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1 President’s Report to the Faculty May 21, 2010.

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1 1 President’s Report to the Faculty May 21, 2010

2 Achievements! Enrollment Surpasses 2000 in both fall and spring semesters! Operating Surplus Establishes Strong Basis for Academic Center Financing Launching Concept Design for Academic Center Launching Second Century Campaign Favorable Publicity and Greater Visibility

3 External Environment Opportunities and Threats to Traditional Higher Education Most intense/complex regulatory environment ever IRS Regulations/Higher Ed Act Regs --- more disclosures and more investigations Conflict of Interest Rules Closely Watched Teacher Education Under Fire States by-passing traditional institutions in favor of private entrepreneurs Proprietary providers getting favorable treatment Accreditation regulations becoming more onerous Emphasis on improving completion rates will lower quality of outcomes Increased conflict of purpose between true education and job training Shortfalls in Pell Grant funding looming in future years

4 Operating Goals Continue enrollment strength Complete Academic Center concept design Secure Lead Campaign Gifts Continue Strong Financial Performance Middle States Periodic Review Report NCATE Self-Study and Team Visit CCNE Accreditation Review

5 5 Strategic Assessments/Initiatives PRR requires assessment of strategic plan and updating of goals and tactics Each academic unit will have specific areas of assessment + strategic focus Comprehensive institutional assessment and areas of strategic focus

6 6 Faculty Development and Assessment More explicit focus on development of next generation of faculty with clear emphasis on understanding distinctive Trinity mission, values and expectations across units, degrees and type of faculty position Emphasis on faculty ability to develop pedagogies and assessment methodologies that incorporate appropriately rigorous standards at each grade and degree level Focus on Faculty Assessment pre-tenure and post-tenure, completion of Rubrics Project, analysis of the effectiveness of Third Year Review Project Specific attention to preparation for tenure and promotion Development and Assessment of Adjunct Faculty Faculty Handbook Development: key policy sections aligned with specific issues in faculty personnel for the collegiate units, programs and degree levels; addressing long-term contracts and issues in types of faculty personnel necessary for new circumstances

7 7 Faculty: Community of Trinity Scholars Ensuring the distinctive “Trinity Faculty” commitment to overall institutional mission and values as we grow larger and more diverse in programs and students President and Provost Colloquium series in for faculty education and dialogue around topics arising from mission and values: –sustaining both access and academic excellence in a diverse community of students and faculty; –embracing the historic emphasis on women’s leadership as a platform for leadership development for diverse populations of women and men across academic units and in the distinctive professions; –deepening faculty confidence (authority, in a good way) around the Honor System as a means to teach ethics across disciplines as well as to develop improved classroom management and skills to challenge students to exhibit more mature and disciplined behaviors; –understanding “the Catholic thing” at the center of Trinity’s mission as a broadly shared commitment to reflect and respect concepts in social justice, spiritual formation, ecumenical and interfaith religious cooperation; –considering opportunities for all disciplines to demonstrate greater integration of mission concepts as well as promoting a more global perspective for Trinity students and faculty in relation to the major economic, social, political and cultural issues of contemporary society.

8 8 College of Arts & Sciences Continuing emphasis on strong general education and FYE as platform for success, continue assessment of these programs and expand to upperclass Major Program Reviews and Assessments Strategic Vision for Mathematics and the Sciences Relationship to Health Professions International Perspective Women’s Leadership Focus

9 9 CAS takes the lead: FOCUS ON WOMEN’S LEADERSHIP Trinity retains primary mission commitment to the education and advancement of women CAS is the women’s college, but women’s education and advancement should not be limited to CAS CAS can provide models and opportunities for all other faculty and students to adopt methods for women’s leadership emphases

10 10 Focus on Women’s Leadership General Education: Skills building for women’s empowerment, essential skills for future leadership Making what’s implicit more explicit: knowing how to write well, speak well, calculate and analyze are essential for women’s empowerment; conducting one’s responsibilities with integrity and honor are equally essential, hence, learning how to avoid plagiarism and adopting a rigorous stance on cheating are part of women’s educational development; developing personal discipline and good professional conduct are also essential, hence, Trinity’s faculty should insist on appropriate conduct as part of our pedagogical toolkit for developing women’s leadership potential Program Review: how does each major program incorporate learning objectives for women’s education and advancement reflecting Trinity’s mission and goals? Co-Curricular Collaboration: how should academic programs relate to co-curricular women’s leadership structures and opportunities, e.g., student government, off- campus opportunities, service learning, etc. --- should we have a more formal design for these activities? Emphases: Women in politics/government; Math & Science, Health Care; New Media; Entrepreneurship; Global Concerns Manifestations: beyond coursework and programs, how does the academic life of Trinity specifically around women’s leadership development appear to the world beyond Trinity, and how can we make a more pronounced and lasting impact?

11 11 Women’s Leadership Sources The White House Project: Benchmarking Women’s Leadership World Economic Forum: Global Gender Gap Report Gender%20Parity/GenderGapNetwork/index.htm Gender%20Parity/GenderGapNetwork/index.htm International Women’s Forum

12 12 School of Professional Studies Strengthening general education for SPS undergraduate students More distinctive focus on the outcomes and opportunities of the Trinity experience Building a culture of assessment through all degree levels Program Review: ensuring academic quality in every degree program Graduate Education: developing a distinctive emphasis on more scholarly outcomes with a possible thesis requirement or other rigorous summative work-product for all graduate level programs Faculty: strategic development of full-time faculty size and expertise in relation to strategic program initiatives Faculty: creation and implementation of more robust and systematic process for adjunct faculty hiring, adjunct education, assessment Student Advising: assessment of the effectiveness and quality of student advising, consistent application of academic policies Student Services: development of a more systematic plan for organization and delivery of student services to SPS students

13 13 School of Education Strategic analysis of status and future for teacher certification in DC and other jurisdictions Alignment of graduate curricula for teacher preparation and school administrators with new requirements of school systems Identification of research and scholarship opportunities Expansion of continuing education program via online opportunities Identification of program niche or expansion opportunities in teacher education, school leadership, counseling and related fields Development of new strategic plan in tandem with self-study and NCATE processes Faculty: strategic analysis of current and future full-time faculty size in relation to program initiatives Faculty: creation and implementation of more robust, systematic process for hiring, education and assessment of adjuncts

14 14 School of Nursing and Health Professions Recruiting dean and program leaders Development of strategic plan for each academic discipline in the unit, including plan for specific program requirements, space and equipment needs, clinical affiliations, faculty and staff requirements Development of RN-MSN online program, other graduate-level programs Development of faculty (full-time, adjunct, clinical) including orientation and ongoing education, incorporation of NHP faculty into Trinity more consistently Development of academic governance processes consistent with other academic units Assessment of Nursing Program CCNE self-study

15 15 Faculty Salaries by Rank and Total Comparing Cohort Average and Trinity Source: AAUP Annual Faculty Salary Survey

16 16

17 Graduation Survey Preliminary Results


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