College Students Then and NowCollege Students Then and Now

Board of Trustees MeetingBoard of Trustees MeetingFocus DiscussionFocus DiscussionDecember 14, 2007December 14, 2007

The U.S. Economy Over TimeThe U.S. Economy Over Time

• Real disposable income per capita in 2000 chained dollars has risen from $9,736 in 1960, to $19,907 in 1986, to $28,594 in 2007, but overall growth has not been even.

• During the 1960s income and consumption rose by 1/3, both slowed in the 1970s, became negative in the 1980s, and increased in the 1990s with a few dips, and rebounded during the beginning of 2000.1

• Changes in family types and average educational attainment levels occurred.2

1According to Johnson and Shipp (1995), families within certain demographic groups are less well off especially those who are single parents and/or have a high school degree or less.

2There is an increase in the percentage of households headed by college graduates and a decrease in the households headed by high school graduates or below.

College EducationCollege Education

• In 2000, Americans reached historic highs in educational attainment. 84% of all Americans age 25 or older earned a high school degree or its equivalent; 26% earned a college degree or higher. In 1975, these percentages were only 63% and 14%, respectively.1

• Historically, continuing an education beyond high school qualifies individuals for many more jobs in a rapidly changing economy.2

1Statistics retrieved from the Day and Newburger, July 2002. Census Report, “The Big Payoff: Educational Attainment and Synthetic Payoffs of Work-Life Earnings” posted on the WWW at: http://www.census.gov/prod/2002pubs/p23-210.pdf

2For earning and learning data, visit: http://themint.org/kids/learning-and-earning.html

““Sandwich Generation”Sandwich Generation”

• The American Institute of Certified Public Accountants and California Society of CPAs reports that 25 million families (single and dual) now1

▫ Care for elderly parents

▫ Raise children while preparing for their college education

▫ Save for retirement

• The “true” cost of an education also includes the current costs of new family dynamics, increased work commitments, different living situations, and varying levels of academic preparation.2

1Reference: http://www.aicpa.org/download/financialliteracy/Sandwich_Generation_Toolkit/Financial_Tips.pdf

2For an overview of the total costs of an education visit the College Board’s report “Trends in College Pricing 2006” available on the WWW at http://www.collegeboard.com/prod_downloads/press/cost06/trends_college_pricing_06.pdf

ftp://ftp.bls.gov/pub/special.requests/cpi/cpiai.txt

$0

$1,000

$2,000

$3,000

$4,000

$5,000

$6,000

$7,000

$8,000

1960 1987 2007

Tuition

Housing

Pell Max.

NMU Student’s Money Costs NMU Student’s Money Costs – 2007 dollars– 2007 dollars

1960 Mission Statement

• As the regional college of the Upper Peninsula, Northern is guided by the concept that higher education should be made available to all who have the ability to benefit from it and the desire to obtain it.

• In the light of the educational needs of the day, Northern follows a philosophy of merging the liberal and the practical aspects of education, of providing an academic program rich in quality and at the same time expansive enough to serve the increasing numbers of students who come to the campus and to the hundreds of knowledge-seeking adults in the communities of the Northern Peninsula.

Mission StatementsMission Statements

1987 Mission Statement 

Northern Michigan University is primarily an undergraduate instructional institution emphasizing liberal arts, sciences, teacher education, pre-professional programs, and professional programs in business, health, and other areas. The university also offers associate degrees, master’s degrees, education specialist degrees, and skills certificates in selected areas of program strength and in response to state and regional need. Committed to helping students with potential to achieve academic success, the University has an experienced and well-qualified faculty and a comprehensive student support system, including a strong financial aid program.

 The University also serves the region by providing leadership and sharing expertise in education, business, government, and health; contributing to the cultural richness of the region; and providing athletic and recreational opportunities. In addition, it regards the scholarly and creative endeavors of the faculty, as vital to its mission.  

Mission Statements Mission Statements (continued)(continued)

Mission Statements Mission Statements (continued)(continued)

2007 Mission Statement

Northern Michigan University, by providing quality academic programs, strong student support, and extensive regional service for its stakeholders in the upper Midwest, challenges its students, faculty, staff, and alumni to strive for excellence, both inside and outside the classroom, and to become outstanding citizens and leaders.

To accomplish this mission, Northern provides a supportive living and learning environment that includes high-caliber undergraduate and graduate programs, personal attention, extensive use of modern technology, and continuous improvement of curriculum and services through systematic assessment.

Challenging themselves and their students, Northern faculty and staff are dedicated to effective teaching and intellectual inquiry; to including students as learning partners in their research, scholarship, and other professional activities; and to advancing the University's roles as a service provider and as a cultural and recreational center in the Upper Peninsula.

Northern Michigan University students will study ethics, humanitarian values, and cultural awareness in a strong general education program as well as master specific knowledge in a major career field. As graduates who are life-long learners, they will possess the skills and attitudes to succeed in a fast-paced, constantly evolving, multi-cultural world. As alumni, they will be challenged to continue an NMU tradition, that of distinguishing themselves in their careers and communities.

Demographic ChangesDemographic Changes

Gender % Female % Male

1960 35 65

1987 53 47

2007 54 46

StudentOrigin

% U.P. % L.P.% Other

US States

NonU.S.

Total

1960 89 7 4 0 100

1987 68 26 5 1 100

2007 52 27 20 1 100

Demographic Changes Demographic Changes (continued)(continued)

Enrollment%

Full-time%

Part-time

1960 91 9

1987 71 29

2007 86 14

Curriculum % Teaching Related % Non-Teaching

1960 64 36

1987 16 84

2007 9 91

On-Campus Student HousingOn-Campus Student Housing

Year# of Residence

HallsOccupancy

1960 2 385

1987 12* 2,098

2007 10 2,433

*9 out of 12 halls were in use at this time

Length of Time to Earn a DegreeLength of Time to Earn a Degree

Expectations of workload and credit hour loads are directly related tothe length of time It takes a student to attain a baccalaureate degree

Fall CohortExpectationFor Full-timeEnrollment

Median # of Semesters to Earn a Degree

% Graduating Within 6

Years

1960 15 credits 8No Data Available

1980 15 credits 10 32

1990 12 credits 11 43

2000 15 credits 10 48

From then (1960)…..From then (1960)…..

To now (2007)….To now (2007)….

Student LifeStudent Life

1960 1987 2007

Campus Center Wildcat DenDen, University

CenterAcademic Mall

Student Organizations

– 25 – Greek life important

– 145 – Greek life has declined; many new interests

– 288 – Diverse interests, Sports Clubs have increased

Extracurricular / Co-curricular (how regarded)

Social endeavors Resume boosters

Part of education; Important for employers/graduate schools

The University Curriculum…The University Curriculum…

Most baccalaureate degreeMost baccalaureate degree programs have three areas: programs have three areas:

• General education (liberal arts)

• Major coursework

• Elective courses

• In addition, students often add a minor

Factors affecting the curriculumFactors affecting the curriculum

• Workforce needs

• Knowledge expansion

• Licensure standards

• Endorsements

• Accreditation

• Technological changes

• Resources

• Experiential learning

• International education

Impact of Technology on theImpact of Technology on the Curriculum Curriculum

• NMU – “largest laptop campus in the U.S.”

• The internet

• Research databases and scholarly literature

• High tech laboratory equipment

• Online education

• Importance of technology proficiency/literacy in all disciplines

• New disciplines created because of technology (e.g., Computer Science, Information Systems, Graphic Design)

• Students are “digital natives”:

▫ Cell phones, iPODs, Podcasts, Instant Messages, Facebook, Second Life, Blogs, and Wikis

Most NMU BA/BS programsMost NMU BA/BS programs can be completed in 124 credits can be completed in 124 credits

• 15-16 credits for 8 semesters = graduation in 4 years

• Time to graduation has decreased from 1995 to 2007

• Graduation rates have increased from 1995 to 2007

Services that enhance student Services that enhance student progress progress

• Faculty involvement with students

• Faculty advisement training

• Academic and Career Advising Center

• First Year Experience Program

• Writing Center

• All Campus Tutoring

• Student Support Services

Liberal StudiesLiberal Studies

1960

Seven “groups”

Credits: varied, depending on program

1987

Six “divisions”

Credits: 40

Courses “counting” as Liberal Studies: fewer

2007

Six “divisions”

Credits: 40

Courses “counting” as Liberal Studies: more

Conclusions:

1. “NMU follows a philosophy of merging the liberal and the practical aspects of education” (1961-62 NMU Bulletin)

2.A Liberal Studies program has been in place since 1960

3.Increases in course offerings make it easier to complete this portion of the curriculum

College of Arts and SciencesCollege of Arts and Sciences

1960

124 credits required for graduation

Majors: typically 24 credits.

Minors: typically 15 credits

Several Majors required two minors

1987

124+ credits required for graduation

Majors: typically 32-36 credits

Minors: typically 20 credits; some larger programs omit the minor

2007

124+ credits required for graduation

Majors: typically 36-40 credits

Minors: typically 20 credits; some larger programs omit the minor

College of Business – College of Business – Baccalaureate Programs Baccalaureate Programs

1960

124 credits required for graduation

Majors: 24 credits

Minor: Required

Number of Majors: 2

1987

132-148 credits required for graduation

Majors: 61 credits

Minor: Not required

Number of Majors: 10

2007

128-152 credits required for graduation (includes some 5-year programs)

Majors: 64-68 credits

Minor: Not required

Number of Majors: 11

College of Professional StudiesCollege of Professional Studies

1960

Elementary Education- Ed. credits: 32-Total credits: 124

Special Education-Ed. credits: 29-Total credits: 124

Secondary Education- Ed. credits: 22-26- Total credits: 124-128

1987

Elementary Education- Ed. credits: 53- Total credits: 124-128

Special Education- Ed. credits: 66- Total credits: 130

Secondary Education- Ed. credits: 26-28- Total credits: 124-132

2007

Elementary Education-Ed. credits: 75-Total credits: 124-157

Special Education-Ed. credits: 81-Total credits: 133-155

Secondary Education-Ed. credits: 33-41-Total credits: 127-152

1968

Nursing- 32 Courses for Major-Major: 8 courses-Minor: 5 courses

1987

BSN-Nursing credits: 55-Total credits: 131-Minor: none required

2007

BSN-Nursing credits: 62-Total credits: 130-Minor: none required

Mission StatementsMission Statements

1960 Mission Statement

• As the regional college of the Upper Peninsula, Northern is guided by the concept that higher education should be made available to all who have the ability to benefit from it and the desire to obtain it.

• In the light of the educational needs of the day, Northern follows a philosophy of merging the liberal and the practical aspects of education, of providing and academic program rich in quality and at the same time expansive enough to serve the increasing numbers of students who come to the campus and to the hundreds of knowledge-seeking adults in the communities of the Northern Peninsula. 

2007 Mission Statement

Northern Michigan University, by providing quality academic programs, strong student support, and extensive regional service for its stakeholders in the upper Midwest, challenges its students, faculty, staff, and alumni to strive for excellence, both inside and outside the classroom, and to become outstanding citizens and leaders.

To accomplish this mission, Northern provides a supportive living and learning environment that includes high-caliber undergraduate and graduate programs, personal attention, extensive use of modern technology, and continuous improvement of curriculum and services through systematic assessment.

Challenging themselves and their students, Northern faculty and staff are dedicated to effective teaching and intellectual inquiry; to including students as learning partners in their research, scholarship, and other professional activities; and to advancing the University's roles as a service provider and as a cultural and recreational center in the Upper Peninsula.

Northern Michigan University students will study ethics, humanitarian values, and cultural awareness in a strong general education program as well as master specific knowledge in a major career field. As graduates who are life-long learners, they will possess the skills and attitudes to succeed in a fast-paced, constantly evolving, multi-cultural world. As alumni, they will be challenged to continue an NMU tradition, that of distinguishing themselves in their careers and communities.

Is this mission sufficient for NMUto thrive in 2015?

Mission Statements Mission Statements (continued)(continued)