DESIGNING A NEW VISION FOR BACCALAUREATE EDUCATION<br />
FUNDAMENTAL CHANGES DEMANDRESPONSES.<br />
CWU’S FUTUREIS BRIGHT.<br />
CWU IS IN A STRONG POSITION. <br />
CHANGE BRINGS OPPORTUNITY.<br />
OUR CORE VALUES WILL NOT CHANGE.<br />
WE CAN MANIFEST OUR VISION OF OUR FUTURE.<br />
ADAPTATION HAS ALREADY BEGUN.<br />Adapting to the new normal for state budgeting<br />Creating a new environment of inclu...
CHALLENGE - RESPONSE 1:OUR PRIORITIES WILL DETERMINE WHAT WE DO ANDWHAT WE NEED.<br />
NOT TOO LONG AGO<br />
OLD FINANCIAL MODEL: Reliable state funding meant business as usual.<br />
THAT MADE SENSE THEN<br />20 YEARS OF DECLINING STATE SUPPORT<br />State Funding<br />
THEN THINGS CHANGED<br />20 YEARS OF DECLINING STATE SUPPORT<br />State Funding<br />
FALLING OFF THE CLIFF<br />
THE TREND WILL CONTINUE<br />
STATE’S ECONOMIC PROBLEMS<br /><ul><li>No new revenue sources
Increased costs in protected sectors
Cuts in unprotected sectors</li></ul>VERY DIFFICULT CHOICES<br />DIFFICULT CHOICES TO MAKE<br />
TODAY<br />
THE NEW NORMAL: Our choices drive funding needs.<br />
REVENUE AND EXPENSES DIRECTLY LINKED<br />A change from an emphasis on allocation of resources<br />A change toward an emp...
WE MUST ADAPT TO THE NEW NORMAL<br />
Academic functions<br />Student services<br />Auxiliary services<br />Administrative functions<br />ALL OF US<br />
ACCOMPLISHMENTS<br />BUDGET & FINANCE COMMITTEE<br />
ACCOMPLISHMENTS<br />BUDGET & FINANCE COMMITTEE<br />INFORMATION SYSTEMS<br />
ACCOMPLISHMENTS<br />BUDGET & FINANCE COMMITTEE<br />INFORMATION SYSTEMS<br />SOFTWARE UPDATES<br />INTEGRATION OF BPS AND...
ACCOMPLISHMENTS<br />BUDGET & FINANCE COMMITTEE<br />INFORMATION SYSTEMS<br />SOFTWARE UPDATES<br />INTEGRATION OF BPS AND...
ACCOMPLISHMENTS<br />BUDGET & FINANCE COMMITTEE<br />INFORMATION SYSTEMS<br />SOFTWARE UPDATES<br />INTEGRATION OF BPS AND...
ACCOMPLISHMENTS<br />BUDGET & FINANCE COMMITTEE<br />INFORMATION SYSTEMS<br />SOFTWARE UPDATES<br />INTERGRATION OF BPS AN...
NEXT STEPS<br />IMPROVE INFORMATION ACCESS AND FLEXIBILITY<br />
NEXT STEPS<br />IMPROVE INFORMATION ACCESS AND FLEXIBILITY<br />EXPAND BUDGET RESPONSIBILITY<br />CREATE ACTIVITY-BASED MO...
NEXT STEPS<br />IMPROVE INFORMATION ACCESS AND FLEXIBILITY<br />EXPAND BUDGET RESPONSIBILITY<br />CREATE ACTIVITY-BASED MO...
NEXT STEPS<br />IMPROVE INFORMATION ACCESS AND FLEXIBILITY<br />EXPAND BUDGET RESPONSIBILITY<br />CREATE ACTIVITY-BASED MO...
NEXT STEPS<br />IMPROVE INFORMATION ACCESS AND FLEXIBILITY<br />EXPAND BUDGET RESPONSIBILITY<br />CREATE ACTIVITY-BASED MO...
CHALLENGE - RESPONSE 2:CREATING AN ENVIRONMENT OF INCLUSIVENESS.<br />
CHANGING DEMOGRAPHICS<br /><ul><li>Race/ethnicity
Age
Martial status</li></ul>CHANGING DEMANDS<br /><ul><li>Working
Stopping out
Place-bound
Transfer credits</li></ul>UNDER-PREPARED<br />UNDECLARED <br />DIFFERENT STUDENTS WITH DIFFERENT NEEDS<br />
CHANGING DEMOGRAPHICS<br /><ul><li>Age
Martial status
Race/ethnicity</li></ul>CHANGING DEMANDS<br /><ul><li>Working
Stopping out
Place-bound
Transfer credits</li></ul>UNDER-PREPARED<br />UNDECLARED <br />DIVERSITY IN ALL FORMS<br />
CHANGING DEMANDS ON THEIR TIME<br />CHANGING DEMOGRAPHICS<br /><ul><li>Race/ethnicity
Age
Martial status</li></ul>CHANGING DEMANDS<br /><ul><li>Working
Stopping out
Place-bound
Transfer credits</li></ul>UNDER-PREPARED<br />UNDECLARED <br />
DIFFERENT LEVELS OF READINESS<br />CHANGING DEMOGRAPHICS<br /><ul><li>Race/ethnicity
Age
Martial status</li></ul>CHANGING DEMANDS<br /><ul><li>Working
Stopping out
Place-bound
Transfer credits</li></ul>UNDER-PREPARED<br />UNDECLARED <br />
ACCOMPLISHMENTS<br />CONTINUED EXISTING PROGRAMS<br />
ACCOMPLISHMENTS<br />CONTINUED EXISTING PROGRAMS<br />POLICY ON SEARCHES<br />
ACCOMPLISHMENTS<br />CONTINUED EXISTING PROGRAMS<br />POLICY ON SEARCHES<br />INCLUSIVENESS <br /><ul><li>INCLUSIVENESS TA...
INCLUSIVENESS STUDY</li></li></ul><li>ACCOMPLISHMENTS<br />CONTINUED EXISTING PROGRAMS<br />POLICY ON SEARCHES<br />INCLUS...
INCLUSIVENESS STUDY
INCLUSIVENESS OFFICER
CREATED INCLUSIVENESS COUNCIL</li></li></ul><li>ACCOMPLISHMENTS<br />CONTINUED EXISTING PROGRAMS<br />POLICY ON SEARCHES<b...
INCLUSIVENESS STUDY
ADDED INCLUSIVENESS OFFICER
CREATED INCLUSIVENESS COUNCIL</li></ul>DISTRIBUTION OF AA REPORT TO BOT<br />
ACCOMPLISHMENTS<br />CONTINUED EXISTING PROGRAMS<br />POLICY ON SEARCHES<br />INCLUSIVENESS<br /><ul><li>INCLUSIVENESS TAS...
INCLUSIVENESS STUDY
ADDED INCLUSIVENESS OFFICER
CREATED INCLUSIVENESS COUNCIL</li></ul>DISTRIBUTION OF AA REPORT TO BOT<br />STUDENT SUCCESS PROPOSAL<br />
NEXT STEPS<br />CONTINUE SELF-EXAMINATION<br />INCREASE AWARENESS<br />
NEXT STEPS<br />CONTINUED SELF-EXAMINATION<br />INCREASE AWARENESS<br />DEMAND ACCOUNTABILITY<br />
NEXT STEPS<br />CONTINUED SELF-EXAMINATION<br />INCREASE AWARENESS<br />DEMAND ACCOUNTABILITY<br />FUND FACULTY/STAFF RECR...
NEXT STEPS<br />CONTINUED SELF-EXAMINATION<br />INCREASE AWARENESS<br />DEMAND ACCOUNTABILITY<br />FUND FACULTY/STAFF RECR...
NEXT STEPS<br />CONTINUED SELF-EXAMINATION<br />INCREASE AWARENESS<br />DEMAND ACCOUNTABILITY<br />FUND FACULTY/STAFF RECR...
CHALLENGE - RESPONSE  3:ORGANIZING FOR STUDENT SUCCESS<br />
EMPLOYMENT<br /><ul><li>Starting salaries
Career advancement
Lifetime earnings</li></ul>OTHER BENEFITS<br /><ul><li>Long-term health
Social status
Well-being</li></ul>HIGHER EDUCATION IS SEEN AS A PRIVATE BENEFIT.<br />
CALL FOR NEW PROGRAMS<br /><ul><li>Applied degrees
Reduced credit hours
Three-year degrees</li></ul>CALL FOR NEW PATHWAYS<br /><ul><li>Credit transfer
Work-life credit</li></ul>THE PUBLIC EXPECTS EFFICIENT, PRACTICAL EDUCATION.<br />
NEW ASSESSMENT MODELS<br /><ul><li>Graduation
Time-to-degree
Job placement
Graduate school acceptance
Guarantees</li></ul>NEW FUNDING MODELS<br /><ul><li>Tied to graduation
Separated from FTES</li></ul>THE STATE WANTS RESULTS.<br />
EVERYONE<br /><ul><li>Faculty
Classified staff
Exempt staff</li></ul>ALL FUNCTIONS<br /><ul><li>Administration
Auxiliaries
Instruction
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CWU State of the university 2011

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Central Washington University President James L. Gaudino presented his 2011 State of the University address January 11 in the SURC Theatre.

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  • GOOD AFTERNOON.I IMAGE YOU HAVE HEARD THE OLD SAYING, ATTRIBUTED TO THE CHINESE, “MAY YOU LIVE IN INTERESTING TIMES.”THE SAYING MAY BE MORE DESCRIPTIVE OF OUR SITUATION IF PARAPHRASED, “MAY YOU LIVE IN CONSTANTLY CHANGING TIMES.”I WELCOME YOU TO CHANGING AND, HOPEFULLY, INTERESTING TIMES.
  • I BELIEVE IT TO BE A GIVEN THAT WE ARE EXPERIENCING FUNDAMENTAL CHANGES IN PUBLIC HIGHER EDUCATION.I ALSO BELIEVE THAT WE CANNOT IGNORE THESE CHANGES IF WE WANT TO REMAIN STRONG. WE MUST RESPOND; WE MUST ADAPT.
  • I ALSO KNOW THAT IT IS DIFFICULTY TO REFLECT ON THE PAST COUPLE OF YEARS AND NOT WORRY ABOUT THE FUTURE.OUR BASIC ASSUMPTIONS HAVE BEEN CHALLENGED.BUT, TO PARAPHRASE MARK TWAIN, &quot;THE REPORTS OF THE DEMISE OF PUBLIC BACCALAUREATE EDUCATION ARE GREATLY EXAGGERATED.&quot;I AM CONFIDENT THAT WE&apos;RE GOING TO BE OKAY.  ACTUALLY, WE WILL BE BETTER THAN OKAY.HIGHER EDUCATION IS MORE IMPORTANT TODAY THAN IT WAS YESTERDAY. IT WILL BE EVEN MORE IMPORTANT TOMORROW.
  • WE ACTUALLY IN A VERY GOOD POSITION.CENTRAL WASHINGTON UNIVERSITY IS A GREAT INSTITUTION WITH A PROUD HISTORY. WE&apos;VE BETTERED THE LIVES OF THOUSANDS OF PEOPLE AND CONTRIBUTED MUCH TO OUR KNOWLEDGE BASE AND TO CREATIVE EXPRESSIONS.THAT IS NOT GOING TO CHANGE.BUT THAT IS ONLY A PART OF THE REASON I BELIEVE WE IN A POSITION TO BECOME EVEN STRONGER.WE ARE WITHOUT DOUBT THE TYPE OF INSTITUTION THAT BEST MEETS THE CHANGING ENVIRONMENT FOR HIGHER EDUCATION.
  • THERE IS NOTHING IN THE CURRENT ENVIRONMENT OR THE VISIBLE HORIZON THAT PRESENTS A CHALLENGE WE CANNOT MEET.JUST THE OPPOSITE. I BELIEVE THAT WE ARE IN AN EXCELLENT POSITION TO NOT ONLY MEET THE CHALLENGES BUT TO LEAD HIGHER EDUCATION IN OUR STATE.IF WE SEE THIS NEW ENVIRONMENT IN TERMS OF OPPORTUNITIES, AND IF WE EMBRACE CHANGE, WE WILL GROWN STRONGER THAN WE ARE TODAY.THE ONLY DANGER I SEE IS NOT RESPONDING.
  • IT IS IMPORTANT THAT YOU UNDERSTAND THAT I AM NOT (I REPEAT NOT) SUGGESTING A CHANGE TO OUR CORE VALUES.NOR AM I SUGGESTING WE ABANDON THE BASIC PRINCIPLES THAT HAVE MADE US GREAT. JUST THE OPPOSITE.WE MUST HOLD ONTO THOSE VALUES AND PRINCIPLES AND USE THEM TO NAVIGATE THIS SEA OF CHANGE. IF WE HOLD ONTO WHAT IS IMPORTANT AND BE WILLING TO CHANGE OUR METHODS, WE WILL ALL WILL PROSPER.
  • FOR SOME OF US, UNCERTAINTY AND CHANGE PRODUCE FEELINGS OF ANXIETY, ANGER, OR FRUSTRATION. WHILE NATURAL, THOSE FEELINGS, IF UNRESOLVED, CAN PRODUCE LOWERED MORALE AND, LOWER PRODUCTIVITY.OTHERS SEE CHANGE AS EXCITING AND AS AN OPPORTUNITY TO MOVE FORWARD.IF WE TAKE THIS PERSPECTIVE, WE CAN TAKE CHARGE OF OUR FUTURE.IF WE WORK AS A TEAM, WE WILL SUCCEED IN WHATEVER WE SEEK TO ACCOMPLISH.
  • SO, LET’S TALK A FEW MINUTES ABOUT FOUR AREAS OF EXTERNAL CHANGES AND THE RESPONSES WE HAVE ALREADY MADE.THOSE FOUR AREAS ARE: BUDGET INCLUSIVENESS STUDENT SUCCESS ORGANIZING FOR SELF-GOVERNANCETHEN, WE CAN BEGIN TO DEVELOP THE LIST OF NEXT STEPS.
  • LET’S BEGIN WITH A REVIEW OF ONE OF THE MORE VISIBLE, AND FRIGHTENING, DRIVERS OF THE CHANGE – THE STATE’S FISCAL PROBLEMS.THERE IS ANOTHER OLD SAYING, “WHEN LIFE GIVES YOU LEMONS, MAKE LEMON AIDE.”IN THIS CASE, OUR RESPONSE TO REDUCTIONS IN STATE SUPPORT IS TO TAKE CHARGE OF OUR BUDGET SETTING PROCESS.
  • JUST A FEW YEARS AGO, OUR STATE’S SUPPORT OF INSTRUCTION GENERATED MORE RESOURCES THAN DID OUR TUITION REVENUE. THE STATE WAS ALSO VERY GENEROUS WITH ITS SUPPORT OF OUR CAPITAL PROJECTS AND UPKEEP TO OUR BUILDINGS.IT WAS EASY TO BECOME ACCUSTOMED TO A SIGNIFICANT LEVEL OF STATE SUPPORT.
  • RELIABLE STATE FUNDING TIED TO STUDENT ENROLLMENT TENDED TO MEAN BUSINESS AS USUAL.AS DID MOST UNIVERSITIES, WE COMMITTED TO A HISTORICAL MODEL OF BUILDING BUDGETS.ESSENTIALLY, WE’D ADD UP OUR ANTICIPATED FINANCIAL RESOURCES. THEN, WE WOULD ALLOCATE THEM TO OUR UNITS, BASED PRIMARILY ON THE PREVIOUS YEAR’S ALLOCATIONS.WE WOULD OPERATE THE UNIVERSITY WITHIN THOSE ALLOCATIONS.
  • THAT MADE SENSE THEN. TUITION WAS HEAVILY SUBSIDIZED AND COULD NOT COVER THE COST OF INSTRUCTION AND OVERHEAD.AS STATE SUPPORT WAS REDUCED, WE SUCCESSFULLY MANAGED OUR BUDGETS BY TRIMMING EXPENSES, INCREASING ENERGY EFFICIENCY, AND APPLYING THE TUITION INCREASES AUTHORIZED BY THE STATE. I BELIEVE WE FOCUSED OUR ATTENTION ON MEETING ENROLLMENT TARGETS AND DID NOT ALTER OUR BASIC BUDGET MODEL.THAT MADE GOOD SENSE THEN.
  • THINGS CHANGED RAPIDLY AND DRAMATICALLY, AS ILLUSTRATED BY THE AREA OF THE CURVES HIGHLIGHTED BY THE BOX.TUITION REVENUES AND STATE RESOURCES CROSSED OVER ONE ANOTHER AND THE SEPARATION GREW LARGER.
  • THE MANAGEABLE DECLINE ENDED WITH THE SUPPLEMENTAL LEGISLATIVE SESSION IN JANUARY 2009.THAT IS WHEN WE JUMPED OFF OF THE BUDGET CLIFF,. WITH ABOUT A 30% REDUCTION. THEN, MORE CUTS FOLLOWED IN THE CURRENT BIENNIUM. TO DATE, OUR STATE FUNDING WAS BEEN REDUCED BY ABOUT 44%.IN DOLLARS TERMS, WE RECEIVED ABOUT 62.5 MILLION IN 2008. WE ARE CURRENTLY RECEIVING ABOUT 35.2 MILLION.
  • I ANTICIPATE ADDITIONAL CUTS IN THE NEXT BIENNIAL BUDGET. THE GOVERNOR’S BUDGET, WHICH IS GENERALLY CONSIDERED THE HIGH WATER MARK, INCLUDES A CUT OF ALMOST 25%. SHE ALSO ASSUMES THAT WE WILL INCREASE OUR TUITION BY 9% IN EACH OF THE NEXT TWO YEARS.AND, SHE ASSUMES WE WILL MAINTAIN OUR CURRENT LEVEL OF ENROLLMENT.EVEN THEN, WE WILL HAVE TO REDUCE OUR SPENDING.THAT IS WHY I HAVE BEEN RAPIDLY TELLING YOU WE NEED TO ADOPT A NEW FINANCIAL PERSPECTIVE.
  • PLEASE DO NOT INTERPRET THIS SUMMARY AS A CRITICISM OF OUR STATE LEADERS. THEY DO BELIEVE IN AND SUPPORT BACCALAUREATE EDUCATION.THEY ALSO FACE AN INCREDIBLY DIFFICULT SITUATION.WE LIVE IN A STATE IN WHICH ABOUT 70 PERCENT OF THE BUDGET IS PROTECTED BY CONSTITUTION OR STATUTE.SO, CUTS MUST COME FROM THE REMAINING 30 PERCENT.THE VOTING PUBLIC HAS SENT A CLEAR MESSAGE REGARDING NEW REVENUES. THE LEGISLATURE MUST THEREFORE CUT ABOUT 4.7 BILLION FORM A 9 BILLION BUDGET.
  • THIS IS THE NEW REALITY. ONE IN WHICH EARNED REVENUES FAR OUTWEIGH RESOURCES PROVIDED BY THE STATE.A CHANGE IN PERSPECTIVE BETWEEN RESOURCES AND REVENUES IN SUBTLE, BUT IMPORTANCE.THE SIGNIFICANCE RESTS IN TWO BASIC CHANGES:WE MUST EARN OUR REVENUES FROM OPERATIONS.WE CAN DECIDE HOW TO BEST TO THAT.
  • SO, LET’S EMBRACE A NEW NORMAL IN WHICH OUR CHOICES DETERMINE OUR REVENUES.IN THIS CASE, WE BEGIN THE PROCESS WITH A DETERMINATION OF PROGRAM NEEDS, BASED ON OUR MISSION, OUR GOALS, AND OUR PRIORITIES. REVENUES AND EXPENSES ARE ESTIMATED BASED ON BEST PREDICTIONS OF STUDENT RESPONSES. DEBATE ALLOCATIONS ARE BASED ON GOALS AND PRIORITIES. THIS BASIC CHANGE OF SETTING BUDGETS BASED ON PROGRAMS OF INSTRUCTION, RESEARCH, AND SERVICE ALSO SET THE STAGE FOR MEANINGFUL ASSESSMENT OF OUR EFFORTS.
  • ESTABLISHING A GOAL-ORIENTED FINANCIAL MODEL RUNS COUNTER TO MANY OF OUR CONCEPTS OF EDUCATION. FOR SOME, THIS NEW PERSPECTIVE IS FRIGHTENING BECAUSE FEELS LIKE A COMMERCIAL ORIENTATION AND INDICATES INCREASED LEVELS OF RISK.I AGREE, ON A PERSONAL LEVEL. I BELIEVE THAT HIGHER EDUCATION SHOULD BE STRONGLY SUPPORTED BY STATE FUNDS. I WOULD LIKE TO BE FREE FROM FINANCIAL CONSTRAINTS OR COMMERCIAL MOTIVATIONS. PROFESSIONALLY, I DO NOT BELIEVE IT IS REALISTIC IN TODAY’S ECONOMY. I DOUBT IT WILL BE POSSIBLE DURING MY PROFESSIONAL LIFETIME.
  • NOR DO I THINK THAT RESISTING CHANGE IS AN OPTION. THIS IS NOT A TREND WE CAN OUTLAST. I BELIEVE THAT IS THE WAY IT&apos;S GOING TO BE FOR PUBLIC BACCALAUREATE EDUCATION IN THE STATE OF WASHINGTON, AT LEAST FOR THE NEXT 8 TO 10 YEARS.HUNKERING DOWN AND WAITING WOULD SUBJECT US TO DECLINE. THE IMPORTANCE OF OUR MISSION DOES NOT ALLOW US TO TAKE THAT COURSE.
  • AND I DO MEAN ALL OF US, WHETHER YOU WORK IN ACADEMIC AFFAIRS, STUDENT SERVICES, AUXILIARY OPERATIONS, OR CONTRIBUTE TO THE ADMINISTRATIVE OVERHEAD OF THE UNIVERSITY.THE FUNDS WE EXPEND TO PRODUCE OUR SERVICES, INCLUDING OUR SALARIES AND BENEFITS, ARE NOW DERIVED PRIMARILY FROM THE TUITION, FEES, AND SALE OF GOODS AND SERVICES TO THE STUDENTS WE SERVE. THERE ARE VERY FEW EXPECTATIONS TO THIS BASIC PRINCIPLE.
  • The new budget model I described is driven not only by priorities, but also be information-based decision-making. We had not fully implemented those systems, so a first order of business was to attend to the basic information systems.Under the leadership of Bill Vertrees, we have accomplished much. We created a Management Information Systems Team (MIST) comprised of all major stakeholders. Their task was huge, to effect a major overhaul of our PeopleSoft systems while fulfilling their normal duties and while not shutting down the system or delaying routine processing.That is the best way to go about these major changes, but is what we had to do. Many of their accomplishment have been behind the scenes and probably not visible to many of you. They have done very good work.
  • The new budget model I described is driven not only by priorities, but also be information-based decision-making. We had not fully implemented those systems, so a first order of business was to attend to the basic information systems.Under the leadership of Bill Vertrees, we have accomplished much. We created a Management Information Systems Team (MIST) comprised of all major stakeholders. Their task was huge, to effect a major overhaul of our PeopleSoft systems while fulfilling their normal duties and while not shutting down the system or delaying routine processing.That is the best way to go about these major changes, but is what we had to do. Many of their accomplishment have been behind the scenes and probably not visible to many of you. They have done very good work.
  • The new budget model I described is driven not only by priorities, but also be information-based decision-making. We had not fully implemented those systems, so a first order of business was to attend to the basic information systems.Under the leadership of Bill Vertrees, we have accomplished much. We created a Management Information Systems Team (MIST) comprised of all major stakeholders. Their task was huge, to effect a major overhaul of our PeopleSoft systems while fulfilling their normal duties and while not shutting down the system or delaying routine processing.That is the best way to go about these major changes, but is what we had to do. Many of their accomplishment have been behind the scenes and probably not visible to many of you. They have done very good work.
  • The new budget model I described is driven not only by priorities, but also be information-based decision-making. We had not fully implemented those systems, so a first order of business was to attend to the basic information systems.Under the leadership of Bill Vertrees, we have accomplished much. We created a Management Information Systems Team (MIST) comprised of all major stakeholders. Their task was huge, to effect a major overhaul of our PeopleSoft systems while fulfilling their normal duties and while not shutting down the system or delaying routine processing.That is the best way to go about these major changes, but is what we had to do. Many of their accomplishment have been behind the scenes and probably not visible to many of you. They have done very good work.
  • The new budget model I described is driven not only by priorities, but also be information-based decision-making. We had not fully implemented those systems, so a first order of business was to attend to the basic information systems.Under the leadership of Bill Vertrees, we have accomplished much. We created a Management Information Systems Team (MIST) comprised of all major stakeholders. Their task was huge, to effect a major overhaul of our PeopleSoft systems while fulfilling their normal duties and while not shutting down the system or delaying routine processing.That is the best way to go about these major changes, but is what we had to do. Many of their accomplishment have been behind the scenes and probably not visible to many of you. They have done very good work.
  • The new budget model I described is driven not only by priorities, but also be information-based decision-making. We had not fully implemented those systems, so a first order of business was to attend to the basic information systems.Under the leadership of Bill Vertrees, we have accomplished much. We created a Management Information Systems Team (MIST) comprised of all major stakeholders. Their task was huge, to effect a major overhaul of our PeopleSoft systems while fulfilling their normal duties and while not shutting down the system or delaying routine processing.That is the best way to go about these major changes, but is what we had to do. Many of their accomplishment have been behind the scenes and probably not visible to many of you. They have done very good work.
  • The tasks at head are to roll out those new systems and to begin the changes to our basic budget model and financial systems.That will no less of a challenge because, again, we will do it in parallel with continued operations.Taking up that new challenge will be our new Vice President of Business and Financial Affairs and Chief Financial Officer, Mr. George Clark.[George]Among his early tasks will be to finish the implementation of the new information systems, to roll out electronic work flows, and to begin the process of decentralizing our budget models.
  • The tasks at head are to roll out those new systems and to begin the changes to our basic budget model and financial systems.That will no less of a challenge because, again, we will do it in parallel with continued operations.Taking up that new challenge will be our new Vice President of Business and Financial Affairs and Chief Financial Officer, Mr. George Clark.[George]Among his early tasks will be to finish the implementation of the new information systems, to roll out electronic work flows, and to begin the process of decentralizing our budget models.
  • The tasks at head are to roll out those new systems and to begin the changes to our basic budget model and financial systems.That will no less of a challenge because, again, we will do it in parallel with continued operations.Taking up that new challenge will be our new Vice President of Business and Financial Affairs and Chief Financial Officer, Mr. George Clark.[George]Among his early tasks will be to finish the implementation of the new information systems, to roll out electronic work flows, and to begin the process of decentralizing our budget models.
  • The tasks at head are to roll out those new systems and to begin the changes to our basic budget model and financial systems.That will no less of a challenge because, again, we will do it in parallel with continued operations.Taking up that new challenge will be our new Vice President of Business and Financial Affairs and Chief Financial Officer, Mr. George Clark.[George]Among his early tasks will be to finish the implementation of the new information systems, to roll out electronic work flows, and to begin the process of decentralizing our budget models.
  • The tasks at head are to roll out those new systems and to begin the changes to our basic budget model and financial systems.That will no less of a challenge because, again, we will do it in parallel with continued operations.Taking up that new challenge will be our new Vice President of Business and Financial Affairs and Chief Financial Officer, Mr. George Clark.[George]Among his early tasks will be to finish the implementation of the new information systems, to roll out electronic work flows, and to begin the process of decentralizing our budget models.
  • I ONCE HAD A STUDENT TELL ME THAT BEING A TEACHER MUST BE THE HARDEST JOB IN THE WORLD. WHEN I ASKED WHY SHE THOUGHT SO, SHE SAID, “THINK ABOUT IT. YOU GET OLDER EVERY YEAR AND WE DON’T.”AFTER A CHUCKLE AND A CONTINUING CONVERSATION, WHAT WE AGREED UPON WAS THAT I TEND TO REMAIN RELATIVELY UNCHANGED (EXCEPT FOR GETTING OLDER) WHILE STUDENTS CHANGE -- A LOT.
  • AND, THEY ARE CHANGING IN SO MANY WAYS.I’LL MENTION JUST A FEW BECAUSE I AM CONFIDENT YOU UNDERSTAND THESE TRENDS.
  • THIS AREA GRAPH CAN SPEAK FOR ITSELF.FOR THOSE WHO NEED HELP READING THE LEGEND, THE AREA ON THE TOP REPRESENTS THE NUMBER OF HIGH SCHOOL GRADUATES WHO ARE AMERICAN INDIAN OR ALASKAN NATIVE. THE SECOND FROM THE TO ARE BLACK OR AFRICAN AMERICANS. THE THIRD BANK REPRESENTS ASIAN AMERICANS AND PACIFIC ISLANDERS. THE BAND SECOND FROM THE BOTTOM HISPANIC HIGH SCHOOL GRADUATES.THE AREA ON THE BOTTOM REPRESENTS WHITE HIGH SCHOOL GRADUATES.
  • ON THIS SLIDE I HAVE ADDED A MARKER FOR THE YEAR IN WHICH HIGH SCHOOL GRADUATES IN THE STATE OF WASHINGTON PEAKED. THAT WAS IN THE 2007-2008 ACADEMIC YEAR.WE ARE NOW IN A PERIOD OF GENERALLY FLAT NUMBERS.
  • IN THIS SLIDE I HAVE MOVED THE MARKER TO OUR CURRENT ACADEMIC YEAR.PLEASE TAKE NOTE OF THREE TRENDS.THE FIRST IS AN OVERALL DECLINE IN HIGH SCHOOL GRADUATES IN OUR STATE.THE SECOND IS A DRAMATIC DECLINE IN WHITE GRADUATES.THE THIRD IS A CORRESPONDING INCREASE IN STUDENTS OF COLOR, ESPECIALLY STUDENT HISPANIC ORIGIN.
  • IT NOT AN ACCIDENT THAT OUR CURRENT STUDENT BODY PRESIDENTS, GABRIEL MUNOZ, ARE MILITARY VETERAN.YEAR’S PRESIDENT, KEITH JAMES, HAD A SIMILAR PROFILE AND IS SERVING ON HIS SECOND DEPLOYMENT TO IRAQ AND AFGHANISTAN.BOTH ARE MEMBERS OF ETHNIC OR RACIAL MINORITIES.THIS YEAR, ABOUT ONE OF OUR FRESHMAN IS A STUDENT OF COLOR.
  • INCREASING FAMILY AND FINANCIAL DEMANDS ON, COUPLED WITH THE STUDENT OWN CHANGING EXPECTATIONS, ARE PRODUCING CHANGING WORK AND ENROLLMENT PATTERNS.STOPPING OUT IS BECOMING MORE COMMON.SO ARE TRANSFERS. STUDENTS ARE INCREASINGLY LOOKING FOR LOWER COST PATHWAYS TO DEGREES. THIS PRODUCES GREATER DEMANDS ON TRANSFERABILITY OF CREDITS AND FLEXIBILITY IN REQUIREMENTS FOR GRADUATION.
  • WE KNOW THAT STUDENTS ARE COMING TO US LESS PREPARED FOR BASIC COLLEGE WORK. OUR REMEDIATION RATES ARE HIGH AND ARE GROWING. EVEN STUDENTS WHO ARE HIGHLY QUALIFIED FOR ADMITTANCE OFTEN REQUIRE REMEDIATION IN BASIC MATH AND WRITING.WE ALSO ARE SEEING A GROWING POPULATION OF STUDENTS WHO DO NOT HAVE ANY SOLID NOTION OF THEIR INTELLECTUAL OR PROFESSIONAL INTERESTS. SOME REMAIN UNDECLARED INTO THEIR JUNIOR YEAR.THERE IS NO DOUBT THAT THESE UNDECIDED STUDENTS ARE AT A GREATER RISK OF DROPPING OUT THAN THEIR DECIDED COLLEAGUES
  • AN EARLY STEP TAKEN WAS TO CHANGE THE APPROPRIATE UNIVERSITY POLICY TO REQUIRE SEARCHES FOR KEY POSITIONS AND TO RESTRICT AUTHORITY FOR WAIVERS.WE ENSURED OUR EXISTING DIVERSITY AND INCLUSION PROGRAMS WERE MAINTAINED DURING THE RECENT ROUND OF BUDGET CUTS.WE HAVE ALSO EXAMINED OUR LEVEL OF INCLUSIVNESS AND INITIATED RESPONSES TO ADDRESS THE ISSUES IDENTIFIED.THOSE HAVE INCLUDED THE HIRING OF AN INCLUSIVNESS OFFICER, PROFESSOR KANDEE CLEARY, TO SERVE ON MY STAFF. SHE HAS, IN TURN, CREATED A REPRESENTIVE COUNCIL TO GUIDE OUR ACTIONS.LAST, BUT CERTAINLY NOT LEAST, WE HAVE DEVELOPED A PROPOSAL FOR A STUDENT SUCCESS CENTER WITH A STRONG EMPHASIS ON DIVERSITY.
  • AN EARLY STEP TAKEN WAS TO CHANGE THE APPROPRIATE UNIVERSITY POLICY TO REQUIRE SEARCHES FOR KEY POSITIONS AND TO RESTRICT AUTHORITY FOR WAIVERS.WE ENSURED OUR EXISTING DIVERSITY AND INCLUSION PROGRAMS WERE MAINTAINED DURING THE RECENT ROUND OF BUDGET CUTS.WE HAVE ALSO EXAMINED OUR LEVEL OF INCLUSIVNESS AND INITIATED RESPONSES TO ADDRESS THE ISSUES IDENTIFIED.THOSE HAVE INCLUDED THE HIRING OF AN INCLUSIVNESS OFFICER, PROFESSOR KANDEE CLEARY, TO SERVE ON MY STAFF. SHE HAS, IN TURN, CREATED A REPRESENTIVE COUNCIL TO GUIDE OUR ACTIONS.LAST, BUT CERTAINLY NOT LEAST, WE HAVE DEVELOPED A PROPOSAL FOR A STUDENT SUCCESS CENTER WITH A STRONG EMPHASIS ON DIVERSITY.
  • AN EARLY STEP TAKEN WAS TO CHANGE THE APPROPRIATE UNIVERSITY POLICY TO REQUIRE SEARCHES FOR KEY POSITIONS AND TO RESTRICT AUTHORITY FOR WAIVERS.WE ENSURED OUR EXISTING DIVERSITY AND INCLUSION PROGRAMS WERE MAINTAINED DURING THE RECENT ROUND OF BUDGET CUTS.WE HAVE ALSO EXAMINED OUR LEVEL OF INCLUSIVNESS AND INITIATED RESPONSES TO ADDRESS THE ISSUES IDENTIFIED.THOSE HAVE INCLUDED THE HIRING OF AN INCLUSIVNESS OFFICER, PROFESSOR KANDEE CLEARY, TO SERVE ON MY STAFF. SHE HAS, IN TURN, CREATED A REPRESENTIVE COUNCIL TO GUIDE OUR ACTIONS.LAST, BUT CERTAINLY NOT LEAST, WE HAVE DEVELOPED A PROPOSAL FOR A STUDENT SUCCESS CENTER WITH A STRONG EMPHASIS ON DIVERSITY.
  • AN EARLY STEP TAKEN WAS TO CHANGE THE APPROPRIATE UNIVERSITY POLICY TO REQUIRE SEARCHES FOR KEY POSITIONS AND TO RESTRICT AUTHORITY FOR WAIVERS.WE ENSURED OUR EXISTING DIVERSITY AND INCLUSION PROGRAMS WERE MAINTAINED DURING THE RECENT ROUND OF BUDGET CUTS.WE HAVE ALSO EXAMINED OUR LEVEL OF INCLUSIVNESS AND INITIATED RESPONSES TO ADDRESS THE ISSUES IDENTIFIED.THOSE HAVE INCLUDED THE HIRING OF AN INCLUSIVNESS OFFICER, PROFESSOR KANDEE CLEARY, TO SERVE ON MY STAFF. SHE HAS, IN TURN, CREATED A REPRESENTIVE COUNCIL TO GUIDE OUR ACTIONS.LAST, BUT CERTAINLY NOT LEAST, WE HAVE DEVELOPED A PROPOSAL FOR A STUDENT SUCCESS CENTER WITH A STRONG EMPHASIS ON DIVERSITY.
  • AN EARLY STEP TAKEN WAS TO CHANGE THE APPROPRIATE UNIVERSITY POLICY TO REQUIRE SEARCHES FOR KEY POSITIONS AND TO RESTRICT AUTHORITY FOR WAIVERS.WE ENSURED OUR EXISTING DIVERSITY AND INCLUSION PROGRAMS WERE MAINTAINED DURING THE RECENT ROUND OF BUDGET CUTS.WE HAVE ALSO EXAMINED OUR LEVEL OF INCLUSIVNESS AND INITIATED RESPONSES TO ADDRESS THE ISSUES IDENTIFIED.THOSE HAVE INCLUDED THE HIRING OF AN INCLUSIVNESS OFFICER, PROFESSOR KANDEE CLEARY, TO SERVE ON MY STAFF. SHE HAS, IN TURN, CREATED A REPRESENTIVE COUNCIL TO GUIDE OUR ACTIONS.LAST, BUT CERTAINLY NOT LEAST, WE HAVE DEVELOPED A PROPOSAL FOR A STUDENT SUCCESS CENTER WITH A STRONG EMPHASIS ON DIVERSITY.
  • AN EARLY STEP TAKEN WAS TO CHANGE THE APPROPRIATE UNIVERSITY POLICY TO REQUIRE SEARCHES FOR KEY POSITIONS AND TO RESTRICT AUTHORITY FOR WAIVERS.WE ENSURED OUR EXISTING DIVERSITY AND INCLUSION PROGRAMS WERE MAINTAINED DURING THE RECENT ROUND OF BUDGET CUTS.WE HAVE ALSO EXAMINED OUR LEVEL OF INCLUSIVNESS AND INITIATED RESPONSES TO ADDRESS THE ISSUES IDENTIFIED.THOSE HAVE INCLUDED THE HIRING OF AN INCLUSIVNESS OFFICER, PROFESSOR KANDEE CLEARY, TO SERVE ON MY STAFF. SHE HAS, IN TURN, CREATED A REPRESENTIVE COUNCIL TO GUIDE OUR ACTIONS.LAST, BUT CERTAINLY NOT LEAST, WE HAVE DEVELOPED A PROPOSAL FOR A STUDENT SUCCESS CENTER WITH A STRONG EMPHASIS ON DIVERSITY.
  • I BELIEVE A KEY TO DEVELOPING A INCLUSIVE ENVIRONMENT THAT IS RESPONSIVE TO THE DIVERSITY WE DO AND WILL CONTINUE TO ENJOY IS A CONTINUAL PROCESS OF SELF-EXAMINATION AND AWARENESS.I ALSO BELIEVE THAT WE NEED TO CLOSELY MONITOR OUR STAFF AND FACULTY DEMOGRAPHICS AND PUT ACCOUNTABILITY PROGRAMS INTO PLACE WHEN WE ARE FOUND TO BE LACKING.ANOTHER KEY, WITH KANDEE HAS ALREADY COMMITTED TO ACCOMPLISHING, IS THE DEVELOPMENT OF A MENTORING PROGRAM THAT IS SENSITIVE TO THE SPECIAL ISSUES FACED BY UNDER-REPRESENTED FACULTY, STAFF, AND STUDENTS.AGAIN, LAST BUT NOT LEAST IS THE IMPLIMENTATION OF FOUR STUDENT SUCCESS PROGRAM.
  • I BELIEVE A KEY TO DEVELOPING A INCLUSIVE ENVIRONMENT THAT IS RESPONSIVE TO THE DIVERSITY WE DO AND WILL CONTINUE TO ENJOY IS A CONTINUAL PROCESS OF SELF-EXAMINATION AND AWARENESS.I ALSO BELIEVE THAT WE NEED TO CLOSELY MONITOR OUR STAFF AND FACULTY DEMOGRAPHICS AND PUT ACCOUNTABILITY PROGRAMS INTO PLACE WHEN WE ARE FOUND TO BE LACKING.ANOTHER KEY, WITH KANDEE HAS ALREADY COMMITTED TO ACCOMPLISHING, IS THE DEVELOPMENT OF A MENTORING PROGRAM THAT IS SENSITIVE TO THE SPECIAL ISSUES FACED BY UNDER-REPRESENTED FACULTY, STAFF, AND STUDENTS.AGAIN, LAST BUT NOT LEAST IS THE IMPLIMENTATION OF FOUR STUDENT SUCCESS PROGRAM.
  • I BELIEVE A KEY TO DEVELOPING A INCLUSIVE ENVIRONMENT THAT IS RESPONSIVE TO THE DIVERSITY WE DO AND WILL CONTINUE TO ENJOY IS A CONTINUAL PROCESS OF SELF-EXAMINATION AND AWARENESS.I ALSO BELIEVE THAT WE NEED TO CLOSELY MONITOR OUR STAFF AND FACULTY DEMOGRAPHICS AND PUT ACCOUNTABILITY PROGRAMS INTO PLACE WHEN WE ARE FOUND TO BE LACKING.ANOTHER KEY, WITH KANDEE HAS ALREADY COMMITTED TO ACCOMPLISHING, IS THE DEVELOPMENT OF A MENTORING PROGRAM THAT IS SENSITIVE TO THE SPECIAL ISSUES FACED BY UNDER-REPRESENTED FACULTY, STAFF, AND STUDENTS.AGAIN, LAST BUT NOT LEAST IS THE IMPLIMENTATION OF FOUR STUDENT SUCCESS PROGRAM.
  • I BELIEVE A KEY TO DEVELOPING A INCLUSIVE ENVIRONMENT THAT IS RESPONSIVE TO THE DIVERSITY WE DO AND WILL CONTINUE TO ENJOY IS A CONTINUAL PROCESS OF SELF-EXAMINATION AND AWARENESS.I ALSO BELIEVE THAT WE NEED TO CLOSELY MONITOR OUR STAFF AND FACULTY DEMOGRAPHICS AND PUT ACCOUNTABILITY PROGRAMS INTO PLACE WHEN WE ARE FOUND TO BE LACKING.ANOTHER KEY, WITH KANDEE HAS ALREADY COMMITTED TO ACCOMPLISHING, IS THE DEVELOPMENT OF A MENTORING PROGRAM THAT IS SENSITIVE TO THE SPECIAL ISSUES FACED BY UNDER-REPRESENTED FACULTY, STAFF, AND STUDENTS.AGAIN, LAST BUT NOT LEAST IS THE IMPLIMENTATION OF FOUR STUDENT SUCCESS PROGRAM.
  • I BELIEVE A KEY TO DEVELOPING A INCLUSIVE ENVIRONMENT THAT IS RESPONSIVE TO THE DIVERSITY WE DO AND WILL CONTINUE TO ENJOY IS A CONTINUAL PROCESS OF SELF-EXAMINATION AND AWARENESS.I ALSO BELIEVE THAT WE NEED TO CLOSELY MONITOR OUR STAFF AND FACULTY DEMOGRAPHICS AND PUT ACCOUNTABILITY PROGRAMS INTO PLACE WHEN WE ARE FOUND TO BE LACKING.ANOTHER KEY, WITH KANDEE HAS ALREADY COMMITTED TO ACCOMPLISHING, IS THE DEVELOPMENT OF A MENTORING PROGRAM THAT IS SENSITIVE TO THE SPECIAL ISSUES FACED BY UNDER-REPRESENTED FACULTY, STAFF, AND STUDENTS.AGAIN, LAST BUT NOT LEAST IS THE IMPLIMENTATION OF FOUR STUDENT SUCCESS PROGRAM.
  • LETS SHIFT TO A DIFFERENT, BUT EQUALLY IMPORTANT TOPIC.I SEE CHANGES TO THE PERCEPTIONS OF AND EXPECTATIONS FOR HIGHER EDUCATION AS A MAJOR INFLUENCE ON OUR INSTITION.
  • AS WE HAVE DISCUSSED BEFORE, HIGHER EDUCATION IS INCREASINGLY BEING VIEWED AS A PRIVATE RATHER THAN A PUBLIC BENEFIT. THE BASIC VALUE OF A BACHELOR DEGREE IS TOO OFTEN DESCRIBED AS A STARTING JOB, CAREER ADVANCEMENT, ENHANCED EARNINGS, LONG TERM HEALTH AND Well-BEING: ALL PRIMARILY INDIVIDUAL BENEFITS.WE PROBABLY PARTIALLY RESPONSIBLE FOR THIS TREND BECAUSE WE TOUTED THESE BENEFITS IN OUR RECRUITMENT EFFORTS, OFTEN WITHOUT THE CORRESPONDING VALUES TO OUR LARGER SOCIETY.WHEN IS THE LAST TIME YOU SAY A RECRUITING BROCHURE OR ADVOCACY STATEMENT FOR A PUBLIC UNIVERSITY FOCUS ON A LIBERAL EDUCATION CORE. IT HAS PROBABLY BEEN AWHILE.
  • GIVEN THIS PERSPECTIVE, WE SHOULD NOT BE SURPRISED WHEN OUR LEADERS CALL FOR INITIATIVE THAT ARE INCONSISTENT WITH OUR CURRENT PRACTICES AND POLICIES.DURING THIS LEGISLATIVE PROCESS, YOU SHOULD EXPECT TO HEAR SUGGESTIONS THAT WE DEVELOP THREE-YEAR, BA DEGREE PROGRAMS, PENALIZE STUDENTS FOR TAKING EXTRA CREDIT HOURS.YOU WILL ALSO HEAR FOR A CALL FOR GREATER EASE IN TRANSFERRING CORE CREDITS AND TO GAIN CREDIT FOR WORK AND LIFE EXPERIENCESALL OF THESE ARE CONSISTENT WITH THE NOTION THAT WE ARE A PATHWAY TO A CAREER AND THE MORE EFFICIENT THE PATHWAY THE BETTER.
  • GIVEN AN INCREASED FOCUS ON EFFICIENCY, IT ALSO FOLLOWS THAT ASSESSMENT SHOULD FOCUS ON OUTPUT, SUCH AS GRADUATION RATES AND TIME TO DEGREE.THERE IS ALSO A LOGIC THAT REDUCES OR ELIMINATES THE TIE BETWEEN INPUT AND FUNDING. REPLACING IT WILL BE CALLS FOR DETERMINING FUNDING ON THE NUMBER OF STUDENTS WE GRADUATE.
  • AND I MEAN EACH AND EVERYONE OF US.REGARDLESS OF YOUR EMPLOYMENT CATEGORYREGARDLESS OF YOUR DIVISION AFFILIATION.REGARDLESS OF THE UNIT YOU WORK WITHIN OR THE TYPE OF WORK YOU CONTRIBUTE.
  • WE MUST THINK OF OURSELVES AS A SINGLE UNIT -- A TEAM ORGANIZED TO MAKE STUDENTS SUCCESSFUL.THAT MEANS RESPECTING THE TALENTS AND THE CONTRIBUTIONS THAT EACH OF US MAKE TO STUDENT SUCCESS.ALL FUNCTIONS SHOULD DIRECT THEMSELVES IN SUPPORT OF STUDENTS.
  • IN MANY OF THE TASKS THAT I PERFORM, THE TERM STUDENT IS A ABSTRACT, OFTEN COLLECTIVE, NOUN. WE TALK ABOUT ENROLLMENT TARGETS, FULL TIME EQUIVALENTS, RETENTION RATES, GRADUATION RATES IN STATICALLY TERMS.I TRY TO GET OUT OF MY OFFICE DAILY AND DO SOMETHING AS SIMPLE AS BUY A CUP OF COFFEE IN THE SURC SO I CAN COME INTO CONTACT WITH INDIVIDUAL STUDENTS. THAT SIMPLE CONTACT REMINDS ME THAT EACH IS AN INDIVIDUAL WITH DIFFERENT BACKGROUNDS, GOALS, AND NEEDS. LIKE YOU, I AM RESPONSIBLE FOR HELPING THEM BECOME SUCCESSFUL.
  • IT IS ALSO EASY AS ACADEMICS TO FOCUS ON THE TRADITIONAL DEFINITIONS OF SUCCESS, SUCH AS A DEGREE, A JOB, OR ADMISSION TO GRADUATE SCHOOL.THERE IS NO DOUBT THOSE ARE THE BASE BENCHMARKS WE USE FOR SUCCESS.BUT, WE ALSO KNOW THAT ATTENDANCE AT COLLEGE CAN MEAN MUCH MORE THAN PROFESSIONAL ACHIEVEMENT.SUCCESS CAN ALSO BE MEASURED AS TRANSFORMING THE INDIVIDUAL, IN BUILDING CONFIDENCE, LEADERSHIP, SERVICE, SOCIAL SKILLS, AND ANY NUMBER OF OTHER FACTORS.
  • I TRULY BELIEVE THAT EACH STUDENT WE ADMIT TO THIS UNIVERSITY HAS THE ABILITY TO SUCCEED.ALL IT TAKES IS A JOINT COMMITTEEMEN BY US AND BY THE STUDENT. IF WE BOTH COMMIT OUR SELVES TO THEIR SUCCESS, WE CAN FIND A WAY OF OVERCOMING ANY OBSTACLE.FAILURE IS ONLY POSSIBLE IF ONE OF US FAILS TO FULLY COMMIT.I NEVER WANT THAT TO BE US.WE MUST NEVER GIVE UP ON A STUDENT.
  • AGAIN, CONTINUATION OF KEY PROGRAMS IS NOT TYPICALLY SEEN AS AN ACCOMPLISHMENT, BUT THEN, A 44% CUT IN STATE SUPPORT IS ALSO NOT BUSINESS AS USUAL.OUR MOST VISIBLE ACCOMPLISHMENT IS THE ON-GOING INTERGRATION OF ACADEMIC AFFAIRS WITH STUDENT AFFAIRS UNDER THE EXECUTIVE LEADERSHIP OF OUR PROVOST, WAYNE QUIRK. I WANT TO THANK WAYNE FOR HIS LEADERSHIP AND IS PATIENT MANAGEMENT OF THIS VERY SIGINFICANT CHANGE IN OUR STRUCTURE.FOR THE PAST SIX MONTHS, DR. CHARLOTTE TULLOS HAS BEEN WORKING WITH KEY STAKEHOLDERS AND HAS BEEN EXAMNING THE RESEARCH LITERATURE AND INVESTIGATING BEST PRACTICES ACROSS THE COUNTRY. SHE HAS OUTLINED A PLAN FOR US TO FOCUS ON BETTER FOCUS OUR EFFORTS RELATED TO
  • AGAIN, CONTINUATION OF KEY PROGRAMS IS NOT TYPICALLY SEEN AS AN ACCOMPLISHMENT, BUT THEN, A 44% CUT IN STATE SUPPORT IS ALSO NOT BUSINESS AS USUAL.OUR MOST VISIBLE ACCOMPLISHMENT IS THE ON-GOING INTERGRATION OF ACADEMIC AFFAIRS WITH STUDENT AFFAIRS UNDER THE EXECUTIVE LEADERSHIP OF OUR PROVOST, WAYNE QUIRK. I WANT TO THANK WAYNE FOR HIS LEADERSHIP AND IS PATIENT MANAGEMENT OF THIS VERY SIGINFICANT CHANGE IN OUR STRUCTURE.FOR THE PAST SIX MONTHS, DR. CHARLOTTE TULLOS HAS BEEN WORKING WITH KEY STAKEHOLDERS AND HAS BEEN EXAMNING THE RESEARCH LITERATURE AND INVESTIGATING BEST PRACTICES ACROSS THE COUNTRY. SHE HAS OUTLINED A PLAN FOR US TO FOCUS ON BETTER FOCUS OUR EFFORTS RELATED TO
  • AGAIN, CONTINUATION OF KEY PROGRAMS IS NOT TYPICALLY SEEN AS AN ACCOMPLISHMENT, BUT THEN, A 44% CUT IN STATE SUPPORT IS ALSO NOT BUSINESS AS USUAL.OUR MOST VISIBLE ACCOMPLISHMENT IS THE ON-GOING INTERGRATION OF ACADEMIC AFFAIRS WITH STUDENT AFFAIRS UNDER THE EXECUTIVE LEADERSHIP OF OUR PROVOST, WAYNE QUIRK. I WANT TO THANK WAYNE FOR HIS LEADERSHIP AND IS PATIENT MANAGEMENT OF THIS VERY SIGINFICANT CHANGE IN OUR STRUCTURE.FOR THE PAST SIX MONTHS, DR. CHARLOTTE TULLOS HAS BEEN WORKING WITH KEY STAKEHOLDERS AND HAS BEEN EXAMNING THE RESEARCH LITERATURE AND INVESTIGATING BEST PRACTICES ACROSS THE COUNTRY. SHE HAS OUTLINED A PLAN FOR US TO FOCUS ON BETTER FOCUS OUR EFFORTS RELATED TO
  • AGAIN, CONTINUATION OF KEY PROGRAMS IS NOT TYPICALLY SEEN AS AN ACCOMPLISHMENT, BUT THEN, A 44% CUT IN STATE SUPPORT IS ALSO NOT BUSINESS AS USUAL.OUR MOST VISIBLE ACCOMPLISHMENT IS THE ON-GOING INTERGRATION OF ACADEMIC AFFAIRS WITH STUDENT AFFAIRS UNDER THE EXECUTIVE LEADERSHIP OF OUR PROVOST, WAYNE QUIRK. I WANT TO THANK WAYNE FOR HIS LEADERSHIP AND IS PATIENT MANAGEMENT OF THIS VERY SIGINFICANT CHANGE IN OUR STRUCTURE.FOR THE PAST SIX MONTHS, DR. CHARLOTTE TULLOS HAS BEEN WORKING WITH KEY STAKEHOLDERS AND HAS BEEN EXAMNING THE RESEARCH LITERATURE AND INVESTIGATING BEST PRACTICES ACROSS THE COUNTRY. SHE HAS OUTLINED A PLAN FOR US TO FOCUS ON BETTER FOCUS OUR EFFORTS RELATED TO
  • CENTRAL HAS BEEN AND IS A STUDENT-CENTERED UNIVERSITY. WHAT I AM SUGGESTING TODAY IS THAT WE NEED TO RENEW OUR COMMITMENT TO STUDENT SUCCESS AND TO RECOGNIZE THAT AS NOT JUST OUR MISSION, BUT OUR REASON FOR BEING HERE.WHILE I CAN THINK OF RESULTS AS IMPORTANT AS STUDENT SUCCESS, I CANNOT THINK OF ANY MORE IMPORTANT.WE EACH NEED TO TAKE PRIDE IN EVERY STUDENT WHO SUCCESS AND TO FEEL SOME FEEL THE STING OF FAILURE FOR EACH THAT DOES NOT.
  • NOTHING BUT EXCELLENCE IS GOOD ENOUGH.OUR MISSION IS FAR TO IMPORTANT FOR US TO EVER SAY, “GOOD ENOUGH.”ADEQUATE IS NOT GOOD ENOUGH. GOOD IS NOT GOOD ENOUGH.ONLY EXCELLENT WILL SUFFICE.
  • IF THERE IS A CHANGE IS BELIEVING IN OURSELVES AND IN STRIVING FOR EXCELLENCE IN ALL THAT WE DO. I DOUBT THAT YOU COULD FIND UNIVERSITY THAT WOULD AT LEAST SAY THE STRIVE FOR EXCELLENCE.THE DIFFERENCE MIGHT BE IN THEIR MOTIVATION FOR DOING SO.I HAVE ALREADY ALLUDED TO OUR REASON… OUR STUDENTS.CARVED INTO STONE ABOVE THE ENTRANCE TO THE JOURNALISM SCHOOL I ONCE VISITED IS THE STATEMENT, “NOTHING SHORT OF RIGHT IS RIGHT.”THE ROOT OF THAT SIMPLE STATEMENT RESTS NOT ONLY IN PROFESSIONAL ETHICS, BUT IN THE CORE VALUE OF JOURNALISM TO OUR SOCIETY.
  • I HAVE BEEN FORTUNATE ENOUGH TO VISIT UNIVERSITIES GENERALLY RECOGNIZED AS BEING AT THE TOP OF THEIR CATEGORIES, I HAVE NOTICED A CERTAIN LEVEL OF TENSION IN THE AIR.THERE IS WAY OF GOING ABOUT ONE’S DAY IN THE CONTEXT OF WHAT IS, BUT AT THE SAME STRIVING FOR BETTER.IT IS IF THE GOOD WORK THEY ARE DOING IS NOT QUITE GOOD ENOUGH. THEY KNOW THERE IS SOMETHING MORE THEY CAN DO.I BELIEVE THOSE INSTITUTIONS ARE RECOGNIZED AS BEING EXCELLENCE BECAUSE THEY ARE NEVER SATISFIED.
  • I SUSPECT THAT SOME OF THAT TENSION IS DERIVED FROM PERSONAL OR ORGANIZATIONAL AMBITION.BUT, THERE IS MORE TO IT THAN THAT.I DON’T THINK THAT KIND OF AMBITION IS SUSTAINABLE. AT THE CORE IS A TRUE BELIEF IN AND COMMITMENT TO WHAT THEIR PURPOSE – TO THE MISSION.
  • MY VISION OF OUR FUTURE IS EMBEDDED IN THE NATURE OF OUR RESPONSE TO THE CHALLENGES AND OPPORTUNITIES I HAVE JUST OUTLINED. It is also apparent in the responses we have made and that I have suggested as our next step.But, let me go try to draw the connections that I believe to be critical to our continued success.
  • Let’s begin this description with who we are.This University exists to advance society through the essential activities of teaching, discovery, and service. While no one of these core elements is meaningful in isolation, we must prioritize our efforts in relation to our mission, vision, values, goals, and resources. One of the strengths of Central, which I see continuing into the future is our focus on the integration of scholarship, teaching, and public service. We have many programs, such as SOURCE, Service Learning, and Civic Engagement, that operate at the intersection of these three core functions.That is a strength we must continue to emphasize.
  • As a community dedicated to the principles of academic freedom, CWU must be an environment that promotes reasoned, civil, and enlightened discourse and creative expression without fear of reprisal, ridicule, or exclusion. I am not convinced that we always live up to that ideal. We must.CWU’s educational environment must empower each person with the freedom to explore, to evaluate, and to learn.
  • CWU must also strive to serve its region by addressing pressing economic and social issues. As a comprehensive university, CWU must use its intellectual capacity not only to contribute to disciplinary literatures, but also to assist area business, social, and government leaders in strengthening and diversifying the area’s economic base, to help create a sustainable natural environment, and to address critical social issues.We currently engage in these important functions, but we must do more. I have asked Wayne to expand his portfolio as to include economic development.
  • CWU is also a place where people gather to live and to work. It must therefore be a place that enables people to grow and to prosper. It keeping with the academic values of shared governance and reasoned dialogue, the university must be open, transparent, and empowering. Again, we can and will improve in this area. If you remember one thing from my talk this that our culture, our priorities, and our prosperity are in our own hands. There is nothing stopping us from making changes.
  • I HAVE ALWAYS BELIEVED THAT CHANGE IS A CORE ACADEMIC VALUE. WE ARE FUNDAMENTALLY AGENTS OF CHANGE IN THE FORM OF EXPANDING KNOWLEDGE, BROADENING PERSPECTIVES, ENGAGING IN CREATIVE EXPRESSION, AND PROMOTING SOCIAL AND ECONOMIC CHANGE. WE MUST CREATE AN ENVIRONMENT THAT PROMOTES THOUGHTFUL, WELL GROUNDED PROPOSALS THAT CALCULATE RISKS AGAINST REWARDS AND THAT ANTICIPATES THE UNKNOWN BY EXAMINING THE KNOWN. WE NEED TO BE WILLING TO TAKE RISKS AND EVEN SUFFER SMALL FAILURES. THAT IS HOW WE ADVANCE
  • THE BOTTOM LINE IS, HOWEVER, THAT WE ARE A FUNDAMENTALLY HEALTHY ORGANIZATION.
  • THE BOTTOM LINE IS, HOWEVER, THAT WE ARE A FUNDAMENTALLY HEALTHY ORGANIZATION.
  • GOOD AFTERNOON.LET’S BEGIN WITH THE BOTTOM LINE. WE ARE OKAY. WE WILL CONTINUE TO BE OKAY. THIS IS A HEALTHY ORGANIZATION. OUR CORE STRENGTH RESTS IN THE QUALITY OF OUR FACULTY, OR STAFF, AND OUR STUDENTS.SIMPLY STATED, WE ARE GOOD AT WHAT WE DO, WHICH IS TEACHING AND LEARNING IN ALL OF ITS VARIOUS FORMS.
  • GOOD AFTERNOON.LET’S BEGIN WITH THE BOTTOM LINE. WE ARE OKAY. WE WILL CONTINUE TO BE OKAY. THIS IS A HEALTHY ORGANIZATION. OUR CORE STRENGTH RESTS IN THE QUALITY OF OUR FACULTY, OR STAFF, AND OUR STUDENTS.SIMPLY STATED, WE ARE GOOD AT WHAT WE DO, WHICH IS TEACHING AND LEARNING IN ALL OF ITS VARIOUS FORMS.
  • GOOD AFTERNOON.LET’S BEGIN WITH THE BOTTOM LINE. WE ARE OKAY. WE WILL CONTINUE TO BE OKAY. THIS IS A HEALTHY ORGANIZATION. OUR CORE STRENGTH RESTS IN THE QUALITY OF OUR FACULTY, OR STAFF, AND OUR STUDENTS.SIMPLY STATED, WE ARE GOOD AT WHAT WE DO, WHICH IS TEACHING AND LEARNING IN ALL OF ITS VARIOUS FORMS.
  • CWU State of the university 2011

    1. 1. DESIGNING A NEW VISION FOR BACCALAUREATE EDUCATION<br />
    2. 2. FUNDAMENTAL CHANGES DEMANDRESPONSES.<br />
    3. 3. CWU’S FUTUREIS BRIGHT.<br />
    4. 4. CWU IS IN A STRONG POSITION. <br />
    5. 5. CHANGE BRINGS OPPORTUNITY.<br />
    6. 6. OUR CORE VALUES WILL NOT CHANGE.<br />
    7. 7. WE CAN MANIFEST OUR VISION OF OUR FUTURE.<br />
    8. 8. ADAPTATION HAS ALREADY BEGUN.<br />Adapting to the new normal for state budgeting<br />Creating a new environment of inclusiveness<br />Organizing for student success<br />Engaging the campus community in defining our future<br />
    9. 9. CHALLENGE - RESPONSE 1:OUR PRIORITIES WILL DETERMINE WHAT WE DO ANDWHAT WE NEED.<br />
    10. 10. NOT TOO LONG AGO<br />
    11. 11. OLD FINANCIAL MODEL: Reliable state funding meant business as usual.<br />
    12. 12. THAT MADE SENSE THEN<br />20 YEARS OF DECLINING STATE SUPPORT<br />State Funding<br />
    13. 13. THEN THINGS CHANGED<br />20 YEARS OF DECLINING STATE SUPPORT<br />State Funding<br />
    14. 14. FALLING OFF THE CLIFF<br />
    15. 15. THE TREND WILL CONTINUE<br />
    16. 16. STATE’S ECONOMIC PROBLEMS<br /><ul><li>No new revenue sources
    17. 17. Increased costs in protected sectors
    18. 18. Cuts in unprotected sectors</li></ul>VERY DIFFICULT CHOICES<br />DIFFICULT CHOICES TO MAKE<br />
    19. 19. TODAY<br />
    20. 20. THE NEW NORMAL: Our choices drive funding needs.<br />
    21. 21. REVENUE AND EXPENSES DIRECTLY LINKED<br />A change from an emphasis on allocation of resources<br />A change toward an emphasis on revenue generation<br />Operations produce revenue<br />Revenues pay expenses<br />
    22. 22. WE MUST ADAPT TO THE NEW NORMAL<br />
    23. 23. Academic functions<br />Student services<br />Auxiliary services<br />Administrative functions<br />ALL OF US<br />
    24. 24. ACCOMPLISHMENTS<br />BUDGET & FINANCE COMMITTEE<br />
    25. 25. ACCOMPLISHMENTS<br />BUDGET & FINANCE COMMITTEE<br />INFORMATION SYSTEMS<br />
    26. 26. ACCOMPLISHMENTS<br />BUDGET & FINANCE COMMITTEE<br />INFORMATION SYSTEMS<br />SOFTWARE UPDATES<br />INTEGRATION OF BPS AND HRSA<br />
    27. 27. ACCOMPLISHMENTS<br />BUDGET & FINANCE COMMITTEE<br />INFORMATION SYSTEMS<br />SOFTWARE UPDATES<br />INTEGRATION OF BPS AND HRSA<br />INCREASED DETAIL IN BUDGET<br />
    28. 28. ACCOMPLISHMENTS<br />BUDGET & FINANCE COMMITTEE<br />INFORMATION SYSTEMS<br />SOFTWARE UPDATES<br />INTEGRATION OF BPS AND HRSA<br />INCREASED DETAIL IN BUDGET<br />CONSISTENCY OF NUMBERS<br />
    29. 29. ACCOMPLISHMENTS<br />BUDGET & FINANCE COMMITTEE<br />INFORMATION SYSTEMS<br />SOFTWARE UPDATES<br />INTERGRATION OF BPS AND HRSA<br />INCREASED DETAIL IN BUDGET<br />CONSISTENCY OF NUMBERS<br />SPENDING REPORTS<br />
    30. 30. NEXT STEPS<br />IMPROVE INFORMATION ACCESS AND FLEXIBILITY<br />
    31. 31. NEXT STEPS<br />IMPROVE INFORMATION ACCESS AND FLEXIBILITY<br />EXPAND BUDGET RESPONSIBILITY<br />CREATE ACTIVITY-BASED MODELING<br />
    32. 32. NEXT STEPS<br />IMPROVE INFORMATION ACCESS AND FLEXIBILITY<br />EXPAND BUDGET RESPONSIBILITY<br />CREATE ACTIVITY-BASED MODELING<br />CALCULATE COST OF DOING BUSINESS<br />
    33. 33. NEXT STEPS<br />IMPROVE INFORMATION ACCESS AND FLEXIBILITY<br />EXPAND BUDGET RESPONSIBILITY<br />CREATE ACTIVITY-BASED MODELING<br />CALCULATE COST OF DOING BUSINESS<br />ONE HOLISTIC BUDGET <br />
    34. 34. NEXT STEPS<br />IMPROVE INFORMATION ACCESS AND FLEXIBILITY<br />EXPAND BUDGET RESPONSIBILITY<br />CREATE ACTIVITY-BASED MODELING<br />CALCULATE COST OF DOING BUSINESS<br />ONE HOLISTIC BUDGET <br />ENCOURAGE ENTREPRENEURIAL CULTURE<br />
    35. 35. CHALLENGE - RESPONSE 2:CREATING AN ENVIRONMENT OF INCLUSIVENESS.<br />
    36. 36. CHANGING DEMOGRAPHICS<br /><ul><li>Race/ethnicity
    37. 37. Age
    38. 38. Martial status</li></ul>CHANGING DEMANDS<br /><ul><li>Working
    39. 39. Stopping out
    40. 40. Place-bound
    41. 41. Transfer credits</li></ul>UNDER-PREPARED<br />UNDECLARED <br />DIFFERENT STUDENTS WITH DIFFERENT NEEDS<br />
    42. 42.
    43. 43.
    44. 44.
    45. 45. CHANGING DEMOGRAPHICS<br /><ul><li>Age
    46. 46. Martial status
    47. 47. Race/ethnicity</li></ul>CHANGING DEMANDS<br /><ul><li>Working
    48. 48. Stopping out
    49. 49. Place-bound
    50. 50. Transfer credits</li></ul>UNDER-PREPARED<br />UNDECLARED <br />DIVERSITY IN ALL FORMS<br />
    51. 51. CHANGING DEMANDS ON THEIR TIME<br />CHANGING DEMOGRAPHICS<br /><ul><li>Race/ethnicity
    52. 52. Age
    53. 53. Martial status</li></ul>CHANGING DEMANDS<br /><ul><li>Working
    54. 54. Stopping out
    55. 55. Place-bound
    56. 56. Transfer credits</li></ul>UNDER-PREPARED<br />UNDECLARED <br />
    57. 57. DIFFERENT LEVELS OF READINESS<br />CHANGING DEMOGRAPHICS<br /><ul><li>Race/ethnicity
    58. 58. Age
    59. 59. Martial status</li></ul>CHANGING DEMANDS<br /><ul><li>Working
    60. 60. Stopping out
    61. 61. Place-bound
    62. 62. Transfer credits</li></ul>UNDER-PREPARED<br />UNDECLARED <br />
    63. 63. ACCOMPLISHMENTS<br />CONTINUED EXISTING PROGRAMS<br />
    64. 64. ACCOMPLISHMENTS<br />CONTINUED EXISTING PROGRAMS<br />POLICY ON SEARCHES<br />
    65. 65. ACCOMPLISHMENTS<br />CONTINUED EXISTING PROGRAMS<br />POLICY ON SEARCHES<br />INCLUSIVENESS <br /><ul><li>INCLUSIVENESS TASK FORCE
    66. 66. INCLUSIVENESS STUDY</li></li></ul><li>ACCOMPLISHMENTS<br />CONTINUED EXISTING PROGRAMS<br />POLICY ON SEARCHES<br />INCLUSIVENESS<br /><ul><li>INCLUSIVENESS TASK FORCE
    67. 67. INCLUSIVENESS STUDY
    68. 68. INCLUSIVENESS OFFICER
    69. 69. CREATED INCLUSIVENESS COUNCIL</li></li></ul><li>ACCOMPLISHMENTS<br />CONTINUED EXISTING PROGRAMS<br />POLICY ON SEARCHES<br />INCLUSIVENESS <br /><ul><li>INCLUSIVENESS TASK FORCE
    70. 70. INCLUSIVENESS STUDY
    71. 71. ADDED INCLUSIVENESS OFFICER
    72. 72. CREATED INCLUSIVENESS COUNCIL</li></ul>DISTRIBUTION OF AA REPORT TO BOT<br />
    73. 73. ACCOMPLISHMENTS<br />CONTINUED EXISTING PROGRAMS<br />POLICY ON SEARCHES<br />INCLUSIVENESS<br /><ul><li>INCLUSIVENESS TASK FORCE
    74. 74. INCLUSIVENESS STUDY
    75. 75. ADDED INCLUSIVENESS OFFICER
    76. 76. CREATED INCLUSIVENESS COUNCIL</li></ul>DISTRIBUTION OF AA REPORT TO BOT<br />STUDENT SUCCESS PROPOSAL<br />
    77. 77. NEXT STEPS<br />CONTINUE SELF-EXAMINATION<br />INCREASE AWARENESS<br />
    78. 78. NEXT STEPS<br />CONTINUED SELF-EXAMINATION<br />INCREASE AWARENESS<br />DEMAND ACCOUNTABILITY<br />
    79. 79. NEXT STEPS<br />CONTINUED SELF-EXAMINATION<br />INCREASE AWARENESS<br />DEMAND ACCOUNTABILITY<br />FUND FACULTY/STAFF RECRUITMENT<br />
    80. 80. NEXT STEPS<br />CONTINUED SELF-EXAMINATION<br />INCREASE AWARENESS<br />DEMAND ACCOUNTABILITY<br />FUND FACULTY/STAFF RECRUITMENT<br />MENTORING AND ASSISTANCE PROGRAMS<br />
    81. 81. NEXT STEPS<br />CONTINUED SELF-EXAMINATION<br />INCREASE AWARENESS<br />DEMAND ACCOUNTABILITY<br />FUND FACULTY/STAFF RECRUITMENT<br />MENTORING AND ASSISTANCE PROGRAMS<br />IMPLEMENT STUDENT SUCCESS PLAN<br />
    82. 82. CHALLENGE - RESPONSE 3:ORGANIZING FOR STUDENT SUCCESS<br />
    83. 83. EMPLOYMENT<br /><ul><li>Starting salaries
    84. 84. Career advancement
    85. 85. Lifetime earnings</li></ul>OTHER BENEFITS<br /><ul><li>Long-term health
    86. 86. Social status
    87. 87. Well-being</li></ul>HIGHER EDUCATION IS SEEN AS A PRIVATE BENEFIT.<br />
    88. 88. CALL FOR NEW PROGRAMS<br /><ul><li>Applied degrees
    89. 89. Reduced credit hours
    90. 90. Three-year degrees</li></ul>CALL FOR NEW PATHWAYS<br /><ul><li>Credit transfer
    91. 91. Work-life credit</li></ul>THE PUBLIC EXPECTS EFFICIENT, PRACTICAL EDUCATION.<br />
    92. 92. NEW ASSESSMENT MODELS<br /><ul><li>Graduation
    93. 93. Time-to-degree
    94. 94. Job placement
    95. 95. Graduate school acceptance
    96. 96. Guarantees</li></ul>NEW FUNDING MODELS<br /><ul><li>Tied to graduation
    97. 97. Separated from FTES</li></ul>THE STATE WANTS RESULTS.<br />
    98. 98. EVERYONE<br /><ul><li>Faculty
    99. 99. Classified staff
    100. 100. Exempt staff</li></ul>ALL FUNCTIONS<br /><ul><li>Administration
    101. 101. Auxiliaries
    102. 102. Instruction
    103. 103. Research
    104. 104. Student support</li></ul>WE MUST ENSURESTUDENT SUCCESS.<br />
    105. 105. ONE TEAM<br /><ul><li>Many roles
    106. 106. Many talents
    107. 107. Many contributions</li></ul>ONE CENTRAL PURPOSE<br />ENSURING STUDENT SUCCESS IS EVERYONE’S JOB.<br />
    108. 108. DIFFERENT BACKGROUNDS<br />DIFFERENT NEEDS<br />DIFFERENT DEFINITIONS OF SUCCESS<br />ALLOW STUDENTS TO DEFINE THEIR SUCCESS<br />WE MUST TREAT EACH STUDENT AS AN INDIVIDUAL.<br />
    109. 109. PROFESSIONAL<br /><ul><li>Degree
    110. 110. Jobs
    111. 111. Graduate school
    112. 112. Enrichment</li></ul>PERSONAL GROWTH<br /><ul><li>Personal development
    113. 113. Physical development
    114. 114. Social interaction
    115. 115. Engagement</li></ul>SUCCESS INVOLVES THE WHOLE PERSON.<br />
    116. 116. EACH AND EVERY STUDENT CAN SUCCEED IF…<br />We commit to them<br />They commit to themselves <br />NEVER GIVE UP ON A STUDENT<br />BELIEVE IN EACH STUDENT<br />
    117. 117. ACCOMPLISHMENTS<br />CONTINUATION OF EXISTING PROGRAMS<br />
    118. 118. ACCOMPLISHMENTS<br />CONTINUATION OF EXISTING PROGRAMS<br />INTEGRATION OF AA AND SA<br /><ul><li>ADMINISTRATIVE LEVEL
    119. 119. DIVISION LEVEL
    120. 120. TASK FORCE TO DEVELOP COOPERATION</li></li></ul><li>ACCOMPLISHMENTS<br />CONTINUATION OF EXISTING PROGRAMS<br />INTEGRATION OF AA AND SA<br /><ul><li>ADMINISTRATIVE LEVEL
    121. 121. DIVISION LEVEL
    122. 122. TASK FORCE TO DEVELOP COOPERATION</li></ul>CREATION OF STUDENT SUCCESS COUNCIL <br />
    123. 123. ACCOMPLISHMENTS<br />CONTINUATION OF EXISTING PROGRAMS<br />INTEGRATION OF AA AND SA<br /><ul><li>ADMINISTRATIVE LEVEL
    124. 124. DIVISION LEVEL
    125. 125. TASK FORCE TO DEVELOP COOPERATION</li></ul>CREATION OF STUDENT SUCCESS COUNCIL<br />RESEARCH ON BEST POLICIES<br />DEVELOPMENT OF STUDENT SUCCESS PLAN <br />
    126. 126. NEXT STEPS<br />BROADEN CONCEPT OF STUDENT SUCCESS<br />CONTINUE IMPLEMENTATION OF TOOLS<br />
    127. 127. NEXT STEPS<br />BROADEN CONCEPT OF STUDENT SUCCESS<br />CONTINUE IMPLEMENTATION OF TOOLS<br />REVIEW STUDENT SUCCESS PLAN<br />IMPLEMENT PLAN<br />
    128. 128. NEXT STEPS<br />BROADEN CONCEPT OF STUDENT SUCCESS<br />CONTINUE IMPLEMENTATION OF TOOLS<br />REVIEW STUDENT SUCCESS PLAN<br />IMPLEMENT PLAN<br />BUILD “ONE-STOP SHOP” FOR STUDENTS<br />
    129. 129. NEXT STEPS<br />BROADEN CONCEPT OF STUDENT SUCCESS<br />CONTINUE IMPLEMENTATION OF TOOLS<br />REVIEW STUDENT SUCCESS PLAN<br />IMPLEMENT PLAN<br />BUILD “ONE-STOP SHOP” FOR STUDENTS<br />DEVELOP ASSESSMENT METRICS<br />
    130. 130. CHALLENGE - RESPONSE 4:ENGAGING THE CAMPUS COMMUNITY IN DEFINING OUR FUTURE.<br />
    131. 131. EXPECTING EXCELLENCE<br />
    132. 132. DEMANDING EXCELLENCE<br />
    133. 133. HEALTHY TENSION<br />
    134. 134. BELIEF IN OUR PURPOSE<br />
    135. 135. ACCOMPLISHMENTS<br />INCREASED TRANSPARENCY<br /><ul><li>PRESIDENT’S ADVISORY COUNCIL
    136. 136. BUDGET & FINANCE COMMITTEE
    137. 137. MEETINGS WITH KEY GROUPS</li></li></ul><li>ACCOMPLISHMENTS<br />INCREASED TRANSPARENCY<br /><ul><li>PRESIDENT’S ADVISORY COUNCIL
    138. 138. BUDGET & FINANCE COMMITTEE
    139. 139. MEETINGS WITH KEY GROUPS</li></ul>REVIEW OF FACULTY SHARED GOVERNANCE<br /><ul><li>POLICY CHANGES
    140. 140. DEANS ATTENDING SENATE</li></li></ul><li>ACCOMPLISHMENTS<br />INCREASED TRANSPARENCY<br /><ul><li>PRESIDENT’S ADVISORY COUNCIL
    141. 141. BUDGET & FINANCE COMMITTEE
    142. 142. MEETINGS WITH KEY GROUPS</li></ul>REVIEW OF FACULTY SHARED GOVERNANCE<br /><ul><li>POLICY CHANGES
    143. 143. DEANS ATTENDING SENATE</li></ul>INCREASED INTERNAL COMMUNICATION<br />
    144. 144. NEXT STEPS<br />REVIEW CURRENT COMMITTEE STRUCTURE<br />
    145. 145. NEXT STEPS<br />REVIEW CURRENT COMMITTEE STRUCTURE<br />EMBRACE CHANGE<br />
    146. 146. NEXT STEPS<br />REVIEW CURRENT COMMITTEE STRUCTURE<br />EMBRACE CHANGE<br />MORE INTERNAL COMMUNICATION<br />REDUCE INFORMATION RESTRICTIONS<br />
    147. 147. NEXT STEPS<br />REVIEW CURRENT COMMITTEE STRUCTURE<br />EMBRACE CHANGE<br />MORE INTERNAL COMMUNICATION<br />REDUCE INFORMATION RESTRICTIONS<br />DEVELOP SHARED UNDERSTANDING<br />PROMOTE COMMON GOALS<br />IMPROVE TEAMWORK AND COOPERATION<br />
    148. 148. NEXT STEPS<br />REVIEW CURRENT COMMITTEE STRUCTURE<br />EMBRACE CHANGE<br />MORE INTERNAL COMMUNICATION<br />BREAK DOWN INFORMATION RESTRICTIONS<br />DEVELOP SHARED UNDERSTANDING<br />PROMOTE COMMON GOALS<br />IMPROVE TEAMWORK AND COOPERATION<br />
    149. 149. VISION OF OUR FUTURE <br />
    150. 150. TEACHING<br />DISCOVERY<br />SERVICE<br />CORE PURPOSES<br />
    151. 151. PROTECT OUR DISTINCTIVNESS<br /><ul><li>One-to-one care that lifts up students from all walks of life
    152. 152. Small classes and faculty passionate about teaching
    153. 153. A commitment to real-world learning that takes students beyond the classroom
    154. 154. Unique programs unlike any others in the Northwest
    155. 155. Beautiful, historic, and safe community</li></li></ul><li>OPEN, SAFE,AND INCLUSIVE<br />ACADEMIC FREEDOM<br />OPEN DISCOURSE<br />EMPOWERING<br />INCLUSIVE<br />SAFE<br />
    156. 156. OUTREACH<br />ECONOMIC DEVELOPMENT<br />SOCIAL ISSUES<br />CULTURAL LIFE<br />COMMUNITY ENGAGEMENT<br />
    157. 157. LIVE<br />WORK<br />PROSPER<br />WE ARE A COMMUNITY<br />
    158. 158. WE WILL TAKE RISKS TO GROW OUR FUTURE.<br />CHANGE<br />CREATIVITY<br />ENTREPRENEURIAL SPIRIT<br />RISK TAKING<br />ACCEPTANCE OF SETBACKS<br />
    159. 159. ENROLLMENT MANAGEMENT<br />
    160. 160. ENROLLMENT MANAGEMENT<br />
    161. 161. RECRUITMENT AND RETENTION ARE EVERYONE’S JOBS<br />
    162. 162. ONE SYSTEM WITH DIFFERENT ACCESS POINTS<br />
    163. 163. ONE SYSTEM WITH DIFFERENT ACCESS POINTS<br />
    164. 164. RESOURCES ALIGNED WITH PROGRAMS<br />CALCULATED RISKS ENCOURAGED<br />ENTREPRENEURAL CULTURE<br />
    165. 165. NATIONAL LEADER<br />CURRICULUM<br /><ul><li>General Education
    166. 166. Program structures</li></ul>PEDAGOGY<br /><ul><li>Instructional technologies</li></ul>STUDENT ACHIEVEMENT<br />STUDENT SUCCESS<br />
    167. 167. NOTED FOR DISCOVERY AND REGIONAL ECONOMIC DEVELOPMENT<br />
    168. 168. FACULTY RESOURCES AND REWARDS<br />RESEARCH SUPPORT<br />ENCOURAGEMENT TO COMMERCIALIZE<br />OUTREACH<br />
    169. 169. STATE <br />REGIONAL<br />NATIONAL AND INTERNATIONAL<br />CENTERS OF EXCELLENCE<br />
    170. 170. WE ARE A HEALTHY ORGANIZATION<br />
    171. 171. WE ARE STRONG<br />
    172. 172. WE ARE MORE AGILE<br />
    173. 173. COMMITMENT TO EXCELLENCE<br />
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