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Faculty Assembly DayJanuary 6, 2011

Group 1

Question 1: In what ways does this proposition respond to the external factors listed on the back of this sheet?

Demographics:Provides meaningful liberal arts?

Older people wanting to come back as well as veterans coming into the liberal arts and wanting to blend in a healthy way

Blending liberal arts and professional better for traditional students and missing the adult blend in classrooms

Professions having the liberal arts embedded more...look at where the blend is in the programs (Looking at all programs to see if there is a true blend)

Content overlap and faculty members coming together more instead of overlapping

Flexible on delivery time cost effort especially when looking at non trad (losing a lot of good students to cost and time)

Undergraduate is a shrinking pool and looking at the returning students (non trad) will open up opportunities

Competition:Benefit from cuts elsewhere

Accountability:Why study at Naz? Costs:Losing good students because of expenseSynergize

Globalization: existing structure enhanced

Question 2: In what ways does the proposition reflect the strengths or capacities of Nazareth College?

This could be/should be our North Star moment—do what we do well and do it great

Growing with the new core; Faculty teaching together across pedagogues

Something we have been doing since 1929

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Operation kaleidoscope which is funded by NSF is leading way in blending

Question 3: What creative opportunities do we see in the proposition?

Parents are a big part and parents play a big role in student opportunities....educating parents

Professional programs are not only about jobs but blending the arts as well

To promote our international study abroadFits in with new CORERealizes integration + interdisciplinary learningCould be tied to other areas of technology, to enhance both.Some faculty are exited about the prospect We already have this going on but could then embrace recognize, and celebrate this.

Parking Lot: Tactical suggestions relating to Proposition #1

How do you keep non traditional that have outside of jobs and responsibilities (setting up classes better to accommodate those needs); Veterans coming in and making sure they are better accommodated

Looking at our calendar and making sure its connecting w/ woman and care givers (past thanksgiving) road blockCreative ways of offering night classes Facilities for being creative w/ night classes

Looking at non trad and grad and meeting their needs and looking at what we have and then aligning our thinking

Finding better student support that will help students (non trad, transfer,commuter etc) graduate Students are not as well prepared looking at demographics and finding how we can offer support

Crafting courses to meet the needs of professionals and how they blend across schools

Capstones point to 3 courses outside the major and look how they tie into their professional courses or growth

Finding a way to get students to be more creative with choosing classes instead of just looking a required courses

Having statements for both parents and students explaining the importance of a liberal arts educationFaculty submitting articles to give out information about different options you can takeShowing students and parents that they are going to have a degree but they will have the ability to change and have multiple careers

We need to be more international, so need more resources

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Group 2

(2) Our graduate programs will adopt an innovative integration of theory and practice

Revised proposition:A Nazareth graduate educational experience will reflect an innovative and deep integration of theory, research and practice which will impact local, national and international communities.

1. In what ways does this proposition respond to the external factors?

External factors will affect graduate programs/students with more immediacy than undergraduate programs/students. There is a strong societal value placed on holding an undergraduate degree, including in some instances a family commitment to obtaining an undergraduate degree, that is different than a graduate degree – the later might be viewed as more of an option, or something that can be postponed, specifically in this current economy.There will be a need for increased flexibility/nimbleness for graduate programs.

Demographics Data informing this external factor: Per IR data, average age of Naz graduate students is decreasing In graduate classes there is (and will be) a wider range of students – some

who just completed undergraduate degree and others with x years of professional experience

CompetitionData informing this external factor: In the past many Nazareth graduate programs have not had competition –

now there are more programs being developed by local institutions How do we provide flexibility in program design and delivery while

maintaining academic rigor appropriate for a graduate level educational

GlobalizationData informing this external factor: International opportunities for graduate students are growing

CostsData informing this external factor: There is not tuition discounting at the graduate level The majority of graduate students fund their graduate education through

loans Students can complete a graduate program at a state university for a much

lower cost than at Nazareth (whereas, because of financial aid availability and tuition discounting practices, this might not be the case for undergraduates)

AccountabilityData informing this external factor:

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The system infrastructures that support data collection relative to graduate programs and graduate students are not equivalent/as robust as those relative to undergraduate programs and students

Job placement rates at the graduate level might be more susceptible to external markets

2. In what ways does the proposition reflect the strengths or capacities of Nazareth College?

Given the strong integration of practice, this proposition strongly identifies the College’s ability to shape our “community” and influence the future as graduates from our graduate programs become agents of change in health care, education, etc.

Many of our graduate alums are in this community Builds on the faculty/student interpersonal relationships strengths that are woven

into the fabric of a Nazareth educational experience Clinical experiences can build further interagency collaborative opportunities –

further supporting the community

3. What creative opportunities do we see in the proposition?

Opportunities to market ourselves as providing a different type of graduate experience.

Make the Nazareth graduate experience increasingly visible and recognized in the community.

Promote graduate faculty/student research. Establish systems, structures and on-going supports to facilitate the development of

a “graduate student identity”/community


Things to consider/Implications: Pedagogy needs to support range of students (“pebblehood learning”) Developmental implications of younger graduate students If more students are moving directly from undergraduate experience tograduate

experience, becomes even more critical to be able to articulate the differences between the experiences If there is more on-line competition, becomes even more critical to be able to

articulate the nature of the graduate educational experience at Nazareth, otherwise graduate students more likely to do their graduate work in an on-line/”Phoenix” environment

How might technology strengthen globalization further across programs Graduate assistantships provide one avenue for financial support for gradaute students,

but has been used to support staffing issues – not consistently systemically designed or used for student recruitment

In 2020, we need be able to offer a competitive financial package to our strongest graduate applicants

Challenge: how do we reconcile innovative thinking regarding graduate program development with on-going financial constraints

Data systems need to be in place to address accountability needs Need to research/track employment trends and analyze based on program enrollments Ensure that enrollment management plans address community partnerships (ensuring that

we are able to design effective placement opportunities for our graduate enrollment) 4

Develop additional interdisciplinary opportunities/approaches (which necessitates graduate students and faculty teaching at the graduate level needing to feel part of a community)

Next building project: interdisciplinary clinical space

As move from strategic thinking, to strategic planning to developing a plan: Importance of establishing an internal body to ensure the conversation is ongoing across

institutional units – that the graduate educational experience at Nazareth is addressed holistically, systemically and in a focused manner, not as an afterthought (helping to assure our ability to identify “graduate” issues and trends and respond nimbly)

Provide institutional support (graduate students’ professional presentations; marketing; development of doctoral programs)

Group 3

Breakout Session: (3): We will prepare students to be global citizens, with the skills and understanding to live and work in pluralistic communities.

We will prepare students to engage as global citizens, with the skills and understanding to live and work for social justice in pluralistic communities.

Pluralism was defined as a more desirable “appreciation” and acceptance of difference, while recognizing that change requires quests of power and privilege.

External Forces

It somewhat responds but the external forces and the proposition should move to address inequities in power and resources in society

Increasing inequality or increasing economic inequality in US

Global power dynamics

Our students reflect these factors as well as need to live these factors

Social ClassRequires preparationAre we equipped to make the change?

How does proposition build on strengths?

We provide many opportunities for or students to engage in pluralistic communitiesForeign language study abroadHigh school programs on campusCivic engagement

Our emphasis on reflection and transformational experiencesService learningMALS programGear-upEngaging the world

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Center for public history

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Opportunities for creativity

Perhaps the proposition should not be about “preparing” as opposed to “engaging” our students as global citizens working for a more just and pluralistic society.

How do we structure transformational experiences that lead to pluralism and appreciation for diversity while asking our students what their role in social justice and transformation should be?

Focus more on intercultural experiences within pluralistic communities in the United States.

Experiential learning requirements Need to identify and articulate pathway of engagement and facilitate learning process of this interactionChange the model of how we teachNeed teaching outside the classroomMore tripsEnhance high school relationshipsGlobal citizenship programOn-line learningOwn a house in the city with a directionBudgeting for travel abroad (assist students)


Adopt the same terminology

Good environment in which to introduce students to differencesPedagogy strategies to interactionEasier in classroom

Plans are needed to make this happen outside of classroom

Strategies to “break up” cultural cliques

School of Education relationship in high schools

Assist students in valuing the program at the Arts Center (tickets are free)

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Group 4

“Engagement” vs. “Service”

Breakout Session: (4) We will prepare student dedicated to the ideal of service to their communities. *Working definition of service: Curricular + co-curricular student engagement + w/ community members; providing something of value to that person(s).

> paid versus volunteer: either; many professors already involve service> transactional + interactive experience mutuality – community tied together.

1) In what ways does this proposition respond to the external factors listed on the back of this sheet?

Demographics: we may service areas some of our students are from. Technology: communication tool; deliberate in enabler; clarity in what a technological tool can and or not do; good tech. tools enhance opportunities for service; communication challenges > what’s going on & what info is there. Systematic way of letting people know things- messaging to community, donors, students, etc. & value we place on it. Engaged scholarship. Globalization: move to have every student experiencing abroad or global experience – core limits globalization piece to curricular- students need meaningful experience curricular & co-curricular “Global service” - have resource for global & service. Cost: Financially lucrative to be “good” & funding opportunities available > need to communicate that service is something unique about us. Opportunities to partner & share costs. Where you put $ is political activity; where Naz puts $ is known- is this where we put our $.Competition: Need to make it more embedded into curriculum (students have less extra time) – needs to be embedded through out Naz experience value added @ college where service embedded. Service mapping - > connect dots across campus – where people have interacted + then promote ourselves. Get on National conversation to stand out by our students saying about our ideal to service.

2) In what ways does the proposition reflect the strengths or capacities of Nazareth College?

Reflection is key!! Naz encourages reflection which is impetus for dedication to ideals

All Professors/Programs offered have dedication to service; foundational piece (service ) intentionally that Naz invests in

History: a lot we can point to why this is part of our mission for so many years

3) What creative opportunities do we see in the proposition? Use this as a way to deal with resource issues (forge partnerships, grants) Distinguishes us from competition (something added ‘they’ don’t have) Overlap with global communities – expand globalization – just to outside

Monroe county Professional devel. Opportunities Rise to category as long as can process expanded ideas about scholarship

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Technology ~> Media; thinking about creative media > creative enterprise + creativity


Challenge: fewer students to draw from with strong ideal of service (?)

Development day for CAS on this topic

Issue/weakness: internal communications, a lot going on (Middle states, new core, civic engage., strategic plan, 2020) finite resources

Get good working definition of service-a need of college; a shared ideal.

Portal: conversation/communication. Portal; communicate to all; center for civic engagement.

Terminology: difficult time talking about “this” civic engagement, service, need shared definition + understanding

Group 5We will promote Nazareth College as a national leader, considering a possible

name change as a strategy to achieve this.1. In what ways does this proposition respond to the external factors listed on the back of this sheet?

In order to accomplish the goals Daan described in his opening (pluralism), we need to change our name.

Religious demographics (i.e. Jews, Muslims, and other religions) stay away because of the religious (Christian) connotations/potency of the word “Nazareth.”

The name change would promote pluralism of applicants and pluralism of students Our name is a huge point of access for prospective out-of-state student and also

students beyond the Rochester area who may not have heard of us. Programs and reputation – how much research have we done about how new

students choose a college (strongest: based on programs) Does the name inhibit us nationally? Yes, according to one participant. George Eisen

has said both parts of our name inhibit us internationally.


It’s the right thing to do because it’s not who we are We need to consider what traditions and customs we are holding onto What makes us strong nationally? Research, hosting an international conference,

having many Fulbright recipients on faculty. Is our name holding us back? What is the cost of not changing our name? Will we be able to reach our 2020 vision,

mission and goals if we don’t change? Will still be attracting the same students when we need to diversify?

3. What creative opportunities do we see in the proposition? 9

We need to stand for something if we change the name We can consider human rights activists as potential name sources so that we can

reshape/redefine who we are We need to think about our identities/programs before choosing a name (asking

“who do we want to be in 2020?”) Need to better promote ourselves and the work we do (don’t adopt sisterly humility) Recognize what we already do very well We need two more doctoral programs in order to be a University (EdD would count)

Parking Lot: Tactical suggestions relating to Proposition #5 Branding is important, like it or not. Branding, identity, and name should be very strategic (e.g.

Starbucks) College vs. University – many feel the first and second names of the College need changing We should push for University status Ideal names should be unique, potentially at the top of the alphabet, and reflect a connection to the

history of the school (SSJ) We need a thoughtful new name to promote the transition We should consider a name change, but keeping Nazareth as the College of Arts and Sciences We should explore what the name shift will mean practically for graduates whose diplomas/school

don’t exist any more Is the name itself neutral? Would the new name be neutral? Why do people come to Naz? How else can we change the perception of Nazareth as a Catholic

women’s school? What are the dynamics of making a public commitment to change? Quietly vs. Publically. Strive for

continuity Relationship to alumni: how to handle a possible name change? Talk about 2020 and our heritage

There seemed to be consensus that it is as important to discuss changing from College to University as it is to change from Nazareth

Group #6“Our degree programs will enable us to continue to attract students who can benefit from Nazareth degree programs.”

1. In what ways does this proposition respond to the external factors listed on the back of this sheet?

New degree programs should address changes in demographics and other external factors.

o Current programs and proposals are aimed at adapting to change, such as increased emphasis on globalization and technology. Examples: Music/Business.

Online programs would help meet external factors. o Some programs and courses are better suited to the online environment.

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2. In what ways does the proposition reflect the strengths or capacities of Nazareth College? Our current mix of degree programs is unique among our peer institutions.

o Continuing this and promoting it more consistently would help us distinguish us from our competitors.

We are currently offering opportunities for study abroad, reaching out to international students, maintaining an excellent faculty.

o Expand and promote. Give faculty more time for research/publishing/presentation to build the college’s national reputation.

We are currently offering programs of great value. Maintain that value and articulate it better.

3. What creative opportunities do we see in this proposition? Expand articulation agreements with community colleges to better prepare students to

begin study here. More interaction of program faculty between these entities. Establish real partnerships.

Expand program offerings that attract male students; i.e., computer science, computer engineering, neuroscience, hospital administration, etc.

o Continuing this and promoting it more consistently would help us distinguish us from our competitors.

Establish credit-bearing programs on campus for high school seniors. We could keep them if they spent time here while making college decisions. Most other area colleges do this in some way.


Division I sports programs would increase visibility and appeal.Volleyball and lacrosse would be easier to do with current resources. Hockey and football would require more infrastructure and development.

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Group # 7

SUGGESTION TO REWRITE PROPOSITION TO DEEPEN UNDERSTANDING OF THE INTENTION BEHIND IT.

One suggested revision: The unique (ie, constant) transforming learning experience at Nazareth is one that prepare students to live in and contribute to increasingly a pluralistic and diverse world—globally and locally.

Please summarize briefly the points (use bullets) raised in response to the follow questions:


EXTERNAL FACTORS ARE – DEMOGRAPHICS, COMPETITION, TECHNOLOGY, GLOBALIZATION, COSTS, ACCOUNTABILITY, ENVIRONMENT AND CLIMATE

Which external factors are most implicated by this proposition?

- External reputation and internal priorities speak to demographics. We have to recruit students and maintain enrollment.

- Acknowledges demographics, globalization and accountability. The proposition gives us the ability to have a cohesive approach. But there is excitement and fear about this – people are wondering about how it will really play out in their departments and the new core.

- Represents a products-based approach to education. It refers to the end result – students will graduate employable. Therefore, the demographics and accountability are the largest factors.

- Technology, cost, accountability and demographics are most relevant. There will be a tension to deliver a liberal arts education and yet make it practical to students in 2020. We need to worry about selling it to the public. The significant challenge we face is the public’s perception of the liberal arts. We also aren’t always in agreement within Nazareth about what and who we are.

- Accountability, globalization and demographics – we will be competing and educating students that we haven’t had here before.

- Globalization – obviously a connection to the goal of providing an education to prepare students for a pluralistic society.

- This proposition does encapsulate all of the external factors. But specifically, government regulation will drive a lot of these external forces. And we don’t know how that will play out in the future. So that provides some uncertainly as we try to plan.


- Don’t want external reputation and internal priorities to define a transformative experience, although they will clearly be part of the equation. Rather, our priorities should be defined in large part by our mission statement and core curriculum. If we have a clearly articulated mission statement and core, then we can respond to the external forces. We shouldn’t let the market define who we are.

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- We are becoming more of a service-oriented society and one of Nazareth strengths is its commitment to service.

- There is a real willingness to collaborate on providing experiences that cross boundaries, eg. Curriculum and co-curriculum or departmental boundaries. This is a great strength in part because of who we select and in part because of our size. Remaining small will enable us to foster collaboration.

- Idea that we are willing to try to maintain a certain level of constancy of experience for our students. However, we have the opportunity to strive, as well, in this process.

- Athough Technology is ever-changing, it is a strength in that students learn how to deal with technology in a variety of majors, including the liberal arts.

- We are student-centered. - Our reputation is very good and students come here because of the graduates out in the

field – not just because of our fine faculty. Learning outcomes are visible in what are students do.

- We differentiate ourselves by providing both practical and liberal arts. We are developing a whole student. This is definitely a strength. This all contributes to the transformative experience.

- We are committed to keeping the class sizes small which has a greater impact in the educational and learning process.

- We are not relying on a crystal ball and this is a strength. We are talking strategically and thinking about our future strategically. We are very invested in intentional thinking. There is a process in place.


- Globalization is very important. Surprised that many programs don’t provide study abroad. Why can’t our professional programs provide more opportunities along these lines? Also, can our field placements encompass this idea of globalization? Can we offer more of a variety of field placements?

- How about providing Naz grads concrete opportunities to move into under-served areas (eg. City of Rochester).

- Supporting and expanding intercultural and cross-community work locally. Health and Human Services is driving this a lot at the present time.

- There is a creative opportunity for marketing to students interested in a variety of programs. We tend to market to the practical and we are missing the opportunity to market to liberal students as well.

- Market our uniqueness and our internal priorities. Use faculty, staff and students as advisors in our marketing efforts.


- Reaching out to under-served is an opportunity for everyone. However we need to have the resources to make some of these things happen. No more silos! Vital functions and essential components of the Nazareth experience should not be the responsibility of a single office or department.

- What are our internal priorities and how does our infrastructure support these? The infrastructure needs to grow with these ideas in order to promote excellence. If we value it we need to arrange ourselves to support what we value. And we need to make that support and those values visible. We have been growing or adding resources in our structural areas (Advancement and Facilities for example), but less visibly so in our educational areas such as in Academic Affairs and Student Development.

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- It takes a great amount of time and energy to go outside of your “boundaries” and that needs to be facilitated and encouraged through resource allocation. These new ideas and initiatives need to have the infrastructure to facilitate the process of embedding these in the fabric of the College.

- We have to look at institutional processes to be sure they are consistent with our goals. For example, we can’t keep hiring adjuncts and expect to make progress on inter-disciplary work. While they are invited to participate, it is not realistic to expect participation.

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Group #8


Recruiting students from different programs (e.g. music has to recruit its own students)

Cost impacts students decisions, students /families want accountability Competition is a big factor Do we need to change how we define faculty roles as we think about external

factors?

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2. In what way does the proposition reflect the strengths or capacities of Nazareth College?

Naz is flexible in recognizing differences in disciplines.We are good at attracting diverse populations, but how do we keep them? Both students and faculty

Strength is quality of faculty but we are beyond our capacity New strength is focus on new technologies – there’s openness and increased resources for it, but because of workload, very little time to follow-up. Strength is in the initial IT efforts + help, but no follow-up.

We are strong in financials support of professional work, but not so in time support.

Strength in recognizing need for faculty to have more time to stay up with field and do research, but not always able to receive it if not covered

We need to find way of position not as research I university, but beyond the past scholarly expectations – to embrace them but to be providing the resources.

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Faculty are willing to come to the table & be flexible. Curriculum is not static, its living – maintain the motion of moving core curriculum Globalization- to set up study abroad


Take time in the sense of faculty – not to lump us all as one thing in our identity roles-- Pluralism in a sense of faculty roles

We need to redefine our scholars and teachers to align with the mission of the college – but we don’t know what the mission is

Develop a broad, central mission, a theme, a central set of goals Nurture a culture of parity-respecting the expertise of one another – a culture

of parity – see how each other’s expertise strengthen each other’s goals, work, research.

The core curriculum provides the pluralistic background & liberal arts training that sets our students apart from other institutions as students enter & graduate from professional programs.

Interdisciplinary approach that needs to be respected - with center balance to bring our disciplines together

We want to teach and be scholars – we need an administrative structure that support that: i.e. as chairs need more time – we need someone in our disciplines to guide & support research and pedagogical practices of all the faculty -> allocate time to chairs

Culture of parity – need to critically examine “clinical lines”


No defined structure for research position/role of research for faculty-maybe have different roles to meet the external demands

Roles of faculty may be different depending on the program? If roles are increased, there may be complications to juggling other roles? What roles can be released? Perhaps we need a work study analysis of our roles? Could each department have 1 position for certain areas (e.g. recruitment) – or ½ load of

organizing, etc. Shifting into certain roles is not efficient/economical (eg. Marketing) Hiring faculty with specific expertise and then expecting them to fulfill other roles is not

efficient. Having many programs without quality may not be efficient. Need to think about quality not

quantity. (how do we negotiate the balance?) Need for analysis:

Heaping extra duties on top of work loads which takes away from faculty keeping up in fields--which means students will begin to realize that they can get the same education elsewhere more cheaper. Need for more support resources on campus to deal with student issues faculty are not trained for.

We will need to focus more on pedagogical development However, there should be a financial incentive for scholarly production.

By time eligible for sabbatical, out of sync with research area & often no time to do preparation. We are not using faculty expertise to advance status of Nazareth College. Forum where Deans interact and share ideas for change – a public forum for them to share out

with faculty “a faculty forum” -> what initiatives have they been working on? We need a transformation of leadership –

what is the faculty role?

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o In middle managemento Need to break siloso Need to be defined –transformed from what to what o Need to be brave- make real transformational change – make clear we agree on one

of two primary goals We want to teach and be scholars – we need an administrative structure that support that: i.e.

as chairs need more time – we need someone in our disciplines to guide & support research and pedagogical practices of all the faculty -> allocate time to chairs

Culture of parity – need to critically examine “clinical lines”

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Group #9: Leadership and Governance

The Challenge: Historically, the liberal arts colleges in the U.S. were founded to serve a regional population with an education--as Dewey (1917) called for, and Braveman (2011) today suggested—to prepare students for living and working in a democratic society with a necessarily pluralistic orientation. The structures created to do that were once flatter, less discipline-centric and departmentally-siloed. The ivy-walls were specifically designed to isolate from the external environment in order to protect the developing minds and critical thinkers of the day from outside influences. External forces now push against the tall, thick protective walls.

The Dichotomy: The evolved discipline-deep, departmentally-focused and often physically separated elements of these growing campuses are called to shift programs with the global economy, provide supports to a changing demographic, expand reach through technologies, and improve competitive ranking--all while regulatory bodies and the economy demand greater access, proven outcomes, and cost containments.

The questions: 1. How do we invite different voices into the decision making/governance process today to

ensure collaboration needed for effectiveness tomorrow? (External factors call for nimbleness?—reframing of original q.1)—see attached org/structure chart.

Informal, direct, face-to-face access to leadership is harder as the organization grows; most collaboration happens accidently by finding out about someone else’s common interest or a group’s work already underway or requires multiple, single conversations that are timely and often frustrates rather than feeds innovation. The more we have grown—the more layers have been added; the more isolated areas become from one another and the more invisible people feel within the overall structure. The procedures, processes and timelines needed to give structure to the larger organization often result in rigidity, confusion or missed opportunities.

It is not clear between admin and faculty governance, elected and non-elected, departmental vs. institutional processes how to be heard or who to collaborate with or when to make requests/share (in line with budget, grant timelines, goal setting…).

The proposition recognizes the impact of external factors (esp. demographic, technology, costs, competition and accountability) pressures for responsiveness. The proposition must reflect the dichotomy between the nimbleness requiring the ability to make decisions faster and the need for interdisciplinary collaboration that requires more time and support/skills.

2. How do we build the trust required for transformation? (What strengths/capacities need to be reflected?)

Setting a clear stage for change; Outcomes discussions up-front; Data-driven; Well-defined processes for bringing forward new ideas; Clarity of roles, responsibilities and purpose; Skill development for the role one is in; Reward system that aligns with outcomes; Thoughtful representation on working teams; Elected committees focused on encouraging faculty involvement (not just ‘til tenured); Transparency from the charge, to who’s involved & why, and how resources are being re-distributed & outcomes are to be rewarded. Plus a culture that demonstrates a willingness to listen, a mindset that considers the institutional perspective over one’s own unit or individual interest, and leadership models of open-mindedness--no matter who the leader or that changes; Collective agreement to the components of the culture.

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Good models for success exist (e.g. Student Success project; Student Learning Center; IR&A separation from Registrar role; MiddleStates move to SLO-focus) and timing for a paradigm shift is good (new faculty, renewed energy; technology tools; ad hoc teams working hard).

3. What creative opportunities exist in the proposition? (see above…to overcome the challenges

and dichotomy that exists by building trust and collaboration into the structure and culture of the institution)

Group #11: Financial Resources Question 1: Key Points (External factors):

We can’t achieve strategic change without a substantial financial investment. How might we generate new financial resources to invest in strategic change?

Are we the right size? Do we want to grow, or re-allocate resources? Looking at enrollment growth and demographics, on the undergraduate level those

students are going away, and so growth there seems to be a harder proposition. So who do we target? Graduate, international, adult, continuing education?

In terms of transparency, a lot of people don’t understand the economics of higher ed, including people in higher ed. If people did have a strong understanding of how economics works in higher ed, considering the bottom line and other factors, it might help with some of the decision-making from an individual versus greater good perspective.

If we make financial decisions on a sound basis, it will go a long way toward showing the government how we manage our resources – accountability.

Related to demographics, we should also be looking at continuing ed – more of the training piece. Professional courses aimed at adult learners, retired learners.

Question 2: Key Points (strengths or capacities):

“Who we are” sets some great opportunities but also some real limitations. For example, the faculty are already here. We need to get their buy-in, and people need to see this as part of their work. The development we do should build on the strengths we have. Some people are quite happy to make no changes at all to what they do, but others are – we want to have the resources to move those folks forward.

Regarding re-allocation of resources, not everything is up for grabs. For example, what percentage of our faculty are tenured? Before we set our sights on meeting external demand, we need to find out what we have here.

Strength - We are fiscally responsible. We already know how to “do more, with less” than many of our competitors do.

One of our strengths is that we are small, students feel nurtured, the faculty – student relationship. This proposition puts that to task. There has been substantial growth in the past 10 years for undergraduate enrollment, but grad enrollment has gone down. The challenge is, can we maintain that feel of being small, students feel nurtured, that they know their professors and can stop by their offices. We need to keep that and still get bigger.

The expectation of accessibility (students to professors) is still there, but it is different now than it used to be – students text professors at 2AM, rather than e-mail, rather than dropping in for a cup of coffee. Despite the rapid change that is occurring, we can occur as a thermostat for that change. A community that does not in some sense bring

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people together face-to-face, we should create an experience that enriches that physical community, not being dismissive of where they currently are. Do we need to re-teach, re-enforce our students about the value of interpersonal contact in a digital world?

How do we market that as authentic and attractive to prospective students, not just their parents? It cannot just be a marketing ploy. What is our conception of ourselves as service-oriented, and how does that create challenges or opportunities for revenue generation? This proposition can draw community members to give major gifts, because of the work that our graduate students do. As a person who works here, it deepens my commitment to what I am doing to know that down the road, there is an impact. What you do here matters, because this is the ultimate outcome.

Question #3: Key Points (Creative Opportunities): Already talked about ways we can grow enrollment, development. (Retirement living

community, online learning, adult learners, new programs, graduate etc.) We should specifically market ourselves as being in this niche of caring about service

and community; not that we ignore the technology etc.; technology is an enabler but our real commitment is to core community value and interpersonal communication. You can be engaged in a conversation even if it is not face-to-face; there can be engagement on-line in a way that is just as profound as face-to-face. There is a sense of dialectic at work in our world. We can imagine a desire in 10-15 years to return to a more grounded community experience rather than just a virtual experience. Mirror the physical community with the virtual community.

Maybe this is not about so much face-to-face interaction, but about a return to genuine interpersonal communication. Whether on-line or in person, I should be genuinely who I am, and relate to you as genuinely who you are. This is so important for our pluralistic future …

We are ambitious and not just recombining different elements to see if we can get to a market.

Partnerships with community colleges. Growth of 2+2’s but perhaps different ways to conceptualize those partnerships – facilities sharing, etc. – reimagining what that partnership means. Jointly owned and operated facilities.

Don’t think that we can continue to operate with the same name. It is a liability now, and will continue to be a liability in the future. Both Nazareth, and College. (abroad they think “College” means “high school.”)


We should target development of professional degree programs that are “highly prized” in particular fields . We could get around demographic issue by developing new offerings that are attractive both now and in 2020.

If we bring in more people and create more pressure to become more university-like, do we sacrifice something about Nazareth and its personal touch by relying more on adjuncts and TA’s from other colleges & universities?

We should avoid the “personal touch” being just a marketing initiative. One of the concerns about Enrollment Growth has to do with part-time faculty. Historically this has been a good way to increase our revenues, but the question of the quality of experience remains.

We do not have a good understanding of instructional costs by unit. There is not the ability to make those kinds of comparisons when we are developing new programs that may be cost – intensive. What kind of revenue will we generate and what kind of return can we expect? This is where we need to do our analysis. We need to know the ratio of revenue generated to ratio of cost per unit (department, school, etc.). Today, revenue is not allocated by unit. We would have to investigate if it’s possible to do so and if there are benefits.

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There are a lot of creative new ideas about how to educate students, but if we are going to do new things, what about old things? Can we continue to do old things at the same time?

If there are programs that are either not retaining or not attracting students, doesn’t the school from a sense of fiscal responsibility have an obligation to evaluate those programs? We are not just about the bottom line, but there are other factors to consider.

Retention of students should be included as a consideration. As far as competition goes, we should cooperate with community colleges and be more proactive about

communicating our requirements and expectations; e.g. if we have an agreement in place your students need to be able to do x when they come here (e.g. MCC). If they can do that, we will take them here (“funnel”). Or even go sooner and venture into the high schools – to teach accelerated courses and get to pick / encourage the cream of the crop.

Perhaps we should have a living community for retired people on campus. (note Simpson College in Iowa does this).

How much do you spend on transitions? How much money will it cost for a name change? This has been studied some time ago, it is in the millions of dollars.

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