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Projects and servicesNew York Times Reporters Meet with CIC Presidents CouncilPresidents from 25 CIC member colleges and universitiesparticipated in the ninth annual CIC/New York TimesPartnership’s Presidents Council meeting on October 8, at theTimes offices in New York City. Participants met with highereducation reporters Tamar Lewin and Richard Pérez Peña, whoprovided candid assessments of the issues they plan to cover inthe months ahead. Of particular interest to both reporters isthe impact of massive open online courses (MOOCs), onlineeducation, and digital learning on traditional four-year colleges.Participants also discussed student debt and cost/affordabilityissues and strongly agreed with Pérez Peña’s assessment that CICcolleges are a great value that need to be better known.in addition, they discussed the next Student News EditorsWorkshop, which will take place at the Times on Friday, April12, 2013, for student editors of institutions that are members ofthe CIC/NYT Partnership. (For information about joining thePartnership, contact Kathleen O’Connell, national educationdirector for the Times, at oconkm@nytimes.com or (203) 779-5239.)Randy Helm, president of Muhlenberg College (PA), waselected 2013 chair of the Partnership, succeeding Jake Schrum,president of Southwestern University (TX).in addition, O’Connell and Susan Mills, vice president foreducation at the Times, provided participants with informationabout two new projects: The New York Times in the First Year andThe New York Times in Leadership. Both of these projects seekto support efforts to develop students’ competencies and skillswhile enhancing engagement outside the classroom. Throughnews articles, discussion questions, on-campus events, and videoconferences, among other resources, students will expand theirunderstanding of how the world works in the 21st century.Faculty resources include:• Daily articles with discussion questions linked to variouscompetencies;• Case studies that have been developed from actual NewYork Times stories;• Video conferences with Times journalists;• Inside the Times for information to use in orientingstudents to Times journalism;• Times sponsorship of campus events; and• Comment area to share thoughts and ideas with facultymembers at other participating institutions.For more information on The New York Times in the FirstYear and The New York Times in Leadership, email O’Connell atoconkm@nytimes.com. •Leadership Development Programs Show Encouraging ResultsNumerous participants in CIC’smost recently established leadershipdevelopment programs—the ExecutiveLeadership Academy (ELA), whichprepares provosts and vice presidents in alldivisions of the institution to be effectivepresidents, and the Senior LeadershipAcademy (SLA), which prepares mid-leveladministrators in all divisions to assumeand execute the responsibilities of vicepresidents—have already moved intohigher level positions as a result of theirparticipation in these programs. Severalvice presidents have become presidents,and a number of mid-level administratorshave experienced upward mobility.These early indicators suggest thatCIC is helping to meet the leadershipneeds of higher education by offering highly effective leadershipdevelopment programs for modest fees to member institutions.According to CIC President Richard Ekman, “Leadershipdevelopment is fundamental to CIC’s mission of servingindependent higher education’s leaders. CIC and its partnersJessica Kozloff (far right, standing), president of Academic Search, Inc. and president emerita ofBloomsburg University (PA), discussed the various steps involved in vice presidential searches during thefinal session of the November SLA opening seminar.in these efforts are pleased that we have been able to addressthe major leadership priorities in higher education, design twooutstanding programs, and realize substantial results within afew years.”26 Independent • Fall 2012
projects and servicesTwo cohorts of ELA have been completed, one in 2009–2010 and the second in 2011–2012; a third group is participating in theprogram during 2012–2013. Early results of the program are encouraging. Among the vice presidents in the first two classes, five CICparticipants have been appointed as presidents, a provost at a very small college has been appointed vice president for academic affairsat a large public university, and a vice president for student development and engagement was appointed as interim vice president foruniversity advancement.Of the 66 participants in the SLA in 2010–2011 and 2011–2012 cohorts, many have already experienced upward mobility. Eighthave been appointed to vice presidencies at other institutions, three have been appointed to vice presidencies at their home institutions,15 have earned promotions to positions of greater responsibility within their home institutions, and four advanced to higher positionsat other institutions.CIC works closely with the American Academic Leadership Institute (AALI) and American Association of State Colleges andUniversities on the ELA and with AALI on the SLA. AALI and the Henry Luce Foundation support both leadership developmentprograms. •CIC Awards Grants for Pathways Project ImplementationCIC in October awarded grants to 13 colleges and universitiesthat are members of the Pathways to Educational andEconomic Opportunity in Urban Colleges and UniversitiesProject (Pathways Project). The $7,000 grants, made possibleby funding from the Carnegie Corporation of New York, willhelp the institutions create new strategies to improve learningoutcomes for students enrolled at urban colleges and universities,many of whom are from historically underserved populations.(For the list of institutions that received grants, see the box below.)The institutions are actively applying lessons learned from theCIC/Collegiate Learning Assessment Consortium (CLA) toenhance strategies to improve student learning outcomes.Over the past three years, 29 CIC member colleges anduniversities have participated in the Pathways Project. Theinstitutions developed action plans that outlined how theywould improve upon existing programs, start new initiatives,and consider additional opportunities to improve the learningoutcomes of underrepresented students. The 13 campusesselected for this final phase of the project will fulfill one or moreof the objectives in their action plans, track the progress of theimplementation, and share lessons learned with other institutions.to date, institutions have reported several key findings frominvolvement with the Pathways Project:• Institutions have developed a clearer understanding ofthe profile and needs of first-generation and low-incomestudents.• The Pathways Project has stimulated on-campus dialogue.One institution commented that strategies to raise studentlearning outcomes often cross academic and administrativedepartmental lines, creating opportunities to breakdown managerial silos and leading to more effectivecollaboration.• Many faculty members have incorporated CLA in theClassroom techniques into their courses. Two-thirds ofPathways institutions sent faculty teams to a CLA in theClassroom Performance Task Academy so that teams couldlearn and share the skills acquired with campus colleagues.• Institutions have found that social integration ofunderrepresented students is just as important as academicintegration of these students.• Institutions emphasize that initiatives designed to helpfirst-generation and low-income students succeed incollege are likely to help other students succeed as well. •PatHWays ProjectImplementation Grant AwardsThirteen institutions received new grants:Alaska Pacific UniversityAugsburg College, MNBellarmine University, KYBethel University, MNCarlow University, PACharleston Southern University, SCDominican University, ILNotre Dame of Maryland UniversityOur Lady of the Lake University, TXSaint Xavier University, ILTrinity Christian College, ILUniversity of Bridgeport, CTUniversity of Charleston, WVIndependent • Fall 2012 27
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Page 20 and 21: conferencesCIC Degree Qualification
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