Well before his first official day in office at Penn State, President Eric Barron has been busy on a learning tour that has taken him to all corners of the Commonwealth. He has met with students, faculty, staff and community leaders on Penn State’s campuses; with students and administrative and academic leadership at University Park; and with state leaders. At every turn, Barron has sought information on six major topics, areas, he says, that are driven either by national discussions on higher education or by a wealth of data about students and student success. These are areas in which every great university strives to excel: Excellence; student engagement; demographics and diversity; student career success and economic development; accessibility; and technology. However, their importance to the future of higher education elevates them to the level of imperatives.
In his conversations, Barron has said he sees these imperatives as the starting point in an ongoing exchange with the entire Penn State community, and said he hopes to add to the list with the benefit of the community’s input.
Excellence
As a University, we are the keepers, creators and transmitters of knowledge, and we must excel in each across a broad spectrum of fields. My view is that excellence is a university’s best defense when times are tough. Even in tough times we think twice about giving up high quality programs. Excellence also is a great offense when times are good. During a period of opportunity, excellence allows a university to build on successful programs and efforts. High quality, of our faculty and our programs, is an imperative.
Student engagement
I like to share an analogy that I heard at a convocation ceremony, and apply it to Penn State: "When students decided to come to Penn State and pay their tuition, they purchased a sports car, but too many of them will only drive it 20 miles per hour." In other words, many students simply go to class and leave, and don't take full advantage of the rich opportunities that a college campus offers. There are plenty of data to show that students who are engaged in worthwhile activities (one-on-one research or creative activity with faculty, leadership, internships, international experiences, service, or even a part-time job), even for just 10 hours a week, have a much-improved college experience.
Engaged students have to manage their time and have fewer opportunities to engage in unhealthy behavior; they are happier because their peers and friends also are involved in worthwhile activities; and they receive markedly better grades, all while building a strong résumé that will help them succeed in their careers. After they graduate, engaged students also tend to become engaged alumni. With such positive outcomes, how can we better promote student engagement?
Diversity and demographics
I see this imperative from three perspectives.
1) This is a moral imperative: It is our obligation as a public institution of higher education to teach the people in our communities, in our state, in the nation, and increasingly at Penn State, students from around the world.
2) This is an educational imperative: A diverse campus climate leads to a richer learning environment. Diversity is key to the education of all students, broadening their exposure to people from very different perspectives, walks of life, economic and racial backgrounds, international perspectives, adult and college-age learners alike.
3) This is a business imperative: From a purely demographic standpoint, this country is changing. If you look at the projection of what the traditional student-age population will be like 20 years from now, this is going to be a very different world. If we are not welcoming and inclusive, and if we don’t mirror the state and the nation and the world, we will be at a tremendous disadvantage.
Importantly, at many universities, diversity is an assigned responsibility when in fact we won’t be successful unless it is everybody’s job.