many
things that are so different for everyone of our
majors and areas of a study. That has been a lot of good I
have been talking tact for the last few months to
talk act how we navigate that murky water . Speaker: anybody else?
Speaker: I have been thinking about the market
marketable skills. It resinates with me.
I have seen all outcomes from all programs
because I see all of the their annual assessment
plans and every program is teach ing the marketable
skills and know that the fact cullties facultys think of what
is relevant and no longer relevant.
We no longer teach side rules in those programs.
There’s a reason for that. It’s not marketable .
I have no doubt that the faculty has put hard
thought in to what is marketable and have developed
all learning outcomes along those lines.
Where I see the great big hurdle is the extent on
what those marketable skills are .
^py know some programs are do ing it better than
others. I see some programs learning
out come along the lines of students will develop the ability to
discern the application of theory and diverse
context .
It makes sense to some fact faculty but not any
student anywhere. It will be meaningful for
the students so if students can go out to their
employ yearers and saying I know how to do and don’t know
how to do that. Speaker: that is an important
focus if you read the plan on making sure that
students understand the marketable skills that they are
gaining as they move in the work force.
Thank you. Any other comments?
I know this has been the goal that has been
challenging for institutions and some of this
feedback is similar or the what we have received in
other meetings. We are very open to hearing
it and suggesting for thinking about this.
The goal itself is to identify and come up with a
process to identify the skills an it hasn’t yet been
determined how this will all work in terms of
institutions. David?
We would love for you to add something.
Speaker: I heard a lot of this before, I want to
comment on your remarks. This is a part of the basis
of what we are trying to get out at.
We are not trying to hold you accountable.
We are trying to let students know how they can
seek opportunities in an area that is not so direct.
We know industry sometimes — they rely on this
degree in this period. We know for example, they did
a study for us on another topic.
They were looking on what I.. The area and what degrees
people had. About 70% of the people
employeded in that area did not have a degree that one
would think was connected to I.T.
They believe our English majors have marketable
skills. We want to develop some
system where they know how to sell themselves if they
will not graduate from a professional school in
that area. The types of things that we
mentioned earlier. That makes a lot of sense.
They will understand that and students will want
to understand that. How does that major know?
I don’t know if you are familiar with a consult
consulting group and they hire social sciences major
majors. I would say that most
anthropology majors don’t study going to a group like that
but from what I understand they are happy there.
This is hard and I want to acknowledge that.
The intent is that we actually — somehow being
intentional about thinking about this for the sake
of students and helping them beyond what we have in
the plan. We know there are skills that
develop outside the major as well.
And how can we help them identify those and how
can we help them think beyond. I think the psychology majors
have a lot of skill skills that will work in market
ing. They have no sense of
business, perhaps. How do we help them have an
avenue to develop those skills .
We bring them in and teach them business language
language. So, there are other ways of
approaching this and want to do it together and in
way that it maintains the integrity of our programs
where we maintain the level arts within our schools
and it’s not all directed to industry but realize
that we need all the majors to survive that help
students do that. Get a job when they graduate
and not going to have the professional school and
become high schools schools.
So, I think he stateed that very clearly and just
wanted to follow up on that, thank you.
Speaker: any others? I see a hand going up over
there. >>I am a Texas state
university. My question is about
marketable skills. I understand this very much
from a theoretical point of view.
I don’t understand what we are expected to do.
What extent are we looking at marketable skills,
how many? I will be like the student —
how many do we have to have?
What can we get away with? What are we goinging to need
to report? And secondly, I am seeing in
the constructions that we have a set of skills not
seeing where we are actually assessing those skills.
I think these are two that need to be resolved
before we can go back and expect our faculty to get
engaged in this conversation . Speaker: thank you.
Those are good questions. It is hard no assess the
skills that we hear all the time.
Where will you go to work. I know on our campus we are
working under a grant
grant, we are working with work force solutions,
with industry in the area, we are trying to focus on
a program so that we can keep it together and
actually do some things .
Some are faculty training where they need to
understand what we are trying to do here.
It is T fits in well with marketable skills.
Trying to tie that together. It’s interesting but we are
having many conversations at all sorts of
levels, all programs and how to not just talk act
this in general and what all we need to do but also
how to focus it . I think that is the secret on
how to move forward with some of these ideas and
programs .
Speaker: thank you. I think one reason — unlike
all the goals and targets in terms of what the
tracking would like. You are trying to get to
550,000 completions you will see how many you have year
to year .
It is my understanding that we knelt felt like it was
important for the whole conversation to happen
around this particular goal and what it means.
It is something different. We are looking at something
that I think is pretty cutting edge.
This isn’t something where you look at other
states and have goals like this. We thought it was important
to get feedback and have the conversations that was
held last spring. There are conversations going
on around the state state.
I think that will help us inform what this looks
like in terms of the tracking. There’s very specific
questions. How many do I need?
Those are the types of things that in my opinion
it wouldn’t have made sense in the beginning to say
this is what it will look like because we were not
sure. We wanteded to have the
conversations but also wanted to see how all of that
developed before we sat down and thought about what
is this going to look like in terms of what
institutions and what we will ask them to tell us in term
s of what they are doing.
The goal is about having a process to do it and
you can think about collecting information and have
you developeded a process yet. How many programs have you
looked at? Are there things that you can
quantify and there’s a whole lot more detail
that we don’t know how much would be important for
us to have here versus just the institutions do
ing that work and letting us know in aville way we
have a process. Here is our process and here
are the programs we have worked on.
Your feedback on all of this would be very help
helpful. That is why we decided to
open up that comment box and say let us know what you
are doing now and that can help us to see what
people are doing and try to work on ways to think
about measuring so to speak.
Speaker: I think the learning on what is not work
working well and the pitfalls are as important as
what might be going well for you .
We started on this avenue. We will look at another
strategy. All of that is very full.
This is an opportunity when we really do need
institutions to help us learn with you . Speaker: I asked our chief
academic officers is meeting is could we create
something like that. Could we submit right now
that is working or is not working well.
Maybe from that, we would be able to find some
workable solutions that are considered more like
practices .
And from these things that work well and do what
works best for yours. Is there a plan to take those
thingss that people are entering in now and coming
up with some document where you are able to share that
with all of us? Speaker: I was envisioning
that it was depending on the quality that people put
in there. We are hoping for folks and
to add information there so if we have good input
we would be happy to look at it across institutions
and provide that back back.
Speaker: the other thing I think we need to think
about is those comments are public and they show up
on the system and maybe there’s a need for us to
collect information aside from that in a different
kind of way whether it’s some survey or bringing and
we will talk about more on this group and useing
this group and there might be something that we
could do through our accountability groups in terms
of gathering that information about what’s working
and what’s not. We will certainly look at the
comments wear getting and make decisions about
whether it’s appropriate to put that for now.
When you open that goal you can see comments
about what they are doing. If we are trying too learn
from what’s working and what’s not.
Some folks might not want to share what didn’t
work in a public way. We could collect that on
what you tried and did didn’t think to be the idea of
didn’t seem to be as helpful.
Speaker: I think if you do it on the data
industry side where the question is, I don’t think
that goes public. But if you do it on the
comment side, that would be public.
Speaker: okay. Maybe we could do that .
It would be like a survey and let us know what
you are doing, what you are not and what you might
be frustrated with. The positive things about the
process because I think there’s a lot to be learn
ed from the process of just talking about this and
trying to work through it.
We could have something like this on the private
side and collect that information so institutions
can let us know and the public comments know what
you want to see in terms of what you want to see.
>>That’s how we set it up right there.
It is with the marketable skills.
Than part will be private. We will love to get your full
input on that. It will not be shared
publicly. Only the comments — you can
put a comment on how it shows up.
Those are public but the others we will keep .
Speaker: since we don’t have data left we might
include the comments. Speaker: there’s not a ready
ness to do that. Speaker: okay.
We are happy to have your feedback.
For now I TKWESZ guess the plan is to not show those
comments and will look at them and maybe moving for
forward. The ones we will share
some information there, the comment box would be open
for institutions to comment on whatever is shared . Speaker: I see two different
challenges almost every single day with those .
The first challenge is when it comes to market
marketable skill cans it is hard to define wham are
marketable skills. At the institutional level it
‘s getting harder. That is one challenge in many
different — another one is actually work
force people are complaining that they are
changing their minds all the time.
So marketable skills maybe six months ago is
different than what we have today and how to put it
altogether in one is the question I guess .
What support does my group have stop able to
define those marketable skills. Speaker: I am not sure how to
answer that question.
Certainly when we were talking act this goal and
when strategic planning committee was talking about
it. They were not envisioning it
in just the work force will tell haas the skills
are that they want and we will write those down and
say those are the skills that we will provide.
There’s an understanding that when someone is
earning a degree they will take those skills with
them. There are skills that they
may be developing that might not relate to what an
interest would ask for but would be helpful to them in
the first job they get or in the job down the line.
I think it’s important for it to be a
collaborative process where you will want feedback
and thinking about the student and over all — the
type of skills their education needs to prepare them
for. There are many jobss that are
coming that don’t exist now and things like the
ability to THRERPB flexibility learn
flexibility. There’s the softer skills
that are important. I think making sure the
conversation was around those direct applied skills and
also the skills that will be important for students
that might not show up on the way you would expect
on a list coming from an employer with a specific job.
It is a challenge and needs to be collaborative
with the work force. It goes beyond that . David?
Speaker: this came up a few months ago, part of
it isn’t applied directly to your discipline but how
you teach, for example, someone mentioned soft skill
skills. We know an issue is how well
do you work with other people?
Do you have group exercises? I always say to group
exercises and use it in my classes.
It’s important skills. I think there’s some things
in how you do this. We know a lot of entry wants
the skills. I was talkinging to the
government faculty and realized there were a lot of
sense to use excel. They were learning to use it.
There are things like that that you are probably
already doing. I encourage you to think
about those. Maybe it doesn’t make sense
but it’s probably how you already teach.
Part of what we are trying to do is help emilyier
emilyiers makeier emily emilyier emilyiersier emily employers
make better decisions. We all know that there are
numbers of companies that hire music, philosophy and
language majors and teach them how to code because
they know thousand do that quickly.
How do we take these things that we know and we
are not trying to be overly SPER perspective but how do we
help the industry? How do we help our students
the know how to navigate and identify things
they are already doing which isn’t necessarily key toll
that accounting major per se but in a way they
are learning and still have to communicate with
their client s and how
are you building that in your classes to learn the
hard skills of accounting. I don’t know but I’m sure you
are. That is the hard thing about
this. Our intent isn’t necessarily
that psychology major is identical from every
school. There are things they may
have in common .
One student may bring one skill to the table that
maybe another one doesn’t. At one time in sociology you
could say the SH Chicago school all have Ph.ds
but there was something different they brought
to the table from the other schools in terms of
the way they approach approached the field.
That’s still important .
We are not talking about developing cookie cutter
cutters here. Some school are able to do
certain things that other schools can’t because if
you are in fine arts, you have access to museums and
don’t have access to in del RIO . Some have great access to
local government or state governments and some have
access to the tech industry.
It hires tech writers and they hire human re
resource folks, they hire market ers .
Part of our resistance, we are not trying to make
every identical. We can if you want to.
I am not sure if it’s healthy for the state.
There’s more flexibility here than you want.
Our intent is not to go slap people around.
We want you to have the re sources you need,
that’s a problem now, we know that.
We want to honor what you are doing and want
other people to honor what you are doing as well.
Thank you. Speaker: thank you.
I want to move us towards the last question.
How request we best use your time in the future?
You or your colleagues? This group has had some major
undertakeings under the last coup can of years as we
redefined the measures.
We are thinking ahead for next year and ask your
input about how can we best use your time or best
contribute to the group?
Folks have a burning idea and I have one proposal
to throw out to you and maybe in the interest of
time I’ll share. Although we spent time
walking you through the system we didn’t look at much
data. Might we in the future look
at a couple goals and targets and identify institution
s that made a lot of progress over the course of a
year and have them contribute to some of that
progress. Would that be something that
you are interested in doing to dig into what we are
learning from the data?
Speaker: yes. Speaker: great.
>>What we would think about doing is doing some
analysis a couple months ahead so when you are
invited in Corpus Christi we want you
to talk about what you are doing in timely
graduation. We will share the
presentation with you as you help inform your peers on what
you might be doing. STPHAOL how manyoff have
been coming to these meetings for over five years?
— how many of you have been coming to these
meetings for over five years? I think I started coming to
the meetings in 2008. I knowle Susan the brown
started going to the meetings in 2005 after this
system was developed. The group has had different goals in terms of
what the meetings were all about .
The group actually tried to tackle a topic —
they tackled value added, success, people broke up
in their peer groups and the emerging research group
groups worked together and the comprehensive come hence come
henceive and hence — come hence ive and
the masters. There was a range in
different things and the meetings became a little more
informational and we moved into our new
accountability system and the new
plan I should say when we got the new plan and
talking about the measurery visions and I think it’s
been invaluable having this group’s feedback on most
most. We want to make sure we are
using your time well. Now that we are nearing the
end of this process in terms of the revision.
We will have one last mail out to institutions
for any final comments and bring it to our board
this summer. We want to think ahead now in
terms of what is the best use of your time.
You find having break outs at meetings is help
T-FL ratherful helpful — you want that time
with your peer group? I think Jenna’s idea is an
excellent one that I know that feedback has come from
other accountability groups but is
there anything else in terms of how we can use your
time. Some of it the more time
you’re willing to put in the more we can get out of it,
too. If you feel like you wanteded
to think about do doing some work behind the scene
s as peer groups, we are certainly open to any SUGGES
TIONS. We want to have a range of
folks from institution institutions attend to.
I know we tend to lean toward institutional re
research folks. It’s important that we have
folks who are involved in different areas of
the institution and one thing we can certainly do if
we are lighting certain data is ask folks to
come who are involveed in the strategies that might be
helping institutions to help where they are to have
leadership be here to be part of those conversations.
Pit’s one thing to talk about it with our staff
and another thing top have lead ers who are able to
make a change. Make a difference.
I don’t know if there’s any thoughts on any of
that . We have to be sure where we
have meetings where there’s TPWAO going to be
information that is actionable and there’s a real value in
coming out to these meet meetings and I am taking
something back that I can make a KEUF difference at my
institution. You think Jenna’s SUGGESTION
is one where you can get more folks out to meetings
or can you think of a topic in an area.
I think with this marketable skills conversation
it might be something where we can know focus a meet
meeting on marketable skills. There’s work being done about
that in other meet meeting thes but tied back to
the measurement and the things we talked about today
. Is that something that might
be helpful ? Speaker: I know on marketable
skills at our institution, if a program has
marketable skills were required based on our program
accreditation is how we are doing it.
Do they have something in your program
accreditation that they are already doing.
There we go. They will not add additional
items that they will have to go out and do.
In terms of having it with their bodies,
education, engineering, nursing, business, that’s a
big part of our campus population.
Then we are taking those groups and saying hear
this. A lot of them already have
boards on our campus .
So in engineering, it helps them work through
those things. As they are working on their
accreditation or any of those things they are already
doing those. I think if we go to our own
campuses they are probably doing some of this
stuff and maybe some of our group doesn’t necessarily
realize that. Then what we are doing for
programs that do not have programs accreditations, we
are looking at those programs and saying, what
are the common set of marketable skills that all of
our students get? We are already doing those
things with our four year plan with career develop
ment, we are doing these things in our signature
courses that every new income student goes through and
how are we ending them in our courses?
So throughout the year they get it with a four-
four-year plan. Everybody is on track with it
. Maybe we are makeing this too
easy . Speaker: we understand
there’s a lot of things happening about and no one has
ever thought about. I think it’s just thinking
about it from a statewide perspective.
Thinking about it from a student perspective.
This statewide plan that we have.
It’s very student focus. It’s not research.
I think the research is important in terms of
contributing but in terms of this plan, the market
marketable skills piece thinking about students and
making sure they are a lot of what you are talking
act it’s helpful to here because it sounds like you
are engaging the students and they think of the
skills that they are Twaining. There’s a lot they can
learn from each other. People are doing different
pieces out there. I think having this
conversation statewide and people being able to bring the
pieces in about what they are doing and what’s work
ing and not could be really valuable whether it
should be this group versus some other types of
actives. They are actually the two people at the
agency working on the marketable skills.
It’s at the statewide level and also working with
the institutions. I will visit with them about
this group and what we are able to do and bring some
of your commentss to them.
If there’s some interest it’s something we can
look at in a meeting .
Speaker: if we wanted to collaborate with another
group on the marketable skills. One group that might have a
lot of cloud is the faculty senate and to bring in
representative s from
faculty senate .
>>That was a very loud sigh. Speaker: maybe it’s something
where you could invite someone to come with you.
It would be something where we have our
accountability representatives. We want the first group of
people but maybe it’s something depending on the top
take that we are work working on at the time.
We ask to bring someone with them WHR* whether it’s
somebody from the faculty or from the career service
services office. Certainly that is something
that we could do want wanting to tie back to our data
or information to looking at across institutions
and what people are doing and what we are doing well
and we want to use this data and maybe there’s some
possibilities there in terms of adding a little to
the representation. Speaker: I think in the
terms — what we will do is connect with others to think
act what is maybe the unique contribution.
If it makes part of this group or another group.
We will provide some clear directions about what
the focus is and who would be the people in the room
and what you would think about in advance of coming.
Speaker: that would be our commitment to you for
the next year. I promised you 30 minutes.
There was one other housekeeping thing I wanted
to mention. I got some comments about
when we were talking about E mail and blasts.
If you have a feeling that the communications
from the coordinate board are not going to the right
people. Sue SUton is the person to
connect with. Here is what you have with
all your contact with the different lists.
If it’s not the right person she can help get the
right people. Than is critical of the right
info going to the right group.
Before we close, any other last burning close any
other comments? Thank you so much for being
here today. We appreciate you.
We look forward to working on you on an on going
basis. Speaker: here I was trying to
stretch things the out not knowing you had promised
them half an hour.

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