WEBVTT 00:00:00.000 --> 00:00:03.000 Good afternoon. Thank you all for coming today. 00:00:03.000 --> 00:00:08.000 First let's set the ground rules. I want to ask how many of you are faculty. 00:00:08.000 --> 00:00:11.000 Please notice where everyone sat in the room, that the front row 00:00:11.000 --> 00:00:15.000 is empty. And the next time the students do this in your class, 00:00:15.000 --> 00:00:19.000 be more sympathetic to them. 00:00:19.000 --> 00:00:22.000 So, there's the question that I was asked, and you've probably heard 00:00:22.000 --> 00:00:25.000 this once or twice already. And if you go to the front page of your 00:00:25.000 --> 00:00:30.000 website, what you see is "A Western Oregon University education 00:00:30.000 --> 00:00:33.000 is unlike any other because together we succeed." 00:00:33.000 --> 00:00:36.000 And I actually pulled that off and put that on there because when 00:00:36.000 --> 00:00:40.000 I read it, it didn't make a lot of sense to me. I had lunch with a group 00:00:40.000 --> 00:00:45.000 of students today who told me that, I asked them, "What would you 00:00:45.000 --> 00:00:49.000 tell your neighbor if they had a child that was ready to go to college 00:00:49.000 --> 00:00:52.000 and that child, why should they come to Western Oregon?" 00:00:52.000 --> 00:00:57.000 And their response to me was that, this is a university where you 00:00:57.000 --> 00:00:60.000 come and people aren't expecting you to be something. 00:01:00.000 --> 00:01:04.000 If you want to be part of a sorority, you can, but it's not expected. 00:01:04.000 --> 00:01:07.000 If you want to be in athletics, you can, but it's not expected. 00:01:07.000 --> 00:01:11.000 It's a place that lets you grow and become who you are meant to be 00:01:11.000 --> 00:01:16.000 and who you want to be. And for me, now, that makes a lot more sense. 00:01:16.000 --> 00:01:19.000 So, as always, the students are the best people to talk to 00:01:19.000 --> 00:01:23.000 on the campus. So as I thought about this, one of the things 00:01:23.000 --> 00:01:27.000 that goes through my head any time I'm thinking about 00:01:27.000 --> 00:01:33.000 what an institution should be in 2020 or 2025 is the fact of 00:01:33.000 --> 00:01:36.000 how much higher education has changed since I was 00:01:36.000 --> 00:01:40.000 an undergraduate and how much the world around us has changed. 00:01:40.000 --> 00:01:43.000 When I was an undergraduate, higher education was seen as 00:01:43.000 --> 00:01:47.000 a universal plus, that going and getting a college degree was a good 00:01:47.000 --> 00:01:50.000 thing and you should do it if you could. 00:01:50.000 --> 00:01:53.000 And higher education was highly respected in the community. 00:01:53.000 --> 00:01:57.000 The world has changed around us and that is not true in the way 00:01:57.000 --> 00:01:59.000 that it was when I was an undergraduate. 00:01:59.000 --> 00:01:63.000 I think that's sad, given that this is my life, and I think that higher 00:02:03.000 --> 00:02:08.000 education does change lives for people. But we can no longer 00:02:08.000 --> 00:02:11.000 assume that the world around us sees us as a public good. 00:02:11.000 --> 00:02:16.000 and one only has to look at how the funding for public education has been slashed, 00:02:16.000 --> 00:02:23.000 not just in Oregon, but around the nation. Illinois is just a horrible example 00:02:23.000 --> 00:02:26.000 of what can happen to hire education when the state decides 00:02:26.000 --> 00:02:28.000 it's just not very important. 00:02:28.000 --> 00:02:32.000 So I think it is incumbent upon all of us to 00:02:32.000 --> 00:02:36.000 be able to talk about why what we do makes a difference, 00:02:36.000 --> 00:02:41.000 have the data that shows why what we do makes a difference, 00:02:41.000 --> 00:02:45.000 and have the student input and the feedback from them, 00:02:45.000 --> 00:02:48.000 and their employers, and their graduate students, 00:02:48.000 --> 00:02:52.000 about how valuable they are, and what they're doing will make a difference 00:02:52.000 --> 00:02:55.000 in the world, in their communities, in their fields. 00:02:55.000 --> 00:02:57.000 So with that, I'm going to go ahead. 00:02:57.000 --> 00:02:63.000 And what I've done is I've crafted a series of questions, an outline basically, 00:03:03.000 --> 00:03:08.000 of how I think about this question, and how I would ask you to think about it. 00:03:08.000 --> 00:03:12.000 As we go along, feel free to raise your hand, ask a question, 00:03:12.000 --> 00:03:16.000 make a suggestion, complain, 00:03:16.000 --> 00:03:18.000 please no tomatoes, but other than that it's okay. 00:03:18.000 --> 00:03:24.000 So, as I grabbed onto this question and started working with it, 00:03:24.000 --> 00:03:28.000 for me the first part is, "how do you do this?" You have 00:03:28.000 --> 00:03:32.000 a clear mission. You know who you are, who you want to be as an organization, 00:03:32.000 --> 00:03:36.000 and that's the function... the focus of what you do. 00:03:36.000 --> 00:03:40.000 You use it with laser like focus to influence every decision you make. 00:03:40.000 --> 00:03:43.000 If you don't know what you want to be, it's hard to be that. 00:03:43.000 --> 00:03:48.000 So... It has to be appropriate for the institution and for its context. 00:03:48.000 --> 00:03:52.000 Education is a context specific function. 00:03:52.000 --> 00:03:54.000 And you have to do what's right for you who you are. 00:03:54.000 --> 00:03:58.000 Don't try to be a different institution, be good at what you do. 00:03:58.000 --> 00:03:62.000 You're never going to be the University of Oregon, and that's a good thing. 00:04:02.000 --> 00:04:05.000 You're unique and you should be good at what you're unique at. 00:04:05.000 --> 00:04:11.000 You need to build the systems and the curriculum for 2025, 2030, 2040, 00:04:11.000 --> 00:04:14.000 and understand that the institution has to evolve. 00:04:14.000 --> 00:04:17.000 You cannot be who you were 25 years ago 00:04:17.000 --> 00:04:20.000 and be right for the students of today or tomorrow. 00:04:20.000 --> 00:04:23.000 The way you do things will continue to evolve. 00:04:23.000 --> 00:04:28.000 When I was an undergraduate? No computers! 00:04:28.000 --> 00:04:30.000 If you've ever had to type a paper multiple times, on a typewriter, 00:04:30.000 --> 00:04:32.000 because you're a terrible typist, 00:04:32.000 --> 00:04:35.000 you will appreciate the value of that thing over there. 00:04:35.000 --> 00:04:39.000 But it changes the way we do everything, right? You don't have to think 00:04:39.000 --> 00:04:42.000 anymore about spelling. Well you do, because if you get too far away 00:04:42.000 --> 00:04:45.000 the computer can't even figure out what you thought you meant. 00:04:45.000 --> 00:04:47.000 But the computer helps you do a lot of things. 00:04:47.000 --> 00:04:51.000 It can help you a lot as an educator, help you a lot as a CFO 00:04:51.000 --> 00:04:54.000 to have those spreadsheets electronic, and you can say, 00:04:58.000 --> 00:04:60.000 It changes the world around you. 00:05:00.000 --> 00:05:03.000 So we have to continue to build systems that are going to be appropriate, 00:05:03.000 --> 00:05:07.000 and that change with the times, and with the needs of the students, 00:05:07.000 --> 00:05:12.000 and with the students themselves. Students' brains are wired differently 00:05:12.000 --> 00:05:16.000 now than they were 30 years ago, because students are growing up 00:05:16.000 --> 00:05:20.000 in an era of technology, where they do things quickly, with not a lot of focus. 00:05:20.000 --> 00:05:24.000 And it changes their brains! Which means the way we educated 00:05:28.000 --> 00:05:32.000 We have to keep that in mind as we do things. The fields that we're in, 00:05:32.000 --> 00:05:36.000 the idea of big data, and how does big data get used in the social sciences, 00:05:36.000 --> 00:05:38.000 people didn't do that 20 years ago because there wasn't big data. 00:05:38.000 --> 00:05:43.000 Now the issue is "what do we do with all this data?" and "how do we handle it?" 00:05:43.000 --> 00:05:48.000 So you've got to build the right systems. Given the context of this institution, 00:05:48.000 --> 00:05:51.000 where it sits in the state, the other organizations in the state, 00:05:51.000 --> 00:05:55.000 I would say that being the institution that serves the underrepresented, 00:05:55.000 --> 00:05:58.000 and the nontraditional students seems like a good fit. 00:05:58.000 --> 00:05:62.000 You are a student first, student focused institution. 00:06:02.000 --> 00:06:08.000 You can make the most difference for the students who need the most from you. 00:06:08.000 --> 00:06:11.000 In some ways, it's also most fun in higher education too, because you get to 00:06:11.000 --> 00:06:13.000 watch the greatest growth in the students. 00:06:13.000 --> 00:06:17.000 But it's also a place that there is untapped market available, 00:06:17.000 --> 00:06:21.000 so that as the high school graduation rate decreases, 00:06:21.000 --> 00:06:24.000 you don't end up with a decreasing student enrollment. 00:06:24.000 --> 00:06:28.000 What this means is again, looking at everything through that lens. 00:06:28.000 --> 00:06:32.000 Your admissions policy, your curriculum, and your services for those students. 00:06:32.000 --> 00:06:36.000 Working successfully with nontraditional students means building 00:06:36.000 --> 00:06:40.000 nontraditional structures and practice. And I have a reminder for myself there 00:06:40.000 --> 00:06:42.000 that says "George Mason registrar example." 00:06:42.000 --> 00:06:46.000 So I was at George Mason University for six years. 00:06:46.000 --> 00:06:49.000 I was brought there to start the teaching center, and I did, 00:06:49.000 --> 00:06:52.000 did a whole lot of other things, became the associate provost. 00:06:52.000 --> 00:06:56.000 About 40 percent of George Mason's students took classes 00:06:56.000 --> 00:06:60.000 in the evening, from approximately 6:30 'til 10:30 PM. 00:07:03.000 --> 00:07:07.000 The services on campus were basically not open in the evening. 00:07:07.000 --> 00:07:12.000 So the registrar's office was open until 7:00 o' clock, one day a week. 00:07:12.000 --> 00:07:16.000 Most of the evening students took one day a week classes. 00:07:16.000 --> 00:07:20.000 Which meant, if you didn't take a Tuesday evening class, in order to 00:07:20.000 --> 00:07:24.000 deal with the registrar's office, get a transcript, do other things you needed to do, 00:07:24.000 --> 00:07:27.000 you actually had to come to campus on a day that you wouldn't normally come, 00:07:27.000 --> 00:07:32.000 because the service wasn't available at the time that you were there. 00:07:32.000 --> 00:07:36.000 Now this was a big office, this was a school of 30,000 plus students. 00:07:36.000 --> 00:07:40.000 It would not have been a big stretch to open that office multiple evenings a week, 00:07:40.000 --> 00:07:43.000 until 7:00 o' clock, after which point students were in classes, 00:07:43.000 --> 00:07:48.000 but that's not what you did. They were not matching what they did 00:07:48.000 --> 00:07:49.000 to the needs of the students they had. 00:07:49.000 --> 00:07:52.000 So those are the sorts of things that I say you have to think about. 00:07:52.000 --> 00:07:56.000 You want to communicate the mission, the university's strengths, 00:07:56.000 --> 00:07:59.000 and the student successes clearly and consistently, 00:07:59.000 --> 00:07:64.000 to everybody. To those potential students that you want to recruit, 00:08:04.000 --> 00:08:08.000 to your elected officials who may have their hands on some of the purse strings, 00:08:08.000 --> 00:08:12.000 to the local community, to donors, 00:08:12.000 --> 00:08:16.000 foundations, everybody. You want to have that 00:08:16.000 --> 00:08:20.000 common message. You want the head of advancement and the president 00:08:20.000 --> 00:08:23.000 and the student and the head of the student government, 00:08:23.000 --> 00:08:26.000 and the head of your union to all be saying the same thing about 00:08:28.000 --> 00:08:32.000 Because you build an identity that way. 00:08:32.000 --> 00:08:36.000 There's a video up on your website when you click on the front page, 00:08:36.000 --> 00:08:40.000 that shows a student talking about, "I came to Western Oregon University 00:08:40.000 --> 00:08:44.000 because I knew it was the best place to go for Criminal Justice." 00:08:44.000 --> 00:08:48.000 it's just a really powerful little vignette. And that's what you want. 00:08:48.000 --> 00:08:51.000 You want people to recognize this is a strength of this institution. 00:08:51.000 --> 00:08:53.000 I think the real strength of the institution is 00:08:53.000 --> 00:08:56.000 what the students told me at lunch today. 00:08:56.000 --> 00:08:60.000 It's the personalized attention, it's the place that lets them grow and become. 00:09:02.000 --> 00:09:07.000 How does the university ensure that everybody knows what the mission is 00:09:07.000 --> 00:09:09.000 and talks about that mission? Is it up on the wall? 00:09:09.000 --> 00:09:12.000 I've been at students where the mission and vision statement 00:09:12.000 --> 00:09:16.000 was literally posted on the wall. It's a real help when it comes to 00:09:16.000 --> 00:09:20.000 accreditation time and I was there as an accreditation visitor, so it worked well! 00:09:20.000 --> 00:09:24.000 But it's a way that everybody gets on board with it, and it's just part of 00:09:24.000 --> 00:09:26.000 who they are, it's part of new student orientation, 00:09:26.000 --> 00:09:28.000 it's part of new faculty orientation. 00:09:28.000 --> 00:09:29.000 Alright? 00:09:29.000 --> 00:09:32.000 Western will have the supports, both academic 00:09:32.000 --> 00:09:36.000 and personal, that its students, in particular first gen and nontraditional 00:09:36.000 --> 00:09:39.000 students, need to survive and to succeed 00:09:39.000 --> 00:09:43.000 and those supports may look different than they look for a traditional 18 year old 00:09:43.000 --> 00:09:47.000 who can call home and say to mom and dad, "You know, such and such 00:09:47.000 --> 00:09:49.000 is happening in my class. What should I do?" 00:09:49.000 --> 00:09:52.000 Well if your parents have a seventh grade education, they 00:09:52.000 --> 00:09:57.000 probably can't help. Or if you come from a single parent family and 00:09:57.000 --> 00:09:60.000 mom didn't go to college, or you're a foster kid who aged out of 00:10:00.000 --> 00:10:03.000 the system but you've made it to college. 00:10:03.000 --> 00:10:08.000 Or you're thirty-five years old and your parents may not be around anymore. 00:10:08.000 --> 00:10:11.000 You need to have those sorts of supports, and those are both 00:10:11.000 --> 00:10:14.000 student services, but they're on the faculty side too because 00:10:14.000 --> 00:10:17.000 the faculty are closest to the students. They're the ones who see 00:10:17.000 --> 00:10:21.000 those students in class and know when they start to struggle. 00:10:21.000 --> 00:10:24.000 And integrating those to support the students is important. 00:10:24.000 --> 00:10:26.000 The university will have programs that offer students opportunities 00:10:26.000 --> 00:10:30.000 for good jobs in their community, or for further education, 00:10:30.000 --> 00:10:33.000 for where they want to go and what they want to do. 00:10:33.000 --> 00:10:36.000 And I particularly say "good jobs in their community" because you 00:10:36.000 --> 00:10:40.000 can provide training for the best job in the world, but if that job is not 00:10:40.000 --> 00:10:43.000 within a hundred mile radius and your student wants to stay within 00:10:43.000 --> 00:10:46.000 a hundred mile radius, you haven't done what needed to be done. 00:10:46.000 --> 00:10:49.000 Now some of your students will want to go other places, but from 00:10:49.000 --> 00:10:53.000 what I hear, this is a place that generates an enormous amount 00:10:53.000 --> 00:10:55.000 of loyalty. They are students who are wedded to Oregon 00:10:55.000 --> 00:10:59.000 to begin with, and a lot of them graduate and come back here 00:10:59.000 --> 00:10:64.000 anyway to work. Most of them don't want to go to Utah, or the east 00:11:04.000 --> 00:11:06.000 coast or whatever. They want to be in this area. 00:11:06.000 --> 00:11:09.000 So, you offer them things that work for them. 00:11:09.000 --> 00:11:12.000 You offer the classes in times and at ways that will make them 00:11:12.000 --> 00:11:15.000 accessible to all students, particularly working students. 00:11:15.000 --> 00:11:20.000 So you're starting a new venture in Salem, on the ground, but if it's 00:11:20.000 --> 00:11:24.000 not accessible to the folks that you want to be there, it doesn't matter. 00:11:24.000 --> 00:11:29.000 And, I looked at your schedule and your classes are basically 8 to 5, 00:11:29.000 --> 00:11:33.000 which is fine for your resident population, probably, although I will tell 00:11:33.000 --> 00:11:36.000 you that when I was at Occidental and a department chair in physics 00:11:36.000 --> 00:11:40.000 one year we ran out of lab space. We had too many students and I 00:11:40.000 --> 00:11:45.000 had to open another lab. And literally, I had no lab time because we 00:11:45.000 --> 00:11:49.000 had eight to eleven, eleven to two, two to five, and the lab was booked. 00:11:49.000 --> 00:11:54.000 So I opened an evening session, and my faculty said, "Oh, that's 00:11:54.000 --> 00:11:58.000 crazy. The students won't want that. Who's going to teach that?" 00:11:58.000 --> 00:11:60.000 Well first of all, I'll teach it because I'd rather be here at night 00:12:00.000 --> 00:12:02.000 than during the day. 00:12:02.000 --> 00:12:06.000 The section filled up in about fifteen minutes, and these were 00:12:06.000 --> 00:12:10.000 resident students, but they liked getting that freedom during the day, 00:12:10.000 --> 00:12:13.000 having a class at night, so that they had that time when they were 00:12:13.000 --> 00:12:17.000 actually awake and engaged to be able to do things. 00:12:17.000 --> 00:12:20.000 My colleagues were appalled by this. 00:12:20.000 --> 00:12:23.000 It took a few years for it to become the norm, and it became 00:12:23.000 --> 00:12:26.000 the norm, because there was always someone who was happy 00:12:26.000 --> 00:12:29.000 to teach at night, and the students were thrilled with that opportunity. 00:12:29.000 --> 00:12:32.000 If they were on sports teams, they could actually get in their 00:12:32.000 --> 00:12:36.000 practices in the afternoon, or in the mornings, or even travel to 00:12:36.000 --> 00:12:39.000 games and sometimes be back for the lab that ran from seven to ten PM. 00:12:39.000 --> 00:12:44.000 So, thinking about the times, the modalities, at which you do things, matters. 00:12:44.000 --> 00:12:49.000 Do your recruiting materials, orientations, everything, emphasize 00:12:49.000 --> 00:12:52.000 the mission and the ways in which the institution and its people 00:12:52.000 --> 00:12:56.000 live that mission? Its message, its message, its message. 00:12:56.000 --> 00:12:59.000 You've got to have something to back it up, but even if you back 00:12:59.000 --> 00:12:63.000 it up, then you are, as one faculty told me this morning, 00:13:05.000 --> 00:13:09.000 Does the university have signature programs that it's already known for? 00:13:09.000 --> 00:13:12.000 So, the Crim-J program that somebody talked about on the website, 00:13:12.000 --> 00:13:16.000 the education programs, particularly for special needs people. 00:13:16.000 --> 00:13:19.000 You have signature programs already. You probably have others. 00:13:19.000 --> 00:13:21.000 I haven't been here long enough to learn about them. 00:13:21.000 --> 00:13:25.000 You use those as part of your PR, to bring students and financial support. 00:13:25.000 --> 00:13:31.000 The most important thing, and I've said this to people all day, you have to 00:13:31.000 --> 00:13:35.000 align what you do with the mission. Your operations, your spending, 00:13:35.000 --> 00:13:39.000 the decisions that you make. They all go through that laser-like filter. 00:13:39.000 --> 00:13:42.000 How does this match with the organizational mission? 00:13:42.000 --> 00:13:48.000 Does the curriculum fit and support our audience? Does the support system 00:13:48.000 --> 00:13:52.000 meet the needs of our current students, and the students we might not have yet but we want? 00:13:52.000 --> 00:13:58.000 Does the university hire people for their passion and ability to contribute 00:13:58.000 --> 00:13:61.000 to the mission rather than for their pedigree? 00:14:01.000 --> 00:14:07.000 So many places would like to hire faculty with a Stanford PhD, and that's fine if 00:14:07.000 --> 00:14:12.000 the Stanford PhD wants to do what you do at this institution, but it's not fine if 00:14:12.000 --> 00:14:16.000 they have a different view of the world. You need somebody who's got 00:14:16.000 --> 00:14:20.000 a Cal State PhD and wants to be here rather than a Stanford PhD and 00:14:20.000 --> 00:14:24.000 doesn't want to be here. The fit is more important than 00:14:24.000 --> 00:14:28.000 who gave them the degree, because you probably didn't get a PhD 00:14:28.000 --> 00:14:30.000 if you weren't good enough. 00:14:30.000 --> 00:14:35.000 Does the institution value and celebrate the students, and faculty, and staff? 00:14:35.000 --> 00:14:40.000 And you'll notice that I've underlined staff there. A lot of times, the staff 00:14:40.000 --> 00:14:44.000 sort of get lost in the grand scheme of things. We think about the students, 00:14:44.000 --> 00:14:48.000 and we think about the faculty, and we forget that the staff has a whole 00:14:48.000 --> 00:14:52.000 lot of interaction with students that keeps them alive, 00:14:52.000 --> 00:14:56.000 keeps them surviving, helps them understand they're not alone, lets them 00:14:56.000 --> 00:14:60.000 see a different vision of the world. They help our students succeed 00:15:00.000 --> 00:15:02.000 and we don't want to lose them along the way. 00:15:02.000 --> 00:15:08.000 Is the university working in partnerships with its local communities? 00:15:08.000 --> 00:15:12.000 Because a university ought to be a driver in that community, especially when 00:15:12.000 --> 00:15:15.000 you're not in a community of, you know, five million people, and Salem is not 00:15:15.000 --> 00:15:20.000 five million people. Monmouth is certainly not five million people. 00:15:20.000 --> 00:15:24.000 So how is the university working to be a driver for economic, cultural, 00:15:24.000 --> 00:15:28.000 health, and well being of residences and the businesses that are there? 00:15:28.000 --> 00:15:32.000 Those partnerships are terribly valuable for the institution, 00:15:32.000 --> 00:15:36.000 for the students, for those learning experiences they can get there, 00:15:36.000 --> 00:15:39.000 for places that will hire them when they come out the door. 00:15:39.000 --> 00:15:44.000 I don't know about your institution, but at institutions I've been at, we've built 00:15:44.000 --> 00:15:47.000 not just partnerships but pathways to certain businesses, where they'll 00:15:47.000 --> 00:15:52.000 come back year after year to say, "We have another opening. Who have you got 00:15:56.000 --> 00:15:60.000 for students to know that someone who graduated three years before 00:16:00.000 --> 00:16:04.000 is going to be their manager, so they know what they're bringing in, they know 00:16:04.000 --> 00:16:08.000 what they might need when they get there. It's a wonderful way to go. 00:16:08.000 --> 00:16:13.000 We need to understand that the students and the community will 00:16:13.000 --> 00:16:16.000 evaluate every decision and decide what it implies. 00:16:16.000 --> 00:16:20.000 So let me give you an example, not from your institution, 00:16:20.000 --> 00:16:24.000 or from thankfully my previous institution, but another institution that I worked at, 00:16:24.000 --> 00:16:28.000 where the university had a pot of money that they had gotten and 00:16:28.000 --> 00:16:31.000 they were trying to decide what to do with it, and they decided that, well 00:16:31.000 --> 00:16:34.000 you know, climbing walls are, this was more than a decade ago, 00:16:34.000 --> 00:16:40.000 climbing walls are the thing, so we'd better put up a climbing wall to help recruit students. 00:16:40.000 --> 00:16:44.000 Instead of, let's say, putting in daycare. 00:16:44.000 --> 00:16:47.000 So the message was, "We want those students who are interested in 00:16:47.000 --> 00:16:52.000 climbing walls, probably eighteen year olds, and we don't want parents. 00:16:56.000 --> 00:16:60.000 So, good or bad, that's the way people 00:17:00.000 --> 00:17:03.000 will look at decisions so you make. So you need to think about that, and then 00:17:03.000 --> 00:17:07.000 you also need to communicate why you made the decision you made. 00:17:07.000 --> 00:17:12.000 Do you have measurable metrics? An institution should know 00:17:12.000 --> 00:17:15.000 what its goals are and it should know if it's making progress toward them. 00:17:15.000 --> 00:17:18.000 And here I will put on the hat that says I've been an accreditor for 00:17:18.000 --> 00:17:21.000 the Northwest Commission on Colleges and Universities, all right. 00:17:21.000 --> 00:17:25.000 What is your institution's mission? How is it meeting it? When you write 00:17:25.000 --> 00:17:29.000 that report, which you've done recently, you know that you're talking about that. 00:17:29.000 --> 00:17:33.000 Your mission, your vision, and how are you meeting those things. 00:17:33.000 --> 00:17:36.000 So, the question I'd be asking is the curriculum accessible to all students, 00:17:36.000 --> 00:17:38.000 including your working adults? 00:17:38.000 --> 00:17:43.000 Do the institutional policies and practices fit the needs of student parents? 00:17:43.000 --> 00:17:48.000 Are there academic and personal support systems that meet the needs of 00:17:48.000 --> 00:17:53.000 first gen and returning students? And first gen students do have different needs. 00:17:53.000 --> 00:17:57.000 They're smart, they're capable. They just don't have a certain foundation 00:17:57.000 --> 00:17:60.000 that those of us who were lucky enough to have parents who went to college 00:18:00.000 --> 00:18:03.000 probably came in with. 00:18:03.000 --> 00:18:06.000 Does the university have a robust prior learning assessment? 00:18:06.000 --> 00:18:10.000 Because you've got a veterans program here. They're coming in with really 00:18:10.000 --> 00:18:15.000 interesting backgrounds. They know about management, probably. 00:18:15.000 --> 00:18:19.000 They know about organizational issues. They may know about technical issues. 00:18:19.000 --> 00:18:23.000 How are they getting credit for that? Because they should. They're bringing 00:18:23.000 --> 00:18:25.000 some great knowledge in the door. And then how do you leverage that to 00:18:25.000 --> 00:18:27.000 help the other students on campus as well? 00:18:27.000 --> 00:18:34.000 Prior learning assessment is really important if you want students who are older learners. 00:18:34.000 --> 00:18:39.000 Does the university have internships and other real world experiences 00:18:39.000 --> 00:18:41.000 lined up for the students? And I know you want to do that here. 00:18:41.000 --> 00:18:46.000 The question that I would have is, does it have an alternative option for a working student? 00:18:46.000 --> 00:18:51.000 A working student is basically doing an internship every day. How do you take 00:18:51.000 --> 00:18:54.000 what they're working at and incorporate it into part of their educational 00:18:54.000 --> 00:18:58.000 experience, so they can reflect on that and say, "This is what I've learned. 00:18:58.000 --> 00:18:62.000 This is how I apply my business class or my social science class 00:19:02.000 --> 00:19:08.000 or my humanities class in my job." All right? How are they taking their learning 00:19:08.000 --> 00:19:11.000 and connecting it to the real world? Which is what you want from an internship 00:19:11.000 --> 00:19:16.000 in some sense as well as learning that organization. 00:19:16.000 --> 00:19:20.000 Does the university have robust partnerships and codified transfer and or 00:19:20.000 --> 00:19:23.000 early admission agreements with community colleges so that you can bring 00:19:23.000 --> 00:19:27.000 those incoming students in? They can go to Clackamas or they can go to 00:19:27.000 --> 00:19:31.000 Linn Benton or whatever it might be and know that when they want to come here, 00:19:31.000 --> 00:19:34.000 they're already in if they maintain a certain GPA? And then does it have 00:19:34.000 --> 00:19:37.000 the same outgoing things for students going to graduate schools, 00:19:37.000 --> 00:19:44.000 medical school, pharmacy schoo, PA, social work, 00:19:44.000 --> 00:19:48.000 wherever you might be sending students. Because those 00:19:48.000 --> 00:19:52.000 sorts of things are valuable too. It lets the students, again, have a pathway. 00:19:52.000 --> 00:19:57.000 It's good for first gen students because they say, "I know where I'm going." 00:19:57.000 --> 00:19:60.000 But it's also good for your other students. It's good for retention. 00:20:00.000 --> 00:20:04.000 Students who have a plan are more likely to stay in college than students who don't. 00:20:04.000 --> 00:20:09.000 And this is a plan. It's not just a plan. It's a guaranteed place to go. 00:20:09.000 --> 00:20:12.000 So they know what they're doing with their lives. 00:20:12.000 --> 00:20:16.000 What certificate and other non degree credentials does the university 00:20:16.000 --> 00:20:20.000 have? Are they current, and needed, and unique? 00:20:20.000 --> 00:20:24.000 And how accessible are they? Micro credentials are becoming coin of the realm 00:20:24.000 --> 00:20:28.000 in certain fields. How does the university do that in the fields 00:20:28.000 --> 00:20:31.000 that it chooses to do? How does it make them accessible to people? 00:20:31.000 --> 00:20:35.000 Some of those people might be sitting in this room too. This is not just external. 00:20:35.000 --> 00:20:39.000 There's places where those credentials could be useful for folks on campus. 00:20:39.000 --> 00:20:43.000 So, what are you doing there? Who's thinking about it? 00:20:43.000 --> 00:20:47.000 And what's your process for making it happen? 00:20:47.000 --> 00:20:51.000 The last piece I would talk about is things that are specific to Academic Affairs 00:20:51.000 --> 00:20:55.000 because I'm coming here, potentially, to be Vice President for Academic Affairs, 00:20:55.000 --> 00:20:59.000 so that's where the bulk of my time would get spent. 00:20:59.000 --> 00:20:64.000 So, start with programs. Majors and minors. Are they appropriate and current? 00:21:04.000 --> 00:21:08.000 What's your program review process? How often does it happen? 00:21:08.000 --> 00:21:12.000 Who's involved? What questions do you ask? 00:21:12.000 --> 00:21:16.000 Are programs regularly reviewed? Is the data robust? Does it include feedback 00:21:16.000 --> 00:21:21.000 from current and former students, employers, or graduate school faculty, 00:21:21.000 --> 00:21:24.000 where the students have gone, and how do you have a feedback 00:21:24.000 --> 00:21:27.000 loop that then uses that data for program improvement? 00:21:27.000 --> 00:21:32.000 I'm an engineer. I'm big on feedback loops. You collect data. It should go 00:21:32.000 --> 00:21:35.000 right back into the system and be an interative process. And hopefuly you get 00:21:35.000 --> 00:21:39.000 better and better. And again, because your discipline continues to change, 00:21:39.000 --> 00:21:43.000 your students continue to change, you never get to perfect. 00:21:43.000 --> 00:21:47.000 When you think it's perfect, the ground shifts under you. 00:21:47.000 --> 00:21:50.000 Hopefully not literally. 00:21:50.000 --> 00:21:55.000 What kind of offerings are unique to Western? I think the lady standing 00:21:55.000 --> 00:21:61.000 beside me will exemplify one of the more unique offerings to Western. 00:22:01.000 --> 00:22:05.000 That's great. It's good to have those sorts of unique and signature programs. 00:22:05.000 --> 00:22:11.000 It's a way to be different, to be seen in the community, 00:22:11.000 --> 00:22:15.000 and to draw students. 00:22:15.000 --> 00:22:20.000 Are there promising opportunities for new offerings? What's happening in 00:22:20.000 --> 00:22:24.000 the world, in the state, in the region? 00:22:24.000 --> 00:22:28.000 In Salem? In the government? Where there's a need 00:22:28.000 --> 00:22:32.000 that someone else isn't meeting? Or that you can meet because 00:22:32.000 --> 00:22:36.000 you have the physical proximity. 00:22:36.000 --> 00:22:40.000 I don't know how much you are exploiting the fact that the state government is 00:22:40.000 --> 00:22:43.000 twenty miles down the road, but there is certainly ways to exploit that. 00:22:43.000 --> 00:22:48.000 I had friends at Sacramento State in California who were really good at 00:22:48.000 --> 00:22:52.000 exploiting the fact that the legislature was down the road. Not simply with 00:22:52.000 --> 00:22:56.000 student internships, which they had a lot of, but with that access to 00:22:56.000 --> 00:22:60.000 the legislator, eh, the legislator's staff. 00:23:02.000 --> 00:23:05.000 legislative offices. And having been a staffer, I can attest to that. 00:23:05.000 --> 00:23:09.000 So there's a real value in having those folks right down the road 00:23:09.000 --> 00:23:14.000 and inviting them here so that they see, on the ground, what you do. 00:23:14.000 --> 00:23:18.000 Meeting the students. Hearing about the value of what you do. 00:23:18.000 --> 00:23:22.000 Are thre areas of excellence that are recognized by students 00:23:22.000 --> 00:23:28.000 by disciplinary organizations, by the state? Anybody. 00:23:28.000 --> 00:23:31.000 Right? Who's saying you're doing good things and then how do you 00:23:31.000 --> 00:23:36.000 leverage that to make those things better and to bring in resources? 00:23:36.000 --> 00:23:40.000 Whether they're student resources or financial resources. 00:23:40.000 --> 00:23:44.000 And then the hard one, the one that nobody ever wants to hear, 00:23:44.000 --> 00:23:48.000 is there an institutional processing for sunsetting a major or program 00:23:48.000 --> 00:23:52.000 that no longer meets the needs of the students and the community or the state? 00:23:52.000 --> 00:23:56.000 Because, you can't grow infinitely. 00:23:56.000 --> 00:23:60.000 At some point, to do new things, you have to stop doing old things. 00:24:00.000 --> 00:24:04.000 And that's one of the hardest things in any organization, is making 00:24:04.000 --> 00:24:08.000 those tough decisions to say, "We really want to go over here and 00:24:08.000 --> 00:24:12.000 everybody's enthused about this. The problem is, to have the money, 00:24:12.000 --> 00:24:16.000 the space, the personnel, we have to stop doing something else." 00:24:16.000 --> 00:24:20.000 So do you have a process by which you make those decisions? And if not, 00:24:20.000 --> 00:24:21.000 you probably need one. 00:24:21.000 --> 00:24:26.000 Course offerings. So I think about this because I was a department chair. 00:24:26.000 --> 00:24:30.000 Are they appropriate and current? I can assure you that Intro Physics 00:24:30.000 --> 00:24:35.000 has not changed dramatically in fifty years, you know. A little bit in 00:24:35.000 --> 00:24:38.000 nuclear physics section. Not too much else. Not a big question there. 00:24:38.000 --> 00:24:43.000 Upper division physics has changed a lot. If you're teaching genetics, 00:24:43.000 --> 00:24:47.000 it probably changed last week. 00:24:47.000 --> 00:24:52.000 If you're teaching data science, computer science, 00:24:52.000 --> 00:24:56.000 political science, things are changing on a daily basis. 00:24:56.000 --> 00:24:59.000 You want to have it current. 00:24:59.000 --> 00:24:63.000 Is the material at the right level? When I was at George Mason, I developed 00:25:03.000 --> 00:25:07.000 a page long survey for students and for faculty to use in classes when they're 00:25:07.000 --> 00:25:12.000 wanted to know what's going on. And a whole list of questions, like, you know, 00:25:12.000 --> 00:25:15.000 how's the book? How's the instructor? How are the supplemental materials? 00:25:15.000 --> 00:25:18.000 Is the pace of the class right? Is the level of the class right? 00:25:18.000 --> 00:25:22.000 Students are really good at telling you if "Well, you know, the pace of the class 00:25:22.000 --> 00:25:26.000 is a little fast. The material, the level's ok, but if you'd slow down a little bit, 00:25:26.000 --> 00:25:31.000 I'd actually get it." Or, "The book is abysmal. I love you, but you need different materials." 00:25:31.000 --> 00:25:36.000 So you need to ask those. Is this all reviewed regularly? Are your courses 00:25:36.000 --> 00:25:39.000 offered at times and in ways that make them accessible? 00:25:39.000 --> 00:25:45.000 How many of you teach hybrid classes? Ok. A few. 00:25:45.000 --> 00:25:50.000 I'm a big fan of hybrids, particularly for about sophomore level students. 00:25:50.000 --> 00:25:56.000 It's a sort of, that slow release of students to being more self motivated 00:25:56.000 --> 00:25:60.000 about their own learning. So you see them part of the time. They do their own 00:26:00.000 --> 00:26:04.000 work part of the time. Hopefully it's online and they're interacting with each other 00:26:04.000 --> 00:26:08.000 and with you, but you know, a lot of freshmen, particularly eighteen year olds, 00:26:08.000 --> 00:26:12.000 are not ready for a self paced learning experience 00:26:12.000 --> 00:26:15.000 or an online learning experience. But by golly, by the time they graduate, 00:26:15.000 --> 00:26:20.000 they'd better be, because if you haven't created lifelong learners, 00:26:20.000 --> 00:26:24.000 you've missed something along the way. So for me a hybrid is one nice way 00:26:24.000 --> 00:26:29.000 to start transitioning them to be more self motivated and self guided learners. 00:26:29.000 --> 00:26:33.000 And quite honestly, from a bureaucratic point of view, you can get two classes 00:26:33.000 --> 00:26:37.000 in one classroom. 'Cause the class can meet virtually on Tuesday and 00:26:37.000 --> 00:26:39.000 face to face Thursday, and then the other class can meet face to face 00:26:39.000 --> 00:26:44.000 Tuesday and virtually on Thursday, and you double use the classroom. 00:26:44.000 --> 00:26:47.000 If you schedule it right. And if you're nice, you give the same faculty member 00:26:47.000 --> 00:26:51.000 both those classes and then she is teaching that number of students 00:26:51.000 --> 00:26:56.000 but not really with two preps. So, there are times you can do that and times 00:26:56.000 --> 00:26:58.000 you can't, but try to make life good for people. 00:26:58.000 --> 00:26:61.000 And then, the unique modalities for offering courses and programs, 00:27:01.000 --> 00:27:04.000 like hybrids, like self paced classes. 00:27:04.000 --> 00:27:11.000 We had a graduate program at Heritage in educational administration for people 00:27:11.000 --> 00:27:15.000 who wanted to be principals, vice principals, some that were principals 00:27:15.000 --> 00:27:18.000 and vice principals but weren't quite ready, didn't have everything. 00:27:18.000 --> 00:27:22.000 They knew it was a graduate program. They met face to face for a 00:27:22.000 --> 00:27:25.000 Friday Saturday at the beginning of the term. They met virtually, both 00:27:25.000 --> 00:27:29.000 synchronously and asynchronously throughout the term, and then they met 00:27:29.000 --> 00:27:32.000 face to face again at the end of the term. And the faculty in the program 00:27:32.000 --> 00:27:36.000 went around the state and did site visits where each of these people were. 00:27:36.000 --> 00:27:40.000 So it was accessible to the working professionals, they got direct feedback, 00:27:40.000 --> 00:27:45.000 they even had someone who came and coached them on site, but it didn't take 00:27:45.000 --> 00:27:49.000 a lot of classroom time and space, it didn't take travel time for these people. 00:27:49.000 --> 00:27:53.000 It was the right fit for a working professional. So those sort of unique modalities 00:27:53.000 --> 00:27:57.000 will let you do things for people who can't be here from eight to five, 00:27:57.000 --> 00:27:60.000 sitting in a one hour class three or four days a week. 00:28:00.000 --> 00:28:05.000 Your faculty. Are they committed to the students and the institution? 00:28:05.000 --> 00:28:09.000 It's the first question I would ask when hiring, and it's the same sort of question 00:28:09.000 --> 00:28:13.000 I asked at Heritage. Heritage is also a mission driven place. It's all about 00:28:13.000 --> 00:28:15.000 can we help the students succeed? 00:28:15.000 --> 00:28:20.000 So, so, do they believe in and embrace the mission? Do the faculty have a 00:28:20.000 --> 00:28:25.000 clear sense of what the institution wants from them, in terms of teaching, 00:28:25.000 --> 00:28:28.000 knowledge creation and professional activity, and service. 00:28:28.000 --> 00:28:32.000 The three pillars of what you do as a faculty member in higher ed. 00:28:32.000 --> 00:28:36.000 Do they have the support and professional development opportunities to continue 00:28:36.000 --> 00:28:40.000 to grow and excel? Faculty are really smart people who are good learners. 00:28:40.000 --> 00:28:44.000 You should both support that, and quite honestly exploit it and keep them learning. 00:28:44.000 --> 00:28:48.000 Keep them growing. They'll be better for the institution and better for the students. 00:28:48.000 --> 00:28:52.000 Do they have the knowledge, tools and passion to lead the diverse students 00:28:52.000 --> 00:28:57.000 of the twenty-first century? So I've heard a lot about diversity while I was here 00:28:57.000 --> 00:28:62.000 today, a desire to continue to diversify your student body, which is already 00:29:02.000 --> 00:29:07.000 somewhat diverse, to definitely diversify your staff and faculty, and my response 00:29:07.000 --> 00:29:12.000 has been in every case, "I am highly in supportive of that. These are the students 00:29:12.000 --> 00:29:16.000 of the twenty first century." But when you diversify an institution, 00:29:16.000 --> 00:29:20.000 the institution has to change. Because it has to fit the students you have 00:29:20.000 --> 00:29:24.000 and the institution 00:29:24.000 --> 00:29:27.000 wasn't created with those students, so the institution will look different, 00:29:27.000 --> 00:29:32.000 and that's a hard thing sometimes, but there are things you can do about it. 00:29:32.000 --> 00:29:36.000 Do your faculty have clear ways to participate in major decisions? 00:29:36.000 --> 00:29:40.000 Is their input sought? The same I would ask about the staff. 00:29:40.000 --> 00:29:44.000 Your Academic Colleges. So you currently have 00:29:44.000 --> 00:29:48.000 your education, your liberal arts and sciences, and you've got your graduate folks. 00:29:48.000 --> 00:29:52.000 Do they have a clear and unique mission? Why are they here? 00:29:52.000 --> 00:29:54.000 What are they supposed to do? 00:29:54.000 --> 00:29:58.000 Do they have clear sense of their role at the university, the community, 00:29:58.000 --> 00:29:61.000 and in the students' lives and education? 00:30:01.000 --> 00:30:06.000 Do they have adequate staffing? Hard to do what you're supposed to do 00:30:06.000 --> 00:30:07.000 if you don't have the folk. 00:30:07.000 --> 00:30:11.000 Do the faculty and staff have the ongoing support and professional development they need? 00:30:11.000 --> 00:30:15.000 Does the College regularly review its programming? 00:30:15.000 --> 00:30:20.000 Because it's one thing to do a review but the education people are going to have 00:30:20.000 --> 00:30:24.000 to review it in light of the state and what the state's saying about education. 00:30:24.000 --> 00:30:29.000 And I don't know Oregon. I was in Washington, and in Washington, 00:30:29.000 --> 00:30:33.000 the bar changed about every two years. We were scrambling all the time 00:30:33.000 --> 00:30:36.000 to keep up with the professional education standards board. 00:30:36.000 --> 00:30:40.000 You know, just run one direction, run the other direction. But you had to do it 00:30:40.000 --> 00:30:45.000 because your teachers had to be certified by the state. So, does it do that? 00:30:45.000 --> 00:30:50.000 Is the college an engaged partner in the local area, the state, the disciplinary organizations 00:30:50.000 --> 00:30:53.000 I know your college of Ed is because your dean was out this morning during one of our meetings. 00:30:53.000 --> 00:30:60.000 He was out in the area meeting with people. That's pretty normal for College of Education people 00:31:00.000 --> 00:31:03.000 it's a little less normal for arts and sciences people. 00:31:03.000 --> 00:31:06.000 And yet, it's equally important. 00:31:06.000 --> 00:31:10.000 Does the college share its ideas, its successes, and its challenges with the 00:31:10.000 --> 00:31:15.000 other units in academic affairs and beyond. We can all learn from each other. 00:31:15.000 --> 00:31:20.000 What did you try? How did it go? I'm a scientist by training 00:31:20.000 --> 00:31:23.000 and there is value in a negative result in an experiment. 00:31:23.000 --> 00:31:27.000 If only to say to other people, "don't go down this road, don't try it this way 00:31:27.000 --> 00:31:31.000 you need to think of something else." We need to share those things across the units. 00:31:31.000 --> 00:31:35.000 and that doesn't always happen, particularly at really big institutions. 00:31:35.000 --> 00:31:38.000 It tends to happen a little better at smaller places. 00:31:38.000 --> 00:31:44.000 Does the college actively collaborate with advancement to bring in support? 00:31:44.000 --> 00:31:48.000 Public and private. And that could mean 00:31:48.000 --> 00:31:52.000 foundations, but it could also mean individuals. When you do something 00:31:52.000 --> 00:31:56.000 signature, when you do something unique, there are people out there, when they find 00:31:56.000 --> 00:31:60.000 out about it, will support you. I learned this working at Heritage 00:32:00.000 --> 00:32:04.000 where the majority of the donors were not from the Yakima area, they were from 00:32:04.000 --> 00:32:08.000 the Seattle area. They had no direct connection with that institution. 00:32:08.000 --> 00:32:12.000 They hadn't sent their students there. They heard about what we did and said 00:32:12.000 --> 00:32:16.000 I want to help. I sat in a room one day with a woman who had been 00:32:16.000 --> 00:32:20.000 contacted by one of our board members. So she drove her over to meet the 00:32:20.000 --> 00:32:23.000 people on campus. She was interested in early childhood education. 00:32:23.000 --> 00:32:28.000 She met our director of early childhood education. She met some of our students 00:32:28.000 --> 00:32:32.000 she went to our early learning center, which was a lab center on campus as well 00:32:32.000 --> 00:32:35.000 and she handed me a check for 25,000 dollars. 00:32:35.000 --> 00:32:40.000 She said, "This is a good organization, I want you to do good things." 00:32:40.000 --> 00:32:44.000 I closed my mouth so the flies didn't get in, and thanked her and sent her a nice note. 00:32:44.000 --> 00:32:48.000 But, there are people out there that you haven't even thought of who would be 00:32:48.000 --> 00:32:52.000 interested in the good things that you do, and would support them if you communicated them. 00:32:52.000 --> 00:32:56.000 Does the college have its own strategic plan? 00:32:56.000 --> 00:32:58.000 Is it aligned with the institutional strategic plan? 00:32:58.000 --> 00:32:63.000 Will it position the college appropriately for 2030 and beyond? 00:33:03.000 --> 00:33:08.000 You need to be thinking beyond 2020. it's 2019, that's a little scary. 00:33:08.000 --> 00:33:12.000 The library, which often gets lost in the grand scheme of things, 00:33:12.000 --> 00:33:15.000 but is incredibly important on any campus. 00:33:15.000 --> 00:33:19.000 Is it fundamentally integrated with the curriculum and the faculty? 00:33:19.000 --> 00:33:22.000 Does it provide resources in a way that meet everyone's needs? 00:33:22.000 --> 00:33:27.000 Is it helping the campus with issues such as digital literacy and information discrimination? 00:33:27.000 --> 00:33:32.000 And I'm told, that yes, as part of the new GenEd program, the library is quite engaged with that. 00:33:32.000 --> 00:33:35.000 Is it part of planning new programs? 00:33:35.000 --> 00:33:39.000 New programs need different resources often. And, depending on the program, 00:33:39.000 --> 00:33:42.000 those resources can be incredibly expensive! 00:33:42.000 --> 00:33:48.000 Said the provost whose chemistry people wanted to start an ACS approved chemistry program. 00:33:48.000 --> 00:33:52.000 Well, the American Chemical Society has a list of journals the length of 00:33:52.000 --> 00:33:55.000 your arm that you must have to be an ACS approved organization. 00:33:55.000 --> 00:33:59.000 And it was like 25,000 dollars a year worth of journals. 00:33:59.000 --> 00:33:62.000 Heritage does not have an ACS approved program. 00:34:02.000 --> 00:34:06.000 Does it help students and faculty learn about things that would enhance teaching and learning? 00:34:06.000 --> 00:34:09.000 Heritage was the first time that I had a library report to me. 00:34:09.000 --> 00:34:13.000 And I learned a phenomenal amount, especially being acting director of the library 00:34:13.000 --> 00:34:18.000 for a year and a half when our director left because of a family illness precipitously, 00:34:18.000 --> 00:34:24.000 and it took a while to hire. Librarians know a lot that the rest of us don't know. 00:34:24.000 --> 00:34:28.000 in a whole lot of areas and it's not just about how to find information. 00:34:28.000 --> 00:34:32.000 They are so far ahead of so many of us in terms of information organization 00:34:32.000 --> 00:34:37.000 and, systems, and functions, and there's a lot we can learn from them. 00:34:37.000 --> 00:34:40.000 we should be tapping that. Does the library have 00:34:40.000 --> 00:34:42.000 metrics to measure success and a regular review process? 00:34:42.000 --> 00:34:47.000 Again, I put on my accreditation hat and say every organization has to do that, 00:34:47.000 --> 00:34:50.000 I promise you will ask when the accreditors come by. 00:34:50.000 --> 00:34:55.000 Student academic support services, the tutoring people, etc. 00:34:55.000 --> 00:34:59.000 Are the services current and adequate? Do the students get what they need? 00:34:59.000 --> 00:34:63.000 My student guide this morning said that every student gets x number of tutoring for 00:35:03.000 --> 00:35:07.000 every class they're in, should they choose to take advantage of it. That's fabulous. 00:35:07.000 --> 00:35:12.000 That's just fabulous. I don't know if it's the right tutoring, but 00:35:12.000 --> 00:35:13.000 at least it's accessible, and that's wonderful. 00:35:13.000 --> 00:35:16.000 Do they have adequate staffing? Does the staff get their training? 00:35:16.000 --> 00:35:22.000 Again, the world keeps shifting. The training you gave five years ago is not appropriate for today. 00:35:22.000 --> 00:35:28.000 Are they collaborating with the other campus support systems? So with your folks. 00:35:28.000 --> 00:35:31.000 Most of the time when you lose a student it's not because of 00:35:31.000 --> 00:35:34.000 academic issues, it's because of life issues. 00:35:34.000 --> 00:35:38.000 But, the academic side of the campus often sees those and can say 00:35:43.000 --> 00:35:46.000 Are they sharing information about the student challenges? 00:35:46.000 --> 00:35:49.000 Do they have their metrics, like everybody else? 00:35:49.000 --> 00:35:53.000 And then, Academic affairs at large. Does academic affairs have a clear mission 00:35:53.000 --> 00:35:56.000 that fits within the institutional mission. 00:35:56.000 --> 00:35:60.000 You might think that sounds odd, that academic affairs should have it's own mission 00:36:00.000 --> 00:36:05.000 but it really needs one, because the institution has to think about everything. 00:36:05.000 --> 00:36:12.000 Academic affairs thinks about education. Which is nice. 00:36:12.000 --> 00:36:16.000 It's the fun part of this job. Does it have a plan? Does it have staff? 00:36:16.000 --> 00:36:19.000 Does staff get training? You've seen these questions before. 00:36:19.000 --> 00:36:22.000 Is the leadership engaged with the institutional community, 00:36:22.000 --> 00:36:25.000 professional communities, the local community? 00:36:25.000 --> 00:36:29.000 That's the provost, that's your deans, it might be the division chairs, 00:36:29.000 --> 00:36:33.000 or department chairs, though I'm told the department chairs are a little stressed already. 00:36:33.000 --> 00:36:37.000 Does it have the metrics to measure success and a regular review process? 00:36:37.000 --> 00:36:41.000 Is there a ten year plan for institutional and disciplinary accreditation? 00:36:41.000 --> 00:36:45.000 Particularly if you're thinking about new programs, what's it going to take? 00:36:45.000 --> 00:36:49.000 I was at an institution looking at starting a counseling program 00:36:49.000 --> 00:36:52.000 and the accreditation requirements are one of the reasons 00:36:52.000 --> 00:36:55.000 that we chose counseling and not a masters in social work. 00:36:55.000 --> 00:36:60.000 Because the requirements for social work were so huge, 00:37:00.000 --> 00:37:03.000 that we knew we couldn't do that as an institution. 00:37:03.000 --> 00:37:07.000 At least I hope I've given you a sense of how I think about things today 00:37:07.000 --> 00:37:11.000 and that was my goal here. Was I going to answer that question for you? 00:37:11.000 --> 00:37:16.000 Probably not. You've had a bunch of people coming, or you will have a bunch 00:37:16.000 --> 00:37:20.000 of people coming to talk to you. Hopefully you learn something from all of them. 00:37:20.000 --> 00:37:24.000 For me, when I was interviewing people, that was the value of it 00:37:24.000 --> 00:37:28.000 you got to hear how people thought about things and you could get good ideas. 00:37:28.000 --> 00:37:32.000 As a candidate, you make me think about things and I look at it through 00:37:32.000 --> 00:37:35.000 the context of your institution, and I learn from doing that too. 00:37:35.000 --> 00:37:39.000 It's always valuable to do this from either side. 00:37:39.000 --> 00:37:43.000 Hopefully you get a little sense of who I am and how I approach the world. 00:37:43.000 --> 00:37:48.000 And now questions, comments, complaints. 00:37:48.000 --> 00:37:51.000 Just no tomatoes. 00:37:51.000 --> 00:37:56.000 The question is, it looks like it shouldn't be hard to do this because 00:37:56.000 --> 00:37:60.000 I have a plan, and yet it's not easy to do it. How, as a leader, do you help make this happen? 00:38:00.000 --> 00:38:05.000 I think a piece of it is things like asking these questions. 00:38:05.000 --> 00:38:09.000 It's saying, as you go through process A, or process B, 00:38:09.000 --> 00:38:12.000 did you consider this or that? 00:38:12.000 --> 00:38:15.000 And, I'd like that in writing please. 00:38:15.000 --> 00:38:18.000 And I'd like that in writing because it makes you do it. 00:38:18.000 --> 00:38:23.000 I like it in writing because writing something down is a different thinking 00:38:23.000 --> 00:38:26.000 process than just thinking about it or talking. It's why we ask students 00:38:26.000 --> 00:38:29.000 students to write things versus just talking to each other about it. 00:38:29.000 --> 00:38:33.000 It triggers different parts of your brains. It gives a record so you can go back later 00:38:33.000 --> 00:38:36.000 and say we said we were going to do x, y, and z. 00:38:36.000 --> 00:38:40.000 it gives me something to hand to NWCCU when they come here, 00:38:40.000 --> 00:38:43.000 it's in the big data file, that you don't put in the report 00:38:43.000 --> 00:38:48.000 but you put in the backup. It's something you can share with your elected officials 00:38:48.000 --> 00:38:52.000 or whatever. The hard part, I don't think, is following 00:38:52.000 --> 00:38:56.000 the mission. The hard part is coming to that mission and coming to 00:38:56.000 --> 00:38:60.000 the common agreement that that's what you're going to do as an organization. 00:39:00.000 --> 00:39:04.000 We went through this at Heritage. We recrafted the mission statement. 00:39:04.000 --> 00:39:08.000 Nobody argued with the fundamental idea of what the mission was 00:39:08.000 --> 00:39:11.000 at the institution. It was there to help students who didn't have other 00:39:11.000 --> 00:39:15.000 educational opportunities, go and succeed and do great things. 00:39:15.000 --> 00:39:19.000 But putting that in writing, did we put diversity in it? Did we put the 00:39:19.000 --> 00:39:23.000 Native American community in it, because heritage sits on the Yakima reservation. 00:39:23.000 --> 00:39:28.000 It's getting everybody to agree on what that mission is. 00:39:28.000 --> 00:39:32.000 Once you get that agreement, this is just process. 00:39:32.000 --> 00:39:35.000 The hard part is getting everybody to say "yes, 00:39:35.000 --> 00:39:40.000 I buy into this." In some sense, you're most of the way there. 00:39:40.000 --> 00:39:43.000 Because I haven't met anybody here who doesn't basically 00:39:43.000 --> 00:39:48.000 buy into the idea that this is a place that is about student opportunity, 00:39:48.000 --> 00:39:51.000 and student growth, and student success first. 00:39:51.000 --> 00:39:54.000 And the faculty were very clear to tell me about that. 00:39:54.000 --> 00:39:57.000 That this isn't a place where you ask about research first. It's teaching first. 00:39:57.000 --> 00:39:63.000 Which is why it's the right place for me, because that's my perception too. 00:40:03.000 --> 00:40:06.000 I don't think that the hard part is doing these steps. As long as somebody says 00:40:06.000 --> 00:40:09.000 we've created this process, and this is what you do. 00:40:09.000 --> 00:40:13.000 When you want to create a new program, at Heritage we created a process 00:40:13.000 --> 00:40:16.000 that made you go through that. And it included not just 00:40:16.000 --> 00:40:19.000 what is the program going to look like, what is the curriculum, 00:40:19.000 --> 00:40:22.000 but what's the market analysis? Who is going to employ these students? 00:40:22.000 --> 00:40:26.000 How much are they going to make? Where might there be 00:40:26.000 --> 00:40:29.000 potential students to pull in? Is there interest in the high schools? 00:40:29.000 --> 00:40:32.000 How are you going to communicate about these things? 00:40:32.000 --> 00:40:36.000 Again, the process part is just process. 00:40:36.000 --> 00:40:39.000 I'm a process person. I've said this to other folks today. 00:40:39.000 --> 00:40:43.000 My goal in life is to build processes that allow you to deal with the stuff 00:40:43.000 --> 00:40:48.000 that you deal with again and again, so that you don't have to spend a lot of 00:40:48.000 --> 00:40:52.000 valuable mental time and energy on it. Then you have the mental time and energy 00:40:52.000 --> 00:40:56.000 to spend on the special stuff. The stuff that is not typical, that is not everyday, 00:40:56.000 --> 00:40:60.000 that's new, that's tough, that's problematic. 00:41:00.000 --> 00:41:04.000 Because otherwise you spend your mental energy on reinventing the wheel 00:41:04.000 --> 00:41:06.000 day after day. 00:41:06.000 --> 00:41:09.000 So, the question is about, this may be teaching first, 00:41:09.000 --> 00:41:12.000 but what's the role of research? And you said sponsored research 00:41:12.000 --> 00:41:15.000 which I'm going to talk research at large. 00:41:15.000 --> 00:41:19.000 Absolutely I think there's a role for research. I think every educational 00:41:19.000 --> 00:41:22.000 institution is a knowledge creator. I don't think they always realize it. 00:41:22.000 --> 00:41:25.000 I don't know that my faculty at the community college always felt that 00:41:25.000 --> 00:41:29.000 they were creating knowledge, but they were. It was knowledge primarily 00:41:29.000 --> 00:41:32.000 around teaching and learning and not disciplinary knowledge. 00:41:32.000 --> 00:41:36.000 They weren't physicists with a reactor or with a super conducting 00:41:36.000 --> 00:41:40.000 super collider, although some of them went off and did summer work for that. 00:41:40.000 --> 00:41:44.000 So I think there is a need for faculty to be professionally engaged. 00:41:44.000 --> 00:41:47.000 Faculty are smart, high achieving people. 00:41:47.000 --> 00:41:51.000 First of all, it would be stupid to ask them not to do it. 00:41:51.000 --> 00:41:56.000 They've been doing it all their lives. Second, it's something they share with 00:41:56.000 --> 00:41:60.000 the students. The way a student gets engaged with most disciplines is because 00:42:00.000 --> 00:42:04.000 they had a faculty member who was excited about whatever it might be. 00:42:04.000 --> 00:42:08.000 Whether it was about multi cultural literature, 00:42:08.000 --> 00:42:11.000 or new things in genetics, 00:42:11.000 --> 00:42:16.000 or environmental impacts in the Puget Sound on orcas. 00:42:16.000 --> 00:42:20.000 You name it, it often happened because the faculty member had that interest 00:42:20.000 --> 00:42:24.000 they shared it with the students. It's a way for the students to get engaged in 00:42:24.000 --> 00:42:28.000 the discipline. To do that work with the faculty. To do a research 00:42:28.000 --> 00:42:32.000 project, or an investigation, or a community based project, 00:42:32.000 --> 00:42:36.000 whatever it might be. But to become involved in what that 00:42:36.000 --> 00:42:40.000 professor does. I had a faculty member at 00:42:40.000 --> 00:42:44.000 Heritage who was a former police woman. 00:42:44.000 --> 00:42:48.000 Her husband was a judge, and she did all these fabulous 00:42:48.000 --> 00:42:52.000 criminal justice things on campus that were attended by everybody but 00:42:52.000 --> 00:42:55.000 the CJ students. Because the CJ students got it in class. 00:42:55.000 --> 00:42:60.000 But then they would be talking about perceived racism in criminal justice 00:43:00.000 --> 00:43:04.000 and the whole campus would pour into the room because this was interesting stuff. 00:43:04.000 --> 00:43:09.000 That value of having faculty professionally engaged 00:43:09.000 --> 00:43:13.000 is that, not only is it good for them, 00:43:13.000 --> 00:43:15.000 but it is shared with the students. 00:43:15.000 --> 00:43:18.000 I would want every faculty member doing something. 00:43:18.000 --> 00:43:22.000 I just think that an institution like this has a much broader portfolio 00:43:22.000 --> 00:43:26.000 of what the faculty do professionally and it's accepted and it's valued. 00:43:26.000 --> 00:43:32.000 If you're at the University of Oregon, or the University of Washington and you're 00:43:32.000 --> 00:43:36.000 a scientist the way I am, they're going to say, "What are you doing in your lab 00:43:36.000 --> 00:43:38.000 how are you creating new knowledge, and what was the 00:43:38.000 --> 00:43:40.000 level of the journal in which you published? 00:43:40.000 --> 00:43:43.000 At a place like this, I'm going to say, "What are you doing, and 00:43:43.000 --> 00:43:45.000 how are the students engaged in it? 00:43:45.000 --> 00:43:48.000 So it's not just about what you get out of it 00:43:48.000 --> 00:43:50.000 as the faculty, it's what they get out of it too. 00:43:50.000 --> 00:43:53.000 And if you get to publish that, that's all the better. 00:43:53.000 --> 00:43:56.000 and if all you get to do is send them to a CUR conference, 00:43:56.000 --> 00:43:60.000 well that's cool too. It's great for a student to get to present something as an undergraduate. 00:44:00.000 --> 00:44:04.000 And I assume that you're involved in CUR 00:44:04.000 --> 00:44:07.000 and, yeah. 00:44:07.000 --> 00:44:10.000 I want to be here because you're the right place. Because you do the things I believe in. 00:44:10.000 --> 00:44:15.000 The previous place I was at, very much the same. I have always wanted to be, 00:44:15.000 --> 00:44:19.000 well since I was at a big research university and realized that wasn't the right fit for me. 00:44:19.000 --> 00:44:22.000 I want to be at a place that it's about the students. It is students first. 00:44:22.000 --> 00:44:28.000 That changes lives. I was at a high end, liberal arts college, and the students are wonderful 00:44:28.000 --> 00:44:31.000 the students are wonderful everywhere. But those students didn't need me. 00:44:31.000 --> 00:44:36.000 We didn't make a difference for them. And that's fine 00:44:36.000 --> 00:44:40.000 but it wasn't my passion. So, why Oregon? 00:44:40.000 --> 00:44:44.000 It wouldn't have to be Oregon. I would be ok with California 00:44:44.000 --> 00:44:47.000 with Washington, places in the east. 00:44:47.000 --> 00:44:50.000 I would not want to go to Florida just because I hate the weather. 00:44:50.000 --> 00:44:56.000 This is a beautiful place. You have an enormous history here. 00:44:56.000 --> 00:44:61.000 You have a niche in Oregon as who you are. 00:45:01.000 --> 00:45:04.000 Which I think gives you a cool opportunity 00:45:04.000 --> 00:45:09.000 because you're not that school that's twenty miles down the road, 00:45:09.000 --> 00:45:12.000 and you're not that monster up in Portland 00:45:12.000 --> 00:45:16.000 which didn't used to be a monster, when I learned about PSU it was a much smaller 00:45:16.000 --> 00:45:20.000 place, but you are a niche and you have a unique 00:45:20.000 --> 00:45:23.000 niche in Oregon that you wouldn't have in a lot of other states. 00:45:23.000 --> 00:45:26.000 It gives you a really interesting opportunity. 00:45:26.000 --> 00:45:30.000 That's exciting to me. You've got the right perspective, 00:45:30.000 --> 00:45:36.000 the right portfolio, in some sense, and you are poised to do things that only 00:45:36.000 --> 00:45:40.000 a few schools in the country can do. That's fun. 00:45:40.000 --> 00:45:43.000 And it's a pretty place. You're a little over an hour from the coast 00:45:43.000 --> 00:45:47.000 and you're a little over an hour from a real metropolitan area 00:45:47.000 --> 00:45:51.000 and you're in a beautiful location. What is not to like? 00:45:51.000 --> 00:45:55.000 Maybe the weather a little bit. 00:45:55.000 --> 00:45:60.000 I'm a big believer in faculty doing a lot of advising. 00:46:00.000 --> 00:46:02.000 The question was about faculty being involved in student advising. 00:46:02.000 --> 00:46:08.000 How would I support that and help faculty improve along the way. 00:46:08.000 --> 00:46:12.000 I think that faculty are the best people to do a lot of the student advising 00:46:12.000 --> 00:46:16.000 I think students who come in with no clue what they want to do 00:46:16.000 --> 00:46:20.000 in college, can benefit from other advisors because they can help them 00:46:20.000 --> 00:46:24.000 ask the right questions. As a disciplinary faculty member 00:46:24.000 --> 00:46:28.000 I see the world through my lens. I think physics is cool, 00:46:28.000 --> 00:46:32.000 but it's also about the fact that I think like a scientist. I ask questions like a scientist 00:46:32.000 --> 00:46:36.000 I would probably not be the right person to advise a student who 00:46:36.000 --> 00:46:40.000 was interested in social science, simply because I don't know enough about the 00:46:40.000 --> 00:46:44.000 discipline, but also because I wouldn't come at it the way a social scientist would. 00:46:44.000 --> 00:46:48.000 So, I think that there is a value of having some general advisors for those students 00:46:48.000 --> 00:46:52.000 who come in exploring college. They came to college because they knew 00:46:52.000 --> 00:46:54.000 getting a college degree was a good thing. It will help them in life. 00:46:54.000 --> 00:46:58.000 It will help them get a good job, but they're not quite sure where they want to go. 00:46:58.000 --> 00:46:62.000 Having somebody who can look at that, and look at the portfolio 00:47:02.000 --> 00:47:05.000 of what we have, and let me tell you a little bit about my experience 00:47:05.000 --> 00:47:08.000 here as a student. I think student to student is 00:47:08.000 --> 00:47:12.000 advising is really powerful too. But by the time they know what they want to 00:47:12.000 --> 00:47:15.000 do, they need a faculty member to talk to them and say, 00:47:20.000 --> 00:47:24.000 big area. What interests you here? Why did you choose this? 00:47:24.000 --> 00:47:28.000 Where do you want to go when you finish with us? Do you want to go to work? 00:47:28.000 --> 00:47:32.000 What kind of work do you want to do? Let's talk about, then, what kind of class 00:47:32.000 --> 00:47:36.000 you should take, what type of internship experiences you should be thinking about." 00:47:36.000 --> 00:47:40.000 Giving the faculty just a list questions 00:47:40.000 --> 00:47:44.000 and I also don't know what kind of electronic access you have to the 00:47:44.000 --> 00:47:48.000 student's records so you can go in, and look, and see what 00:47:48.000 --> 00:47:51.000 the student's grades look like over the past terms. 00:47:51.000 --> 00:47:55.000 What have they taken? Have they succeeded in all the classes they took? 00:47:55.000 --> 00:47:60.000 There's a lot of questions that an advisor can ask. And, quite honestly, 00:48:00.000 --> 00:48:04.000 the disciplinary advisors get to know the students in the way, at a place like this 00:48:04.000 --> 00:48:08.000 they often know what's happening with the student's family 00:48:08.000 --> 00:48:12.000 what's happening in other parts of the student's life, did they just break up with 00:48:12.000 --> 00:48:16.000 a significant other. Those are the best faculty student relationships 00:48:16.000 --> 00:48:20.000 because the students get a mentor within their discipline 00:48:20.000 --> 00:48:24.000 but they also get someone who can help them grow 00:48:24.000 --> 00:48:28.000 as a person as well as a disciplinary student 00:48:28.000 --> 00:48:33.000 They get that at other places on campus, hopefully as well. 00:48:33.000 --> 00:48:36.000 But they often build that relationship with their advisor 00:48:36.000 --> 00:48:40.000 I've had advisees who have disclosed things to me that 00:48:40.000 --> 00:48:44.000 sort of made my hair curl at times, but it was 00:48:44.000 --> 00:48:48.000 flattering that they felt that comfortable with me, and I have certainly 00:48:48.000 --> 00:48:52.000 reached out on many occasions to other parts of campus to say I have a 00:48:52.000 --> 00:48:56.000 student who... who can I connect them with? Or what kind of 00:48:56.000 --> 00:48:60.000 advice can you give me? I had a student at one institution, she was my 00:49:00.000 --> 00:49:04.000 advisee, but she went to one of my colleagues telling him that she had tried 00:49:04.000 --> 00:49:07.000 to kill herself the night before. She came in with her wrists bandaged, 00:49:07.000 --> 00:49:12.000 and she would not go to a counselor. The only person she would talk to was my colleague. 00:49:12.000 --> 00:49:16.000 Thankfully is father was a psychiatrist, and he would be on the phone 00:49:16.000 --> 00:49:20.000 with his dad every time he talked to this student. She got through school and 00:49:20.000 --> 00:49:24.000 she succeeded. So, faculty advising, I think 00:49:24.000 --> 00:49:27.000 is really important, but giving faculty some 00:49:27.000 --> 00:49:31.000 help at the beginning. Here's the sorts of things you can do as an advisor, 00:49:31.000 --> 00:49:33.000 Here's when you might want to reach out to someone else on campus. 00:49:33.000 --> 00:49:36.000 Here's the resources you can reach out to, 00:49:36.000 --> 00:49:40.000 so that you're not in this alone. And, as I said to some other folks today 00:49:40.000 --> 00:49:43.000 at Heritage one of the things, I think I said this to the students actually, 00:49:43.000 --> 00:49:48.000 that I learned we needed to work with our faculty on was 00:49:48.000 --> 00:49:51.000 how far should the dotted line go? 00:49:51.000 --> 00:49:56.000 How far do you reach out to a student? When do you say I shouldn't be doing this? 00:49:56.000 --> 00:49:58.000 That I had to do that with at least one of my faculty members 00:49:58.000 --> 00:49:61.000 who was actually going to go to a student's home. 00:50:01.000 --> 00:50:04.000 I said, you know, this is the point at which we want you to 00:50:04.000 --> 00:50:08.000 support your students, but this is not something you ought to be doing 00:50:08.000 --> 00:50:12.000 because there are moral implications, there are legal implications 00:50:12.000 --> 00:50:16.000 This is not the thing. 00:50:16.000 --> 00:50:20.000 Just working with faculty advisors too, to understand when you've done 00:50:20.000 --> 00:50:24.000 what it is you should do. And there are times when that isn't your job. 00:50:24.000 --> 00:50:28.000 Ok, so the question was about work on campus 00:50:28.000 --> 00:50:32.000 to remove barriers for experiential learning for all students, but particularly 00:50:32.000 --> 00:50:36.000 for some of the first gen students, and what's my perspective on experiential learning. 00:50:36.000 --> 00:50:40.000 In the perfect world, all learning would be experiential. 00:50:40.000 --> 00:50:44.000 Right? You learn better when you have a reason to learn. 00:50:44.000 --> 00:50:48.000 I don't know about you, but I certainly had college classes where the 00:50:48.000 --> 00:50:52.000 professor would say, "well you'll need this in a couple years." My thought was 00:50:52.000 --> 00:50:56.000 always, then tell me in a couple years. But removing the barriers 00:50:56.000 --> 00:50:59.000 I think is important. That's part of what I was talking about here where I said 00:50:59.000 --> 00:50:62.000 if you've got working professionals, they're already learning! 00:51:02.000 --> 00:51:06.000 How do you incorporate and make that part of their experiential learning? 00:51:06.000 --> 00:51:12.000 If you have students in a discipline like social sciences, can you get them in 00:51:12.000 --> 00:51:16.000 a situation which is appropriate, but they can be doing 00:51:16.000 --> 00:51:20.000 what they're learning about. Maybe it's on campus. Being an RA is 00:51:20.000 --> 00:51:24.000 definitely social science learning. You're learning about a whole lot of things there. 00:51:24.000 --> 00:51:28.000 I think every student should have that opportunity to take what they're doing 00:51:28.000 --> 00:51:32.000 in college and put it into something 00:51:32.000 --> 00:51:35.000 project oriented, I think would be the way I would think about it. 00:51:35.000 --> 00:51:39.000 Whatever that project might be. For some people that is a research project 00:51:39.000 --> 00:51:43.000 sitting in the library learning about what the state of the field is in something. 00:51:43.000 --> 00:51:48.000 but for a lot of students it's taking it out of the classroom and into 00:51:48.000 --> 00:51:52.000 some place else where they have a sense 00:51:52.000 --> 00:51:55.000 that not only have I learned, but I can do something with my learning. 00:51:55.000 --> 00:51:60.000 I can change something. I can make a difference. I have power now 00:52:00.000 --> 00:52:04.000 because of my learning. Part of the role is 00:52:04.000 --> 00:52:08.000 to say how are we acquiring resources for this? Are there ways the 00:52:08.000 --> 00:52:12.000 provost can help with that? Maybe it's grants, maybe it's donors, whatever. 00:52:12.000 --> 00:52:16.000 Making sure that at some point it is part of the 00:52:16.000 --> 00:52:20.000 P and T process, because if it's something the institution wants, it needs 00:52:20.000 --> 00:52:23.000 to be on the test, or it needs to be at least an 00:52:23.000 --> 00:52:27.000 optional thing on the test. That you need something in column G and this could be 00:52:27.000 --> 00:52:31.000 one of those column G things that you do for tenure and promotion. 00:52:31.000 --> 00:52:35.000 And honestly, one of the things I learned working in a congressional office 00:52:35.000 --> 00:52:40.000 is the value of a bully puppet. If you say something regularly 00:52:40.000 --> 00:52:44.000 and you say it to the new faculty, and you say it to the deans, 00:52:44.000 --> 00:52:47.000 and you say it to the division chairs, and you talk about it on the local news 00:52:47.000 --> 00:52:51.000 when they have you on to talk about something else, you can make a real impact 00:52:51.000 --> 00:52:56.000 that idea that this is what we do, and we do this really well 00:52:56.000 --> 00:52:59.000 and then you provide people with training to do what you want them to do 00:52:59.000 --> 00:52:63.000 because it's insane to ask people to do something if they don't know how to do it. 00:53:03.000 --> 00:53:08.000 They'll do it badly, and then they'll be mad at you. 00:53:08.000 --> 00:53:12.000 Let me thank our interpreters who were here today. 00:53:12.000 --> 00:53:14.000 applause