(Appeared in NonDoc on March 2, 2024 — https://nondoc.com/2024/03/02/day-of-reckoning-faces-uco-other-regional-universities/)

I recently had the opportunity to delve into an article from Non Doc discussing the debate for Oklahoma House District 39, which included a question centered around the enrollment challenges at the University of Central Oklahoma (UCO). The candidates, Erick Harris, Regan Raff, and Richard Prawdzienski, engaged in a thoughtful discourse regarding the impact of state appropriations’ budget cuts on UCO’s enrollment, a topic close to my heart due to my prior role as a vice president overseeing enrollment efforts at the institution.

What struck me most about this debate topic is the larger issue of the impending enrollment cliff facing higher education. This problem arises from declining birth rates over the past couple of decades, leading to fewer prospective students entering colleges and universities. Additionally, despite an increase in the diversity of high school graduates, many students from underrepresented backgrounds are less likely, and in many cases because of their poor schools, they are less prepared to pursue higher education. This contributes to an overall decrease in college attendance rates, particularly in regions like the Midwest, where Oklahoma is located.

The data provided by the Oklahoma State Regents for Higher Education paints a stark picture of the situation, showing significant enrollment declines at both regional four-year institutions and two-year colleges over the past decade. Notably, UCO has experienced a substantial decrease in enrollment during this period. These statistics underscore the urgent need for strategic leadership and innovative solutions to navigate the challenges posed by declining enrollments.

A key distinction arises when comparing regional and two-year institutions to their research-focused counterparts. While research institutions benefit from greater resources and prestige, enabling them to attract students from both in-state and out-of-state, regional institutions face a different reality. They primarily rely on state appropriations and tuition fees for revenue, a model that has become increasingly precarious with dwindling state funding.  This reality is evident in Oklahoma with the research universities, Oklahoma State University and the University of Oklahoma.  These institutions have their own unique challenges, but they are not the same.

During my tenure at UCO in the early 2000s, I witnessed firsthand the institution’s reliance on state funding, which constituted approximately 65% of its budget initially, dropping to 50% by 2008, and now hovering around 25% as of the latest report in 2023. This shift towards increased reliance on tuition fees has placed a heavier financial burden on students, particularly those from first-generation, low-income, and other underserved backgrounds. While UCO succeeded in attracting students at the start of the millennium, increased tuition and fee costs eventually led to high attrition after the first or second year for these students, especially following significant declines in state appropriations post-Great Recession.  I witnessed this challenge firsthand during my time there, and I am sure that the current leadership is encountering the same issue.

Embracing Innovative Operational Strategies

To address these challenges effectively, institutions such as UCO have implemented various strategies, including tuition discounting. While historically employed by private institutions, tuition discounting entails offering scholarships based on merit or financial need to attract prospective students. However, this approach necessitates meticulous budget management to ensure sustainability and prevent an over-reliance on tuition revenue. Achieving this balance is crucial for the success of institutions employing this strategy.  Public institutions are beginning to become more strategic in monitoring and administering this process, but it remains a financial and leadership challenge.

Like many institutions, UCO utilizes scholarships to recruit students based on merit or high school academic achievement. However, due to limited budgets, regional and two-year institutions may face challenges in competing with research institutions to attract top-performing students. Therefore, it’s essential to adopt a strategic approach in identifying the most promising prospective students within the constraints of the scholarship budget.

Furthermore, I advocated increasing support for students with significant financial need. These students often represent the core of Oklahoma’s population and are more likely to contribute to the state’s economic development post-graduation by remaining in the state. Therefore, investing in their education is paramount. Neglecting to do so could lead to attrition and leave them burdened with substantial debt after only two years of enrollment, a scenario that should be avoided at all costs. Our primary goal should be to ensure these students successfully graduate and contribute positively to their communities.

As this trend continues, it’s imperative for institutions like UCO and its peers to strike a balance between attracting high-achieving students through merit-based scholarships and providing adequate support to students with financial need. By doing so, we can fulfill our mission of fostering academic success and positively impacting our local communities.

Beyond tuition discounting, some institutions have successfully adapted to the changing landscape in other ways. Southeastern Oklahoma State University, for instance, has embraced online education, catering to working adults seeking to advance their careers. The data highlights that it outperformed its peers by increasing enrollment by instituting this strategy several years ago.  It is not a guaranteed fix, and like all strategies, it requires financial investments which incur risk for sure.

Universities such as Georgia State University have implemented targeted support programs to assist first-generation, low-income, and academically underprepared students, demonstrating a commitment to enhancing student success and institutional resilience. By recognizing the diverse characteristics and needs of their student body, these institutions have developed tailored strategies and support systems to address specific challenges faced by these students. The innovative approach exemplified by Georgia State University underscores the substantial return on investment that strategic interventions can offer, ultimately leading to improved student retention rates and increased tuition revenue. Despite the inherent risks associated with such initiatives, the reluctance to pursue them may prove detrimental to both student outcomes and institutional viability. Therefore, embracing strategic interventions remains essential for institutions seeking to foster student success and ensure long-term sustainability in the higher education landscape.  At UCO, we created the Black Male Initiative, which received national recognition for employing a similar approach as what was used at Georgia State. 

Regional and two-year institutions are vital contributors to Oklahoma’s economy and social mobility. However, their ability to fulfill this role is threatened by declining enrollments and financial constraints. It is imperative for state leaders to prioritize higher education funding to ensure accessibility and affordability for all students. Additionally, institutional leaders must continue to innovate and adapt to secure the future of higher education in Oklahoma.  The election win by Mr. Harris presents an opportunity for him to collaborate with UCO and state system leaders to better understand and address the declining college enrollment and graduation rates. The future of the State of Oklahoma depends on this work and collaboration.

In the rapidly evolving landscape of technology, artificial intelligence (AI) has emerged as a transformative force that is reshaping industries, economies, and societies at an unprecedented pace. As we stand at the intersection of human intelligence and machine learning, the need for AI literacy in higher education has become more critical than ever. This blog explores the reasons behind the imperative to incorporate AI literacy into higher education curricula, examining the profound impact it can have on students, the workforce, and society as a whole.

1. Understanding the AI Revolution

The advent of artificial intelligence marks a pivotal moment in human history, akin to the industrial revolution of the 18th century. AI is not merely a technological advancement; it represents a fundamental shift in the way we live, work, and interact. As AI applications permeate various aspects of our lives, from virtual assistants to autonomous vehicles, a basic understanding of AI becomes essential for informed citizenship.

In higher education, students are not just preparing for jobs; they are preparing for a future in which AI will be an integral part of the professional landscape. AI literacy equips students with the knowledge and skills needed to navigate and contribute meaningfully to this rapidly evolving technological frontier.

2. Navigating Ethical Challenges

As AI systems become more sophisticated, ethical concerns surrounding their use become increasingly complex. From bias in algorithms to issues of privacy and security, the ethical implications of AI touch every aspect of our society. Higher education institutions must take a proactive role in addressing these concerns by instilling a strong ethical foundation in students.

Teaching AI literacy involves not only imparting technical knowledge but also fostering a deep understanding of the ethical considerations associated with AI. Students need to grapple with questions such as: How do we ensure fairness in AI algorithms? What are the implications of widespread surveillance using AI? By engaging with these ethical dilemmas, students can develop a sense of responsibility and a commitment to using AI for the betterment of society.

3. Enhancing Critical Thinking Skills

AI is not a monolithic entity; it is a diverse field with various applications, methodologies, and implications. Integrating AI literacy into higher education promotes critical thinking skills by encouraging students to analyze, question, and evaluate information. Understanding AI requires a multidisciplinary approach that draws from computer science, ethics, sociology, and more.

By grappling with the complexities of AI, students develop a capacity for critical analysis that extends beyond the realm of technology. This ability to approach challenges with a nuanced and analytical mindset is an invaluable asset in any profession, making AI literacy a cornerstone for the development of well-rounded individuals.

4. Fostering Innovation and Entrepreneurship

The integration of AI literacy into higher education fosters a culture of innovation and entrepreneurship. AI is a powerful tool that has the potential to drive groundbreaking solutions across industries. Students equipped with AI literacy are better positioned to identify opportunities for innovation, whether in creating new AI applications, optimizing existing processes, or addressing societal challenges.

Moreover, as the global economy becomes increasingly digital, understanding AI is crucial for entrepreneurship. Startups and businesses are leveraging AI to gain a competitive edge, and entrepreneurs with a solid understanding of AI can navigate this landscape more effectively, creating ventures that are not only economically viable but also ethically sound.

5. Adapting to the Changing Workforce Dynamics

The workforce of the future is being shaped by the integration of AI technologies. Automation is transforming industries, and jobs are evolving to require a new set of skills. Higher education must align with these changing workforce dynamics by preparing students for roles that demand AI literacy.

AI literacy empowers students to become adaptable and versatile professionals. It equips them with the skills to collaborate with AI systems, leveraging technology to enhance productivity and creativity. As the nature of work undergoes rapid transformation, individuals with AI literacy will be better positioned to thrive in dynamic and uncertain professional environments.

6. Democratizing Access to AI Knowledge

Incorporating AI literacy into higher education contributes to the democratization of AI knowledge. Historically, access to cutting-edge technologies and knowledge has been limited to elite institutions. However, as AI becomes increasingly ubiquitous, it is crucial to ensure that AI literacy is not a privilege reserved for a select few.

By integrating AI education into curricula, higher education institutions can play a pivotal role in democratizing access to AI knowledge. This not only addresses issues of equity but also prepares a diverse and inclusive workforce capable of addressing the multifaceted challenges posed by AI.

Conclusion: Shaping Informed and Empowered Citizens

In conclusion, the integration of AI literacy into higher education is not just a matter of keeping up with technological trends; it is about shaping informed and empowered citizens who can navigate the complexities of the AI-driven world. AI literacy provides the foundation for understanding, critiquing, and leveraging AI technologies responsibly.

Higher education institutions must recognize the urgency of incorporating AI literacy into their curricula. By doing so, they contribute not only to the professional development of their students but also to the broader goal of fostering a society that can harness the potential of AI for the collective good. As we stand on the brink of an AI-driven future, the time to prioritize AI literacy in higher education is now.

Some of my good friends, who I dearly love and appreciate for their support and for reading my posts, corrected me, and they informed me that I had gotten ahead of myself. Rather than write about completing a doctorate, I should have focused on helping people to determine whether or not, they should get a doctorate in the first place. That is a very critical question for sure, and I want to make sure that I share my perspective on this topic in this post. One thing that stands out about this is the access to and the popularity of a doctoral degree has increased significantly over the last 30 years. However, the cost to complete a program has also gone up significantly. I don’t think that this should be a barrier to you completing this process, but this as well as other factors should be well thought out before proceeding. I will mention a few things here, but I have an entire slate of items to share in that realm so let’s get started.

Why should I get a doctorate?

There are many reasons to complete a doctoral program. Please allow me to share just a few.

1. Job advancement — At some point in your career, you may feel that you have gone as far as you can with your current degree. The completion of a doctoral degree will open more career possibilities in some cases. This one is typically one of the bigger reasons why people pursue terminal degree in the field.
2. Personal satisfaction — There are many who have created many personal and educational goals for their lives, and completing a doctorate is one of them. For some it may sound strange, but for some, it is a lifelong dream. There are those who have made promises to family members to complete the process, especially those who are from first generation families. Whatever the case, completing this degree is a passion, and it is something that is next to be ticked off their bucket list.
3. Passion for the field — Your discipline may be something of extreme passion for you. If you have a desire to advance that passion through research and work in this area, then a doctorate will provide you with the resources to delve deeper into complex topics related to the field. Also, the completion of this degree will prepare you to create new knowledge to advance the field, either theoretically or practically. The completion of the doctoral degree will benefit you by taking the steps to become an expert in your field and open so many doors of opportunity in the future.
4. Networking opportunities — Through the years, I have maintained a very healthy relationship with those who I went through graduate school with. We have shared our successes and failures, and in many cases, we have served as support for one another emotionally, provided references for jobs, and provided networks for employment through our connection. There is also the benefit of connecting as a faculty member with students in doctoral programs. I leveraged my time in the classroom with doctoral students not only in terms of mentoring and teaching them, but also, I took advantage of the opportunity to target talent. I hired many former students through the years based upon what I saw in them there.  Faculty are also always a great resource for continued mentoring and recommendation letters.

Now that we have discussed the reasons to go to complete a doctorate, let’s talk about questions that you should ask before you pursue a program.

1. When is a good time? I immediately started graduate school after the completion of my bachelor’s degree, and I completed my doctorate by the time I was 25 years old. I did that because I was fortunate enough to receive a graduate assistantship which paid for college (a very important factor that we will discuss shortly). (Thank you, Dr. William Ross Palmer for believing in me!!!) On the other hand, I had friends who worked and gained years of professional experience in the field before they decided to complete their doctorate. They felt like it would benefit them to do it this way so that they would have more practical knowledge as they pursued their doctorate. There’s no right or wrong way here. Talk to a variety of people to gather a variety of perspectives on the element of timing. These perspectives will provide you with information so that you are best prepared to decide about what is best for you.
2. What doctoral program should I pursue? I am always amazed to look at LinkedIn pages of friends and colleagues. I would say 75% of them have pursued degrees in directions that were quite a bit different than their undergraduate degree programs. They have found passions in life, outside of their undergraduate majors, and they have chosen to pursue doctoral (and masters) degrees that aligned with that passion. That is quite all right. Others have stayed the course, and their doctoral degrees align with their master’s and bachelor’s degrees. At the end of the day, you are investing a lot of time and money into this process, so it is important for you to have a clear plan for the selection, matriculation, and completion of this degree. Again, talking to people who have gone through the process is always helpful.
3. Will I be able to balance life’s priorities while completing a doctoral degree? This is a very difficult question, as you don’t really know what to expect until you get into the program. Life is strange. My wife started her master’s degree, and a string of very unusual events with our family (illness, kids’ sports, etc.) caused her to have to stretch the program out over a longer period than originally planned. Balancing work, family, and your academics can be challenging. Trying to find a time that is “best” is also a challenge. Raising kids, taking care of aging parents, major work projects, and so much more can certainly make it very difficult. You will need to evaluate your life and decide to move forward with many blind spots. Waiting for the right moment is fruitless because there is not the right time. Sometimes, you just must take the plunge. Talk to faculty in the program, as well as students to get a sense of the expectations for the program. Talk to your family and work supervisor to gauge their level of support and understanding regarding your pursuing a program.  Do your research and go with it.  Sometimes, you just have to put on your Nikes and Just Do It!
4. How do I select the right program/institution and faculty advisor? It is imperative that you do your research on various programs that offer the degree that you’re interested in and find out their graduation rates as well as time to degree to gain a sense of what they expect there. Find out which professors have been successful in graduating their students. You surely don’t want to be advised by someone who has a very low success rate when it comes to graduating their students. It would be an utter waste of money to complete the course work and not complete the culminating project (typically a dissertation). Talk to current students as well as graduates of the program. They can provide a significant amount of information that will guide your thinking. I can go on and on here, but also talk to those who are going through programs in general, and they can give you some sense of what factors they utilized in making decisions about their program.
5. Can I afford this doctoral program? That is a very critical question. The costs of higher education have increased significantly through the years. I believe that there is great value to higher levels of education, but you don’t have to break the bank to do it. First, you want a quality program that will give you what you need in the context of your goals, so do your research in that area. Second, do your research on programs in terms of graduate assistantships and fellowships. Those forms of financial support are sometimes far and in between for graduate students. Unlike undergraduate programs, you don’t have access to Pell Grant and other scholarship opportunities that are available for undergraduate students. Most students borrow money. It goes without saying, most programs are going to get you to your goals. It’s rare that programs are so significantly different that you must pay significantly more for one program over another. Sometimes people pay for convenience, which I understand. However, you also don’t want to come out with a ton of debt. Again, talk to program faculty, graduate schools, financial aid offices, and current and former students of the program to find out what options are available.

I probably have provided you with just enough information to get you started or confused. I hope that the latter is not the case. One thing that I mentioned over and over is the importance of doing your research. Be sure to do that. Talk to people who have been there, and certainly those who work there, so that you have ample information to make an informed decision. It is a significant undertaking, but it is also a very rewarding one. I encourage you to do it, and let me know if I can help. Best wishes as you take those next steps towards completing your terminal degree.

              Just last week, I had a couple of good friends who completed their doctoral degrees.  What an amazing accomplishment!  I was so happy for them.  The journey that they had embarked on years before had culminated in this great celebration highlighting their significant academic accomplishment.            

              I remember my journey through the process.  I started the doctoral program when I was 22, and I hammered out a path that allowed me to finish by the time that I was 25.  I remember that my grandmother used to always say that no matter what, they can’t take away your educational accomplishments.

              Through the years, I have had many friends and former students who have asked me about whether they should complete a doctor of education (Ed.D.) or a doctor of philosophy (Ph. D.).  It is a valid question, and I have shared my perspective with them during these conversations.  I felt that I would include it here also because it is such a common question for those who work in the field of education.

              The two degree programs historically have had two distinct purposes.  The Ed. D. was for those wanted to apply their newly acquired knowledge to practice, while the Ph. D. was more focused on providing individuals with the knowledge to conduct research and teach.  I remember hearing this distinction when I started exploring the options in the early 1990s at the University of Alabama and thinking that the former was the direction that I should pursue.  Well, there was a moratorium on the Ph. D. program in Higher Education Administration at the time, so I didn’t have an option.  My advisor, Dr. Michael Thomas Miller, encouraged me to consider the research and teaching option, but he knew that it was not an option at that time.  However, in designing my program, that is determining what classes I would take to complete the degree, he directed me to complete courses that aligned very much with the content of the Ph. D. program.  Specifically, I took 15 hours of research-related courses during my Ed. D. program, which was far more than typically required for the degree.  It was a major blessing for many reasons as I will explain later.

              Three years after completing my degree, along with the assistance of Dr. Miller with getting a research agenda started, I received a faculty position at the University of Oklahoma…with an Ed. D.  The department saw my research, and they hired me with that degree versus the Ph. D.  I don’t recall the topic of Ed. D. ever coming up during my interview.  I have continued to teach in a variety of institutions through the years, and never has there been a conversation about my Ed. D. during the interview progress.  Also, through the years, I have rarely had anyone to ask me what degree specifically I had other than when this particular topic comes up with friends and former students.  I am just Dr. Pope.

              Likewise, I have noticed through teaching in a variety of programs at various institutions around the country through the years that the lines between the two programs continue to blur.  There is not a set in stone list of courses that consistently appear in these programs from institution to institution.  Needless to say, I would encourage you to do your research on these programs, determine if you like what they have to offer, and try to connect with the program faculty more than anything else.  Fit is the key, and that fit is not merely the degree program, but finding your fit with the culture of the program – finding a place where you can thrive and achieve your goals.  That seems to minimize the decision-making quite a bit to what may seem like a simple process, but that’s what has resonated the most in working with and mentoring many people through the years.  Talk to people who are in the programs that you are considering, and try to connect with those who have recently completed these programs to gain insight about their experiences.  Find good mentors who can assist in guiding you through the process to help you to do what needs to be done so that by the time you complete the program, you are on track to be successful.  For instance, if you are interested in engaging in research and teaching, find a program that provides students to engage in research so that they can begin to develop a research agenda and hopefully get some publications under your belt.  Also, make sure that these programs offer some opportunities to teach, possibly as a graduate teaching assistant. 

              This is probably an oversimplification of the decision-making process, but I wanted to share my perspective on the topic.  There are a myriad of options available for those who are interested in completing their doctorate, from full-time programs to executive programs designed for busy professionals who are squeezing in these programs with other aspects of their lives.  At the end of the day, you are trying to advance your career, and I commend you for that.  Once you are done with either, rarely will you be asked what degree you will have.  You will simply be Dr. Whoever.  However, finding fit, and making sure that you have good mentors to talk you through this process will ensure that you end up selecting the best option for you.  I wish you well, and please let me know if I can be of further assistance to you.

Today marks Juneteenth, also known as Emancipation Day. Specifically, it commemorates Union army general Gordon Granger announcing federal orders in Galveston, Texas, on June 19, 1865, proclaiming that all people held as slaves in Texas were free. Though the Emancipation Proclamation had been signed more than two years earlier, this declaration by Granger effectively ended slavery for 250,000 Black people in Texas and beyond. Originally a Texas state holiday, it is now celebrated annually on the 19th of June throughout the United States, with varying official recognition. Take a look at this link for more details: https://youtu.be/lq8TNKZVEWs

Why is this day relevant? Why is this an important conversation today? Despite how far Black people have come, the reality of disparities still exists. It’s not finger pointing or blame placing. It is about creating conversations to discuss and better understand where and why this state of things continues for Black people, and it is an opportunity to consider how to move beyond these barriers. Once we can sit down and have productive conversations on this level, we will be able to eliminate the vestiges of slavery and oppression that have plagued this country for hundreds of years.

I have been blessed to achieve much in my life, but I have also experienced these barriers firsthand. I have experienced the disparities in how I was treated based upon these systemic realities. I continue to appreciate those who have provided me with opportunities, but I also know that I, as well as many other black people, have been limited due to these historical inequalities. I pray that you will take a moment to just listen and try to understand rather than completely ignoring these stories of those who experience these cultural realities daily.

As we celebrate Juneteenth, let’s focus on the resilience of Black people in this country, endeavor to think about strategies to improve the Black community’s plight, and focus on creating environments committed to equity, belonging and social justice.