DEAN’S ADDRESS
COLLEGE OF ARTS AND SCIENCES
FALL MEETING
FRIDAY, 18 AUGUST 2006, 11:00 A.M.
MORRIS UNIVERSITY CENTER
Good morning and welcome to the Annual Fall Meeting of the College of
Arts and Sciences. These meetings offer a great opportunity to reconnect
with colleagues plus meet and welcome the newest members of our College.
I also appreciate the opportunity to share some thoughts with you about
the College, where we’ve been, where we’re going, and what we can accomplish
together.
Two years ago, I outlined the needs and benefits of entering a strategic
planning process. We completed a new plan in 2004-05 and began implementation
last year. In my remarks last fall, I emphasized the critical role of our
faculty in teaching, scholarship, and service and how strategic planning
initiatives provide the roadmap for our work. We have accomplished much
over the past year and I have been proud to report our progress via e-mail
over the past months. Today I want to talk about additional steps we are
taking as a College – the who, what, where and when of our work here at SIUE.
But as any beginning Journalism student knows, there is also the question of why.
Sometimes, as we focus on the day-to-day process of education, it’s easy
to lose sight of the long-term impact of what we do each and every day.
In my talk last year, I celebrated two teachers who were instrumental in
my life, and the lives of many others. After the speech, I sent my remarks
to them and their response overwhelmed me. Neither expected the praise,
and both said they didn’t deserve it – but both they and I knew otherwise.
If you have educators who have made a difference in your life, I encourage
you to track them down and let them know. It’s a very rewarding experience.
This year I want to bring the focus closer to home and talk about some alumni of SIUE who, in varied and wonderful ways, are giving back to their alma mater and their professions. Some are directly involved with SIUE. Others are building on and sharing what they learned on our campus. Each one illustrates in his or her own way why we come to work each day.
Lendell Phelps finished his degree in Mass Communications in 1971. Upon graduation, he worked in radio, including KMOX, and then began working in telecommunications in 1983 by joining the staff of AT & T. He now is Vice President of Marketing and works with such clients as Anheuser Busch and Emerson Electric. Last year, Lendell agreed to teach a special topics course for Mass Communications students. He taught them about the corporate world and introduced them to corporate culture, communication and behaviors necessary to succeed in that arena. If you had a chance to talk with Lendell, I know you would find his energy infectious, his sense of humor wicked and his pride in being a graduate of SIUE inspiring.
In 1977, six years after Phelps finished his undergraduate education, Mark Showers would complete degrees in mathematics and chemistry. Mark worked as a chemist in the field of high performance coatings before he joined Monsanto. Today he is Monsanto’s Chief Information Officer and has responsibilities that take him to numerous countries around the world. Mark recently started an Information and Communication Technology Coalition for the St. Louis region. Besides Monsanto, Emerson Electric and Boeing are among the corporate participants. Educational members include UMSL, Washington University and I am pleased to represent SIUE. The Coalition is working to identify IT capabilities and emerging technologies in the region and build connections between industry and education that can enhance the area’s economy and educational opportunities. Mark is a long-time resident of Alton, a very proud SIUE alum, and an impressive reminder that connections to education are a life-long endeavor.
Our Department of Music has produced music educators and, of course, professional musicians. Through its Music Merchandising degree track, students learn about the business of music. Donald M. Rice II is a graduate of that program. Mr. Rice now serves as a specialist for the Missouri Arts Council where he is in charge of minority arts programs, mini grants, festivals and technical assistance. He is also actively involved in the St. Louis gospel music scene leading groups associated with the Liberty Community Worship Center and the West Side Missionary Baptist Church.
Rita Adkins finished two CAS degrees, a BS in 1994 from Sociology and an MPA from the Department of Public Administration and Policy Analysis in 1995. Ms. Adkins has worked in the area of applied research and is the Project Director for the Consumer Operated Services Program – Multisite Research Initiative of the Missouri Institute of Mental Health, a program associated with the University of Missouri- Medical School. She has published many technical reports, book chapters and given invited presentations.
Another CAS social science graduate pursued an academic career. Dr. Dawn Rothe completed her bachelor’s degree in Sociology only four years ago then continued her education to complete the doctorate last year. She will begin her first tenure track position this fall with the University of Northern Iowa. Already, Dr. Rothe has co-authored two books and has a long list of other publications.
Many, many more CAS alumni could be featured today if time permitted. Those I just mentioned are representative and serve as an indicator of our success. They are also a wonderful reminder of why we do what we do and why we continue to strive each year to enhance and improve the educational experience for our students.
Today I want to identify steps that can aid in achieving that quality educational experience. Earlier I noted that we have made progress on the CAS Strategic Plan 2005. Last February the CAS Chairs and Directors met to review that work and determine which pressing needs the College should address next. After a very good discussion and the itemization of many needs, the Chairs and Directors identified the three challenges of highest priority: (1) responding to the growth in the undergraduate student population (2) revitalizing graduate programs and (3) boosting summer session enrollments and productivity.
In April, Sally Ferguson, the Director of the Office of Institutional Research, met with the Chairs and Directors to detail the data collected by her office that are shared with the Illinois Board of Higher Education and the Governor’s Office as well as internally with the Chancellor and Provost. The Chairs and Directors found that the data were useful in identifying growth trends, tracking instructional costs and revenue changes especially related to the three challenges I just noted. Much of what Ms. Ferguson shared with us whetted our appetite to have a broader look at related data in order to gain better insight into how to address these challenges. This was the focus of the Chairs’ and Directors’ summer planning meeting conducted in early July.
Prior to the meeting, participants received a briefing book compiled by Associate Dean Wendy Shaw with data from the Office of Institutional Research. When we met in July, Chairs and Directors paired with colleagues from an unrelated field. For example, Dr. Berger from English worked with Dr. Brown from Social Work and Professor Wells from Music worked with Dr. Simons of Philosophy. These pairings allowed each person to provide a fresh perspective on the other’s unit that was informed by trends of the last ten years and that could be the basis for deciding how to respond to the three current challenges. The discussion was lively and provocative and produced almost 40 challenges and action items.
The Chairs and Directors were able to see data that revealed the dramatic growth of the last ten years and I would like to share some of that information with you today. Consider the following. (Table 1)
The number of Semester Credit Hours (SCHs) that the College has delivered to our majors has increased 44% from about 30,000 in 95-96 to over 43,000 in 2004-05, as shown on the graph appearing on the screen above.
In addition, we have increased the amount of important general education and skills courses as well. Ten years ago, we delivered over 121,000 SCH’s to non-majors. In 2004-05, that had grown by 30%. Our total SCH delivery for majors and non-majors, undergraduate and graduate combined, has grown 33% in the ten short years to over 201,000 SCH’s, more than twice any other academic unit at the University.
This extraordinary growth represents a welcome but challenging phenomenon. We have more and better-qualified students and the large numbers have meant increased revenue during a period of reduced state resources. The revenue has allowed us to move forward and increase our faculty and to avoid radical cuts in programs, people or projects. However, this growth has not come without discomfort.
We are unable to serve all the students who wish to take our classes and, consequently, we have waiting lists for some courses. Class sizes have grown. Some that once had 40 students now have 60 or more. Others that once were 70 or 80 are now twice that size. Moreover, as class sizes grow, we feel time and resources stretched as we continue to seek a balance with continuing research needs.
One way that we address rapid growth has been by relying on graduate assistants. Graduate assistants provide extremely valuable support with instruction, grading, tutoring, and laboratory supervision. Nationally, graduate enrollments are static or declining.
Here, in CAS, we have seen a growth of 38% between 1995 and 2005 in graduate majors, but a decline of almost 15% in non-major SCHs, leaving us with a net increase of 17.6%. These data become especially relevant when reviewed in context with my earlier remarks about undergraduate growth.
After a period of growth between FY99 and FY03, graduate enrollment numbers have remained static as shown graphically here. Remember that during the same period, undergraduate numbers were continuously rising. That opposing trend strains the delivery of large courses, especially those with laboratories, because our pool of graduate students has not kept pace with the rapidly rising undergraduate student body. It also means that some graduate courses are under-subscribed, a factor that challenges how we plan the delivery of graduate curricula.
Summer session is not relieving the strain of the academic year increases. The College has had good but not exceptional enrollment for our summer offerings in the last decade. The College undertook advertising the summer offerings in 2002 and continued that practice through 2005. Even so, the advertising brought us back only to the levels we enjoyed a decade ago. The summer enrollments have not paralleled the regular academic year. In recent summers, we have tried to sustain smaller classes but, in the worst-case scenario, we cancelled classes with small enrollments. .
The Chairs and Directors weighed such data throughout the Summer Planning Meeting. At the end of the day, the Chairs and Directors identified action items Departments and Programs will start this fall.
Foremost, Chairs and Directors will lead their Departments and Programs in the construction of strategic plans that support the primary action items that came out of the summer planning meeting and meant to address growth of undergraduate student enrollment, revitalization of graduate programs and boosting summer enrollments and productivity.
The first part of each plan will include three points related to addressing growth of undergraduate student enrollments. Number one, the plan will address how to continue the important service of delivering general education and foundation courses. This work is elemental to the College’s existence. We represent the heart of a liberal arts and sciences education, regardless of a student’s major. Number two is an equally important point: to better serve the students who are pursuing major fields of study within CAS. We cannot sacrifice the quality or rigor of our major fields of study as we provide general education and foundation courses. We all must note here the critical role that the BRIDGE Program plays. Although it deals with reviewing and possibly revising the general education program, the name of the initiative, BRIDGE, implies the need to facilitate students’ successful articulation from general education into majors. The third point is to look for efficiencies in the delivery of both general education courses and in courses for majors. The growth that we have experienced has occurred so rapidly that we have remained, largely, in a responsive posture. That should change so that we can more thoughtfully consider appropriate strategies and tactics for dealing with the growth and utilization of resources.
The strategic plans developed by Departments and Programs will then consider revitalization of graduate programs. There are four points here. Number one is to assess the status of programs in conjunction with undergraduate offerings. Just as we cannot provide general education offerings at the expense of our majors, and vice versa, we cannot abandon rigorous graduate programs or let them go fallow as we respond to undergraduate programs. Nor can we deliver graduate curricula that only serve parochial interests or that do not attract and retain a vibrant core of students. The second point involves the new Strategic Advancement of Graduate Education Program, or SAGE, recently initiated by the Graduate School. The College is the first academic unit to enjoy the benefits of SAGE and the winning proposals will receive part of $80,000 set aside by the Graduate School for SAGE awards. Assistant Dean Kevin Johnson has begun a new promotion plan to serve CAS graduate programs. Kevin has worked with a small group of Chairs and Directors of Graduate Studies to plan ways to raise the visibility of our graduate degree programs in order to increase enrollments. Third, Departments and Programs will institute regular and continuing internal graduate program review within their units to develop better cohesion and clarity of purpose in degree delivery. Fourth, Departments and Programs will consider steps that will yield demonstrable growth and enhancement of the degree program. The last two items work together. The growth and enhancement of graduate programs will only be as good as the methods developed to assess them.
The third central part of the strategic plans will be devoted to improving summer session enrollments and productivity. There are three points related to this. First, Departments and Programs will assess curricular demand and opportunities and utilize summer session as a means of directly addressing them. Second, a measure that can determine the success of these efforts is a comparison of the summer SCH productivity and cost to academic year offerings. That comparison will assist Departments and Programs to work toward greater parity between the regular academic year and the summer session. Third, Departments and Programs will seek new methods of course delivery and promote them. These methods may include web based instruction, off-site delivery or new scheduling options.
The Chairs and Directors also identified other items that may influence unit level strategic planning or become part of those plans. I want to mention briefly three of those as well.
We will pursue better communication between policy makers and the end users of technology. Recent changes mandated by the Illinois Auditor General’s Office affect how we use the computers on our desks and how we are able to use computer laboratories. Better communication can alleviate some of the challenges that those changes have created.
The University and the College serve a variety of constituencies and some may not know the vast array of things we do. Departments and Programs will define their particular strengths and points of pride that will be used in communiqués so that more people understand and appreciate the unique contributions we make to our students, to our professions and to the varied segments of our public constituency.
Finally, engaging and supporting our excellent faculty is of paramount importance. Departments and Programs will analyze current recruitment, employment, development and retention practices to see whether any unsatisfactory trends exist and identify actions that could enhance our efforts in attracting and retaining faculty at SIUE and in CAS.
Much was required of your Chairs and Directors this past year and, as you can see, the work continues during 06-07. I would like to offer my personal gratitude to each of these individuals for their exceedingly conscientious, collegial and intelligent work this past year and their personal and professional commitment to their respective units and the College.
I want to take a moment to remind everyone of three large and exciting initiatives taking place this year: The Freshman Seminar, the BRIDGE Program, and a review of the CAS Operating Papers. These projects are key elements of the CAS Strategic Plan 2005 and have the potential to make a lasting, positive impact on CAS and SIUE.
The Freshman Seminar will begin this fall semester. The Seminar is a new program that will further distinguish the College and the University in addressing changing educational needs. It is characterized by a flexible structure that allows different forms of delivery. Regardless of the course shape, whether it is an introductory 111 course, a “culture, ideas and values” course, or a University 112, all Seminars will be an important component to the SIUE student culture. These offerings also will provide a way to help students successfully transition from their educational experiences in high school to the more demanding environment of the University.
I have already mentioned the BRIDGE Program and I am proud that a number of CAS faculty and staff have been working on it since its inception. I want to encourage all faculty and staff to be involved. The outcome of the BRIDGE Program has tremendous potential for the College and it is only through engagement that faculty will be able to provide important guidance about its completion. Later today, at 2:00 p.m., you can attend a meeting about the BRIDGE Program in the Illinois Room in this Building. It will be led by Dr. Eric Ruckh. I encourage you to stop in and hear about recent developments or share your thoughts.
Lastly, Dr. Larry LaFond is leading an ad hoc committee to review the College Operating Papers. The recommendations of this committee are to be forwarded to the College Standing Committee on Academic Policies and Curriculum and the Standing Committee on Planning. Larry will be in the Mississippi Room, also at 2:00 p.m., to gather information and listen to comments. Both Larry and Eric encourage you to attend portions of both meetings since the two rooms are adjacent to each other.
I’ve spoken a great deal about the who, what, where and when this morning. As I began today’s remarks with some examples of why we do what we do, I think it appropriate to end on a similar note – and I am very proud to introduce seven of our outstanding students. As I call your name, would please join me up on the stage? Latasha Roberson, Frances Appiah Kumi, A. Bradley Duthie, Elizabeth Adams-Marks, Kelly Parish, Erin Vonnahme, and Jessi Wilson. If you ever wondered what those Desired Characteristics and Capabilities of Graduates we talk about so much looks like in the flesh, here it is. Communication, Critical Thinking, Problem Framing and Solving, Knowledge, Integration and Application of Knowledge, Self Development, Citizenship and Life-long Learning. These words are not just bullet points on our website, but underline our responsibility and commitment to these outstanding young men and women. I want to thank the department chairs for recommending these individuals and providing the following information on their educational endeavors.
LaTasha Roberson. Latasha graduated this summer with a Bachelor of Arts in social work. As President of the Undergraduate Student Social Work Association, she coordinated many community projects. Her social commitment and academic excellence earned her the 2006 Department of Social Work Service Award. Additionally, LaTasha started an outreach program in her church named HOPE (Helping Others Pursue Excellence), which recently incorporated as a non-profit organization. One program developed through HOPE is the Role Model Program, which offers seminars and workshops in St. Clair County middle and elementary schools.
Frances Appiah Kumi. Frances is from Ghana and is pursuing a Master’s Degree in Speech Communication. She is working with Dr. Isaac Blankson on a thesis that investigates the role of women public relations practitioners in the male dominated field and society of Ghana. Ms. Kumi’s work is among the first in the field to explore the intercultural and gender dynamics in practice in Ghana. She plans on working in international public relations, particularly in Ghana, after completing her degree.
A. Bradley Duthie. Brad, a biological sciences major, has participated in the Undergraduate Research Academy. His project was entitled “The Effects of Seed Age and Mass on Germination and Viability in the Federally Threatened Floodplain species, Boltonia decurrens.” Brad has continually taken some of the most challenging and advanced courses in plant ecophysiology, population genetics and evolutionary biology. He already has distinguished himself as a co-author of a poster session and a presentation at two international conferences.
Elizabeth Adams-Marks. Elizabeth completed a BFA in Art and Design with a specialization in fibers and, in December, will complete a BS in Art/Art Education with a K-12 teaching certificate. She has begun to collect awards for her creativity and, next year, will make a lecture presentation entitled “Handmade Paper from Crops of Madison County” at the International Association of Hand Papermakers and Paper Artists at Oxford, United Kingdom. She is an active artist and contributes to Department and College initiatives like the BRIDGE Project.
Kelly Parish. Kelly is enrolled in the Master’s degree program in Historical Studies, is a graduate assistant, and has maintained an impressive 4.0 GPA. She is currently examining the effects of the Enlightenment ideals in modern scholarship and the shift in meaning which has occurred since the end of World War II. She exhibits a strong commitment to scholarship reflected in a presentation at the SIUE Graduate Symposium and, recently, a trip to the Library of Congress where she was able to examine the Hannah Arendt papers.
Our final two students are from the Department of English. Both earned their undergraduate degrees in English at SIUE, and are currently in the Master’s program.
Erin Vonnahme. Last year Erin was a graduate assistant in first year writing classes and this summer worked in the Summer Bridge program as a writing tutor. This year, she serves as the GA for Women’s Studies, tailoring her thesis to discuss issues of sexuality, sexual health, and gender identity in a variety of American literary texts. She is committed to including social issues in her literary studies and plans to pursue a PhD – plus has an eye toward service in the Peace Corps.
Jessi Wilson. As an undergraduate, Jessi discovered literary theory with her major in Deconstruction and Eco-Feminism and has developed a passion for challenging theoretical texts. She also loves science fiction and more traditional American fiction writers as well, such as Edith Wharton and Willa Cather. Jessi had great success in her fiction writing classes and her future plans include a move to California where she would like to teach in a community college for a couple of years before continuing with her PhD.
Latasha, Brad, Frances, Elizabeth, Kelly, Erin and Jessi are excellent ambassadors for the College educational experience that embraces high quality teaching and close involvement with faculty. I trust you concur that the challenging work I have outlined today is worth undertaking for their sake, and for the benefit of the many, many other fine students we will welcome in the coming weeks. Please join me in giving them a hand in recognition of their current accomplishments and in anticipation of future success in their chosen fields.
Thank you for your attention, thank you for commitment, and thank you for all your efforts in making the College of Arts and Sciences a stimulating, innovative, and outstanding learning environment.