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Synopsis of UMRA Activities
Synopsis of UMRA Activities
At monthly luncheons throughout the academic year, members renew long-standing friendships with former colleagues, make new acquaintances, and strengthen a sense of connection with the university community. Each month speakers from within and outside the university address a variety of scholarly, informative, and entertaining topics. Luncheons are currently held on the fourth Tuesday of the month at the Campus Club.
At a general luncheon meeting each spring, members elect association officers and conduct other business. Each year, UMRA invites new faculty and staff retirees to join the organization and seeks ways to encourage existing members to participate in association activities. Membership Form (Word document).
In addition to this website, UMRA publishes a monthly newsletter reporting on association activities and providing information on health care issues, alumni activities, Regents’ decisions, and other matters of interest to the membership.
UMRA actively promotes improvements in faculty and staff retirement benefits. UMRA also tracks discussions of and seeks improvements in health insurance coverage for retirees. Additional descriptions of UMRA activites are given in the section called Member Benefits and How to Join
Photo Club meets on third Fridays in 2014-15, Lunch, learn, and laugh with members of
the UMRA Photo Club
The UMRAra Photo Club will next meet on Friday, February 20, at the Hennepin County St. Anthony Public Library
(2941 Pentagon Dr., N.E., St. Anthony) from 1 to 3 p.m.
All are welcome for fun, fellowship, and fotos. Come at
noon for the buffet lunch (with senior discount—what a
deal!) at the Great Dragon restaurant just across the parking lot from the library.
The agenda for most meetings is sharing photos, photo tips
and ideas, and a large dose of good fellowship. From time
to time we meet at locations around the Twin Cities for a
photo shoot, and there is an active e-mail exchange of ideas,
tips, writings, and online galleries about photography.
Please contact Craig Swan, firstname.lastname@example.org, or Jean Kinsey, email@example.com so we will know to expect you and can add your name to the contact list for updated information. See you at our next meeting for fun, fellowship and fotos..
The UMRA Book Club was founded in March of 2011. It meets on the third Friday of every month at 2 p.m. at the 1666 Coffman Building near the St. Paul campus.
Our book for January was THE ART FORGER by B.A. Shapiro. The next books we will be reading are as follows: DIARY OF ANNE FRANK for February; THE INVENTION OF WINGS by Sue Monk Kidd for March; DESTINY OF THE REPUBLIC by Candice Millard for April; and ALL THE LIGHT I CANNOT SEE by Anthony Doerr for May.
We read both fiction and nonfiction books as chosen by a member who then acts as discussion leader for their book. New members are welcome.
--Contact Pat Tollefson, firstname.lastname@example.org, for more information.
FROM THE PRESIDENT
May 2015 On Retirement
Recently representatives of the American Council on Education (ACE) visited the University of Minnesota to conduct focus groups regarding how our University prepares us for the transition into retirement. These conversations with several U.S. universities are part of the research that ACE is conducting in preparation of a second volume on faculty retirement. The first volume is titled Faculty Retirement: Best Practices for Navigating the Transition. Funded by the Alfred P. Sloan Foundation, both volumes will have covered both the transition to and the current status of faculty retirement in higher education. Although concentrating on faculty retirement, the studies have implications for staff at the institutions as well.
The first book detailed policies and practices in 15 institutions from small private colleges, such as Carleton and Mount Holyoke, to large public universities such as George Mason, San Jose State, UC Davis, U of Washington, and Georgia Tech. Large private universities included Princeton, Xavier, and the University of Southern California (USC).
One of the most comprehensive pre- and post-retirement programs at large doctoral institutions is the one at USC. Titled "USC Legacy Programs," they enhance faculty transitions to and through retirement years, helping faculty "create their academic heritage, that is, the tangibles or intangibles transmitted to their academic heirs." As instruments to achieve this goal, USC operates the Emeriti Center, Emeriti Center College, and the USC living History Project. Operating as an institution-wide service, the legacy program succeeds, according to the report, only because it is built on a firm foundation of retirement support. This support includes financial contributions to retirement accounts; transition-to-retirement seminars explaining a wide range of retirement options, financial and programmatic; phased retirement; and a policy encouraging retired faculty to return for limited teaching or research with compensation.
The 2012 ACE nationwide survey of faculty members showed that USC had the highest satisfaction scores compared to all other respondents in such categories as legacy programs, culminating projects, retirement transition counseling, ability to phase to retirement, and plans for staying connected with departments and parts of the academic community after retirement.
The new study will concentrate on what institutions can do to support faculty members in accomplishing their goals and alleviating their fears as they transition into retirement and remain active on campus.
Several UMRA members participated in the ACE focus groups conducted on the Twin Cities campus. In the discussions we attended, considerable attention was given to the separate role of UMRA as well as the wide disparity of departmental and collegiate approaches to preparations for retirement and treatment of retirees. This disparity reflects the fact that the University of Minnesota is a decentralized institution with wide-ranging approaches to departmental and collegiate management of resources. Some departments and colleges are effective in establishing and carrying out good practices in managing faculty and staff resources, including retirement planning and post-retirement involvement of retirees. Some are not.
While Minnesota offers some of the institutional support that distinguishes USC in its legacy building—such as good retirement funding, phased retirement programs, and pre-retirement seminars—overall programmatic support is spotty. It is UMRA that has initiated such options as professional development grants to retirees (funded by the VP for Research); the Journal of Opinions, Ideas and Essays, (in collaboration with University Libraries); and speakers and workshops on topics of interest to retirees.
The College of Continuing Education (CCE) supports the Osher Lifelong Learning Institute, which provides teaching opportunities for retired faculty and staff. CCE also has a relatively new program, "Encore Transitions," which is aimed at a wide audience of people, not just University retirees, who are planning and living in post-retirement. Many other CCE programs have a wide range of teaching faculty and staff, including community persons and retirees.
These efforts, while extensive and successful, do not, as is the case with USC, represent an institution-wide strategy of transition to retirement planning or of thoughtful deployment of the many retired faculty and staff.
UMRA leadership is now pursuing closer connections with the Provost's office and the Office of Human Relations in order to help define and plan such a strategy.
— Hal Miller, UMRA President
April, 2015 UMRA and the University
From time to time, UMRA leaders have puzzled about the organization's relationship with the University of Minnesota. From its beginning in 1978, UMRA was incorporated as an independent organization, although closely associated with the Campus Club. While independence has not kept the organization from thriving, there have been times when a formal connection between UMRA and the University could have been to the advantage of both. And, it is thought that future initiatives might benefit from such a connection.
When John Adams became UMRA president, he raised that question, and we believe that the time is ripe to determine whether we should pursue a formal connection with the University. I have asked John to write this column so that you, UMRA members, can consider the question.
— Hal Miller, UMRA President
UMRA's stated mission
UMRA exists, according to our mission statement, "to promote, protect, support and advocate for the interests, rights, needs and welfare of persons who retire from the University of Minnesota."
UMRA-sponsored activities toward that mission are to:
- Help retirees deal successfully with the retirement process, both during their retirement year and into their retirement years;
- Provide all retirees broad intellectual stimulation as well as social and recreational services;
- Oversee and assist in the ongoing provision of benefits affecting the health and wellness of retirees;
- Facilitate opportunities for voluntary service to the University and community; and
- Contribute to the development and welfare of the University, its mission and goals.
UMRA's legal status
UMRA is incorporated; it is a 501(c)(4) entity. This independence has presented a continuing challenge in maintaining active communication links with University retirees in ways that would not only help retirees but also facilitate retirees' continuing contributions to the University's mission.
As an example: as separate legal entity, we face obstacles in working as a full partner with the University's Office of Human Resources (OHR) in planning and facilitating pre-retirement and post-retirement programs that would help both the University and our retirees. Moreover, OHR cannot share with UMRA the contact information of University retirees in the years following their retirement.
Despite this obstacle, we have begun discussions with three colleges (College of Liberal Arts, College of Food, Agricultural and Natural Resource Sciences, and College of Education and Human Development) to figure out how UMRA might work on these challenges at the college level. We recognize that when some faculty and staff members retire, they prefer to move on—and that's fine. But others want to remain connected. Their loyalty to the University's mission and their willingness to put their professional knowledge and skills to work on occasional assignments in the classroom, ongoing research and professional activity, committee service, administrative assistance, and community outreach, represent untapped resources for the U.
UMRA's relationship with the U of M
At the August 2014 meetings of Big Ten and AROHE retirement organizations, the question of the most appropriate links to their respective universities was an important topic of discussion. Some of us feel that a closer arrangement would be good for the University—and for UMRA. Others are unsure, so we're exploring the options.
The ACE link.
The provost's Office has agreed to work with the American Council on Education's continuing study on retirement and retirees that is underway. UMRA has offered to help with this effort.
The University's Strategic Plan.
We sent the provost a detailed commentary on the University's recently issued strategic plan, highlighting ways that faculty and staff retirees could help implement the plan.
A Capital Campaign link.
Finally, the University Foundation is considering a future capital campaign. Faculty and staff have been exceptional benefactors supporting the University mission. But if the U expects retirees to continue their generosity in a new round of capital campaigning, now is the time to bring them closer to the University and to find ways to keep them engaged with the University mission in ways that are appropriate—not only for them, but also for the departments and programs where they spent their careers and with which they may remain attached and sympathetic.
Going forward from here.
As these discussions with University leadership continue, your UMRA board seeks your comments on these matters.
Based on our current understandings, and recognizing the alignment of the missions of the University of Minnesota and of UMRA, the UMRA board may pursue a formal connection with the Office of the Provost.
Please, let us know your views.
— John S. Adams, UMRA Past President <email@example.com>
— Hal Miller, UMRA President <firstname.lastname@example.org>
March, 2015 Retirement at Colleges and Universities
In 2014 the American Council on Education published Faculty Retirement: Best Practices for Navigating and Transitioning. It consisted of several chapters on the subject, first tracing the recent history of mandatory retirement and the changes that led to its end. Later chapters were devoted to the efforts of 13 institutions to mitigate the effects of this change.
In 1907 William Osler, chief physician of the Johns Hopkins Medical School, made a case for mandatory retirement in his outgoing talk. He claimed that faculty who were over the age of 40 were unproductive and that faculty over 60 were a nuisance. This attitude, along with a growing queue of well-qualified potential faculty who were waiting for places in the academy, led to the passing of mandatory retirement rules in many higher education institutions. By the 1960s these mandatory rules were putting a substantial percentage of the workforce into retirement, many of whom were not happy about it.
The population has aged since 1900. According to a CRS Report for Congress on life expectancy in the U.S. by I.B. Shrestha, average life expectancy went from 52.0 years in 1901–1924 to 75.8 years in 1982–2004. Many of these older people were able to continue working, and because of their extended lifespan they needed to work. But mandatory retirement rules blocked opportunities for their continued employment.
In 1967 congress passed the federal Age Discrimination in Employment Act (ADEA). The act protected employees between 40 and 65 from mandatory retirement. As 65 was commonly the retirement age for many faculty and staff in higher education, not much changed. But in 1978, an amendment to ADEA prohibited mandatory retirement before the age of 70. Again, in 1986, another amendment was passed to outlaw compulsory retirement in most sectors. But higher education continued to use mandatory retirement rules until 1993 when congress concluded that, as few faculty members worked beyond 70, a mandatory retirement age in higher education was unnecessary. So, faculty members no longer were forced into retirement by their age.
This forces universities to become creative in managing their aging workforce, while also making efforts to replenish their activities with younger people. A popular innovation has been the use of phased retirement plans. Our University had begun a version of phased retirement in the early 1980s. This has evolved into the current version, passed by the regents in 2003.
In 2003, the regents of the University of Minnesota began offering phased retirement at age 55+ to tenured faculty and professional administrative (P&A) employees on continuous appointment. In exchange for surrendering continuous appointment/tenure they can reduce their work load and receive medical and dental benefits, vacation, and life insurance for between one and five years.
According to the University's Office of Human Resources reports, between 2004 and 2013, 625 faculty members and 684 P&A staff retired for a total of 1,309. Of that 1,309 total in those years, there were 350 qualified tenured faculty and continuous appointment P&A staff who took advantage of the phased retirement option (26.7 percent). It should be noted here that most P&A staff do not hold continuous appointments, therefore most do not qualify for the phased retirement option.
The average age of retired faculty members has crept up slightly during those years (age 66 in 2004–05; 68 in 2012–13). The average age of P&A retirees has fluctuated from year to year, but has also grown (age 58 in 2004–05 to 61 in 2012–13).
This reflects a trend reported in a 2011 study by TIAA/ CREF that showed that only 25 percent of the "Baby Boomer" faculty intend to retire by age 66.
"Considering that the baby boomer generation is the largest cohort in academe (U.S. Department of Education, 2004), institutions will need to be prepared to work with this generation and to have supports in place to allow for them to work longer." ("Faculty Retirement" page 7)
Given these figures, it is hard to say how effective phased retirement has been in moderating the trend toward later retirements at Minnesota. We will need to continue to find ways to balance longer career paths with the need for opening places for younger faculty and P&A staff.
— Hal Miller, UMRA President
February, 2015 In the Bleak Mid-winter
The Society for the Prevention of Cruelty to Animals
(SPCA) puts some arresting public service ads on television. They are long and show suffering dogs and cats
and are hard to watch without being drawn into the dire
situations of these animals. I confess that I can hardly watch them.
Currently the SPCA sponsors one titled, "In the Bleak
Mid-winter," with neglected animals suffering in the
cold. The title and first stanza are taken from the poem
by the Victorian poet, Christina Rosetti:
In the bleak mid-winter
Frosty wind made moan,
Earth stood hard as iron,
Water like a stone;
Snow had fallen, snow on snow,
Snow on snow,
In the bleak mid-winter
The poem was written in the early 1870s and is about
Mary and Joseph looking for shelter in Bethlehem before
Jesus was born. It dwells on the simple surroundings of
Christ's birth, in a stable amidst animals. It was made
into a Christmas carol in 1906 set by Gustav Holtz.
For many Minnesotans who stay here through our own
bleak mid-winter months, the first stanza has a familiar
ring. As I write this, shortly after the beginning of the
New Year, and with several days of below zero wind-chill, I wonder why I choose to spend another January and
Rrosetti's poem, though it starts off with winter scenes
familiar to Minnesotans, isn't really a weather poem. It
has more to do with attitude and point of view: how does
one function in dark times when nature and life situations seem unyielding?
As a Christian, Rosetti wrote of how the coming of
Christ would bring relief from the bleakness of the midwinter of life. She began a later stanza with the words:"When He comes to reign…." and promised blessings
and hope as a result of that reign.
But, by this time in our lives we have had to cope with
discouragement and to understand that there are seasons
and places where our times stand "hard as iron," and a
reign of peace and prosperity is hard to see. Loss of loved
ones, turn of fortunes, pain and discomfort of aging—all
of these are challenges to our ability to respond positively.
With world events—the recent rise of ISIS, Boko Haram,
and wholesale slaughter of innocent people including
school children—we fear for the millions who are facing
threats every day. As extremist cells in Paris and other
European cities emerge—can we be far behind? "When
He comes to reign" seems far off when, among others,
the followers of the Prince of Peace are targets of militant extremists all over the world. In the face of 21st century
dangers, how can we find Rosetti's assurance of a rescuer
sent by a loving God to thaw out the bleakness of the
As we look out our windows into the bleak physical and
philosophical mid-winter, we look for attitudes we can
bring to bear on such bleakness.
A mid-January celebration comes to encourage us—the
birthday of Dr. Martin Luther King Jr.
Faced with paralyzing racial prejudice, Dr. King endorsed
a view that civil rights are essential to democracy, that
segregation must end, and that all people should reject segregation absolutely and nonviolently. We celebrate the
life and ideas of a man who inspired a nonviolent confrontation with wrong and led us toward a more civil society
saying, "Every step toward the goal of justice requires
sacrifice, suffering, and struggle; the tireless exertions and
passionate concern of dedicated individuals."
As we seek to live well in our retirement years, it's tempting to withdraw into our private worlds seeking comfort
and convenience. Quoting Dr. King again: "the ultimate
measure of a man [or woman] is not where they stand in
moments of comfort and convenience, but where they
stand at times of challenge and controversy."
To help dispel the bleakness of the
mid-winter around us, retired or
not, we may, at times, need to enter
the fray and stand up to the challenges of injustice and immorality.
— Hal Miller, UMRA President
The September issue of The Atlantic carried an article by Graeme Wood titled “Is College Doomed?” The introductory description reads, “Traditional college—expensive, arguably inefficient, slow to change—is widely seen as ripe for dissolution.” Wood goes on to describe some of the competition to the traditional institution.
Some years ago, I served on an American Council of Education task force studying how to manage the impending entry of for-profit institutions into the higher education arena. After long discussions, we concluded that regional accreditation associations would be the gatekeepers to such entries. That was before the North Central Association accredited Phoenix University, an institution with few regular full-time faculty members, and no campus. That opened the door to dozens of other for-profit institutions with similar credentials.
But the insurgents aren’t all for-profit colleges. some of them are being birthed and nourished by traditional universities and colleges.
Best known of these is the MOOC movement. MOOC stands for Mass Open Online Course. These courses are offered free by some of America’s most prestigious universities: MIT, Harvard, UC Berkeley, UCLA, Stanford, Duke, Yale, and Carnegie Mellon.
In a website called “MOOCs: Top Open Sites for Free Education,” the claim is made: “Although there has been access to free online courses on the Internet for years, the quality and quantity has changed. Access to free courses has allowed students to obtain a level of education that many only could dream of in the past. This has changed the face of education.”
Hundreds of thousands of students have registered in these courses. For example, The Atlantic reported that, in a recent survey done at the University of Pennsylvania of these students, 1.8 million registrants took 36 MOOCs. The Harvard course, “The Ancient Greek Hero” recently enrolled over 31,000 students; and Stanford’s MOOC course on artificial intelligence enrolled more than 160,000. Huge as these numbers are, the MOOC dropout rates are high. For example, only 5 percent of the students in the Penn study completed the average MOOC course and received a certificate.
Even though the dropout rate for MOOC courses is high, some traditional institutions are beginning to adopt frOMthEprEsIDENt and adapt the courses into their curricula and are giving their credits for them. Nathan Heller, in a New Yorker article entitled “Laptop U,” reported, “Following a trial run at San Jose State University, which yielded higher-than-usual pass rates, 11 schools in the California State University system moved to incorporate MOOCs into their curricula.”
The temptation to import MOOC courses, developed by leading institutions’ teaching stars and offered free, into an engineering program at a second tier college is, at this time, economically seductive. But this might be a fatal embrace to some of those programs, as it may well lead to cutting down their own resident faculty and turning others into course assistants for the MOOC. And at what point will the MOOCs begin to cost the users?
Facing public concerns about rising tuition costs, student debts, and declining legislative support, the traditional universities are turning to adjunct instruction and the Internet to expand their audience to working adults who want the credential of a bachelor’s or master’s degree. Some of them have simply expanded their own offerings to attract the audience that MOOCs were designed to serve. For instance, Western Governors University is a consortium of public universities in those states, offering online degrees for courses provided by their members. Arizona State University recently announced the availability of more than 70 online degree programs. They have also announced a partnership with Starbucks Coffee to form the Starbucks Ccollege Achievement Plan, helping baristas and others to complete their “journey in higher education.”
The University of Minnesota’s College of Continuing Education has been serving this population for years. At our October luncheon, Dean Mary Nichols will describe recent initiatives that Minnesota has been taking to address these developments.
Most of us who have spent our careers here might look at these developments and dire predictions, remembering Mark Twain’s remark that “the report of my death was an exaggeration.” It was, but it was eventually true. Let’s hope that the University of Minnesota can make the adaptations needed to thrive in this changing and dynamic higher education scene.
— Hal Miller, UMRA President email@example.com