Auburn
University General Faculty Meeting
Minutes
for September 12, 2000
The meeting
was called to order at 3:00 p.m.
The
minutes for the previous general faculty meeting were approved as posted. They can be found on the Senate web page at https://auburn.edu/administration/governance/senate/schedule.html.
Announcements:
Senate
Chair: Dr. Bruce Gladden
Dr.
Gladden presented an overhead containing some of the issues to be addressed by
the Senate this fall:
1.
The Handbook Committee is working on making the handbook on
the web more user friendly. The plan is
to make it more searchable.
2.
The Program Review Committee is working on establishing the
guidelines for regular program reviews.
3.
The Grievance Procedures Committee will be bringing
suggested handbook changes to the Senate.
4.
The Outreach Scholarship Assessment Committee will be
recommending ways to integrate outreach into the handbook in a more satisfactory
fashion.
5.
Benefits for part-time faculty, tuition waivers for
dependents, and child care are being studied with regard to cost with the goal
of prioritizing issues that require funding.
Committee reports are needed by the end of December. Prioritization
needs to be completed by the end of January.
Also,
the Administrator Evaluation committee is planning to implement administrator
evaluations, hopefully in the spring. A
report on these evaluations is planned for the following fall.
State of the
University Address:
President’s
office: President William Muse
I
am pleased to report to you on the state of the University as of Fall,
2000.
Our
focus over the past few years has been the change to a semester calendar as of
this fall. I’m pleased to report that
the transition has gone as smoothly as a major transformation of this sort
could go. A lot of credit goes to all
of you for the hard work that you have done in transforming our curriculum and
to all of the administrators for the many changes that have been made in our
operations. A particular thanks is
extended to Dr. Christine Curtis who chaired the Semester Transition Committee.
In
the curricular transformation, one of our objectives was to shorten the time to
graduation, enabling more students to graduate in four years. All undergraduate programs were given a
target of 120-128 semester hours in length.
I’m pleased to report that all programs except two met that goal. This will allow students who pass 15-17
hours each semester the opportunity to complete their degree in four
years. B.S. programs in Civil
Engineering and Chemical Engineering were permitted to require additional
science courses deemed essential to those degree programs.
One
of the results of the conversion to semesters that we anticipated was an
increase in the number of students graduating during 1999-2000. In
spite
of our assurances that they would not be adversely affected by the change, many
students accelerated their class schedules in order to complete their programs
on the quarter system. A total of 5,472
students received degrees during the past four quarters, compared to 5,036 for
the same period in 1998-99. This is an
increase of 436 graduates.
By
“cleaning out the pipeline” (so to speak) in this manner, we actually ended up
with fewer total students this fall, even though we admitted the largest
freshman class in our history. Our new
freshman class totaled 3,876, about 175 more freshmen than last fall, but fewer
than the 4,000 we had feared were coming.
Our estimates for total fall enrollment are 21,893, a decrease of 227
students.
As
we enter this new academic year, it is appropriate to note some of our positive
achievements as an institution.
U.S. News and
World Reports has again ranked Auburn among the Top 50 public
universities in the nation in its listings for 2000-2001. This ranking is based on 16 indicators of
academic excellence and is a reflection of the strong undergraduate programs
that we offer and the excellent instruction that we provide.
In
addition to our strong commitment to quality instruction, Auburn University
boasts a more than $70 million annual organized research portfolio which,
during fiscal year 1998-99, supported more than 800 sponsored research projects
spanning all academic disciplines.
Research expenditures during fiscal ‘98-‘99 totaled $100 million. AU’s research program saw a visionary change
in its competitive strategy with the establishment of the “Peaks of Excellence”
program. By focusing on
interdisciplinary approaches, our research strengths and a team concept, and
through diversifying research support, AU is positioning itself to rise to a
top-tier research university.
Auburn’s
faculty engaged in research also achieved notice within their fields, including
– for the second year – AU faculty researchers being awarded the Creative
Research Award by the Office of the Vice President for Research in recognition
of career and scholarly accomplishments.
Winners to date include Doctors Greg Pettit of the Department of Human
Development and Family Studies; Malcolm Crocker of the Department of Mechanical
Engineering; Krystyna Kuperburg, Department of Mathematics; Claude Boyd,
Fisheries and Allied Aquacultures; and James Hansen, Department of History. Auburn’s involvement of undergraduate
students in active research also experienced growth, as the Undergraduate
Research Fellowship program awarded 10 scholars – double the number sponsored
in the program’s first year of existence in fiscal 1997-98. The OVPR also launched a major customer
service enhancement effort by evaluating its support services to remove
barriers, improve funding for obtaining and upgrading research equipment, and
enhancing the university’s research infrastructure.
It
is clear, also, that Auburn is taking its outreach mission seriously. This is illustrated by these observations:
(a)
During the past year, 729 Continuing Education programs were offered, enrolling
33,088 participants.
(b)
Distance Education courses generated 7,647 credit hours, a 37% increase over
the previous year.
(c)
Eight (8) new Distance Education degree programs were launched this past year,
bringing to 14 the number of degree and certificate programs being provided.
I
am also pleased with the progress that has been made by the West Alabama
Initiative under the leadership of Vice President David Wilson. You, of course, know about the Rural Studio,
operated by our School of Architecture, and of the McArthur Fellowship awarded
to Professor Sambo Mockbee. But you may
not know that the School of Architecture is also involved in restoration
projects at the Snow Hill Institute.
Additionally, several faculty from throughout the University are
participating in a major community-wide planning initiative at Uniontown, and
five “Do Something” grants have been given to faculty for various projects
throughout the Black Belt area.
We
will be presenting to the Board of Trustees at the September 29th
Board meeting a recommended budget for 2000-2001 that will enable us to meet
all of the goals we established in our financial plan two years ago. As you know, there has been provided in the
budget an average increase of five percent in compensation for faculty, staff,
and administrators. The budget also
provides for an annual expenditure of $7.5 million on the maintenance of our
physical plant, an increase of a million dollars over last year which brings us
closer to the goal of $10 million per year.
We are also providing for a three percent increase in the O&M
budgets and are setting aside additional monies for several special
initiatives.
Included
among those special initiatives is a new scholarship fund established by the
Board of Trustees to help good students who have a demonstrated financial
need. For this year, approximately
1,040 students have received a $750 scholarship to neutralize the increased
cost of tuition and to reduce the cost of obtaining an education here at
Auburn. In addition to the demonstrated
need, each student had to have a 3.0 grade average here at Auburn if they are a
continuing student, or at their high school, if they are an entering
freshman. We will need to continue to
increase our tuition in order to bring it up to the Southeastern average as is
our goal, and this scholarship fund will help to reduce the impact of those
increases on needy students.
The
budget also calls for $2 million to be allocated for the “Peaks of Excellence”
program, including funds that would be available to support additional programs
that might be included. I am pleased
with the way that this program has begun and with the positive reaction we have
gotten from external sources concerning this initiative. However, some discussion of the concept may
be warranted in order to insure that the rationale for the program is better
understood.
The
academic reputation of a university is largely a product of the strength of its
academic programs. To be regarded as a
university of national stature, an institution has to have a few of its
departments or degree programs regarded among the best in the nation. Obviously, the larger the number of academic
departments or programs that are nationally ranked, the stronger is the
institution’s academic reputation. And,
as you would understand, the strength of a department is largely the product of
the strength of its faculty and their research and publication record, as well
as the quality of graduates that it produces, their placement rate, and perhaps
other relevant variables.
Auburn
has an excellent undergraduate program.
It is the strength of the institution reflected in the quality of the
students that we attract, the high graduation rate that we have, and the strong
demand for our graduates that exists in virtually all of our majors. We should expect every academic department
with an undergraduate degree or a first professional degree to do an
outstanding job of teaching, to produce graduates who are highly competitive in
the marketplace, and to work effectively with their respective constituencies
in order to assist our state in its development. But, in addition to these strengths that we must maintain, Auburn
needs to develop a few programs that are nationally ranked at the graduate
level. Anyone who compares our
resources with those of the major public universities in the nation would quickly
conclude that we are not capable of competing with Wisconsin, Michigan,
Cal-Berkley, or even Florida or Georgia across the board, but we very well may
be able to compete with the very best public universities in a few selected
areas.
The
21st Century Commission Report that was adopted by the Board of
Trustees in 1997 included a recommendation that we identify up to 10 “Centers
of Excellence,” at the graduate level.
It was from this recommendation that the “Peaks of Excellence” program
was formulated.
The
initial proposals that we received from which the first seven were selected
included traditional departments like poultry science, fisheries, and forestry;
some multi-departmental programs like transportation and information technology
in the College of Engineering; and some highly interdisciplinary thrusts like
detection and food safety. It had been
my expectation that the proposals would have been predominately departmentally
centered. In other words, a proposal
would have said that “here is how strong our department currently is, here’s
what we could do with some additional support, and here is where we could be
five years from now with that support.”
The net result would have been a careful analysis of the areas in which
Auburn is capable of developing a nationally ranked department. It was never intended that the number of
departments so designated would be very large; in fact, as cited earlier from
the 21st Century Commission Report, the original conception was
there would be no more than ten “peaks” that would be selected.
In
addition to the seven that were originally chosen, we now have four proposals
that have been presented for possible inclusion in the “Peaks of Excellence”
program. Each is clearly worthy of
consideration and has had an opportunity to make a presentation to a committee
that was appointed by the President Pro Tem of the Board of Trustees. In listening to those proposals, however, it
was interesting to me how the thrust or emphasis of the presentations had been
shifted to a programmatic activity rather than the strength of the
department.
Let
me use one example to illustrate. The
School of Architecture has developed an outstanding program in West Alabama
called the Rural Studio. It has gained
national and international attention for its activities. It has clearly brought acclaim to the School
of Architecture and to the University and, in that context, would warrant
consideration as a “Peak of Excellence.”
But, it seems to me that our focus ought to be on establishing a
nationally ranked School of Architecture with the Rural Studio being the
vehicle by which it establishes its national visibility and reputation. The Rural Studio is transforming how
architecture is taught in those professional schools and could rightly be a
central thrust of the school. But it
is the School of Architecture that we are attempting to strengthen and build to
a position of national prominence.
To
be the kind of university we want Auburn to be, we must attract quality
students, educate them with the knowledge and skills they need to be successful
in the profession they choose or prepare them for advanced study at the
graduate level; be viewed as a positive and significant force in the economic
and cultural development of the state and region; and be respected in academic
circles as a university with strong academic programs. To attain those goals, Auburn must continue
to maintain an extremely strong undergraduate program and develop a few programs
at the graduate level that will bring Auburn the national stature it deserves
academically. With limited financial
resources now and into the foreseeable future, the “Peaks of Excellence”
strategy, in my opinion, is the most viable approach to take. I believe that we are moving in the right
direction, and with a little fine tuning, the “Peaks of Excellence” program
will reap dividends for Auburn.
But
it is important that we measure objectively the impact that this program
has. It is, obviously, too early to
begin to see what return we have had on our investments, but it is fully the
intention that at the end of a five-year funding program, each program or
department will be evaluated carefully to determine the progress that has been
made and a decision made as to whether designation as a “Peak of Excellence” is
still warranted.
It
has been my contention for the time that I have been here that Auburn has to do
a better job of planning than do most of the institutions with whom we
compete. We have fewer dollars to spend
per student than does almost any university in the top 50 schools with whom we
are grouped. I believe Auburn belongs
in that category based on the quality of our programs and operations, but we
have to insure that we are more effective and efficient than our competition in
order to play in that league.
Our
thrust over the last several years has been to put us in a position where we
can do that. We have eliminated
virtually all of our academic programs that are non-viable. This means that the academic programs on
which we are spending money and time are those that attract sufficient students
to warrant that investment. We have
also attempted to reduce our administrative overhead, wherever possible, by
combining both academic and non-academic units. I applaud all of you for your work in that regard. It has not been easy, but I believe it has
been worthwhile. We still need to look
for areas where we can combine operations to reduce our costs and serve a
larger number of students or customers.
We
are beginning to look at our financial resources over a multi-year period in
order to insure that we can meet the goals that we have set. We have been treated well over the last two
years in terms of our state appropriation.
But the prospects for the years immediately ahead appear more
pessimistic because of the decision of the Alabama Legislature to lock in 62%
of the growth in the Educational Trust Fund for K-12 teacher salaries. This will heighten the competition between
K-12 and higher education for the remaining resources. But if we do a good job of financial
planning and maintain or strengthen our out-of-state enrollment, we should be
able to meet the goals in our five-year financial plan.
Let
me now turn your attention to another matter that is extremely important to us
and that is the continuing accreditation of Auburn University. As you know, we are accredited by the
Southern Association of Colleges and Schools and are visited at ten-year
intervals for the reaffirmation of that status. We will be receiving a visit from SACS in 2003-2004 for that
purpose. I am sure you understand how
important accreditation is for your professional programs and, likewise, how
important it is for the institution. We
must, therefore, be prepared for the next visit and position ourselves so that
any delay of our reaffirmation or placement of the institution on probationary
status is clearly unwarranted.
During
the years I have been here at Auburn I have had the opportunity to serve on a
number of reaffirmation teams and more recently to chair these groups. It has become obvious to me that the focus
of accreditation over the past decade or so has shifted significantly. There is now less focus on input variables
such as the percentage of faculty who have Ph.D.’s, the number of books in the
library, etc., and more on a measurement of output that is largely termed as
“institutional effectiveness.” An
institution is deemed to be effective when it can demonstrate that it is
achieving its mission or purpose. The
methodology for determining that includes careful review of each academic
degree program to judge whether the institution has clearly determined what
students are expected to know or be able to do when they complete that program,
whether the institution is assessing the learning outcomes that are produced,
and whether they are using the results of their evaluation to improve the
performance of the program. We must be
able to answer those questions clearly for each academic degree program we
offer.
For
all non-academic units, the question is whether we are able to clearly describe
the purpose of that unit, whether we are measuring if that purpose is achieved,
and whether we are using the results of that evaluation to improve that unit’s
performance.
We
have hired Dr. Jim Nichols, from the University of Mississippi, to serve as a
consultant with us in developing the methodology that will be required by
SACS. Dr. Nichols is a nationally-known
expert in the field of institutional effectiveness. I have seen first-hand the work that he did at Ole Miss and
others have participated in national conferences he has conducted. I hope that all of you who are department
heads and deans attended the workshop that Dr. Nichols conducted at Auburn a couple
of weeks ago. It is imperative that we
put in place this system for evaluating our institutional effectiveness this
fall in order to have adequate time to collect data on our assessment of our
performance and to use those data to improve future outcomes.
Let
me emphasize, however, that what we are proposing to put in place is not simply
a “gimmick” to satisfy SACS. It ought
to be the central focus of all that we do.
Certainly, the faculty who are teaching in an academic program ought to
have a clear understanding of the learning outcomes that students are expected
to achieve and we clearly should want to know whether or not our students are
meeting those standards. Likewise,
every operating unit ought to have a clear understanding of what it is supposed
to be doing and ought to want feedback regularly as to whether or not it is
doing so. Only by focusing our energies
in such a context can we continue to improve the quality of all our
operations.
Let
me close by saying that, while the last few years have not been totally
pleasant ones for all of us and I cannot guarantee that the years ahead will be
any less stressful, I think Auburn has positioned itself to effectively serve
the needs of our students and other constituencies and developed a plan to
bring the institution to greater national stature academically. We are in the best financial shape we have
been in some time, largely because of some wise strategic decisions we have
made and because of the sometimes painful measures that we have taken. But, if we continue to plan carefully, use
our resources efficiently and wisely, and work together towards the goal of
fulfilling our mission and purpose, I believe that all of us can take a great
deal of pride in the progress that Auburn makes and the stature that it
attains.
Questions:
Dr. Richard
Penaskovic (Department of Philosophy):
I’m disappointed that AU can compete fairly well with Georgia and
Florida on the football field, especially with our revitalized offense, but we
can’t compete academically. I’m
wondering what’s holding us back from competing with Florida and Georgia on the
graduate level. Is it just funding, or
are other factors involved? If the
football team was trounced by Georgia and Florida each year, people wouldn’t
take it, something would be done. But
why can’t we get the Auburn family to rally around academics?
Dr. Muse: That is an excellent question. If you compare the budgets for our football
program and whole athletic program with that of the University of Florida or
Georgia, you would find that they compare very favorably. The number of dollars
we have to spend per athlete is comparable.
But that is not true on the academic side. Last year, UGA was
appropriated about $9500 per student by the legislature, and we appropriated, I
think, $4700. So it is more than double
the number of dollars per student that the University of Georgia has compared
to Auburn. For Florida it was about the
same; they had fewer dollars per student, but it was still almost double what
was being received by Auburn. So clearly they have more dollars to spend to
hire faculty, to purchase equipment, for facilities, for programs, for support
services, for everything else, for their institution. You are absolutely right that people would not stand for that
type of discrepancy with football. But to defend athletics from that
standpoint, they operate entirely off of the revenue they generate. They are able to equip and provide the
dollar support needed through ticket sales, television revenues, and their own
operations. We are at a significant
disadvantage in funding our academic programs.
Barry Burkhart
(Department of Psychology): The decision to
waive tuition for GTA’s has been well-received. However, in our department there is not much functional
distinction between GRA’s and GTA’s.
This has created a lot of difficulty for students who are not really
being treated fairly. Is there any
chance that this waiver may be extended to GRA’s as well as GTA’s?
Dr. Muse: I would say that there is. Dr. Pritchett and Dr. Walker are looking
into this. We do not want to put
ourselves at a disadvantage in terms of recruiting the kinds of GRA’s that we
need. There was an assumption that many
of the GRA’s could be funded through the research grants under which they
worked. However, a review indicates
that this is not always the case. I’ve
asked both John [Pritchett] and Bill [Walker] to continue to look at this issue
and consider how we might respond appropriately.
Laura Bamberg
(student): You said that there is less money per
student at Auburn than the other top 50 schools. Is that because we don’t get enough tuition money in or other
schools charge more than we do?
Dr. Muse: It is a combination of both, but primarily
it is a function of the fewer dollars we get per student from the state
legislature. Our tuition levels are
below both the Southeastern and the National average, so we also get fewer
dollars per student through tuition. I
think the primary shortcoming we have is in terms of the dollars appropriated
by the State.