Guide to Starting a Campus-Based Retirees Organization

Table of Contents

Preface Part I: SUNY Retirees Service Corps (RSC) Background Information • SUNY RSC Brochure • SUNY RSC Governance Structure • Profile of SUNY Retirees • Services Offered by SUNY Campuses to Retirees (Survey Results) • Retirees Are a Rich Resource Part II: Association of Retirement Organizations in Higher Education (AROHE) Start Up and Development Kit Part III: Selected Higher Education Retirees Surveys • Oregon State University Retirement Association (OSURA) • University at Albany - Emeritus Center • AROHE Survey Questionnaire and Summary of its Findings Part IV: Web Pages of Selected Retirees Organizations in Higher Education • Ohio State University Retirees Association • Rutgers – Retired Faculty Association • Orange Coast College – Emeritus Institute • Everett Community College Retirees Association • Retirees Association of Suffolk Community College Part V: Bylaws of Selected Retirees Organizations in Higher Education • The Emeritus Center of the State University of New York at Albany • The Emeriti Association of the State University of New York, College at Oswego • Oregon State University Retirement Association (OSURA) • Retirees Association of Suffolk Community College Part VI: Selected Articles Relating to Retirees • Utilizing America’s Most Wasted Resource • Perspectives on Productive Aging: Older Adults Engaged as Volunteers Part VII: Web Addresses for Useful Resources

Preface The SUNY Retirees Service Corps Guide to Starting a Campus-Based Retirees Organization was prepared by Dr. Ram Chugh, Executive Director of the RSC, in response to several requests made by campuses and retirees for a comprehensive source of information on starting or enhancing a campus-based retiree program. This guide is divided into seven sections: Section I provides background information about the RSC and SUNY retirees; Section II contains a Start Up and Development Kit prepared by AROHE, the Association of Retirement Organizations in Higher Education; .Section III provides examples of surveys conducted to determine retirees’ needs and interests; Section IV features web pages that illustrate the range of campus retirement programs nationwide; Section V presents several examples of retiree organization bylaws; Section VI highlights two articles on the role of older adults and retirees in community service; and Section VII provides links to a variety of useful resources. Additional resources may be found on the SUNY RSC website, www.suny.edu/retirees. The SUNY RSC extends its deep appreciation to all of the institutions, organizations and authors which granted permission to include their material in this guide book. We would also like to thank several SUNY System Administration staff members for their assistance in the assembly of this publication, including Robin McCulloch, Bonnie Corlew, Chris Bologna and Amy Cox. Additional thanks to Pierre Radimak for his efforts in formatting and organizing the guide and to David Schillinger for designing the cover. For additional information regarding starting or enhancing a campus-based retirees organization, feel free to contact Dr. Chugh at (518) 320-1488 or ram.chugh@suny.edu. Albany, NY November 2010

Part I: SUNY Retirees Service Corps (RSC)

Background Information

The State University of New York

SUNY Retirees Service CorpsConnecting with Our Retirees Through Service

Retirees are ValuableRetirees are a new force in our society; they are livinglonger, leading healthier lives, and enjoying more produc-tive years than ever before. They have time, talent, andpossess many years of working experience. Many of themcontinue part-time work or community service. Researchindicates that staying involved keeps retirees physicallyand emotionally strong. Older Americans are often referred to as “super volunteers” and are valued as themost reliable and committed of all volunteers. SUNY retirees possess these attributes and are a valuable asset for our campuses and our communities.

Profile of SUNY RetireesThere are about 20,000 retirees from the 64 campuseswithin SUNY. Roughly 1000 employees retire each year.SUNY retirees constitute a large and diverse pool interms of their expertise and skills, educational back-ground, occupational mix, working experience, age distribution, gender, and racial mix. This rich resource,however, remains largely untapped.

Currently, there are about fifteen SUNY campuses withretiree-related programs and services focusing on activi-ties such as promoting social interaction and informationsharing among the members and providing voluntaryservices to their campuses and local communities.

Mission StatementThe mission of SUNY Retirees Service Corps (RSC) is to promote a strong “retiree-campus-community” connection within and among the SUNY campuses. The RSC will create awareness about the potential valueof SUNY retirees and encourage campuses to instituteprograms not only to promote social interaction and fellowship among the retirees but also to provide oppor-tunities for engagement in university and communityservice. The RSC will also encourage campuses to provide opportunities for retirees to engage in activitiesfor their personal and social enrichment. Services of theRSC are available to all retirees of SUNY state-operatedand community college campuses.

BackgroundThe initiative to create a SUNY RSC came from the University Faculty Senate with the support of System Administration. A Task Force on Retirees was appointedin January 2007 to study issues relating to SUNY retirees. The Task Force made its report to the UniversityFaculty Senate in April, 2007, recommending the estab-lishment of SUNY RSC to create awareness about thepotential value of retired faculty, administrators, and support staff and to encourage campuses to establish programs to promote the “retiree-campus-community” relationship. The Chancellor approved the Senate’s recommendation, and SUNY RSC was established inearly 2008.

Administration andGovernance of the SUNYRetirees Service CorpsThe SUNY RSC is located at System Administration in Albany. The office is administered by a SUNY retiree serving as a part-time director. An Advisory Council composed of at least fifteen SUNY retirees and six to eight support/liaison personnel representing SUNY campuses and other stake holders within and outside SUNY, provides overall direction. Dr. Ram Chugh, Distinguished Service Professor (Emeritus), serves as the RSC’s part-time director.

www.suny.edu/retirees

Current AdvisoryCouncil Members (Nov. 2010)*Tom Wolff, M.D. (Chair), Distinguished Teaching Professor(Emeritus), SUNY Upstate Medical University

*Jim Kalas, Ph.D. (Vice Chair), Associate Provost, Academic Affairs (Ret.), SUNY System Administration

Ed Alfonsin, Associate Professor of English (Emeritus), SUNY Potsdam

M. Thomas Cooper, Ph.D., Professor: Art History & Honors,Monroe Community College; Designee, Faculty Council of Community Colleges President

Anne Donnelly, Professor of Biology (Emeritus), SUNY Cobleskill

Alan Dunefsky, Special Assistant for Projects; Director of Recreational Sports (Ret.), SUNY New Paltz

Peter Herron, Professor of Mathematics (Emeritus), SuffolkCounty Community College

Bob Kasprak, Associate for Campus Services (Ret.), SUNY College of Optometry

Donald Lackey, Assistant Vice President for Human Resources(Emeritus), SUNY Geneseo

*Curtis L. Lloyd, M.B.A., Vice Chancellor for Human Resources,SUNY System Administration

Barbara Mierzwa, President, University at Buffalo Emeritus Center;Assistant Dean and Director, Continuing Medical Education, UBSchool of Medicine and Biomedical Sciences (Ret.)

William Muller, Professor of Photography (Emeritus), HudsonValley Community College

Gail Myers, Special Assistant to the Director, Liaison for the NYSOffice for the Aging

Bob Pompi, Associate Professor of Physics (Emeritus), Binghamton University

Joan Prymas, Professor of Mathematics (Emeritus), HerkimerCounty Community College

Mark J. Walter, Executive Director, New Yorkers Volunteer/StateCommission on National and Community Service

*Carl Wiezalis, Di stinguished Service Professor (Emeritus), SUNYUpstate Medical University; Designee, University Faculty SenatePresident

Judy Wishnia, Ph.D., Professor of History (Emeritus), Stony BrookUniversity; Chair, UUP Statewide Committee on Active Retirees

*Ram Chugh, Ph.D., Executive Director, SUNY Retirees ServiceCorps; Distinguished Service Professor (Emeritus), SUNY Potsdam

Pierre Radimak, Administrative Staff Assistant, SUNY RetireesService Corps

*Members of the Executive Committee

Developmental StrategiesThe RSC plans to pursue the following strategies toaccomplish its mission.

Create and promote awareness about the potential value of SUNY retired faculty and staff through presentations and sharinginfor-mation university-wide and with campus groups of administrators, faculty, staff, retirees,and community.

Work with SUNY System Administration andcampuses to create programs strengthening the retiree-campus-community connections. Provide information on the mechanics of starting a campus retiree program.

Encourage campuses to survey their retirees to provide volunteer services they would be willing to offer, and to investigate the support services needed to make employees’ transition to retirement meaningful and seamless.

Develop a SUNY Retirees web page to serve as a resource center, data base for retirees, discussion forum, clearing house forvolunteering opportunities, and link to SUNYcampus retirees' programs.

Explore the creation of a SUNY-wide association of campus-based retirees programsto promote greater communication and interaction among them.

Explore the creation of a SUNY ID card for retirees that could be used at all SUNYcampuses.

Work with other organizations involved withretirees, including unions, in order to promotecooperation, networking, and avoid duplicationof efforts.

Promote programs and activities to publicize and recognize the contributions made by the retirees to their campuses and community.

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For further information, please contact: Ram Chugh, Ph.D.SUNY Retirees Service Corps, System Administration, Albany, NY 12246

518-320-1488, retirees@suny.edu

Governance Structure for the SUNY Retirees Service Corps (RSC)

ROLE AND COMPOSITION OF THE ADVISORY COUNCIL

I. Role of the Advisory Council The SUNY RSC Advisory Council is a working group composed of SUNY retirees and support/liaison personnel. The Council acts in an advisory capacity to the Executive Director of the RSC regarding the operation and governance of the Service Corps. Specifically, its responsibilities include:

- Guide the work of the RSC and share ideas. - Review the RSC's governance procedures. - Review the RSC's brochures and other reports. - Review the RSC's website. - Serve as contacts with SUNY campuses within their regions and encourage campuses to institute retirees

programs. - Identify retirees' needs during their transition to retirement and what RSC can do to assist. - Encourage retirees to become part of the RSC's database. - Identify university and community service needs where the talents and experience of retirees can be

beneficial. - Review the RSC's progress.

II. Composition of the Advisory Council Since the RSC's activities extend to all SUNY campuses, it is important that the membership of the Advisory Council be broad based. It should represent the wide diversity among SUNY campuses and array of retirees in terms of their professional background and experience. The Council will be made up of at least fifteen SUNY retirees and six to eight support/liaison personnel. 1. Criteria for Selecting SUNY Retirees to Serve on the Council

a. Regional Representation: One retiree from each of the ten (10) SUNY regions, as identified in The Commission on Higher Education Report (2007)

b. and three (3) retirees from the Community Colleges.

At-Large Representationc.

: Two (2) at-large retiree representatives. Professional Expertise in the Areas of Need

d.

: At least one retiree with relevant professional expertise and experience in the areas of community service needs, e.g., health care, social services, rural development, education, economic development, legal services, local government. Commitment to Community Service

e.

: Individuals selected must have been active in university and community service and be willing to serve as advocates for involving retirees in service activities. Diversity

: Membership should be derived from among the SUNY retirees, keeping in mind the variety of disciplines, occupations, professional experience, gender and racial mix, e.g., teaching faculty, administration, support staff, and other professionals.

Note: The above selection criteria for membership are not mutually exclusive, e.g., one member may meet more than one of these criteria. However, it is important to keep these guidelines in mind while looking for members to serve on this Council.

2. Support and Liaison Members (Ex-Officio Members)

a. Executive Director of the SUNY RSC. b. University Faculty Senate President or a designee. c. SUNY System - one person from Human Resources and one from IT. d. Non-SUNY Representation - At least one person with experience in operating a retirees community service

organization. e. SUNY Faculty Council of Community Colleges President or a designee

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III. Term of Appointment for Fifteen (15) SUNY Retiree Members Retiree members will be initially appointed for a one-, two-, or three-year term with a possibility of one reappointment. Initially, the appointments will be:

- Five (5) retiree members for one (1) year - Five (5) retiree members for two (2) years - Five (5) retiree members for three (3) years

This will eventually allow for one-third of the Council to be replaced each year with new members, while still retaining continuity on the Council. Members may be nominated for one additional three-year term, and may not serve more than two consecutive terms. Individuals may be nominated for future terms after having vacated the Council for at least one year. IV. Nomination process The Executive Committee of the Advisory Council will serve as the Nominating Committee. The Committee will seek nominations from the existing campus retiree centers and/or from the campus presidents. The Committee will ensure that the process for seeking nominations and for the selection of individuals to serve on the Council is fair and professional. The Nomination Committee will keep in mind the criteria for selection of retirees to serve on the Council. The Committee will submit its recommendations to the Advisory Council for final approval. V. Method of Operations

a. The Advisory Council will meet at least three (3) times a year. The Council members will be kept informed of RSC activities through e-mail, phone, and conference calls.

b. A Chair and Vice Chair will be appointed annually from among the Council members by a majority vote. c. There will be an Executive Committee composed of:

- Chair and Vice Chair of the Council - Executive Director of RSC - System Administration HR representative - University Faculty Senate President - SUNY Community College Faculty Council President - Other appropriate ex-officio members as needed to conduct business

d. The Executive Committee will work closely with the RSC Executive Director and will guide the work of RSC on behalf of the Advisory Council. The Committee will meet, as needed, in between the Council meetings.

e. The Council will follow Robert’s Rules in conducting its business and the decisions will be based on a consensus approach.

f. The minutes of the Council meetings will be maintained. g. The RSC Executive Director will serve as an ex-officio member of the Council and will provide logistical

support to the Advisory Council and the Executive Committee. VI: Sub-Committees of the Advisory Council The Advisory Council may appoint sub-committees on various topics to accomplish the mission of RSC. The sub-committees will be chaired by a member of the Advisory Council but other members of the subcommittee may come from outside the Advisory Council.

Profile of SUNY Retirees (Estimates) There are about 20,000 SUNY retirees from the 64 campuses within SUNY, with approximately 1,000 employees retiring each year. At retirement, the average SUNY retiree has 24 years of experience. This group constitutes a large and diverse pool in terms of their expertise and skills, educational background, occupational mix, working experience, age distribution, gender, and racial mix. Classification of SUNY retirees

• 34% faculty • 32% maintenance staff, and others • 29% secretarial/clerical • 23% professional/non-faculty • 10% administration

Education

• 30% high school • 20% Doctoral degrees • 18% Master’s/professional degree • 17% Associate’s, Bachelor’s, some

graduate work • 14% below high school

Ethnicity

• 86% White • 8% Black • 3% Hispanics • 3% Asian

Gender

• 53% Female • 47% Male

Strengths and Expertise of SUNY Retirees

• Highly educated • Specialized expertise • Practical skills • Many years of working experience

Retirees comprise a highly educated, skilled, and experienced group. Their capabilities allow them to contribute positively to nearly any field, and become a valuable addition to any office, campus, or agency. Examples of available expertise of retirees are: healthcare, social services, economic opportunities, education, environmental issues, business initiatives, mediation/negotiation, and agriculture.

Services Offered by SUNY Campuses to Retirees A survey questionnaire was sent to the campuses asking them to indicate the services offered to their retirees. The table below summarizes the responses received from 28 of the 34 state-operated campuses. Some services may be offered with certain restrictions or qualifications. Percentage of State-Operated Campuses Offering Services* Percentage Service 1 93% E-mail access 2 93% Library privilege 3 93% Adjunct teaching opportunities 4 89% Invitations to campus events 5 86% Campus ID Card 6 86% Receive campus publications 7 82% Computer access 8 71% Free or reduced fee for gym or exercise facility access 9 68% Retiree luncheons or functions 10 61% Office space 11 61% Online research database access 12 61% Involving retirees in fund raising activities 13 54% Listing in campus directory 14 50% Reduced price parking permits 15 50% Retirement seminars 16 46% Retiree obituary notice 17 39% Retiree organization on the campus 18 36% Reduced rates to university performing art functions 19 36% Encouraging retirees to serve on campus committees 20 32% Discount on school merchandise or bookstore purchases 21 32% Reduced rates to university sporting events 22 32% Computer instruction courses 23 32% Financial planning services 24 29% Grant or funding sources available for emeriti research 25 25% Seminar/conference room access 26 25% Campus clubs membership 27 21% Retiree newsletter 28 18% Living history project – emeriti interviews 29 18% Local events and attractions discounts 30 18% Academic tutoring/advising for students 31 14% Web space 32 14% Connecting retirees with service opportunities in the community. 33 11% Free or reduced public transportation access 34 11% Software purchase discounts 35 11% Reduced tuition 36 11% Student recruitment and admission 37 11% Connecting community service organizations with retirees 38 7% Reduced tuition for online course 39 7% Personal and academic counseling 40 4% Secretarial assistance 41 4% Retiree illness assistance 42 4% Organized advocacy work

*82% of campuses responded to this survey (28 of 34 campuses) **Some services are offered only to emeritus faculty members

RETIREES ARE A RICH RESOURCE From the Intergenerational Initiative, Southern Illinois University

Retirees are:

• a rich and largely untapped resource of experience in the world of work;

• a growing proportion of our population;

• a potential source of positive adult interaction and influence with young people too often isolated in youth culture with few good adult relationships and models;

• the voice of experience about the connection of school to work.

Retirees could:

• present career information and experiences to classes. Make work real and POSITIVE. Most schools have some career information available, but retirees can provide information tempered by time and experience. They also make a personal connection between students and career information.

• connect students to age-appropriate opportunities for tours, job shadowing, and internships with their former employers or business friends;

• provide mentoring and tutoring;

• provide professional development advice to teachers--increase teacher's understanding of the workplace outside of education, and help them develop materials and ideas that teach concepts using work examples or in a work context;

• team up with their local Education-to-Careers partnership

Retirees can:

• reach out to School Boards--many retirees are members and can educate their Boards;

• promote the idea of retirees as a significant resource available to schools. Promote to administrators, teachers, counselors, local ETC partnerships;

• work with education to develop guidelines to help schools and retirees know what is useful at various grade and age levels;

• develop ideas of ways that retirees can approach schools to become involved and that schools can reach out to retired people in their communities.

Guidelines would help:

• to prepare retirees to have a positive impact on kids. An interview or planning session with teacher, administrator and/or counselor would help retirees understand what students need at what ages.

• to ensure that retirees are informed about the career information and guidance services available in the school and the community so they can refer kids to more information or additional personal help;

• retirees to present information that is up-to-date and positive about the workplace. The information students get needs to be relevant to THEIR future, not just about the retiree's past (I never used any math in my job).

Ideas from Sarah Hawker, Governor's Assistant for Workforce Preparation

Part II: Association of Retirement Organizations

in Higher Education (AROHE) Start Up and Development Kit

Start Up and Development Kit

how to start, build and maintain an academic retirement organization

An Introduction

AROHE

AROHE AROHE AROHE AROHE AROHE AROHE

ADVOCATE

EDUCATE

SERVE

AROHE ASSOCIATION OF RETIREMENT ORGANIZATIONS IN HIGHER EDUCATION

http://www.arohe.org

AROHE Start-Up and Development Kit

(How to Start, Build and Maintain an Academic Retirement Organization)

November , 2005

CONTENTS

A. Introduction ……………………………………...………………………………2 1. Purpose ………………………………………………………………….2 2. Contributors ……………………………………………………………..2 B. Retirement Organization Structures…………………………………………..3 1. Purpose of Mission ……………………………………………………..3 2. Operating Procedures ………………………………………………….5 3. Access to Retiree Addresses ………………………………………….5 4. Institutional Support …………………………………………………….6 5. Organizational Activities …………...…………………………………..9 6. Legal and Tax Implications for Retiree Organizations …………….13 7. Starting Retiree Groups ………………………………………………14 8. Benefits to Host Institutions ………………………………………….16 9. Recruitment and Maintenance of Membership …………………….17 10. Emeriti Centers …………………………………………………..……18 11. Consulting Services Available for AROHE Members ……………..20 12. Representative Web Pages of Retiree Organizations .……………20 13. Retired Faculty Benefits ……………………………...………………21

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A. Introduction

1. Purpose

This document has been prepared to help retirees from higher education academic institutions take the steps needed to create organizations that encourage fellowship among retirees and continued engagement with their host university, intellectually and in service. Specifically, the report authors have attempted:

a. To provide a listing of the kinds of activities carried out by academic

*retirement organizations b. To summarize the experiences of retirees who have created retiree

organizations. c. To identify choices or alternatives that may be useful at specific

institutions.

2. Contributors

A subcommittee of AROHE members drafted a general outline that appeared to encompass most of the decisions that needed to be addressed in creating a retiree organization. The subcommittee incorporated items from their own experiences in creating a retiree group or from being associated with an existing organization. This draft was then circulated among members of the Board who added additional items of interest or identified subjects that had been incompletely addressed. This document is the result of this process. A number of preexisting documents from active groups have been included in this guide. Depending upon document length, this information is either included in the body of the report or as one of the items in the “Attachments” section. Much of this material is available on individual organization web sites (see Section B.12). When greater detail is required, AROHE can be helpful in directing inquiries to appropriate organization members.

It is that there is no single path to success. Some retiree organizations were created “bottom up,” where a group of interested retirees set out to create an organization while others were more “top down,” with senior institution officials playing the major role in the group’s creation. Some groups have acquired a considerable measure of stability with assigned facilities, paid employees and designated space while others are much more “shoestring” organizations, in some instances figuratively hanging on by their fingertips. Some groups serve

* Copyright by AROHE on 11/05; All rights reserved. If you wish to reproduce any part of this document, please contact: Janette Brown, University of Southern California Emeriti Center, Los Angeles, CA.

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only retired faculty while others recruit retired academic faculty, research faculty and staff. Some have institutional financial and emotional support from senior officials in their administration while others lack this support.

Attachment 1 to this report illustrates some of the various elements than can occur in different kinds of academic institutions and with differing faculty resources and objectives. The approach in this document basically assumes a “bottom up” effort to create a retirement organization organized by retirees at a single-campus public or private institution.

AROHE welcomes your critique of this kit plus your own input to future editions. Only by pooling our mutual experiences and becoming aware of “best practices” from a variety of institutions, can we promote a strong relationship between our groups.

B. Retiree Organization Structures

1. Purpose or Mission

Most retiree groups start with a desire to maintain a continuing association with their host institutions in a manner that benefits themselves and their schools. They have usually enjoyed their careers and they wish to continue making post-retirement contributions to their institutions and disciplines while continuing to learn new skills and meet new people. A few organizations focus primarily upon activities of benefit to retirees but most pursue a service obligation that is mixed with personal objectives. Below are “Mission Statements” culled from publicity brochures prepared by several active retiree groups: (from North Carolina State University) “Founded in 1983, the Association of Retired Faculty (ARF) of North Carolina State University seeks to promote the welfare of its retired faculty, of the university and of society in general. The association offers retirees a continuing link with the university, as well as opportunities for social gatherings, stimulation of the mind, and service to NC State” (from the University of Washington Retirement Organization) The University of Washington Retirement Association works diligently through its members to make retirement the best of all possible worlds. The organization seeks to:

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1. Insure and to be informed about optimum benefits such as retirement income and health insurance; 2. Facilitate continued participation in the University community through privileges, such as free parking; 3. Benefit the University through the services, efforts, and contributions of retirees; and 4. Promote the best possible retirement through UWRA advocacy, publications, educational lectures, and social events.” (from the UC Berkeley Retirement Center) “The UC Berkeley Retirement Center is dedicated to developing programs and services that will contribute to the continued well being and creativity of retired faculty, staff and their families.” (from the Emeriti Center at the University of Southern California) “The Emeriti Center at the University of Southern California was established in 1978. Its primary purpose is to provide service and support for faculty and staff during both the pre- and post-phases of retirement. … Leaders of the Emeriti Center are encouraged to assume the role of advocate and ombudsman in respect to retirement. … The Emeriti Center is designated as the administrative agency for the formulation and implementation of policies associated with retirement.” (from Portland State University Retired-Emeriti Professors) The REPPS Mission is to promote continued collegiality and communication among retired faculty and provide a vehicle for them to remain in contact with each other and support the goals and endeavors of their University.” It is particularly important for a retiree organization to have clear written statements of purpose, clear operating procedures, and understandable financial records, because there is very little “long-term institutional memory” associated with a retiree group; items that aren’t written down tend to disappear or become quickly forgotten. There is an ebb and flow to a retiree group that doesn’t have a direct counterpart among organizations of younger individuals. A strength of a retiree group can disappear overnight when an individual leaves town, becomes incapacitated or dies. It is therefore particularly desirable in retiree groups to spread responsibilities among many individuals, to have clearly defined procedures of operation and to continually bring new members into the organization to sustain continuity. Success in these objectives is always a matter of degree.

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2. Operating Procedures Because of the continuity issues recognized above, it is important to have clearly defined procedures for governance and operation. Most organizations have more or less standard organizational structures consisting of a president, vice-president-president elect, secretary, treasurer, a board-of-directors and committee chairs. An Executive Committee consisting of some combination of the above members is usually empowered to make decisions on a day-to-day basis. Membership eligibility can differ for different campuses—some groups are open to retired faculty only or academic and research faculty, some to retired faculty and all staff, while others also include spouses of deceased faculty or staff as potential members. Arizona State’s Emeritus College invites membership by emeriti from other institutions of higher education who have retired to the Phoenix area. Operations are usually sustained through dues which are typically quite nominal—in the range of $15 to $30 per year with life memberships costing $125 to $250. Life membership is strongly encouraged as it is difficult for volunteer organizations to sustain a process of annually collecting dues and maintaining accurate membership roles. A university liaison to the retiree group is strongly encouraged and these usually come from the academic side of the institution, typically the Provost’s Office or Director of Academic Affairs. Occasionally retiree groups are fostered by Human Resource organizations on campus. The more senior the university liaison, usually the better the communication with the institution. Operating procedures are typically codified as “Organizational Bylaws”. Four sets of By-Laws have been included as Attachments 2 through 5 for North Carolina State University, the University of Southern California, Morehead State University and the University of Denver. This selection provides a mix of retiree groups for faculty only, staff only, and faculty plus staff. 3. Access to Retiree Addresses Many institutions consider lists of current or past retirees to be personal information that should not be released to outside organizations and they unfortunately sometimes consider a university affiliated retirement group to come under the heading of “outside organization”. Since obtaining access to potential members is critical to the growth of any retiree group, it is imperative that a contact list of retirees be developed. Commencement bulletins usually list retirements during the past year and copies of these documents are usually archived in the campus library. A search of past bulletins can generate a partial listing of retired faculty but not usually retired staff. Departments sometimes tend to be more relaxed than

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senior administrators in sharing information and they will often supply a listing of retirements over the preceding ten to fifteen years. The university usually shares active and retired faculty lists to the head of the annual United Fund campaign and the leaders of these campaigns often have past mailing lists that separate out retired faculty. Unfortunately, many universities do not maintain lists of retired faculty. Thus the retiree group over time becomes the best source of names and addresses for retirees. E -mail is both the easiest and cheapest way to communicate with retired faculty but it is unfortunately true that older faculty are probably the least computer literate group associated with a campus. This means that it is necessary to communicate with many retirees through postal mail. Many retiree groups make at least one annual, first-class mailing to all retirees so that the returned, undeliverable mail can be used as a means for updating retiree lists. If lists of retirees are held by the institution but not released to a new retiree group, senior academic officials are usually more sympathetic to the plans of a new retiree group than campus lawyers. You will want to talk with senior officials about securing their help in generating a mailing list. 4. Institutional Support The strength of a retiree group is often directly proportional to the financial assistance provided by the institution and by the interest shown by senior academic officials. The largely west coast institutions who provide diverse services receive annual budgeted funds from their institutions, have allocated office space and are a recognized part of the institutional mission. Most retiree groups have not developed to this stage and receive a range of resources from their institutions. Most institutions will provide nominal secretarial assistance, usually through the Office of the Provost, and pay for newsletter copying and mailing. They will also often cost-share on travel to retiree related meetings. The Alumni Association can often be encouraged to mail alumni magazines to all retirees, irrespective of the institutions they attended. The institution will usually assign a phone number to a retiree group with added voice-mail so that designated members of the retiree group can periodically access recorded messages. Departments will usually make conference rooms available for scheduled meetings of the organization and some assigned office space for the retiree group can often be obtained. This is highly desirable as storing records in personal residences can lead to lost information and communication problems. At some institutions, the incentive to start a retiree group comes from the senior administration and this push is usually accompanied by some commitment of annual funds, nominal space, and perhaps release time to learn about retiree

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groups at other institutions. Organizations that have this initial institutional support have a strong advantage in quickly building a support base for a retiree group. A summary of the institutional support for six retiree groups is given here. An effort has been made to select a cross section of well-supported programs and “average” programs that have lesser support. North Carolina State University Association of Retired Faculty The Association of Retired Faculty at NCSU has an assigned office located in the university library. The office is about 180 ft.2 with a desk, filing cabinets, table and chairs for small meetings, several bookcases and an internet linked computer. No telephone or office supplies are included. In addition, the library has designated an attractive room of about 400 ft.2 as an “ARF Conference Room” for use by retired faculty. This room has bookcases, tables, comfortable chairs, and the best view on campus through the three walls of windows. The room is controlled by an access list and check-out of keys to ARF members. In addition, the Provost’s Office pays for newsletter mailings and nominal correspondence. The University provides low cost parking stickers to retirees so retired faculty can easily park on campus and use the facilities. The retiree group has a university phone number with Voice Mail but no organizational listing through the faculty directory and no budgeted financial support. The Associate Provost serves as a liaison to the retiree group and attends some meetings. The president of ARF is typically invited to the annual reception by the Chancellor to recognize retirees during the year and given an opportunity to make a brief presentation on the goals of the retiree organization. The university provides space on the university web site for an ARF web page and also provides a reasonably accessible link through the Provost Home Page. The strong support from the campus library is largely a consequence of the good relationship that has existed between the library and the retirement organization over the years. Retired faculty have donated over $1M to the university, most of it designated for library support. Emory University The retiree group at Emory initially received two years of pilot money through the Provost’s Office in the amount of approximately $60K per year. An assessment was carried out at the end of this period and a line item for the retiree group was inserted in the budget at an amount slightly above the initial allocation. University of Southern California

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The USC Emeriti Center has received institutional support since its inception 27 years ago. Funds are allocated through the Provost’s budget. With a significant increase based on a new strategic plan, institutional funds now support a fulltime Executive Director, a contracted Emeritus Professor as Director of the Emeriti College, three 80% staff assistants, and several work-study students. Three retiree volunteers regularly work at the Center, with many others contributing periodically. Office and meeting space are provided free of charge by the Andrus Gerontology Center, and office equipment and supplies are included in the institutional budget. Funds for most programs are supported by foundation grants, corporate sponsorships, and individual donations. An annual fundraising campaign is conducted in the fall. An endowment fund is small and growing slowly. The Retired Faculty Association and the Staff Retirement Association each collect modest dues and additional donations for student scholarships. Retired Faculty Organization of Rutgers University This organization was established in the late 1990’s and is financed largely through member dues of $15 per year. Annual expenditures typically total $2,500-$3,000. The Rutgers Club, a campus meeting and dining facility, provides office space for the retiree group and the university provides various administrative assistance; including duplication of the newsletter, secretarial assistance in maintaining mailing lists and the printing of mailing labels. University of California at Berkeley The UC Berkeley Retirement Center started as an emeriti and staff association on the early 1980’s but the major growth occurred in the early nineties when budget cutbacks produced retirement of 27% of the faculty and 15% of the staff. In 1994, a three year augmentation of the budget occurred and the success of this effort led to the current structure and budget for the Center. The core university budget provides approximately 80% of funding needs with the additional funding coming from one-time appropriations and service contracts. Staffing is currently at 4.25 full-time-equivalents which supports a director, a program manager, and two administrative specialists. Volunteer and student assistance augments this support. The Center is housed in two rooms in the School of Law and operates on regularly scheduled hours during the week. University of Toronto Institutional support at Canadian institutions was strongly influenced by whether the retiree group was initiated by university officials or by retired faculty. When the administration played the leading role, they provided virtually all the support

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needed to start up the retiree organization, including notification of all potential members, provision of staff support and office space. At the University of Toronto, a faculty initiative started the retiree group and in the beginning the group had only a campus phone number, mailing address, and, when requested, some office and meeting space in a campus building along with a few pieces of office furniture and a used computer. The University has now formally recognized the organization (Retired Academics and Librarians of the University of Toronto) as a group of importance in the development of retiree centers on the University’s three campuses. 5. Organizational Activities University retiree organizations sponsor a wide range of activities that are of benefit to the university and to their own members. A partial listing of some of these activities is summarized here:

• Social Functions Scheduled lunches or breakfast with speakers are presented on a regular basis. Most active retiree groups provide this service and it is recognized as a useful way of maintaining a continuing contact with retirees. At the University of Southern California, the retiree organization absorbs the cost of the light lunches served at its programs. At Emory, the retiree group hosted a “Meet the Movers and Shakers” luncheon that featured university leaders. Lunches or breakfasts can be “informal” with attendees simply meeting at a pre-agreed time and place with speakers from the membership or “formal” with scheduled before lunch and luncheon speakers and required reservations. The luncheons are usually open to spouses and member and nonmember retirees. A college or university has a rich reserve of potential speakers so there is rarely a problem with securing interesting speakers. The retiree group at Valparaiso University has invited alums who have had particularly interesting careers to return to campus to speak. A recent alum discussed his extensive career in law enforcement at a luncheon for retired faculty.

• Tours and Travel Many organizations host tours of local points of

interest. At USC, the retiree organization has sponsored day trips around Los Angeles; including the Getty Museum, the Public Library, walking tours of downtown LA and the Nixon Library. At Emory, the retiree group works with the alumni association to schedule trips overseas.

• Newsletters Most groups annually publish two to four newsletters that

are distributed electronically to members through e-mail or by postal mail for members without this service. Along with luncheons, this is an excellent way to maintain contact with retirees and to encourage

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membership. Many out-of-town retirees will join the retirement group simply to obtain the newsletters. Newsletters can feature activities of the retiree organization, legislative actions that affect retirees, vignettes of retirees who are pursuing new hobbies or careers, editorials on retiree issues, campus service opportunities, recognition of recently deceased retirees, future scheduled luncheon speakers, new campus facilities under development, and other items of retiree interest. A newsletter is also an excellent way for acquainting retired faculty with volunteer opportunities in the community.

• University History At Emory, the retiree group supports a Living History

project of audio-visual interviews with retired professors. A similar Living History program at USC now contains 25 videotaped interviews with retired faculty that are catalogued at the library and available for public viewing. The Emeritus College at ASU supports the writing of department and college histories by emeriti.

• Scholarships/Student Recognition The retiree group can sponsor

scholarships to qualified students and make awards for specific student accomplishments.

• University Advocacy University employees may not initiate direct

contacts with legislators on behalf of the university but retirees are an independent group and can prepare position papers on university problems, write letters to the editor and otherwise provide information to state legislators that highlight critical needs at the university. At USC, retired faculty were recruited to analyze issues facing the university, resulting in white papers on various subjects. Retired faculty have been invaluable in the analysis and redesign of curricula, in strategic planning, and in preparation for accreditation reviews.

• Public School Support The retiree organization can work with the public

school system to provide speakers to classes on specialized technical or social topics; help inform teachers on subjects that are within the technical expertise of retirees, and generally support the educational curricula of schools.

• Speakers At USC, the Emeriti College Community Lecture Program has

a published directory of speakers covering more than 300 topics by 75-100 retired and active faculty. Annually, up to 200 presentations are given to a variety of organizations in the area.

• Fund Raising: The retiree group can encourage retired faculty to

contribute to particular fund raising efforts sponsored by the university and to make departmental contributions for specific needs.

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• Educational Programs for Members: The retirement organization can sponsor investment clubs, book clubs, bridge clubs and other activities for members. On some campuses, the adult education program is closely linked to the retiree organization and retired faculty can serve as class lecturers or participate in governance of the adult program. Depending upon the enthusiasm of retirees, there is a wide-range of educational activities that can be sponsored. Some organizations have sponsored art shows of retiree work, retiree lecture series, trips to concerts or plays in nearby cities, and overseas travel. Several retired faculty at U. Cal. Berkeley recruit eight retired faculty to annually teach three or four courses in various disciplinary areas that total six to ten hours of total instruction. The program has attracted almost 2,000 attendees over the past four years and is free of charge. At NCSU a similar program has developed to present four terms of six-week duration per term that includes approximately eighty courses spread over the calendar year. Each course is nine hours of contact time and is taught largely by retired faculty. The student enrollment for the current year exceeded six hundred students, all fifty years old or older. At ASU, the Emeritus College participates with the Osher Lifelong Learning Institute to provide most of the courses in the local schedule.

• Retirement Assistance: The retiree organization can work with Human

Resources to provide assistance in their retirement planning programs. The perspective of retirees who are several years removed from the university can be useful to individuals planning a coming retirement. At UC Berkeley, the retiree organization has developed an eight-week, sixteen hour course covering financial, legal, health, housing, geographic and socio-emotional aspects of retirement planning. A waiting list of hundreds now attests to its popularity. A similar program is presented at the University of Southern California.

• Election Monitoring: Members of some retiree organizations monitor

student elections by confirming that voting and registration procedures proceed as planned.

• Visitor Tours: Visitors to campus can be hosted by retiree organization

members who have similar backgrounds to the visitor. In instances where the university has a Visitor Center, retired faculty can serve as a facility host to provide information on the institution.

• Course Teaching: In most instances, retired faculty teaching is arranged

through their former academic departments and is usually the result of a personal knowledge of the instructor abilities. However, retiree organizations can play a role in brokering teaching opportunities for retirees. At USC, an appeal by the Executive Vice Chancellor in the retiree newsletter doubled the number of retired faculty teaching in the

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Freshman Seminar Program. Also, there were a number of opportunities for part-time employment of computer literate faculty, so the retirement organization worked with the Instructional Technology program to develop courses to produce computer literate retirees.

• Student Mentoring/Student Advising: Some institutions have a program

to assign retired faculty to different dormitories where they eat with the students and are recognized to be available to consult on programs, study habits, and career choices. At USC, the Emeriti College matches undergraduates with emeriti faculty and administrative staff in the Student Mentoring Program. Paired faculty and students meet at least once per month. Retired faculty can also be utilized in an academic advising capacity, but as with teaching, this is typically arranged between a retired faculty member and his former academic department. Appropriate signature authority should be obtained.

• Consultants to Administration: At some institutions, retired faculty have

been utilized by the administration to critique long-term plans, assess space needs, evaluate student achievement and serve on search committees for senior personnel. The president of the retired faculty organization may participate in commencement exercises as a representative of the retired faculty. Universities that have an Advisory Council on Retirement usually have a significant percentage of retired faculty on the group and a similar high retiree participation is found on university standing committees that address retirement issues.

• University Related Continuing Care Retirement Communities: A number

of universities are working with organizations that design and construct Continuing Care Retirement Communities (CCRC’s) to develop residential retirement communities in close proximity to the university that have a collaborative relationship with the university. As of approximately four years ago, there were at least twenty such facilities in operation or under construction. The retiree organization is often the driving force for considering such projects and they play a role in defining the facilities and recruiting residents. Facililties of this type are useful in recruiting new faculty, providing an opportunity for alumni to return to the institutions when they retire, and providing a residence for the parents of university faculty.

• Organizational Strategic Plans: A few retiree organizations have

attempted to identify the type of organization they wish to become in the future through the creation of an organizational strategic plan. Strategic plans for three retiree organizations are included as Attachments 6-8 in the Appendices.

6. Legal and Tax Implications for Retiree Organizations

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Unless the retiree organization is an official unit of the institution, in which case it is covered by all relevant institutional policies, which should be reviewed with the institution’s counsel, the following legal and tax ramifications should be addressed closely. An organization can elect to operate under provisions in Sections 501 (a) through (c) of the Internal Revenue Code. If this election is made, the Association is (unless specifically excepted) liable for taxes under the Federal Insurance Contribution Act (social security taxes) for each employee to whom is paid $100 or more during a calendar year. Also, unless specifically excepted, the Association is liable for tax under the Federal Unemployment Tax Act for each employee to whom is paid $50 or more during a calendar quarter if, during the current or preceding calendar year, the Association had one or more employees at any time in each of 20 calendar weeks or paid wages of $1,500 or more in any calendar quarter. In the event of an amendment to the Association’s organizational document or By-Laws, a copy of the amended document is to be sent to the District Director, Internal Revenue Service. That office should also be advised of any change in the Association’s name or address. The Association is required to file Form 990 (tax organization exempt from income tax with the IRS) if receipts in each year are normally more than $25,000 (Reference IRS letter of 22 April 1993 on file). Donors may not deduct contributions to the Association because it is not an organization described in Section 170 of the Code. Under Section 6113, any fund-raising solicitation made must include an express statement, in a conspicuous and easily recognizable format, that contributions or gifts to the Association are not deductible as charitable contributions for Federal income tax purposes. This provision does not apply, however, so long as the Associations annual gross receipts are normally no more than $100,000, and so long as solicitations are made to no more than two persons during a calendar year. No part of the revenues of the Association shall inure to the benefit of or be distributable to its members, officers, or other private persons except that the Association shall be authorized and empowered to pay reasonable compensation for services rendered and to make payments and distributions in furtherance of the purposes set forth in Article III of these By-Laws. No substantial part of the activities of the Association shall be the carrying on of propaganda or otherwise attempting to influence legislation, and the Association shall not participate in or intervene in (including the publishing or distribution of statements) any political campaign on behalf of any candidate or public office. Notwithstanding any other provision of these articles, the

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Association shall not carry on any other activities not permitted to be carried on (a) by a corporation exempt from Federal income tax under Section 501 (c)(3) or 501 (c)(4) of the Code (or the corresponding provision of any future United States Internal Revenue Law) or (b) by a corporation, contributions to which are deductible under Section 170 (c)(2) of the Code (or the corresponding provision of any future United States Internal Revenue Law.) Upon dissolution of the Association, the board of directors shall, after paying or making provision for the payment of all of the liabilities of the corporation Association, dispose of all of the assets of the corporation exclusively for the purposes of the Association in such manner or to such organization(s) organized and operated exclusively for charitable, educational, religious, or scientific purposes as shall at the time qualify as an exempt organization(s) under Section 501C(3) of the Code (or the corresponding provision of any future United States Internal Revenue Law).

7. Starting Retiree Groups

There are likely as many approaches to starting a retirement organization as there are active groups at academic institutions. However, as mentioned briefly at the beginning of this report, there are two general patterns that would fit the majority of retirement organizations that are currently active. The first is the “top down” approach. In this case, a senior administrator at an institution is persuaded, often in concert with a group of interested retired faculty, that it is in the best interests of the institution to have an active retiree organization. This decision is typically followed by an allocation of office space, a start-up budget, assistance with copying and mailing charges, and agreement on a specific mission. The senior administrator may want the group to perform university service, such as student mentoring, preretirement assistance to faculty approaching retirement age, or review of long-term planning efforts by the administration. A liaison between the retiree group and the administration is typically appointed and the chair of the retiree group has a reporting relationship to a senior official—often the Provost or the head of Human Relations. This approach has the greatest success in quickly getting a retiree group started as it has an institutional commitment behind the fledgling retiree group plus a clear indication that the group is regarded as important to the host institution. The alternative approach is one in which a group of interested retired faculty decide that they wish to create a retiree group and they approach the administration for both encouragement and nominal financial assistance. This is the “bottom up” approach and it can succeed with a sympathetic administration. It can also be difficult if the administration doesn’t accord a high priority to the viability of the group. Groups that have essentially no funds except what they can raise themselves and no assigned space apart from the

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temporary generosity of a department can have a difficult time in sustaining continuity. They may progress when a group of particularly dedicated faculty take an interest in the organization and then decline when these individuals move on without insuring suitable replacements. There are various combinations of the “top down” and “bottom up” approach that have succeeded but it seems clear that a supportive administration is a key ingredient in getting a group started. Attachment 10 contains brief program histories that describe the start-up histories of several active programs. Also, the spring 2005 AROHE Newsletter provides six tips on starting an organization from James R. Reynolds and Ronald Stevens, Professors Emeriti from Winona State University. Their recommendations are reprinted here.

Tip #1. Join AROHE! This organization is a vital source of information and contacts with persons and schools that can provide advice and useful models to fit any school considering a retirement organization. Tip #2. Seek support of top administrative leaders and other campus constituents (faculty and staff) early in the process of starting an organization. In this connection, be aware of the campus political culture, and keep everyone informed and, ideally, involved with the initial exploration and later development of the retirement organization. Tip #3. Identify who will champion the retirement organization idea. Things happen on campus when there are persons and groups who identify with and help promote a new idea. Every new idea needs advocates. Tip #4. Research current and retired personnel associated with your own campus concerning their interest in and willingness to become involved in a retirement organization. AROHE members may be able to assist you with sample survey instruments in this connection. Tip #5. Start small; be focused, flexible and inclusive. Unless considerable advanced planning and commitment from retired personnel have been forthcoming immediately, start your retirement organization with limited and clearly focused goals and activities and allow demand and growth to occur over time. Be flexible in the programs and activities offered and listen carefully to the interests expressed by the membership. Be inclusive of all retired (or retiring) personnel who are interested in participating -– faculty, staff and administration. Tip #6. Recognize basic needs such as organizational and institutional

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legitimacy, budget and space. At a minimum, a successful retirement organization must be a recognized as part of the institutional framework both in terms of acceptance of how it contributes to the overall mission of the university and of making clear the lines of administrative reporting. If this first condition is met, then budgetary support and space allocation may be somewhat easier to secure to facilitate the activities and programs of the retirement organization.

8. Benefits to Host Institutions

The higher education system in the United States is in the midst of a major shift in faculty demographics. Several forces are combining to produce increased demands on active faculty and to compound the problems of administrators seeking to maintain an age balance among institutional faculty. One factor is the general aging of faculty as the rapid academic expansion in the fifties and sixties is now producing academic programs with median ages in the high fifties or low sixties. Since most faculty face no mandatory retirement and are working in careers that they love, there is a tendency to stay on at their institutions which hampers the recruiting of younger, more vigorous faculty. Academic recruitment was slow in the decades preceding the end of the twentieth century so institutions are developing a “double peak” faculty age curve with new faculty constituting one age peak and the current large numbers of aging faculty comprising the other peak. The problems associated with this anomalous age distribution are compounded by the fact that the costs of a college education are increasing dramatically, forcing academic institutions to limit new hiring and to strive for increasing efficiency on the part of existing faculty. Administrators are meeting this challenge by devising ways to encouraging older faculty to retire and by hiring increasing numbers of non-tenured lecturers or instructors who cost less than tenure track teachers. The plight of “academic vagabonds”—non tenured instructors who move from job to job has been well chronicled in academic circles. One increasingly used device to encourage retirement at some institutions is the creation of “phased retirement”. These programs allow senior faculty who meet specified age and service requirements to phase down their workload at the university while collecting full retirement benefits from the retirement system. The attraction to the faculty member is the fact that the workload can be adjusted to better match his/her energy level while still maintaining his annual salary at or above his earlier level for fulltime work. The attraction to the institution comes from the fact that a lowered work level from a “phased retirement” faculty member frees up money from the salary budget that can be used to hire new faculty. The success of these programs cannot yet be established since they are new but various ones have interesting features.

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In the California phased retirement program, the institution has the right to recall the faculty member to fulltime service if circumstances warrant. In the North Carolina program, implemented at all member campuses of the state system, a faculty member on phased retirement can develop research contracts that can allow him to continue working at the institution when his state support has expired, given the consent of his department and the institution administration. Programs such as these are forcing academic institutions to look harder at effective ways to utilize older faculty. The transition from full time to phased retirement to retired can be viewed as a continuous transition in which a faculty member involvement with his institution doesn’t necessarily drop to zero when he reaches “retired” status. In Section 4, we have identified a number of activities in which retired faculty can continue to serve their institutions and maintain a desired balance between professional involvement and recreation. The impetus for involving retirees in academic life is coming both from university administration and from the retirees. A retired faculty member may have less energy than at a younger age but their judgment, expertise, ability to work with students, and mentoring skills can be active for many years following retirement. Universities are beginning to recognize the merit of utilizing these skills. The Association of Retirement Organizations in Higher Education and the individual retiree groups on campuses can all play a role in encouraging this transition. 9. Recruitment and Maintenance of Membership Building and maintaining a stable membership in a retiree group can be a formidable challenge and most of the writers of this document wish that they had more answers to how it is done. Many retirees want a complete change of life upon retirement and affiliating with an organization that has goals and objectives may strike them as too much like their old lives to be of possible interest. Another fraction of retirees would like to maintain some continuing association with their institution but they usually want to be able to do this on their terms. Their “terms” might consist of a minimum number of formal meetings, an ability to choose the things they want to work on, flexibility in schedule and an opportunity to see readily the results of their efforts. Most institutions recognize retirees through a reception or luncheon and will usually allow retiree groups to briefly discuss the existence of their organization and pass out membership applications at these occasions. Human Resource Departments usually have information for new retirees and will let the retired faculty organization place an insert in the packet. Starting retirees in a program

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they enjoy is a way to potentially attract them into broader participation. Most retiree groups have periodic luncheons with speakers, and new retirees may come to these functions, particularly if their first one or two are advertised as free. A key factor to keeping in touch with new retirees is obtaining a new e-mail address from them as they retire. While universities will usually allow them to retain their academic addresses, many switch to yahoo, mindspring, msn, AOL or broadband provider accounts. If you have access to these addresses, it is then an easy matter to add them to a distribution list through which they are apprised of luncheons, retiree group meetings, and opportunities for university service. If they tell you to go away and leave them alone, you certainly comply with their wishes. Many retirees have little interest in getting involved in committees since disenchantment with academic committees is often one of the reasons that they retired in the first place. A retiree group needs some general administrative structure but it is usually possible to structure a series of tasks where individuals can pick and choose as they see fit. You want to start a web page? Go to it! The present page needs improvement? Take a crack at it and let us see the result before you upload it. You want to teach in the adult education program? Tell us what you think you could teach and we’ll run it by the Program Committee. You want to start a mentoring activity by spending time in the dorms with students? Go see the Dean of Students and let us know how it works out! You want to work with the university in creating a retirement community near campus? Let us help you find others who want to do this and have at it! What a retirement group can do is generate a list of opportunities to choose from and help retirees who want to work on a particular project to get started. It is necessary to maintain sufficient cognizance of where the activity is headed to prevent embarrassment to the individual or the retiree group but the more that activities can be packaged into individual efforts with timelines determined by the retiree, the more willing people become to get involved. You clearly can’t have people making contacts with legislators to pursue individual agendas while using the name of the retiree organization but it is possible to find a lot of possible projects that don’t interfere with university agendas. When in doubt, check with your university liaison. One problem in retiree groups that parallels the working world is that competent people get asked to do more and more. It is important to not burn out people in a retirement organization. This is particularly true for periodic responsibilities like newsletters, meeting minutes, and luncheon speaker selection. The goal is to not deter people who like continuing in a task, but to otherwise spread the workload as much as possible.

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10. Emeriti Centers Some retiree organizations at academic institutions within the United States have developed sufficiently to be recognized as a valuable institutional service resource. They have assigned space, an operating staff, an annual budget and a defined mission within the overall university mission. Frequently they assume responsibilities for retired or about-to-be-retired faculty and staff that lie in other organizations in other institutions. Counseling would-be retirees, addressing problems with benefits, health care or pensions, presenting adult education classes and generally serving as an ombudsman for the retiree can fall within the responsibilities of the emeriti center. In other institutions, these responsibilities can be divided among human resources and extension programs. In almost all instances, these centers have obligations to both faculty and staff retirees. The principal universities that have had emeriti centers in operation for a considerable time are the University of Washington at Seattle, San Diego State University, the University of Southern California and the University of California at Berkeley. The existence of these centers does not preclude the existence of a separate retired faculty organization and some of the above institutions have both.. More information on their programs and services can be obtained from their web pages or by institutional contact through their e-mail addresses. University of Washington retiremt@u.washington.edu University of California, Berkeley http://thecenter.berkeley.edu University of Southern California www.usc.edu/org/emeriti_center San Diego State University www.rohan.sdsu.edu/~retire Other institutions have retiree organizations designated as emeriti centers but which do not yet have programs as comprehensive as these west coast schools. Their designation as “emeriti centers” either reflects an organization in transition to a broader responsibility or a simple choice of title. 11. Consulting Services Available from AROHE Members

The purpose of AROHE is to encourage the formation of academic retirement organizations and to provide a forum where individual groups can learn from others. From sponsored conferences and personal contacts, the members of this group have acquired a general knowledge of the individuals who are active in retirement organizations and the general level of development for many specific retiree groups. Our purpose in developing this Start-Up Kit is to disseminate our knowledge of how others have started retiree organization to groups wanting to take this step. Where specific problems are encountered or specific questions arise, we can try to direct you to individuals within AROHE who might be helpful. For our

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members, we have a stated obligation to provide assistance and we hope to accomplish this by assembling information that would be helpful for specific problems. An example might be a retiree group that wishes to build a residential retirement community near their institution and needs background on how other groups have involved themselves in this type of project or have collaborated with their institution to define the specific need. We are aware of a number of our members who either have engaged in projects of this type or are currently working to develop a project. We could help in identifying projects and individuals that could be helpful in this type of venture. Our resources are limited but feel free to contact us at www.arohe.org if you wish to discuss consultant assistance through our organization. 12. Representative Web Pages for Retiree Organizations

Retirement organization web pages can be a helpful source of information on the activities and organization of a specific group. Below is a selected listing of web sites for currently active academic retirement organizations.

University of Colorado www.colorado.edu/Retiredfaculty East Carolina www.ecu.edu/ecurfa Purdue www2.itap.purdue.edu/periodicals/retireesPortland State www.raps.pdx.edu Big 10 Schools www.umich.edu/~hraa/umra/big10/index.html North Carolina State U. www.ncsu.edu/retired University of Southern Cal. www.usc.edu/org/emeriti_center University of Washington www.washington.edu/retirement/uwra Univ. of California-Berkeley http://thecenter.berkeley.edu Rutgers University www.scils.rutgers.edu/rfa.html Arizona State University http://www.asu.edu/provost/emerituscollege/ University of Denver www.du.edu/hr/benefits/retirees.html

13. Retired Faculty Benefits

This subject is not directly related to the creating of retirement organizations but retired faculty have a considerable interest in comparing their perks and benefits with those accorded retirees at other places. Benefit descriptions can be found in Attachment 9.

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Part III: Selected Higher Education

Retirement Surveys

The OSURA survey of retirement transition was initiated by the Member Services Committee. Committee member Sandra Helmick was assisted by: Brandi Hall, Graduate Student in Gerontology; her advisor, Karen Hooker; OSURA Board members, Gary Tiedeman and Nancy Evans; and OSURA staff assistant, Shelly Houghtaling.

OSURA Survey of Retirement Transition

From OSURA Member Services Committee

In March 2008, OSURA members were asked to share their experience in the transition to retirement. This report summarizes the 175 responses. A review of research related to the transition to retirement is included.

Retirement has meant an improvement in satisfaction with life in general. The question “As a result of your decision to retire, has your satisfaction with life in general…..?” improved greatly—34% improved a little – 31% remained about the same—31% deteriorated somewhat – 4%. No one said it had deteriorated greatly. Some respondents commented I was happy before I retired and I still am! What do you wish you had known before you retired?

Most common response: I was well prepared, no surprises. Almost 10% wished they had known in advance how much they would enjoy retirement.

How good it would be; I shouldn’t have worried as much before I retired. There is life outside of OSU! And it’s great! How much fun I would have--should have retired earlier. Life is good every day, not only on evenings and weekends.

Unpleasant surprises, experienced by about 10%, were most likely to be in the realm of financial issues, related to increases in the cost of living, misunderstanding retirement income options health insurance and its cost.

Other respondents (6%) wished they had known that the transition to retirement would be difficult. How much I would miss teaching and advising. Phasing out slowly can be very frustrating. Being alone much of the time.. How hard it is to step away from the action. What an adjustment it is--can be boring at times without work to go to. How empty I feel now. I am surprised how little connection there is to OSU, with the exception of OSURA.

What was the primary reason for retiring when you did?

Most frequent response related to institutional changes and resulting stress (18%); almost as many said simply age or indicated that the time just felt right.

Not surprisingly, about 10% said the changes in PERS prompted their decision. Another 10% cited health reasons.

Some realize that even good health is a reason to retire— Appreciate my good health and wanted to enjoy retirement before I lose it.

An unselfish attitude was expressed by several who said something similar to: It was time to entrust the program to younger hands. Free up dep’t. resources for hiring new blood. and a good soul who said Long work hours prevented me from being as good a friend and volunteer as was meaningful for me.

Some were prompted to retired because of burnout, deteriorating attitude or tired of meetings.

A summary of the responses would be: the decision to retire is a combination of push (get away from the job) and pull (move on to new experiences) combined with the resources to make it happen.

What are the dominant challenges you have faced in retired life?

Most common response related to health issues; almost 20% cited this, but far more likely for those over age 75. Lack of energy to be as active as I want. Our plans for travel are no longer possible.

Managing time is the area of greatest challenge. A few (3%) feel they have too much time on their hands, more (15%) report having too little, and others (8%) just have difficulty prioritizing.

Learning to say “no” when there is so much discretionary time. Developing new lifestyle. establishing a productive routine. Making choices and limiting activities. Learning to live without an alarm clock. Prioritizing my time is a constant challenge. Finding time to enjoy the sunset.

Relationships (8%) Too much time together is not healthy for a marriage. Getting used to being home with spouse 24/7 Maintaining a schedule compatible with my spouse’s. Feeling that I was underfoot for my wife Still have responsibility for stepchildren. Care of aging parents keeps us tied down. Lack of adequate social interaction since friends are still working. Staying connected to friends at OSU.

Finances Lack of affordable health insurance (5%); other financial issues (4%) Expenses going up, but not the income. Overspending my budget.

Identity (2%) Feeling a sense of worth and contribution to society in my new role. Felt that I wasn’t needed anymore. No longer in a position to make things happen. Maintaining professional participation. Need an “ego reorientation”—folks at WalMart don’t address me as “doctor”.

NO challenges (10%)

What surprises you most about retirement?

Surprises, if there were any, were mostly pleasant; about 30% reported being surprised by how much they love retirement.

That it is so enjoyable and fulfilling! How quickly you become disconnected with the workplace. The unstructured life and time is so satisfying; it’s great to be able to be spontaneous. The lack of stress. So many exciting options. I thought there would be periods of boredom; have not experienced any yet.

I like having the freedom to be spontaneous and available to help family, friends if needed.

The aspect of retirement that surprised the greatest number of respondents was time: how quickly it speeds by and how easy it is to keep busy, even too busy. I’m busier now than I was when I worked full time. How little time there is in a day. How little spare time I have How long it takes me to get things done. The vast array of organizations that want volunteer help. How inefficient you can become when you have no time pressures – how busy one feels.

A small number reported surprises related to: Difficulty of giving up a work role and adjusting to getting older. How difficult it is to stay current and avoid becoming obsolete. What I thought I would like to do is not at all what I spend time doing;

activities that once relieved workplace stress now seem boring. That lack of structure isn't always a benefit. How much time you spend with your spouse.

But others reported their delight in finding: No meetings to attend; I didn’t realize how much I hated them. You can still contribute professionally without attending any faculty meetings. How nice not to have to suffer fools, or do anything I don't want to do!

About 20% found no surprises in retirement.

What changes, if any, do you wish to make in your retirement lifestyle?

For one-half of these retirees, no lifestyle changes were intended. Nothing. I feel I planned well for it; I lead a very active life and enjoy having the time to travel, to volunteer and to engage in new things. It is great the way it is. I usually go to my OSU office five days a week.

Changes in time allocation were on the minds of about 10%. Some wanted to spend more time

with family and friends for myself and family spend a bit more time with my spouse planning for financial affairs on fitness and health-promoting activities being active in my profession. traveling community activities.

Others wanted to spend less time on some activity; 5% want to reduce time commitments. A little less ‘house work’ and ‘yard work’; it takes more time than before. Minimize or eliminate church activities. Need to know when saying no is okay and necessary to keep my life from becoming ‘out of balance’.

A change in location was intended by 8% who want a different climate, downsize their residence, live closer to family, decrease home maintenance, move away from traffic and noise or be closer to medical services.

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Respondents to the survey were asked to rate eleven aspects of life as to importance and satisfaction. Satisfaction was closely related to importance; the more important aspects generally gave the most satisfaction. However, staying healthy was considered very important, but many of the older respondents were not satisfied with their health status.

Rated as “most important” Rated as “important” Having good medical services where I live Meeting new people and making new friends Staying healthy Being geographically close to family members Financial resources Traveling Maintaining relationships with pre-retirement friends Volunteering Developing new interests Respondents seem to have moved beyond their workplace life; Staying involved with OSU and Continuing to develop my professional expertise were rated as less important than the above aspects.

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For leisure activities, respondents tended to spend the most time reading and socializing with friends and family. Hobbies, recreational physical activity, and entertainment (except for Beaver athletics!) were not as engaging, but still commanded at least some time from most people.

Over 80% of the retired respondents were not working; only 6% worked more than ten hours a week. Three-fourths reported volunteer activity; of these, 15% reported over ten hours a week in such endeavors. The current health status was excellent for over a third of our respondents and good for another half. Only

five people said their health was poor; two of these were not yet 60 years old and health was a major factor in their decision to retire.

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Forty percent of the respondents retired since 2000, another 40% in the 1990’s. Our oldest respondent is 95 years old, retired in 1978, and still drives. Two-thirds of the respondents were male. Two-thirds retired from positions on the academic faculty; remainder split evenly between classified staff and professional faculty. Three-fourths had a spouse or partner; of those, one fifth had a spouse/partner who was still employed. Two-thirds of our respondents live in Corvallis; only 3% have left the state.

What advice do you have for those who are nearing retirement? One-fourth mentioned the need to have financial affairs under control, with full information, careful planning,

and perhaps professional advice.

One-fourth emphasized the need to develop new interests, starting this process before the date of retirement.

Have multiple interests; golf is not enough!

Managing time is an area for attention: Learn to say no, but Stay busy. Get involved. Don't become a potato.

From 10 percent of the respondents, the advice is simply: Go for it! or Enjoy! Retire ASAP--It is the greatest and best time in my life

For others, planning is the answer: Have a transition plan. Have more than one plan. Transition slowly. Plan for use of time. Don’t make any major decisions (e.g. location change) for a year. Be able to answer the question, "What will I do next?" “Retire to something” Do not retire until you have something else you want to do. Do you enjoy what you are doing? Do you know what you will do to keep busy after you retire? One person says “Don’t!”; one says “Don’t retire early,”

and one says “If you enjoy your work, think hard about why you want to retire.”

What else would you like to share? If you are afraid that by retiring you will withdraw from the world, forget it. You can be as active as you want to be, probably more active than anticipated or desired.

Look upon retirement as a new chapter in life-- with new opportunities for service, travel, friendship, etc. Look on retirement as a beginning, not an ending. Look forward with excitement, not fear or dread.

Do not volunteer for too many organizations right away; start slowly and give yourself time to find the right balance.

Keep your mind and body as active and flexible as possible.

Have something to do that you love, and look forward to doing it with passion.

Travel as much as you can while your health is still good

Volunteer endeavors offer much fulfillment; there is something for everyone, and it is important for the post-worker psyche.

Stay healthy and take advantage of all the opportunities OSU offers for saving for retirement.

Have a plan. I intended for each day to include exercise, a social time, a “do-good” activity, and time spent preparing healthy food. This has worked well for me, but I had to add household chores because nothing was getting done.

A sudden transition can make you feel old unless you keep active physically and mentally. It's a very big adjustment when you and your spouse retire at the same time.

Stay connected; take advantage of opportunities to audit classes, participate in FSFitness, and all the opportunities a university offers.

Retirement is like the moving walkway in an airport. While you are working you are “walking” along fast and in one direction. When you get to the end of the walkway, there is an unsettling, awkward feeling for several steps. But then it feels good to have the solid ground under your feet…and you can go at any speed in any direction!

And a compliment for OSURA: Retirement is much better than I ever anticipated. I needed about five years before I felt the need to get back in touch. When that time came, I really appreciated OSURA and all they do for us. It was a great way to stay involved with OSU.

Transition to Retirement: A Review of Research by Brandi Hall

Master’s Student in Gerontology Oregon State University

Advances in medical technology and improved treatment of chronic diseases allow many individuals to spend more years in the stage of life known as “retirement.” The concept of retirement began with the Social Security Act in 1935. The incentive to “retire” from a paid career shaped the modern conception of what it means to be retired.

Ideas of retirement have shifted from a time of slowing down and the conclusion of one’s work life, to an exciting opportunity in which to take up new hobbies, pursue new interests, and spend more time with family. This has sparked interest among researchers to investigate the factors that affect the transition into this stimulating stage of life (Ohio State University, 2002).

Two questions are prominent in the retirement literature; why do most people retire, and what leads to retirement satisfaction? The brief summary below reports answers to these questions and incorporates results from a recent survey of OSURA members.

Why do most people retire?

Some individuals plan well ahead for retirement and have a specific time in mind when they will retire, while others are forced into retirement due to factors such as health problems, obligations to provide care for family members, or changing dynamics within the work place (New York-Presbyterian Hospital, 2006). Forced retirement has been associated with a greater difficulty with the transition to retirement (Ohio State University, 2002). Some individuals are able to retire at younger ages than ever before, while others are forced to delay retirement due to financial strain (New York-Presbyterian Hospital, 2006).

Does retirement contribute to satisfaction with life? Many older employees look forward to retirement as a new and exciting stage of life. Indeed, the majority of retired older adults are satisfied with retirement (The Urban Institute, 2005).

What factors influence satisfaction with retirement life? Key elements that have been linked to retirement satisfaction are:

Staying healthy Numerous studies have indicated that poor health is associated with decreased positive attitudes toward retirement over time (Reitzes & Mutran, 2004; Dorfman, Kohout, & Heckert, 1985; Conner, Dorfman, & Tompkins, 1985).

Financial security Economic deprivation has been consistently linked to negative evaluations of retirement (New York-Presbyterian Hospital, 2006).

Marital status Married individuals report greater retirement satisfaction and tend to adjust more successfully to retirement for both men and women (Ohio State University, 2002).

Leisure Activities In general the participation in leisure activities has a positive psychological effect on individuals (Murphy, 2003). There has been consistent evidence that this positive effect is also applicable for retired individuals (Sener, Terzioglu, & Karabulut, 2007).

Involvement in professional activities A study of 90 retired professors showed that life satisfaction was enhanced by continued involvement with professional opportunities (Conner, Dorfman, & Tompkins, 1985). Other studies have also indicated that partial retirement from professional duties, as opposed to complete retirement, may ease the transition to retirement (Kim & Feldman, 2000).

Volunteering Not surprisingly, research has shown that active retirees are more likely to have better physical and mental health (Lum & Lightfoot, 2005; Luoh & Herzog, 2002). These individuals also tend to be more satisfied with retirement (The Urban Institute, 2005). A majority of retired individuals who volunteer have even reported that helping others increases their own life satisfaction (Kutner & Love, 2003).

Social connections Many studies report that individuals frequently miss their pre-retirement work-related friends (Ohio State University, 2002). The maintenance of friends and social contact is important to the retirement adjustment process (Ohio State University, 2002).

References Conner, K., Dorfman, L., & Tompkins, J. (1985). Life satisfaction of retired professors: The

contribution of work, health, income, and length of retirement. Educational Gerontology, 11, 337-347.

Dorfman, L., Kohout, F., & Heckert, D. (1985). Retirement satisfaction in the rural elderly. Research on Aging, 7, 577-599.

Kim, S., & Feldman, D. (2000). Working in retirement: The antecedents of bridge employment and its consequences for quality of life in retirement. Academy of Management Journal, 43, 1195-1210.

Kutner, G., & Love, J. (2003). Time and money: An in-depth look at 45+ volunteers and donors. Washington DC: AARP.

Lum, T., & Lightfoot, E. (2005). The effects of volunteering on the physical and mental health of older people. Research on Aging, 27, 31-55.

Luoh, M., & Herzog, R. (2002). Individual consequences of volunteer and paid work in old age: Health and mortality. Journal of Health and Social Behavior, 43, 490-509.

New York-Presbyterian Hospital (2006). Retirement planning and adjustment. (Available at New York-Presbyterian’s Hospital web site: www.cornellcares.com)

Ohio State University (2002). Facts about retirement. (Available at Ohio State University’s Aging web site: http://www.state.oh.us/age/)

Reitzes, D. & Mutran, E. (2004). The transition to retirement: Stages and factors that influence retirement adjustment. The International Journal of Aging and Human Development, 59, 63-84.

Sener, A., Terzioglu, R., & Karabulut E. (2007). Life satisfaction and leisure activities during men’s retirement: A Turkish sample. Aging & Mental Health, 11, 30-36.

The Urban Institute (2005). Satisfaction and engagement in retirement. (Available from The Urban Institute, 2100 M Street, NW, Washington DC, 20037)

University at Albany Emeritus Center Retiree Survey Results The UAlbany Office of Institutional Research, Planning and Effectiveness conducted, on behalf of the Emeritus Center, an online Survey with the 196 UAlbany Emeriti who have an email address. 68 Emeriti completed the Survey. ========================================== Question 1--Have you ever visited the Emeritus Center website? 39% said yes, 61% said no. Question 1a--What would you like to see covered on the website? 95% want to see news of the Emeritus Center events. 88% want to see news of University events of interest to Emeriti. 79% want to see news of the activities and achievements of other Emeriti. 38% want news from other Emeritus Centers in the SUNY system.

• You are currently receiving the description of our Programs through email. Programs will soon be available on the site also, starting with our forthcoming Fall 2008 Program.

• How to define “University events of interest to Emeriti”? As a first step, you will soon find on the site a few selected events that seem especially relevant. We will take it from there.

• When you, as an Emeritus, have something of which you are especially proud (a new book, an important article, an especially meaningful activity of any kind), please send a short message to Ray Ortali at ray@indieadvisor.com, and he will place it on the site.

• We have begun to connect with other SUNY Emeritus Centers, with the help of Ram Chugh, recently appointed Chair of the University Faculty Senate Task Force on SUNY Retirees Service Corps. Our site will soon include a summary of their most interesting activities.

Question 2--Which is your current living situation? 71% live in the Capital District all or most of the year. 13% spend part of the year in the Capital District and part of the year away. 16% live outside of the Capital District all or almost all of the year.

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Question 3-How many times have you attended each of the following “one-shot” types of Emeritus Center events? 16% attended the Film Forum 3 times or more 10% attended the Memoir Writing Group 4 times or more. “Am really sorry I missed the films; would like them to continue…I am looking forward to more Film forum- like activities…We hope to attend more programs and film forums next year…My vision is too poor for films…Hope to join Memoir Writing this year…I have written a memoir about my professional life. To be published…I attended the grand opening and have also participated in programs that have been offered through OASIS with Emeriti faculty…A core of a few faithful turn up for each of these. It would be interesting to find out why the considerable number of other emeriti living in the capital area never attend.”

• The Film Forum will continue! We will also offer a series of 5 classes entitled Opera 101, in cooperation with OASIS.

• The Memoir Writing Group will meet again with Iliana Semmler in the Fall, and Bill Reese will lead another Group focusing on “philosophical problems today”.

Question 4a—For each category below, please indicate how likely you would be to attend each of the types of program. 77% are “somewhat likely/very likely/definitely” going to attend lectures. 68% are “somewhat likely/very likely/definitely” going to attend entertainment events (film, music, art shows, get-togethers, etc.) 54% are “somewhat likely/very likely/definitely” going to attend “other events”. SUGGESTIONS: “Current world and local issues…Debates on political, ethical, philosophical, and/or environmental issues…General interest topics, not specialized research subjects…Getting the most out of retirement…Historical/pol.science…On successful aging, brain health…Opera classes, travel…Photography workshop…Political analyses…Future of higher ed, assessment of academic program goals and how assessment should be used…Would be very helpful to have a calendar and brief description of events ideally in early fall, late December, early spring so I could plan more easily.”

• Calendars are being prepared (you are going to receive the Fall calendar as an email very soon), and will also be placed on the website so you can consult them any time.

• Our Fall 2008 and Spring 2009 programs already integrate several of the suggestions above. Your other suggestions will be discussed at one of the forthcoming meetings of the Emeritus Board.

Question 4b—Same question about ongoing programs. 25% are “somehat likely/very likely/ definitely” interested in joining a writing group.

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41% are “somehat likely/very likely/ definitely” interested in joining a book club. 57% are “somehat likely/very likely/ definitely” interested in joining a political discussion group. 36% are “somehat likely/very likely/ definitely” interested in joining another type of group. SUGGESTIONS: “Children books…Health, wealth, travel, history…Poetry writing group…Impact of technology,topics of research, freedom of speech/writing, composition of student body, nembers in humanities vs. sciences/business and implications of change.”

• All these suggestions will be discussed at one of the forthcoming meetings of the Emeritus Board.

Question 4c—Instructional programs. 48% are “somehat likely/very likely/ definitely” interested in computers and Internet programs. 39% are “somehat likely/very likely/ definitely” interested in community services and volunteering opportunities. 48% are “somehat likely/very likely/ definitely” interested in programs for aging. 55% are “somehat likely/very likely/ definitely” interested in “other opportunities for Emeriti”. SUGGESTIONS: “Fitness…Opportunities to speak on my field to new audiences. Our Speakers Bureau doesn’t seem very effective in this…Topics on history in general…We all know we’re old and we’re intelligent enough to get info on aging. Why rub it in? Study groups on subjects like Asian politics or flora and fauna of Agrica—things like that—could be interesting…I miss the opportunity to hear about topics in the sciences.”

• Our “Conversation” series (offered once a month on Tuesday at 4 pm) has been conceived to provide opportunities for Emeriti to speak on their own field to new audiences. Although our program for the whole year is almost complete, we would especially welcome members of the scientific UAlbany community (Emeriti or not) to “have a conversation” with an audience often made up of humanities-oriented Emeriti. Don’t hesitate to contact us if you are inclined to initiate such a conversation. All suggestions are welcome!

Question 5—What time(s) of day would you be most likely to attend Emeritus Center events? 56 % gave early to mid-afternoon as their first or second choice. 54 % gave late morning as their first or second choice. 53 % gave late afternoon as their first or second choice. 24 % gave early to mid-morning as their first or second choice. 16 % gave evening as their first or second choice. 4 % gave weekends as their first or second choice. 0 % gave dinner time as their first or second choice. SUGGESTIONS: “With high price of gas, like to do several things in Albany each time I drive that far…I like to combine with other reasons to be in Albany…Combine late morning and/or early afternoon with social lunch…For lunch time, one could easily bring a lunch…Noon and bring sandwich would be nice…Not too late during the day, especially in winter…Dinner time would

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move up to first choice if we had a pot luck dinner before the event. Some of this depends on which day o the week.”

• We had anticipated at least some of these suggestions. Most Emeritus Center events take place in early or mid-afternoon: Tuesday at 2 pm for Board meetings, Tuesday at 4 pm for “Conversations”, Friday at 2 pm for films, and Monday at 2 pm for our new series of opera classes in November.

• “Bringing a sandwich at lunch time” is an interesting alternative that the Board will discuss soon.

Question 5b—(For Emeriti who have indicated they live outside the Capital Region all or part of the year): Would you be interested in any of the following options? 63 % are interested or might be interested in an on-line Discussion Group. 25 % are interested or might be interested in an on-line Book Club

• It should be noted than 19 individuals only responded to that question. Others may have been put off by the difficulty to arrange such off-line discussions, especially is one is not familiar with using her/his computer online.

Question 6—Are you interested in receiving emails telling what your fellow Emeriti are up to? 70% said yes, 30 % said no.

• The question is somewhat similar to Question 1a, to which 79 % Emeriti responded: “Yes, I’d like to see news of the activities and achievements of other Emeriti on the website.” What to send as an email and what to place on the website is a serious question that faces not only UAlbany, but businesses all over the world. Here is a reasonable response: Send emails as often as necessary (but not too often!), and place on the site everything that deserves to be archived—and make it easily accessible. That’s what the Emeritus Center will attempt to do.

Question 7—What is your most current contact information?

• Most of the Emeriti who responded to the Survey provided that information. We had (painfully!) collected the email address of many of

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them, and we check and recheck them each time we send a new message. Many Emeriti are not aware of the problem however, and the returned messages usually provide only cryptic information: “domain name system error…domain not found…error from remote server…permanent fatal error…user unknown…account is full: quota exceeded…” We will attempt to correct these types of error, hopefully with the help of a qualified UAlbany specialist.

• Most of those who responded to the Survey also provided their home address, but most still prefer to be contacted by email.

• The University does not have an up-to-date list of addresses for Emeriti. Both the printed Directory and the online Directory are unfortunately totally inadequate. This is because Emeriti were never urged to make corrections to their entry in the online Directory, and most would not have the faintest idea about how to proceed. The result is that offices that were vacated several years ago (with their corresponding telephone numbers, and sometimes the email addresses) are still in the Directory. We plan to do something about the problem, again hopefully with the help of a qualified UAlbany specialist. “An annually updated directory of Emeriti with phone numbers and email addresses is sure to be welcome” (a response to Question 8 below).

• The fact that the University does not have a reliable address list for Emeriti can create serious difficulties, as examplified by the recently modified Parking Policy. Such a new policy could not be implemented if most of the concerned people had not been notified. You are aware of what the Emeritus Center did to help solve the problem, since you have received our recent message on the subject dated August 23, 2008 and entitled Parking policy—A clarification. We were pleased to be able to help.

Question 8—What kind of services would you like the UAlbany administration to provide Emeriti beyond the ones you currently receive? A key suggestion “We, as Emeriti faculty , still have a great deal to contribute to the University based on our experience. However, there are no avenues to do that. The latest offer to serve on Faculty Senate committees is not very appealing. However, serving on task forces on specific topics and search committees would be very nice!” Parking policy “Must restore the special parking which was taken away recently. For most Emeriti at their age there is a real need for this…Straighten out the current parking debacle…An organization that represents Emeriti not just in providing programs but in giving assistance in solving problems such as the parking situation.”

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• We were pleased to be able to do just that. See above.

Others “ Funding for professional travel;availability of supplies, like paper; repair/maintenance for computers…Adequate office space, I stopped coming to campus when my office space was as big as my mud room at home…Any important changes in health care coverage…Cut the fat andget rid of at least 50% of the petty bureaucrats who want to re-invent five year plans…Assistance with library privileges in non-SUNY libraries.” Question 9—Is there anything else you would like to tell us about the Emeritus Center? “It’s noticeable that some of the most active members are faculty who originated abroad or have lived abroad extended periods.” “It would also be nice to know who among our band is ill or has died. If ill, whether they can receive visitors at a nursing home or hospital, and the names and addresses of these institutions.”

• We encourage Emeriti to share with us this type of (sad) news. We will, in turn, share it with the Emeriti community.

About our facility “Great idea. Lovely facility…Good facility…I am pleased that we have the Center!...If I were just now retiring I would make the Center my second home…Keep up great programs…The concept on the Emeritus Center is a wonderful one…I think the Emeritus Center is a very valuable service and hope it will continue to be made available to Emeriti…I think you are doing a good job…Only that I ‘d love to know more about it!...I’ll try to visit soon…I’d like a larger place to meet.”

• Thank you! Thank you! (We must do something right.)

• Finally, it’s probably fitting for all Emeriti to remember that “their Emeritus Center” was created two years ago by the late President Kermit Hall. We will celebrate our second anniversary on Friday, November 7, 2008. All Emeriti are cordially invited. Interim President George Philip will be present. Stay tuned.

Part IV: Selected Higher Education

Retiree Organization Websites Samples

OSU Retirees Association

http://hr.osu.edu/osura/index.aspx[6/1/2012 9:41:03 AM]

Home News & Events Discounts About Membership Newsletter Pictures Presentations

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The Ohio State University www.osu.edu Help Campus map Find people Webmail

News &Events

May4...........ChMay8...........ExBoardMeeting

NEW! Questions about

Supplemental RetirementAccounts?

Find general informationabout 403(b) and 457(b)

accounts here.

Welcome to the OSURAThe Ohio State University Retirees Association is an organizationfor retired faculty and staff that provides a variety of services toenrich the lives of its members and benefit the university andgreater community. Some 2,800 members are locatedthroughout the country.

Become a memberOSURA offers free membership to Ohio State retirees duringtheir first year of retirement; after that, annual dues are $15which cover both the retiree and spouse. Life membership isencouraged and costs $170.

To continue your connection with The Ohio State University byjoining the Retirees Association, download the OSURAApplication Form (PDF), print the application form and mail itwith your dues.

ContactOffice ManagerDiana L. Lantz1590 N. High St. Suite 300Columbus, OH 43201-2190(614) 292-2916(614) 292-4424 (fax)

About OSURA

http://hr.osu.edu/osura/about.aspx[6/1/2012 9:45:38 AM]

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About OSURAGeneral InformationVision, Mission, GoalsFounding of OSURAEndowmentCommittees/Officers

About OSURA

General InformationThe objective of OSURA is to enhance the well-being of its members through educational andcultural programs/or experiences that provide:

information of importance to the member's status as a retiree of The Ohio StateUniversity;benefits and privileges extended to retirees by the university and the State Teachers andPublic Employees Retirement Systems (STRS-OH and OPERS);an effective communications link with various public agencies and institutions thatrelate to the retirees;ways of maintaining and improving the member's health condition;ways of maintaining and improving the member's economic status and financialcondition;opportunities for members to maintain a relationship with and service to the university;information and/or assistance or information to a surviving spouse or family in case ofextreme illness or death;pertinent educational, recreational, social and volunteer activities.

A president and vice president are selected annually, and other officers and board membersserve two-year terms. Standing committees serve in the areas of benefits, budgets/finance,by-laws, communications, endowment, membership, program and friendship. A newsletter issent to members each month, and a directory is published annually. The Association holds abusiness meeting annually. Other annual conferences include "Coping with Change," and"Income Tax Help."

Special interest groups (SIGs) include:

The Book Club which meets monthly to discuss various readings.The Bridge Group plays cards or other board games monthly.The Litter Pickers improve the environment along the section of Route 33 that has beenadopted by OSURA.The Ohio State University Faculty and Staff Photographic Society shares techniques andinterests.The Tertulia Breakfast is held monthly at the Faculty Club and features Ohio Stateretirees and current employees sharing opinions on a wide variety of topics.

In addition,

The Travel Committee plans trips in and around Ohio as well as other areas in theUnited States and throughout the world. Most are bus trips for one to several days, but

About OSURA

http://hr.osu.edu/osura/about.aspx[6/1/2012 9:45:38 AM]

some are with air travel (notably international trips) and for longer periodsThe Cultural Affairs Committee arranges for outings to the opera, light opera, ballet,museums, etc.The social calendar includes a summer picnic, a holiday buffet, luncheons.

Ohio State retirees are offered information and assistance with benefits available through OhioState, the retirement systems, and agencies and groups concerned with aging, and with manyof the tasks needed by individuals (e.g., transportation, medical forms, contact information).

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Vision, Mission, Goals

VisionThe Ohio State University Retirees Association aspires to become the most effectiveorganization possible to help members attain optimum satisfaction in their retirement years.

MissionOSURA provides a variety of services that enrich the lives of its members and benefit theuniversity and the greater community.

Goals

To provide a wide range of activities, including educational, informational, cultural,social, travel, and volunteer opportunities.To monitor and share information on benefits affecting health and life style choices.To increase membership.To advance all modes of communication with its members, as well as the university andgreater community, via the Association's newsletter, membership directory, web site,and other appropriate avenues.To assist and serve The Ohio State University in accomplishing its mission and goals.To encourage and create opportunities for retirees to help other retirees.To develop further the Association's endowment.To be an efficient retiree association.

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Founding of OSURAOSURA was not formed on a sudden impulse or whim on the part of a few interested persons.Rather, it is an outgrowth of a lengthy study by a special committee of the local chapter ofthe American Association of University Professors. These individuals were deeply concernedabout the on-going welfare of those who had retired or were about to retire from thisuniversity. It was noted that there was no single office nor designated individual to whomnewly retired persons could turn for counsel and assistance with the many problems involvedin the transition from employees to retirees. A sympathetic response from the Universitypresident and from the vice president, personnel services, led to the establishment of such anoffice, appointment of an appropriate officer, and the preparation and distribution of aretirement handbook for persons in the process of retiring.

But how could on-going views of retirees be adequately expressed? How could their commonneeds and problems be resolved?

The committee, augmented by additional interested employees, directed an inquiry to a

About OSURA

http://hr.osu.edu/osura/about.aspx[6/1/2012 9:45:38 AM]

selected group of outstanding American universities where associations of retirees were inexistence, some for many years, to ascertain the characteristics of such organizations and tobenefit from their experience. Based upon this information and the perceived needs of OSUretirees, the committee authorized a questionnaire study of a sampling of Ohio State retireesas to the need for and suggested functions of such an association. The positive results fromthis study were interpreted as a mandate to proceed with the establishment of such anorganization. This became reality in 1983 with Ransom Whitney as the first president of TheOhio State University Retirees Association (OSURA).

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EndowmentOSURA established an endowment in 1995 to enhance the support of its programs and activitiesfor members. The money received for the Endowment Fund is invested by the OSU Foundationand the resulting interest is used to support activities of the organization such as thefollowing:

Contributions are tax deductible and can be made at any time by personal check or throughpayroll deduction at the time of the Campus Campaign. Make personal checks payable to theOSU Foundation and write the OSURA fund number 605420 in the lower left memo line.

Annual MeetingCoping with Change ConferenceTax SeminarEstate Planning SeminarMember Emergency Assistance (financial, transportation, etc.)

Please send check contributions to the following address:

OSURA

1590 North High Street, Suite 300

Columbus , OH 43201-2190

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Committees/Officers

Executive Board 2011-2012

President Howard L. Gauthier

Vice President/President Elect Diane M. Selby

Secretary Richard M. Hill

Treasurer C. Thomas Ridenour

Communications Judith A. McMahon and Nancy S. Wardwell

Past President Marie T. Taris

About OSURA

http://hr.osu.edu/osura/about.aspx[6/1/2012 9:45:38 AM]

Members at Large Donald B. CooperFrancille M. Firebaugh Anne M. LaPidusJoan R. LeitzelJoseph A. LipskyCatharine P. Warmbrod

Standing Committee Chairs

Benefits Louis P. DiOrio

Budget and Finance Charles E.Corbato

Bylaws Thomas L. Sweeney

Communications Judith A. McMahon and Nancy S. Wardwell

Endowment Wallis J. Harsch

Friendship Sally E. Dellinger

Membership Donald W. Larson

Program Coordinating Diane M. Selby

Cultural Arts Committee Odette Blum

Social Committee Mary Anne Herbst

Travel Committee Betty A. Maynard

Representatives

Campus Campaign Richard M. Hill

Bucks for Charity Anne M. LaPidus

Faculty Compensation and BenefitsCommittee

Richard M. Hill

Ohio Council of Higher Education Retirees Louis P. DiOrio and Howard L. Gauthier

Ohio Public Employees Retirement System Michele B. Hobbs

Staff Compensation and BenefitsJudith A. McMahon

About OSURA

http://hr.osu.edu/osura/about.aspx[6/1/2012 9:45:38 AM]

© 2006, Office of Human Resources | 1590 N. High St., Suite 300 | Columbus, OH 43201-2190 | (614) 292-1050This page is maintained by: Office of Human ResourcesContact Customer Service, or WebmasterIf you would like assistance accessing this page or need to request an alternate format, contact Webmaster.Privacy Policy.

Subcommittee

State Teachers Retirement System Richard M. Hill

Historian Fern E. Hunt

Office Manager Diana L. Lantz

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Rutgers University Retired Faculty Association (RFA)

http://rfa.rutgers.edu/[6/1/2012 9:47:52 AM]

Retired Faculty AssociationServing the needs and interests of retired faculty.

RFA Home

The Retired Faculty Association (RFA) of Rutgers University has over 200 members,including 40 active faculty and 160 retirees. At the first membership meeting onNovember 7, 1999, the bylaws for the RFA were approved and officers were elected. You can find the bylaws and a list of officers on our menu at the right. One of the mostimportant goals of the RFA is to maintain connections and involvement with retireesafter their teaching and research days have wound down -- although many of ourmembers tell us they continue these activities in retirement.This site aims to provideuseful information and to enable anyone interested in retirement to find the informationhe or she needs. Click on the topics on our menu and you will find electronic links tothe information you need.

We want to serve you, so if you have suggestions for types of information you'd like tofind here, use this e-mail address: <thunt@scils.rutgers.edu>

To view the Silver Knights Staff Retiree Association website, click here.

The RFA thanks the School of Communication and Information (SC&I) for hosting ourwebsite and helping us to maintain it. Special thanks to Assistant Dean Jon Oliver forhis patience, industry and commitment to public service.

The re-design of the RFA website was done by Alex Daley, Systems Administrator atSC&I, to whom we also owe our gratitude.

Todd Hunt, Professor EmeritusExecutive Director, RFAOffice: The Rutgers Club199 College AvenueNew Brunswick, NJ 08901Phone: 732-932-3807

For questions or comments about this site, contact thunt@scils.rutgers.edu

© 2003 Rutgers, The State University of New Jersey. All rights reserved.

About the RFA :HomeAssociation BylawsMembershipApplication

Membership Benefits Mission Statement Officers of the RFA Partners of the RFA

Programs & Events

Portfolio: RFA 10thAnniversary

Useful Resources :

Checklist: Things ThatMust Be Done Uponthe Death of a Retireeor Spouse

RU RetirementChecklistPerks, Policies &ProceduresPreparing for EstatePlanningWriting an ObituaryMemorial ServicesUseful Contacts

Related Links:Association ofRetirementOrganizations inHigher EducationThe Rutgers ClubThe Rutgers UniversityPress

Rutgers University Retired Faculty Association (RFA)

http://rfa.rutgers.edu/rfabenefits.html[6/1/2012 9:51:17 AM]

Retired Faculty AssociationServing the needs and interests of retired faculty.

RFA Membership Benefits

University Human Resources (formerly the Division of Personnel Services) maintains alist of services and benefits available to retired faculty.

Included are special rates for athletic events, free transportation on the Campus BusSystem, reduced rates on the Rutgers golf course, information about free parkingpermits, how to obtain an ID card, how to obtain a library card, discounted theatertickets, tuition remission policies, recreational facilities, counseling services and how tocontact the University Condolence Fund to give notification of a colleague's death.Phone numbers are provided for all services and benefits.

You'll find the list of benefits in the menu at the left under "Perks, Policies andProcedures".

Here are some of the benefits of being anRFA member:* Mailings concerning upcoming programs and events. In addition to RFA events, wewill be partnering with other organizations, including The Rutgers Club, the SilverKnights retired staff organization and the AAUP Emeriti Assembly.

* Guest privileges at The Rutgers Club on the days of RFA events.

* Workshops on computers, estate planning, financial planning, personal fulfillmentafter retiring, consulting opportunities, health resources, volunteer opportunities, etc.

* Involvement in the RFA as an officer, a committee member, a program or eventplanner, or representative to other organizations.

* Networking and continued social interaction with colleagues. Exposure to people andideas beyond your own discipline and interests.

* Something to tell your family, friends and neighbors when they ask, "What are youdoing with yourself?" Reply: "I'm active in the Retired Faculty Association of RutgersUniversity."

* An opportunity to build toward the day when Rutgers has a Capstone Center -- abuilding dedicated to the furtherance of our ongoing pursuits and our continuingrelationship with the University community.

For questions or comments about this site, contact thunt@scils.rutgers.edu

About the RFA :HomeAssociation BylawsMembershipApplication

Membership Benefits Mission Statement Officers of the RFA Partners of the RFA

Programs & Events

Useful Resources :

Checklist: Things ThatMust Be Done Uponthe Death of a Retireeor Spouse

RU RetirementChecklistPerks, Policies &ProceduresPreparing for EstatePlanningWriting an ObituaryMemorial ServicesUseful Contacts

Related Links:Association ofRetirementOrganizations inHigher EducationThe Rutgers ClubThe Rutgers UniversityPress

UW_TEMPLATE B1: CHANGE TO NEW PAGE TITLE

http://rfa.rutgers.edu/rfamission.html[6/1/2012 9:50:13 AM]

Retired Faculty AssociationServing the needs and interests of retired faculty.

RFA -- Mission and Goals

The mission of the Retired Faculty Association of Rutgers University is to further andpromote the continued campus and community involvement and participation of retiredfaculty at Rutgers on the grounds that such involvement and participation is highlybeneficial both to the University and to the individual faculty members.

The goals of the Retired Faculty Association include:

* Providing current and complete information on University services and benefitsavailable to retired faculty and their spouses.

* Providing information to current faculty members regarding retirement issues throughnewsletters and the RFA website. The web site will provide links to other relevantelectronic resources.

* Providing information to retirees on the life of the University, including opportunitiesto participate in activities.

* Acting as a resource and a clearinghouse of information on retiree expertise for unitsof the University and organizations in the community seeking participation fromexperienced retired faculty.

* Facilitating continuing contributions by retirees to the furtherance of the scholarly andprofessional objectives of the University.

* Sponsoring special sessions for retirees on intellectual, social and cultural issues.

* Publicizing activities and accomplishments of retired Rutgers faculty.

* Sponsoring educational programs relating to the interests and problems of retiredpersons.

* Communicating on behalf of retired faculty with representatives of the University,government and other groups affecting the welfare of retired persons.

* Working toward the development of a Retired Faculty Center to serve as a meetingplace, information source and an informal drop-in location.

For questions or comments about this site, contact thunt@scils.rutgers.edu

© 2003 Rutgers, The State University of New Jersey. All rights reserved.

About the RFA :HomeAssociation BylawsMembershipApplication

Membership Benefits Mission Statement Officers of the RFA Partners of the RFA

Programs & Events

Portfolio: RFA 10thAnniversary

Useful Resources :

Checklist: Things ThatMust Be Done Uponthe Death of a Retireeor Spouse

RU RetirementChecklistPerks, Policies &ProceduresPreparing for EstatePlanningWriting an ObituaryMemorial ServicesUseful Contacts

Related Links:Association ofRetirementOrganizations inHigher EducationThe Rutgers ClubThe Rutgers UniversityPress

Orange Coast College - Emeritus

http://www.orangecoastcollege.edu/about_occ/emeritus/[6/1/2012 9:52:56 AM]

EMERITUS

Emeritus

Newsletters

Links

Photos

Bylaws

Volunteer Opportunities

Structure

Committee Meetings

HOME > ABOUT OCC

The Emeritus InstituteThe institute is an organization of OCC retirees who desire to maintain an ongoing connectionwith the college and with other retirees. Participants are encouraged to attend occasionalmeetings and to provide some volunteer time at the college.

MembershipFaculty and staff (and their spouses) who have retired in good standing from Orange CoastCollege or the Coast Community College District are welcome to become involved with the group.

ActivitiesSome of the current activities for members include Holiday luncheon, newsletters, ongoing Archive Committee work, hosting Information Tables at the beginning of each semester, andinvolvement in campus events such as Senior Day and Commencement.

A major activity of the Emeritus Institute Archive Committee is the collecting and cataloging ofOCC historic memorabilia. A dedicated Archive Room in the Library houses the collection ofmaterials. Members generously donate their time and skill to sort and preserve the history ofOrange Coast College.

Volunteerism is a very important component of the organization. Emeritus Institute membersprovide helpful assistance to new students at the Information Tables during the first few days ofeach semester. Volunteer staffers allow the college to host thousands of high school students onSenior Day, when prospective students can visit the campus.

With active participation by Emeritus Institute members, the spirit that has made Orange CoastCollege such an outstanding campus shall continue to be enriched.

Contact

Emeritus Institute

714-432-5749

emeritus@occ.cccd.edu

Orange Coast College - Volunteer Opportunities

http://www.orangecoastcollege.edu/about_occ/emeritus/Volunteer+Opportunities.htm[6/1/2012 9:54:16 AM]

EMERITUS

Emeritus

Newsletters

Links

Photos

Bylaws

Volunteer Opportunities

Structure

Committee Meetings

HOME > ABOUT OCC > EMERITUS

The Emeritus Institute emphasizes the importance of volunteerism on campus, and is alwayslooking to invite its members to get involved. Here are some volunteering opportunities for theupcoming academic year. To volunteer for these or any other OCC events, contact the EmeritusOffice at 714-432-5749.

High School Senior DaySenior Day offers a wonderful opportunity to meet the next generation of OCC students. SeniorDay will be held during the Spring semester. Take part by lending a hand at the Information Tent,as a bus greeter, or as theater usher. For more information, contact Heather Codding at 714-432-0202 ext. 26511 or hcodding@occ.cccd.edu.

Welcome Days Help new students find their way around campus during the first few days of each semester. Wewill have several tables set up around the campus with maps, information booklets, classschedules, and friendly emeriti to point students in the right direction! Shifts available from 7:30a.m. to 7 p.m. Call 714-432-0202 ext. 26511 to sign up.

Science NightCommunity Science Night usually takes place in the Fall semester. OCC faculty members, K-6teachers, and OCC students are involved in sharing the excitement of science at Orange CoastCollege with children and their families in a fun and educational setting. Emeritus volunteers canhelp and join in a great evening by assisting with registration, hosting honored guests, and visitingthe labs and exhibits. To volunteer, please contact Cherryl Baker 714-432-5847 orcbaker@occ.cccd.edu.

TutoringDo you miss the excitement of teaching? If you're interested in tutoring students, the StudentSuccess Center is the place for you! A weekly commitment is required. For more information,please contact Jaki Kamphuis at 714-432-5538 or Susan Aube at 714-432-5053.

RASCC.ORG Retirees Association of Suffolk Community College

http://www.rascc.org/[6/1/2012 10:00:16 AM]

Home Page Meetings&Planned Events Photo Albums Recent Newsletters By-laws and Minutes

Officers & Comm. members Links Page Member Bulletin Board

RASCC Home Page

RASCC webmasterContent copyright 2009-2012. Retirees Association of Suffolk Community College. All rights reserved.

The Retirees Association of Suffolk Community College (RASCC)is an organization of retirees of Suffolk CommunityCollege and their spouses or significant other. The purpose of RASCC is to provide members with fellowship,pertinent information, and response to their concerns.

RASCC role includes liaison with Suffolk Community College and its organizations. Examples of this function and role may include: Fellowship: Social events, excursions, speakers, tours, etc. Information: financial planning, health insurance, fitness, retirement issues, etc. Liaison: providing retiring personnel with support and information Service: To SCCC specifically and to fellow retirees

Are you a retiree of Suffolk Community College and would like to enjoy the benefits of membership in the RetireesAssociation of Suffolk Community College? Well click RASCC 2012 Membership Form and follow the instructions onthe form. If this is your first year of retirement, your dues are $0.00. That's right no dues the first year.

Part V: Selected Retirement Organizations

in Higher Education Bylaws

BY-LAWS OF THE EMERITUS CENTER OF THE STATE

UNIVERSITY OF NEW YORK AT ALBANY

ARTICLE I ORGANIZATION

The name of the organization shall be The Emeritus Center

of the State University of New York at Albany (“The

Emeritus Center” for short).

ARTICLE II PURPOSE

The purpose of the Emeritus Center is to encourage Emeriti

to continue research, teaching, and university service,

with a strong sense of community.

ARTICLE III MEMBERSHIP

Membership in this organization shall be open to all

persons granted Emeritus status by the State University of

New York at Albany.

ARTICLE IV BOARD OF DIRECTORS

The business of this organization shall be managed by a

Board of Directors consisting of a maximum of 13 members.

The Directors shall serve for a term of 2 years. Officers

shall by virtue of their office be members of the Board of

Directors.

The Board of Directors shall have the control and

management of the affairs and business of this

organization. Such Board of Directors shall only act in the

name of the organization when it shall be convened by its

President after due notice to all the Directors of such

meeting.

A majority of the members of the Board of Directors shall

constitute a quorum and the meetings of the Board of

Directors shall be held regularly.

Each Board member shall have one vote and such voting may

not be done by proxy. All votes shall be by show of hands

unless a majority of the Board elects another method.

The Board of Directors may make such rules and regulations

covering its meetings as it may in its discretion determine

necessary.

Vacancies in the Board of Directors shall be filled by a

vote of the majority of the remaining members of the Board

of Directors for the balance of the term.

ARTICLE V OFFICERS

The officers of the organization shall be as follows:

President

Vice President

Treasurer

Secretary

Program Director

Communications Director

Hospitality Director

The Emeritus Center Board shall nominate and elect the

officers of the organization.

The President shall preside at all meetings. S/he shall by

virtue of her/his office be Chair of the Board of

Directors. S/he shall present at each annual meeting of the

organization an annual report of the work of the

organization. S/he shall appoint all committees, temporary

or permanent. S/he shall see that all books, reports and

certificates are properly kept and filed.

The Vice President shall in the event of the absence or

inability of the President to exercise her/his office,

become Acting President of the organization with all the

rights, privileges and powers as if s/he had been the duly

elected President.

The Treasurer shall have the care and custody of all monies

belonging to the organization and shall be solely

responsible for such monies or securities of the

organization. S/he shall exercise all duties incident to

the office of Treasurer.

The Secretary shall keep the minutes and records of the

organization. It shall be her/his duty to file any

certificate required by any statute, federal or state. S/he

shall give and serve all notices to members of this

organization as necessary. S/he shall keep full records of

the Minutes of the organization. S/he shall present to the

membership at any meetings any communication addressed to

her/him as Secretary of the organization. S/he shall submit

to the Board of Directors any communications which shall be

addressed to her/him as Secretary of the organization. S/he

shall attend to all correspondence of the organization and

shall exercise all duties incident to the office of

Secretary.

The Program Director shall oversee, coordinate, and

implement all the Emeritus Center Programs, in close

consultation with Board members who, as a whole, function

as the Program Committee.

The Communications Director shall advertise the Emeritus

Centers’ activities, and place on the Emeritus Center’s web

site relevant documents as requested by the Board. S/he

shall maintain an automated directory of Emeriti’s email

addresses. S/he shall advise Board members and Emeritus

Center members in all aspects of computers and related

technologies.

The Hospitality Director shall plan and arrange for seating

and refreshments at Emeritus Center events.

No officer shall for reason of her/his office be entitled

to receive any salary or compensation.

ARTICLE VI MEETINGS

At a minimum, one membership meeting of this organization

shall be held annually. The Secretary shall send to all

members, at their addresses as they appear in the

membership list, a notice that includes the time and place

of such annual meeting.

Regular meetings of the Board of Directors shall take place

at a time and place determined by the Board.

Any member of the Board can request a special meeting of

the Board for a specific purpose. Such a request must be

made to the President in writing. The request shall state

the reasons for the meeting and the business to be

transacted. The President shall decide whether the matter

is sufficiently urgent to call a special meeting. S/he

shall decide on the date of the meeting. No other business

may be transacted at such special meeting without the

unanimous consent of all present.

ARTICLE VII VOTING

At all meetings, except for the election of Officers and

Directors, all votes shall be by show of hands. The

election of Directors (including Officers) shall be by

secret ballot. All members may nominate or self-nominate

Directors (including Officers). All motions will carry at a

simple majority.

At any regular or special meeting, if a majority so

requests, any question may be voted upon by secret ballot.

ARTICLE VIII ORDER OF BUSINESS

1. Approval of the Minutes of the preceding meeting.

2. Reports of Officers.

3. Reports of Committees.

5. Old and Unfinished Business.

6. New Business.

7. Adjournment.

ARTICLE IX COMMITTEES

All committees of this organization shall be appointed as

needed by the President

ARTICLE X AMENDMENTS

These By-Laws may be altered, amended, repealed or added to

by the Board of Directors.

END OF TEXT

================================================== These By-Laws were first approved by the Emeritus Board of

Directors on March 30, 2007. They were first amended on

April 3, 2008, and again on October 6, 2009. The present

document was sent to the Board Members by Ray Ortali,

Emeritus Center Communications Director, as an email dated

October 12, 2009 at 1:07 pm.

==================================================

Constitution of the Emeriti Association of the

State University of New York, College at Oswego ______________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

Page 1 of 3 • Approved at Annual Meeting, August 6, 2007

Constitution of the Emeriti Association State University of New York, College at Oswego

The purposes are to facilitate:

• Communication and fellowship among emeriti and associate members

• Continuing relationships between emeriti and associate members and the College community

• Involvement of emeriti and associate members in services to the College community

Membership

• All professional staff members who are not designated clerical or classified and who retire from service at SUNY Oswego shall be considered members of the Emeriti Association.

• All spouses, domestic partners, widows, and widowers of retired professional staff members at SUNY Oswego shall be considered associate members of the Emeriti Association.

• Professional staff and spouses who do not meet the above criteria may become Emeriti Associates upon approval by the Board of Directors.

• The chairperson of the Board of Directors of the Association shall communicate with professional staff persons upon their retirement, informing them of the services and programs of the Association and inviting their participation and financial support.

Financial Contribution

• Members of the Association and widows and widowers of deceased members will be invited to make an annual contribution to support the work of the Association.

• The suggested amount shall be set by the annual meeting at a level believed to be sufficient to fund the Emeriti Newsletter and other approved programs of the Association for the next year.

Constitution of the Emeriti Association of the

State University of New York, College at Oswego ______________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

Page 2 of 3 • Approved at Annual Meeting, August 6, 2007

• Members of the Association may choose to make a one-time contribution of $125.00.

Annual Meeting

• There shall be an annual meeting of the Emeriti Association, held on the first Monday of August at an hour and place set by the Board of Directors.

• At that meeting, an annual class of Board of Directors members will be elected and any unexpired Board vacancies filled.

• The annual meeting shall act on the Board of Directors’ recommended activities for the next year and the amount of financial contribution to be requested of members.

• The fiscal year of the Association begins on the first day of September.

Board of Directors

• The business of the Association shall be conducted by a Board of Directors.

• The Board of Directors shall be made up of nine (9) or ten (10) members. Three (3) members shall be elected at each annual meeting to serve three-year terms.

• If the person selected to serve as Emeriti Newsletter editor is not one of the elected Board members, that person shall become an ex-officio member of the Board, giving the Board a total membership of ten (10).

• At its first meeting after September first, the Board of Directors shall select from its own membership a chairperson, a vice chairperson, a secretary, and a treasurer. Board officers shall take office upon election and serve until replaced.

• The chairperson and vice chairperson of the Board of Directors shall also serve as president and vice president respectively of the Emeriti Association.

• The Board of Directors shall appoint an editor for the Emeriti Newsletter to serve for a three-year term. The editor may appoint an editorial board to help carry out the mission of the Newsletter.

Constitution of the Emeriti Association of the

State University of New York, College at Oswego ______________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

Page 3 of 3 • Approved at Annual Meeting, August 6, 2007

• Vacancies on the Board occurring between annual meetings may be filled by the remaining members of the Board. Persons so appointed shall be subject to election to the balance of the unexpired term at the next annual meeting.

• The College’s Vice President for Development and Public Affairs or that person’s designee shall be invited to serve as the College’s liaison to the Board of Directors.

• Prior to the annual meeting, the Board of Directors shall select a three-member Nominating Committee from its own membership to present a slate of candidates for election to the Board of Directors.

• The Board of Directors shall present to the annual meeting a schedule of proposed activities for the next year and a suggested financial contribution sufficient to fund the activities.

Amendments

• This constitution shall be adopted and may be amended, upon the recommendation of the Board of Directors, by a two-thirds vote of the members present and voting at an annual meeting.

OREGON STATE UNIVERSITY

RETIREMENT ASSOCIATION

(OSURA)

BYLAWS

Revised as of February 4, 2003

ARTICLE I - Membership Meetings

Section 1 - Annual Meeting. There shall be an Annual Meeting of the members in each fiscal year (July 1 - June 30). The annual meeting shall be held at a time and place designated by the Board of Directors. At this meeting the members of the Association shall transact such business as may be presented for action by the members.

Section 2 - Other Meetings. There may be other meetings of the members as the Board directs.

Section 3 - Quorum. Members present shall constitute a quorum at any meeting of the members of the Association.

Section 4 - Notice of Meetings. The Secretary shall give at least 15 days notice to the members of the time, place, and purpose of all meetings.

ARTICLE II - Composition of the Board

The Board is responsible for governing the Association and shall be composed of the officers and six (6) elected members.

ARTICLE III - Meetings of the Board

Section 1- Planning Meeting. The Board shall hold a planning meeting within two months following the Annual Membership Meeting to consider the work of the Association for the ensuing year. The President shall designate the time and place of such meeting.

Section 2 - Regular Meetings. The Board shall meet quarterly unless otherwise agreed to. The time and place of such meetings shall be established by the Board.

Section 3 - Special Meetings. Special meetings of the Board may be held upon the call of the President or upon request of any three members of the Board.

Section 4 - Presiding Officers. The President shall preside at all meetings of the Board. If the President is absent or unable to perform the duties of office, one of the other officers shall function in the President's place, with the President-Elect having the priority so to serve.

Section 5 - Notice of Meetings. The Secretary shall give timely notice of each meeting of the Board.

Section 6 - Quorum. A majority of the members of the Board shall constitute a quorum.

ARTICLE IV - Memberships and Membership Dues

Section 1 - Membership Eligibility.

A. Retired members of the OSU faculty and Staff and the following: their spouses, surviving spouses, former spouses, and domestic partners.

B. OSU active, salaried employees who are interested in supporting and furthering the purposes of the Association.

C. On application to and approval by the Board, retirees of other colleges and universities.

D. On recommendation of the Membership Committee, and approval of the board, honorary or associate membership may be conferred as a means of recognition, or in situations where the individual is not otherwise

eligible, but where OSURA and the individual, by virtue of his/her professional experience, will mutually benefit from the association. This membership will include all privileges of membership. Associate members pay the regular dues and honorary members pay no dues.

Section 2 - Dues and time of payment. The Board shall establish membership dues. Dues are payable on or before July 1 each year.

ARTICLE V - Committees

Section 1 - Standing Committees. Standing Committees shall include such committees as the Board determines to be essential or desirable to carry out the purposes of the Association as outlined in Article II of the Constitution.

Section 2 - Subcommittees. Each Standing Committee may appoint one or more subcommittees, which shall report to it.

Section 3 - Term of Office. Members of the Standing Committees shall serve one-year terms and are eligible for successive reappointment.

Section 4 - Ad Hoc Committees. The Board may appoint such ad hoc committees as it deems appropriate. Such committees shall report to the Board and shall serve at its pleasure.

Section 5 - Committees serving functions for the Board. There shall be a Nominating Committee. It shall be composed of three (3) persons appointed by the Board. They will:

(a) elicit suggestions for nominees and prepare a slate with a candidate for each vacancy on the Board.

(b) nominate individuals to fill the positions of President, President-Elect, Secretary, and Treasurer. Subject to the action of the Nominating Committee, the President-Elect is expected to be a candidate for President in the following year.

ARTICLE VI - Amendments

The Board may, by a two-thirds vote of its membership, amend the bylaws at any meeting provided that the amendment or amendments have been distributed to the Board at least one week before the meeting at which they are to be voted upon.

Retirees Association of Suffolk Community College

By-laws, February 2005

Article 1

Name and Mission

Section 1- Name

The name of the association shall be the Retirees Association of Suffolk Community

College

(RASCC). It is organized as an integral part of the Suffolk Community College

Foundation, Inc.

(Foundation).

Section 2- Mission Statement

The Retirees Association of Suffolk Community College is an organization whose

purpose is to provide members with fellowship, pertinent information, and response to

their concerns.

Its rolewill include liaison with Suffolk County Community College and its

organizations. Examples of this function and role may include:

Fellowship: social events, excursions, speakers, tours;

Information: financial planning, health, fitness;

Liaison: providing retiring personnel with support and information;

Service: to SCCC specifically and to fellow retirees

Article 2

Membership, Membership Rights, and Membership Dues

Section 1- Membership

Membership is open to:

Retired employees of Suffolk County Community College

Suffolk County Community College employees on long-term disability

Spouses of deceased Suffolk County Community College employees

Former employees of the college - at discretion of the executive council

Section 2- Membership Rights

Rights of members in good standing shall include the rights to vote, hold office,

serve on committees, and take part in all activities sponsored by RASCC.

Section 3-Membership Dues

The executive council of RASCC shall determine RASCC annual membership dues and

payment date. Only those whose dues are fully paid will be considered members in good

standing.

Section 4- Fiscal Year

The fiscal year of RASCC shall coincide with that of Suffolk Community College

Foundation Inc.

Article 3

General Meetings

Section 1-General Meetings

The general meetings of RASCC shall be held in October and April for the purpose of

presenting the president’s report, treasurer’s report, committee reports and the transaction

of such other business as may properly come before the meeting.

Section 2-Other General Meetings

Other general membership meetings may be held at the call of the president, or upon the

request of the majority of the executive Council.

Section 3- Notices and Minutes of General Meetings

Members shall receive, one month in advance, a notice and agenda of general

membership meetings, when this is possible. Minutes will be taken and a summary of the

minutes will be published in the next newsletter.

Section 4- Presiding Officer

All general meetings shall be chaired by the president. In the absence of the president, the

vice-president will act as chair. In the event the president and vice president are not able

to act, the members present will choose one of the members present to serve as chair.

Section 5-Rules of Order

All general meetings shall be conducted by Robert’s Rules of Order.

Section 6- Eligibility to Participate and Vote

Only members in good standing can participate and vote in general meeting discussions.

Section 7- Motions

Motions shall be carried by a simple majority of the members in good standing. The chair

will vote only in the case of a tie vote

Section 8-Governing Policies

RASCC shall be governed by the policies approved at the general membership meetings.

Article 4

Executive CouncilSection 1- Affairs of RASCC

The executive council shall be the governing body of the Retirees Association of Suffolk

Community College. All matters affecting the policies, goals, and means of

accomplishing the purpose of the association not specifically provided for in the by-laws

or the action of the membership at a general or special meeting shall be decided by the

executive council. A report on all actions taken by the executive council shall be made to

the membership at the next scheduled general membership meeting. A majority of the

executive council shall be present to establish a quorum for an executive council meeting.

Section 2-Expenditures

All expenditures shall be approved by the executive council and processed in accordance

with the policies and procedures of the Suffolk Community College Foundation, Inc.

Section 3-CommitteesActivities CommitteeThe activities committee shall be responsible for planning the various activities (such as

social events, excursions, speakers, tours, etc.) for the membership. The activities

committee shall be responsible for establishing a liaison with each of the three campuses

for the purpose of keeping RASCC members abreast of all performances, speakers, and

events, which may be of interest to RASCC members. The activities committee shall be

comprised of seven (7) appointed members, at least of one whom shall be a member of

the executive council. The executive council shall be empowered to appoint the activities

committee members. A chair or co-chair shall be selected by the seven permanent

members of the activities committee.

All RASCC members are invited and encouraged to attend all activities committee

meetings.

Membership Committee

The membership committee shall be responsible for promoting membership in RASCC,

prepare various forms and surveys and for preparing a membership directory for RASCC

members. The membership committee shall be responsible for establishing a liaison with

the AME, Guild and FA. The membership committee shall be comprised of five (5)

members, one whom shall be the RASCC treasurer. The executive council shall be

empowered to appoint the membership committee members. A chair or co-chair shall be

selected by the members of the committee.

Publications Committee

The publications committee shall be responsible for contacting members and the other

RASCC committees regarding newsworthy items, reviewing submitted articles for the

newsletter. The publications committee shall be responsible for the mailing the quarterly

newsletter. The publications committee shall be responsible for keeping the RASCC web

page current by placing the RASCC newsletter and other RASCC notices onto the

RASCC web page. The publications committee shall be comprised of five (5) members,

one whom shall be a member of the executive council. The executive council shall be

empowered to appoint the publications committee members. A chair or co-chair shall be

selected by the members of the committee.

Section 4-Additional Committees

The executive council shall be empowered to appoint additional standing committees, ad

hoc committees or task forces in order to accomplish the objectives of the association as

set forth in the mission statement.

Section 5- Meetings

The executive council shall meet no less than quarterly. Additional meetings shall be held

at the discretion of the president or at least three members of the executive council.

Section 6- Executive Council Membership

Members of the executive council shall be the president, vice president, treasurer,

secretary, immediate past president, and three members-at-large elected by the general

membership.

Article 5-Officers

- Section 1- President

President shall preside over all RASCC general meetings, chair all executive council

meetings and serve as official representative of RASCC. The president or his/her

designee shall be liaison with the college central administration, foundation and the

alumni association.

Section 2-Vice President

Vice President shall assist the president, shall have full authority to act for the president

in her/his absence or incapacity, and shall perform such other duties as may be assigned

by the president.

Section 3 - Treasurer

Treasurer shall be responsible for reporting to the executive council all financial

activities of RASCC, the preparation of an annual financial statement to the Executive

Council and maintain the membership list.

Section 4- Secretary

Secretary shall maintain and distribute, as appropriate, minutes of the association

meetings and executive council meetings.

Section 5-Immediate Past President

Immediate Past President shall be a member of the executive council, when available,

until the retirement of the successor president.

Section 6- At-Large Members

There shall be three at-large members on the executive council.

Section 7-Terms of Office

The term of office for all officers shall be two years and begin on January 1.

Section 8- Retiring Officers

Retiring officers and Executive Council at-large members shall continue in office until

their successors have been duly elected or appointed.

Section 9-Vacancy

In the event of any vacancy occurring in the Executive Council, however caused, such

vacancy may be filled by the Executive Council from among the members in good

standing of RASCC if they shall see fit to do so; otherwise, such shall be filled by an

election at the next general meeting. Any officer appointed or elected to fill any such

vacancy shall hold office for the remainder of the term of the vacated office.

Article 6

Resignations and Removals

Section 1-Resignations

Any member or officer of the Executive Council may resign at any time by giving written

notice to the president, or secretary. Such resignation shall take effect at the time

specified therein, if no time was specified, then on delivery.

Section 2-Removal from Office

Any member or officer of the Executive Council may be removed for cause by vote of the

Executive Council provided there is a quorum of not less than a majority of the entire

Executive Council present at the meeting at which such action is taken No member or

officer shall be removed without cause

Article 7

Elections

Section 1-Nominating Committee

A nominating committee, consisting of at least three members in good standing who are

not be candidates for office, shall be appointed by the executive council at least three

months before each election. The nominating committee shall be charged with the

responsibility of presenting at least one nominee for each executive position at the

October general meeting. The nominating committee shall attempt to present a slate of

officers, which is representative of the diversity of the association; i.e., AME white collar,

AME blue collar, Faculty Association, Guild of Administrative Officers, and central

administration. Additional nominations shall be permitted from the floor at the October

general meeting and this fact shall be stated in the notice of the meeting. Those either

nominated by the committee or from the floor, shall be afforded the opportunity to

decline, and the name of any nominee who declines shall not appear on the ballot.

Section 2-Elections Procedures

Election shall be held biennial. Ballots shall be mailed by the nominating committee to

members in November. The nominating committee shall validate and present the election

results to the executive committee by December 15. The election results shall be

published on the RASCC web page and the RASCC newsletter.

Article 8

Adoption of and Amendments to the by-laws

Section 1- Requirements of Adoption of and Amendments tothe By-laws

The adoption of the by-laws or any amendments to the by-laws shall be by a majority of

voting members in good standing as determined by a mail ballot.

Part VI: Selected Articles Relating

to Retirees

Utilizing America’s Most Wasted Resource*

Robert M. Diamond and Merle F. Allshouse

* From the National Academy for Leadership (http://thenationalacademy.org/readings/utilizing.html) (Published: Inside Higher Ed, April 06, 2007)

How often have we heard, “People with talent and ideas are America’s greatest resource”? And yet, while colleges and universities have as their primary goal the delivery of top quality academic programs, few take full advantage of the talents that are available to help meet this goal from the retired professionals in their communities.

In most university and college communities there is a growing pool of talented retired or transitioning individuals who would like nothing more than to make a difference by using their knowledge and experience to improve their communities and institutions while continuing the process of their own personal development.

Added to this resource is the emerging wave of boomers who will not be retiring in the traditional way. They will be reinventing themselves as they enter new careers and develop new active roles of service. These will be professionals from a wide variety of fields (education, health, government, the arts, business and nonprofit executives, scientists, engineers, and retired military etc.) who have the energy, interest and ability to continue as active contributing members of society for a longer period of time than any preceding generation. With each year thousands of highly trained individuals are added to this growing but under-utilized pool of talent.

Unfortunately, few colleges and universities have made any formal attempt to develop a successful working relationship between the institution and this exciting and capable source of talent. Relationships have been more a matter of chance than conscious planning.

Most of these focus on the use of retired faculty living in the area or local professionals to serve as part-time faculty to meet a very specific and unmet instructional need. For many retired individuals, this form of relationship is inappropriate, of little interest, or impractical since they may be available for periods of time that do not mesh with the academic calendar. The question then becomes how to best take advantage of more diverse individuals to improve the quality of our institution?

There are a wide range of possible options for involving transitioning or full-time retired persons in the day to day operation of every institution. The alternatives have the potential not only of being extremely beneficial to a college or university and to the community, but at the same time can significantly improve the personal well-being of those who are offering their services. The institution, the community, and the volunteer can all gain from this relationship.

Using the Talent

In addition to teaching a course for credit, other services that these individuals can provide are:

Professional Expertise: Building on their backgrounds, they can serve as guest lecturers, members of panels or as special advisers to students working on team projects. In addition they can be tutors for students who enter courses with special needs or mentors to those students who would like assistance as they address advanced topics in greater depth. The challenge here for faculty is finding the right person or persons with the right set of competencies who will be able to mesh into the instructional sequence that is planned.

Life Experiences: One area of possible service that is often overlooked is the ability for these individuals to bring to the classroom a perspective that may have little or nothing to do with their professional fields of expertise. For example, in every community there are individuals who have lived through the depression of the early 1930’s, served in the military in WWII or the wars that followed, individuals who have lived through the Holocaust or other major genocides, people who have had to face religious or racial intolerance, were active in the Civil Rights Movement, have lived through the challenges of moving to the United States from another country, or have spent parts of their careers

working overseas. In each instance, their participation can add a unique dimension to any class studying these periods or subjects. Bringing experts in music, art, or theater into a discussion of a particular period of time or social movement or inviting natives of other countries to discuss the culture and attitudes of different societies can add a texture to a discussion that is otherwise impossible. The key, once again, is the creative use of these various talents within the context of courses and programs.

In nontraditional settings: As more institutions view the out-of-classroom environment as a vital element of the academic and learning experience, these individuals can be used as guest resident counselors, club advisers, program consultants, discussion leaders, etc. Not only can they add a vital element of reality that is so often missing in such activities but, in many cases, they may be available to students at times and in places when most faculty are not.

Adding another dimension: There is one additional use of these citizens that, while rarely taken advantage of, can be of significant benefit to the entire institution. Recent research on how people think has shown that as people mature they become what has been called “transformative” or “critical” thinkers, willing and able to question assumptions, beliefs and traditions. With their extensive backgrounds, these individuals have the potential of adding a unique element to a classroom and the campus. These mature and experienced people can help both students and institutional leaders make plans for the future and address new and often unique challenges.

Some Examples

There are a number of existing programs that can provide details on various approaches. As institutions and communities are different, so are the options. Every program reflects the unique culture of the sponsoring institution; they are not cut from any cookie cutter.

The Elderhostel Institute Network is a central office providing information and resources for Institutes for Learning in Retirement (ILR) in the United States, Canada and Bermuda

http://www.harrowu3a.co.uk/u3a_sites.html#United_States_of_America.

Elderhostel and Olli programs (The Osher Lifelong Learning Institutes provide a core of talented retired individuals.

In many other countries these programs are known as Universities of the Third Age (U3A). For a complete listing go to: http://www.harrowu3a.co.uk/u3a_sites.html

In the U.S. there are four interesting programs that reflect this diversity:

• The Plato Society, University of California at Los Angeles, http://www.uclaextension.edu/plato/, is a good example of an active program in a complex multipurpose university, with excellent outreach in the community.

• Harvard Institute for Learning in Retirement, http://hilr.dce.harvard.edu/ is one of the oldest programs in the nation with a selective membership and serving primarily higher education professionals in the Cambridge region.

• The North Carolina Center for Creative Retirement, http://www.unca.edu/ncccr/, is part of an extensive research program in adult learning issues. The outreach and variety of programs it offers has become a major force in drawing early retirees to this region of the country.

• The Academy of Senior Professionals at Eckerd College (ASPEC) http://www.eckerd.edu/aspec is one of the earliest and most comprehensive programs in the U.S. Here, in a single day members are advising students, participating in formal on-campus class activities, or attending peer led sessions for members on drama, studio arts computer technology, science and society, the classics, magic, music, current events, and offering a public forum on “The Politics of Identity in a Global Context.”

For the community, members with scientific backgrounds have, at the request of government officials, conducted a major study of water resources in the region while others played a key role in designing a leadership training program for implementing change for school districts that was funded by a major

community foundation in the area. In the course of a year, 28 forums and lecture series in archeology and musicology were given by members for the general public. Members served on many nonprofit boards and government agencies and played an active role in Elderhostal programs offered at the institution. An annual publication includes creative research and writings by members.

Working with Eckerd College, the academy also serves as the sponsor and source of coaches for the college’s student award winning participation in the annual national Ethics Bowl. Members have been requested to serve in about 100 class rooms as either “faculty colleagues” or “resource” persons. In addition, one member, a retired diplomat, funded an endowed scholarship in International Affairs and the members contributed about $750,000 to renovate the building in which they meet, which was once the college president’s home.

Civic Ventures, http://www.civicventures.org, provides a portal through which active seniors can make a difference in society. While not necessarily related to a college or university, many of the Civic Ventures approaches can easily be applied to other programs.

Getting Started

The first challenge that institutions face is establishing a process to:

1. Locate the individuals with the needed talents and willingness to participate;

2. Educate faculty and administrators about the potential use of this group; and

3. Make the match between needs and opportunities.

Most significantly, this relationship between the college or university and the community cannot be left to chance. It needs to be planned, communicated and perceived as an integral element in the mission of the institution. Fortunately, the costs involved are modest and the benefits will far outweigh the time, energy and the dollars required. Some key suggestions:

• The initial first step is establishing an office to facilitate the program. While, in time, it has the potential of bringing financial resources to the institution, the program should be located in the office of academic affairs and not under development. Avoid any hint of second class academic status in the initial design. It is vital that priorities be placed in three distinct areas: 1) the immediate and long term needs of the institution; 2) the intellectual needs of the volunteers; and 3) the future needs of the community.

• Provide some appropriate title (Fellows) with academic privileges such as access to library, research facilities and parking. While most volunteers would not expect to be paid for their services, some formal program of recognition and appreciation should be established.

• Draw up an initial list of potential recruits from distinguished prospective professionals in fields that are related to your institution’s curriculum, strengths and needs and to other fields that are of importance to the well-being of the community. It is important that this group be as diversified as possible and not dominated by any one profession or group.

• Get faculty, administrative and community involvement from the beginning. Establish a high quality advisory board with representatives from all three categories.

• Provide adequate space for meetings and for growth. The space can serve multiple purposes, but transitioning professionals require a “place” as a surrogate office where they can work, meet and network with colleagues, etc. Since parking will be essential, a location near but not necessarily on-campus is most important.

• Provide funding and staff for the initial year or two. If the group is successfully meeting the needs of its members it will become self-sufficient in a relatively short period of time.

• Create some simple, but formal, organizational structure through Bylaws that will give the group an identity, and related through the office of Academic Affairs. Normally the group itself will be involved in this process during the first year of organization.

The Potential

This program, if developed with care, has the potential of generating far more benefits to the institution, the individual volunteers and to the community than is immediately apparent. For example, in addition to their instructionally related functions, such a group might serve as:

• Ambassadors of the school in the community (volunteers are more credible than paid employees)

• A core think-tank, with sub-groups, on a wide variety of issues, and commissioned by community groups for special studies and tasks

• A source of potential research colleagues and collaborators for faculty

• The resource bank for speakers, consultants, etc.

• The energy source and place from which professionals develop their own talents, form new professional relationships and spin off new enterprises

• A special “advisory” group for senior institutional officers and sounding board for testing new ideas, evaluation and planning

• A talent bank from which the community can draw pro bono professional services to benefit the non profit infrastructure and municipal government.

A Final Word of Caution

Working with talented and dedicated people is always challenging and rewarding for everyone involved. Therefore it is crucial in programs of this type that both the faculty members and resource persons keep their focus on the objectives of improving the quality of the academic experience for students, the wellbeing of the community and health of the institution. If this primary goal is not clearly articulated from the beginning some faculty and administrators may perceive this relationship as an attempt by experienced “outsiders” to take over the classroom or program. The potential for significant impact and a delightful personal experience for faculty, students, administrators and the resource persons is there. The key is to keep the focus on the mission of working together toward a common goal.

Merle F. Allshouse was director of the Academy of Senior Professionals at Eckerd College from 1994-2002. He has been President of Bloomfield College, Vice President of the University of Colorado Foundation and a Professor of Philosophy and Religion and Associate Academic Dean at Dickinson College and is extremely active as a Fellow of the Florida Studies Program at the University of South Florida and in a number of programs serving the community.

Robert M. Diamond is President of the National Academy for Academic Leadership and Professor Emeritus at Syracuse University. His publications include Designing and Assessing Courses and Curricula. He has held joint administrative and faculty positions at Syracuse University, SUNY Fredonia, The University of Miami and San Jose State University. He played a major role in the design of the Syracuse University Series in Gerontology Education. He is member of ASPEC.

03-24-07

http://thenationalacademy.org/readings/utilizing.html

Older AdultsEngaged asVolunteersSheila R. Zedlewski and Simone G. Schaner

The growing number of boomers reaching re-tirement age over the next 20 years offers anunprecedented chance to tap into a large base ofpotential volunteers. It makes good sense to con-sider ways to encourage boomers’ volunteerism.Benefits would accrue to society directly throughthe contributions of unpaid work, to older adultsas volunteering improves health and well being,and potentially to government, as healthier olderadults require fewer health care dollars.

In fact, numerous studies document thatactive and engaged older people remain in betterhealth. For example, arecent small-scaleexperiment showsthat low-incomeminority seniors vol-unteering in publicelementary schoolsoutscored their non-participating counter-parts in both physicalstrength and cognitiveability (Fried et al.2004). Other studiesfind older adults who volunteer live longer andwith better physical and mental health thancounterparts who do not volunteer (Lum andLightfoot 2005; Murrow-Howell et al. 2003).Glass and his colleagues (1999) show that pro-ductive activities like volunteering and work canlower the risk of mortality as much as fitnessactivities can.

A better understanding of who is volun-teering today should precede efforts to directresources toward supporting volunteerismamong aging boomers. Previous studies, forexample, caution that the retirement of the babyboom population will not necessarily lead to anew, willing army of volunteers. Some studiesshow that older adults do not volunteer more inretirement than while working. Rather, thosewho volunteer during their working years tendto volunteer during retirement (Harvard Schoolof Public Health 2004). Other literature docu-ments that personal characteristics such as reli-gion and education are associated with higherrates of volunteerism (Kutner and Love 2003).

This Perspective uses data from the 2002Health and Retirement Study to examine volun-teerism among adults age 55 and older.1 Formalvolunteering is defined as volunteering for anorganization; and informal volunteering, as timespent helping others not in the household. Therelationships between demographic and eco-nomic characteristics are also explored for thesetwo types of volunteerism.

The results pro-vide new insightsinto volunteeringamong olderadults. Contrary tosome prior studies,we find that non-working adultsengage in formalvolunteer activitiessomewhat moreoften than full-timeworkers, account-

ing for other characteristics that affect volunteer-ing. Men volunteer informally more often thanwomen, once differences in work status, educa-tion, and health between the sexes are taken intoaccount. Results also con-firm other studiesshowing that adults who assign high importanceto religion, those with higher incomes and moreeducation, and those in good health volunteer

Boomers’ volunteerism could benefit society,boomers themselves, and potentially,government. But a better understanding ofwho is volunteering today should precedeefforts to support volunteerism amongaging boomers.

Urban Institute • 2100 M Street, NW • Washington, DC 20037 • Phone: 202-833-7200 • http://www.urban.org

N U M B E R 5 , M A Y 2 0 0 6

T H E R E T I R E M E N T P R O J E C T

Perspectives on Productive Aging

more often than their counterparts. Further,Hispanics volunteer less often than either whitesor African Americans. As discussed, these in-sights could help shape initiatives to increasevolunteerism among older adults.

Volunteering and Retirement

More than 6 out of 10 adults age 55 and olderengage in some volunteer activity (figure 1).About 2 in 10 engage in both formal and infor-mal volunteer activities, 3 in 10 engage in infor-mal volunteer activities only, and 1 in 10 onlyvolunteer formally.

Not surprisingly, rates of volunteering varyby age and work status (table 1). Simple descrip-tive statistics show that older adults who are stillworking volunteer more often than their non-working counterparts at all ages. This differenceis particularly large among those age 75 andolder. While 44.7 percent of nonworkers in this

age group volunteer formally or informally, 66.8 percent of working adults age 75 and oldervolunteer.

In contrast, volunteers without paid jobsspend more time volunteering, at least atyounger ages. For example, nonworking formal volunteers age 55 to 64 spend 217 hours a year on average formally volunteering, compared with 137 hours for their working counterparts. Nonworking informal volunteersage 55 to 64 averaged 132 hours a year, com-pared with 107 hours for working informal volunteers.

Although these findings are consistent withearlier studies, simple relationships betweenretirement and volunteering do not take intoaccount other differences between the twogroups. For example, workers have better healthon average than nonworkers, and adults thatwork at older ages tend to have more education(Haider and Loughran 2001).

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2

Source: 2002 Health and Retirement Study.

Notes: Includes noninstitutionalized Americans age 55 and older. Data are weighted to reflect the true underlying population.

22.6

38.2

10.1

29.1

No volunteering

Formalvolunteering

only

Informal volunteering only

Formal andinformal volunteering

FIGURE 1. Volunteer Activity among Older Americans, 2002 (%)

Characteristics of Volunteers

Indeed, many factors spur individuals to vol-unteer (figure 2). Using regression methods toisolate the independent effect of individual char-acteristics on volunteering shows, for example,that the relationship between work and volun-teering is more complex than simpler statisticsindicate. Nonworkers tend to volunteer in formalactivities somewhat more often than full-timeworkers, other things being equal. Yet, part-timeworkers (employed fewer than 35 hours perweek) are more likely to volunteer, formally andinformally, than full-time workers. The likeli-hood of volunteering tends not to vary muchacross the different work status categories; othercharacteristics tend to matter more in individ-uals’ decisions to volunteer.

Being religious has the strongest correlationwith formal volunteering. The probability of vol-unteering formally is 23 percentage points higherfor individuals who describe religion as “veryimportant,” compared with individuals for

whom religion is “not important.” In contrast,strong religious commitment adds only 9 per-centage points to the probability of volunteeringinformally. Strongly religious people may beespecially committed to good work, or they mayhave more opportunities to volunteer throughplaces of worship. While those for whom religionis somewhat important volunteer more oftenthan those who assign little importance to reli-gion, the effect is relatively small (5 percentagepoints).

Education also has a strong, positive effecton choosing to volunteer. A college degree adds23 points to the probability of volunteering for-mally and 12 to the probability of volunteeringinformally, compared to those without a highschool degree. Persons with some college alsovolunteer significantly more often than thosewithout a high school education, but the effect of education on the probability of volunteeringdiminishes as the level of education declines.

Those with higher incomes also volunteermore often than those with low incomes. For

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3

TABLE 1. Rate of Volunteering and Average Annual Volunteer Hours by Age and Work Status, 2002

Mean hours of volunteeringPercent volunteering (among volunteers)

Age and retirement status All Formal Informal All Formal Informal

Not working for pay55–64 61.3** 28.1** 53.7** 215** 217** 132**65–74 60.2** 33.1** 48.8** 198** 184** 119*75+ 44.7** 26.5** 32.9** 182 189 95

Working for pay55–64 74.1 36.8 66.2 164 137 10765–74 71.9 40.6 60.0 166 144 10275+ 66.8 43.3 51.9 192 158 117

All 61.8 32.7 51.7 183 169 111N (weighted, millions)a 59.9 59.9 59.9 37 20 31

Sources: 2002 Health and Retirement Study.

Notes: Population totals are reweighted to reflect 2002 Census estimates. Retired is defined as not working for pay. aRepresents total population age 55 and over.

*Statistically significant from the value for those working for pay in the same age group, at the 90 percent level.

**Statistically significant from the value for those working for pay in the same age group, at the 95 percent level.

example, being in the top fourth of incomes addsabout 13 points to the probability of volunteeringformally and 11 points to the probability of vol-unteering informally, relative to the group in thebottom fourth. And the probabilities of volun-teering diminish as income declines.

As one would expect, healthy older adultsvolunteer more often than those with healthproblems. Excellent or very good health adds 12 points to the probability of volunteering for-mally and 16 points to the probability of volun-teering informally. Good health relative to fair or

poor health also increases the probability of vol-unteering and has a stronger effect on the likeli-hood of engaging in informal, as opposed toformal, volunteer activities.

Interestingly, age primarily affects the likeli-hood of participating in informal volunteeringactivities. Adults age 55 to 64 are no more likelyto volunteer for organizations than their counter-parts age 75 and older, and those age 65 to 74 areonly slightly more likely than those age 75 andolder to volunteer formally. Race also affects thelikelihood of volunteering. Both whites and

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4

Source: 2002 Health and Retirement Study.

Notes: Estimates show the marginal, percentage point impact on the probability of volunteering. Only select coefficients statistically significant at the 90 percent level or higher are presented. Other controls include caregiving, other race, depression, marital status, and whether a minor child is in thehousehold.

2.3

5.0

8.3

12.7

6.0

5.1

3.2

6.4

12.1

6.2

12.9

22.5

5.4

5.1

5.2

7.1

10.6

10.1

10.6

12.8

11.3

16.1

9.5

15.7

6.2

8.3

11.8

4.9

8.923.0

6.1

0 10 20 30

2nd income quartile (vs. 1st)

3rd income quartile (vs. 1st)

4th income quartile (vs. 1st)

Male (vs. female)

Black (vs. Hispanic)

White (vs. Hispanic)

65–74 (vs. 75+)

55–64 (vs. 75+)

Good (vs. fair or poor)

Excellent or very good (vs. fair or poor)

High school (vs. < high school)

Some college (vs. < high school)

College degree (vs. < high school)

Somewhat important (vs. not important)

Very important (vs. not important)

None (vs. full-time)

Part-time (vs. full-time) Informal volunteeringFormal volunteering

Work activity

Religion

Education

Health

Age

Race

Gender

Income

FIGURE 2. Contribution of Personal Factors to Likelihood of Formal and Informal Volunteering

blacks volunteer formally and informally moreoften than Hispanics.

Finally, figure 2 shows no difference in theprobability of formal volunteering between menand women. Also, men are more likely to volun-teer informally than women. This result defiesthe conventional wisdom that women spendmore time volunteering than men and under-scores the importance of taking multiple demo-graphic and personal characteristics into accountwhen considering what triggers volunteerism.

Volunteer Opportunities

These results on who is likely to volunteer, andwho isn’t, could guide initiatives to increase vol-unteer opportunities. Clearly, initiatives targetingnonreligious adults, Hispanics, and the more dis-advantaged (those with low education levels andlow incomes) might yield big payoffs becausethese individuals report the lowest levels of vol-unteer activity.

The federal government currently supports a variety of volunteer opportunities for olderadults, and some already target low-incomeadults (table 2). For example, Senior Corps, a net-work of national service programs, includesopportunities for low-income adults to partici-pate in the Foster Grandparents and SeniorCompanions programs. The Senior Companionsprogram matches low-income seniors with adultswith disabilities and pays volunteers a stipend.The Senior Community Service EmploymentProgram offers older low-income adults—including immigrant seniors—volunteer oppor-tunities through community service.

Other national programs sponsored primar-ily by the federal government target older adultsmore broadly or match particular skills to volun-teer opportunities. The Retired and SeniorVolunteer Program, part of the Senior Corps,serves the largest number of older adults, provid-ing over a half million with general volunteeropportunities in 2002. Senior Medicare Patrol,funded by the Administration on Aging, trainsretired professionals to help Medicare andMedicaid beneficiaries become better health care

consumers. The Small Business Administrationsponsors a Service Corps of Retired Executives toprovide free counseling and training to smallbusiness owners. Other nongovernmental orga-nizations also provide volunteer opportunitiestargeting older adults. For example “LifelongAccess Libraries,” the Ignatian Lay VolunteerCorps, and the Volunteers in Medicine Instituteengage older adults in a variety of volunteeractivities (Civic Ventures 2005).

Policymakers should carefully consider thevalue of these programs and gauge the potentialgrowing demand for even more opportunities.While most of these programs have not under-gone formal evaluations, their missions matchthe growing needs of an aging population.Engagement, whether through volunteer oppor-tunities or work, enhances the health and well-being of older adults and creates societal value.2

Yet, at current funding levels, most programs canonly serve a small minority of older adults. Andrecent funding for these programs generally hasdeclined in real terms as they compete with othergovernment priorities.3 Instead of cutting fund-ing, Congress should consider the value ofexpanding these and other volunteer opportuni-ties as boomers approach their retirement years.

Notes1. The HRS is a longitudinal survey of older Americans con-

ducted by the Survey Research Center at the University ofMichigan for the National Institute on Aging. For moreinformation, see http://hrsonline.isr.umich.edu.

2. See Johnson and Schaner (2005) for estimates of the valueof unpaid engagement activities.

3. For example, the President’s 2007 budget proposes federalfunding for the Senior Service Corps programs at $218 mil-lion, the same as 2006 levels (Corporation for National andCommunity Service 2006).

ReferencesAdministration on Aging. 2003a. “Performance Data for the

Senior Medicare Patrol Projects.” Statement by Edwin L.Walker, Deputy Assistant Secretary, Administration onAging. Washington, DC: U.S. Department of Health andHuman Services.

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———. 2003b. Compendium of Active Grants, Fiscal Year 2003,Under Title IV of the Older Americans Act. Washington, DC:U.S. Department of Health and Human Services.

Civic Ventures. 2005. Experience in Action. GerontologicalSociety of America and Civic Ventures Wall Calendar.Washington, DC: Civic Ventures.

Corporation for National and Community Service. 2006.“Corporation Appropriation History.” http://www.cns.gov/pdf/2007_budget_apphistory.pdf. (AccessedFebruary 28, 2006.)

Fried, Linda P., Michelle C. Carlson, Marc Freedman, KevinD. Frick, Thomas A. Glass, Joel Hill, Sylvia McGill, GeorgeW. Rebok, Teresa Seeman, James Tielsch, Barbara A.Wasik, and Scott Zeger. 2004. “A Social Model for HealthPromotion for an Aging Population: Initial Evidence onthe Experience Corps Model.” Journal of Urban Health81(1): 64–78.

Glass, Thomas, Carlos Mendes de Leon, Richard A. Marottoli,and Lisa F. Berkman. 1999. “Population-Based Study ofSocial and Productive Activities as Predictors of Survivalamong Elderly Americans.” BMJ 319: 478–83.

Haider, Steven J., and David Loughran. 2001. “Elderly LaborSupply: Work or Play?” Labor and Population ProgramWorking Paper No. 01-09. Santa Monica, CA: RAND.

Harvard School of Public Health. 2004. “Reinventing Aging:Baby Boomers and Civic Engagement.” Harvard School ofPublic Health–MetLife Foundation Initiative on Re-tirement and Civic Engagement Report. Boston, MA:Harvard School of Public Health.

Johnson, Richard W., and Simone G. Schaner. 2005. “Value ofUnpaid Activities by Older Americans Tops $160 BillionPer Year.” Washington, DC: The Urban Institute. Per-spectives on Productive Aging Brief No. 4.

Kutner, Gail, and Jeffrey Love. 2003. “Time and Money: AnIn-Depth Look at 45+ Volunteers and Donors.” Multi-cultural Study 2003. Washington, DC: AARP.

Lum, Terry Y., and Elizabeth Lightfoot. 2005. “The Effects ofVolunteering on the Physical and Mental Health of OlderPeople.” Research on Aging 27 (1): 31–55.

Murrow-Howell, Nancy, Jim Hinterlong, Philip A. Rozario,and Fengyan Tang. 2003. “Effects of Volunteering on theWell-Being of Older Adults.” Journal of Gerontology: SocialSciences 53B(3): S137–S145.

Small Business Administration. 2006. “Budget Request andPerformance Plan.” Washington, DC: Small BusinessAdministration. http://www.sba.gov/cfo/2006_Budget_Request_and_Performance_Plan.pdf.(Accessed March 22,2006.)

U.S. Department of Labor. 2006. “About SCSEP.” Washington,DC: Employment and Training Administration. http://www.doleta.gov/seniors/html_docs/AboutSCSEP.cfm.(Accessed March 22, 2006.)

About the Authors

Sheila R. Zedlewski is the director and SimoneG. Schaner is a research assistant for the UrbanInstitute’s Income and Benefits Policy Center.

T H E R E T I R E M E N T P R O J E C T

7

Part VII: Web Addresses for Useful Resources

Links to Resources for Older Adults and Retirees

Government Agencies The New York State Commission on National and Community Service/New Yorkers Volunteer: www.newyorkersvolunteer.ny.gov New York State Office for the Aging: http://www.aging.ny.gov/ Social Security Administration: http://www.ssa.gov/ Medicare: http://www.medicare.gov/ U.S. Department of Health and Human Services: http://www.dhhs.gov/ National Institutes of Health: http://www.nih.gov/ Leisure and Learning Activities Exploritas (formerly Elderhostel, Inc.): http://www.exploritas.org/ Other Final Details: A Checklist for Estate Planning (Hosted by AARP): http://www.aarp.org/family/lifeafterloss/articles/final_details_a_checklist.html Retirement Information NYSUT Retirees and Retirement: http://www.nysut.org/cps/rde/xchg/nysut/hs.xsl/retirement.htm Retiree Organizations and Associations AARP: http://www.aarp.org/ PEF Retirees: http://pefretirees.com/ National Council on Aging: http://www.ncoa.org/ NY StateWide Senior Action Council: http://www.nysenior.org/

Unions CSEA: http://www.csealocal1000.org/ PEF: http://www.pef.org/ NYSUT: http://www.nysut.org/cps/rde/xchg/nysut/hs.xsl/index.htm UUP: http://www.uupinfo.org/