1. Conversation on University Structure
January 2017

2. Framing Questions
What structural changes does moving to a “university” structure invite us to consider— and why? In theory, we could change our name without making any structural changes. Would remaining with the status quo best serve our interests—why or why not? Are there specific problems with the current structure that this is the moment to address? Who do we want to hear from, and what do we wish to understand better, as we contemplate these questions?
We know already that “college” and “university” carry different meanings to different audiences. What meanings do those terms have for those of us who are members of APT (Academic Planning Team)? Do we start this work with shared understandings?

3. Toward a common language (draft)
College
an academic unit in a university structure with a primary focus on undergraduate education in the liberal arts tradition
School
a more specialized unit of a university structure, such as those providing u.g. and g. professional education
Division
an academic unit characterized by similarities in disciplinary approach or methodology
Department
an academic unit responsible for curriculum specific to a discipline; for appointing faculty qualified to teach in the discipline; for organizing teaching and learning in ways appropriate to the degree being offered
Program
Interdisciplinary cluster of faculty and curricular offerings
Center
at Augsburg, a term reserved for constellation of activities that make core commitments visible, curricular and co-curricular, internal and external, help define the public face of the institution
Office
administrative structure designed to support the work of faculty and to align with other institutional offices (admissions, marketing, etc)

4. GUIDING PRINCIPLES ON UNIVERSITY STRUCTURE
Be intentionally designed to support quality teaching and learning; effective and efficient decision- making; curricular innovation, assessment, and review; and faculty development and review.
Support effective management and strategic leadership of departments and programs (not expanding administrative structures unnecessarily, but providing the leadership and support for academic quality and compliance with requirements of external agencies and accreditors).
Provide a simple, logical, “outward facing” entry point for students, highlighting institutional strengths and making visible the diverse array of programs (traditional undergraduate, flexible undergraduate, and graduate).
Recognize academic departments as core and integrative units, where faculty are appointed and resources allocated; where multiple degrees may be offered; and where budgets reside.
Offer a common general education experience for undergraduate students across Colleges and Schools; minimize barriers to student movement across program boundaries; ensure curricula that support double majors and strong foundations in the liberal arts.

5. Align with the vision for the Hagfors Center in cultivating and supporting both disciplinary identities and interdisciplinary collaborations; in integrating the liberal arts and professional study (or career readiness); and in ensuring space within university structure supports those commitments.
Support strategic growth and innovation.
Support efficient decision-making on curricular matters and other priorities.
Support efficiency and effectiveness in faculty governance and oversight of the academic program.
Ensure that academic units share common understandings of faculty workload, tenure, promotion, and program review.

6. Model 1 Model 2 School of Culture and Society
School of Ethics and Citizenship
School of Scientific
Inquiry
College of Liberal Arts and Sciences
College of Professional Studies
Director of
Undergraduate
Education
Office of Graduate and Continuing Education
Director of Grad Programs
Director of Adult Learning
Director of Continuing Education

7. DRAFT MODELS FOR UNIVERSITY STRUCTURE DISCUSSION – January 2017)
Provost
School of Culture and Society
School of Ethics and Citizenship
School of Scientific Inquiry
Provost
College of Liberal
Arts & Sciences
College of Professional Studies
School of Fine Arts School of Business & Economics
School of Humanities School of Education & Social Work
School of Social & Behavioral Science School of Health Sciences
School of Natural Science & Math
School of Arts & Humanities School of Business & Economic
School of Natural & Social Sciences School of Health & Social Services
School of Education & Leadership
Division of Arts & Humanities School of Business & Economics
Division of Natural Science & Math School of Education
Division of Social & Behavioral Science School of Health Sciences
School of Social Work

8. ACADEMIC/ADMINISTRATIVE
[report to the Provost; attaches to any of the six models]
Reports to the Provost
College of Liberal Arts (Dean)
URGO, McNair, STEM, Grants & Sponsored programs
College of Professional Studies (Dean)
Academic Operations and Administration (Director)
Divisional Admin/staff
Registrar
Library
Centers of Commitment
CGEE (Dean)
Global Education, Nobel Peace Prize Forum, Study Aware, other institutional initiatives
Sabo (Director)
Civic Engagement, Campus Kitchen, Public Achievement, Service Learning, Urban Debate League, Public scholars
CCV (Director, reports to Pres.)
Vocational exploration, Pastoral leadership, Congregational relations, Interfaith scholars, Youth & Public Church Initiative
Strommen Center
Student Success
(Director)
Gage Center: Advising, Academic Skills, CLASS, TRIO/SSS (Liaison to Student Affairs division and Athletics)
Associate Provost (lead, Rochester)
Office of Graduate Studies and Adult Learning
Director of Graduate Studies
Director of AU
Continuing studies – certificate, institute, prof. develop.
Administrative, marketing, & admissions support
Director of Undergraduate Education
General Education
First-Year Programs
Proposed – does not currently exist