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cao instituteaccountability; the federal impact on accreditation; the electionand reauthorization; and what academic officers need to do now.eaton explained that higher education agreed to become apartner with the federal government about 60 years ago. At thetime, the relationship was based upon mutual trust and deferenceby the federal government to academic judgment. Accreditationmanaged its own process, and accreditors and institutions ofhigher education set the standards by which quality would bemeasured. Accreditation was intended to be a decentralized,non-governmental, peer-based process in which institutionalautonomy, academic freedom, and the leadership of faculty werepreserved.now, Eaton said, “We are seeing accreditation play asubordinate role to the federal government,” and “publicaccountability is at the heart of assessment.” The emphasis onaccountability is replacing collegiality in both assessment andaccreditation. Although assessment should be about teaching andlearning, about measuring student outcomes, and accreditationshould be about institutional performance, “we are now in a verypragmatic era in higher education, a time when jobs and earningsare the measure of quality in colleges and universities.”“If it happens to accreditation, it happens to institutions,”Eaton continued. The accreditation process depends upon federalrecognition of its legitimacy, and institutions depend uponaccreditation for institutional legitimacy. Right now, she said,“we are seeing emphasis on compliance with state and federalregulations, yet I have trouble seeing the relationship betweenregulation and quality.” On the contrary, according to Eaton,higher education has become subordinate to federal oversight;regulation has supplanted collegiality; government reviewhas replaced peer review; and the government, not voluntaryaccreditation, is determining quality.“All of this,” said Eaton, “is reaching into colleges anduniversities and into what has always been our purview.” Federalregulations have penetrated the daily operations of collegesand universities. Subsequently, institutions face more datademands, requirements, and time spenton preparation for accreditation review;greater expense; and less freedom foracademic decision making, she explained.eaton proclaimed that accountabilityand regulation “are among the fewbipartisan issues in Washington, DC.”The “old normal” was characterized bya concern for improvement of highereducation, assessment to improvestudent learning, deference of the federalgovernment to academe, and academicsjudging educational quality. This situationcontrasts sharply with the “new normal” ofemphasis on compliance and regulation,public accountability, higher educationas subordinate to federal government, and non-academicsdetermining quality.Why is this happening? Eaton explained that highereducation is now a $460 billion enterprise that captures theattention of state and federal regulators. In addition, the public,including elected officials and their appointees, perceive thatthe value of higher education is down while the price is up.More than $175 billion is spent for student aid, yet the publicbelieves that student debt and default rates are unacceptablyhigh. These factors plus the deleterious effects of stagnanteconomic development, the lack of available jobs, and increasedcompetition on the international marketplace cause renewedinterest in higher education’s culpability for these developments.in answer to the question of whether Reauthorization in2013, 2014, or even later will make a difference in this grimsituation, Eaton responded, “no…unless we in leadershippositions in higher education assume leadership for accreditation,take political action to roll back federal requirements, movedecision making from the federal government to ourselves, andstreamline the role of federal recognition…. We in this room arein a better position to judge academic quality than the federalgovernment, Congress, or the Department of Education—government should not be judging quality.”eaton warned that if the higher education community doesnothing, government influence and authority will continue toexpand, accreditation will become an arm of the government,and there will be an erosion of higher education autonomy andauthority for quality. She pledged, however, that CHEA wouldwork with higher education to move toward a more desirablefuture by again taking responsibility for judging quality, to leadpublic accountability by being willing to place more emphasison performance, to reinforce institutional leadership throughrigorous scrutiny of quality, and to address the current climatefor accountability, accreditation, and assessment. She closedwith this plea: “If we want change, we need your leadership inaccreditation, and we need political action.”“The emphasis on accountability is replacing collegialityin both assessment and accreditation. Althoughassessment should be about teaching and learning,about measuring student outcomes, and accreditationshould be about institutional performance, we are nowin a very pragmatic era in higher education, a time whenjobs and earnings are the measure of quality in collegesand universities.”—Judith S. EatonIndependent • Fall 2012 7

cao instituteKeeping Higher Education AffordableLucie LapovskyThe Institute’s closing plenary session, led by Lucie Lapovsky,an economist and principal of Lapovsky Consulting, addressedthe question, “Can We Keep Higher Education Affordable?”Lapovsky, who specializes in tuition discounting and costcontainment in higher education, believes that institutions cankeep college affordable if they make some radical changes. “Somechanges can be done gradually, but some may be more significantand difficult to achieve,” she said.After reviewing the cost of a college education and theimpact that the national economy has on the choices familiesmake about undergraduate education, Lapovsky discussed whatthe nation and institutions can do at the macro level to addressthe costs of college and keep it affordable. She emphasized thatthey should help students and their families understand thathigher education is a sound investment, and it is not irrationalto borrow for higher education. She also recommended thatcolleges and universities review their costs and consider a changein pricing strategies. Specifically, institutions should considerwhether to make adjustments in five areas: academic programstructure and faculty deployment; activities; scale; organizationalstructure; and financial aid spending.Lapovsky recommended several ways to review the efficiencyof academic program structures and faculty deployment. Forexample, “institutions should examine their curricula to checkwhether they are offering such a large selection of courses thatmany classes are underenrolled and review their programs toconfirm which are subsidized and which generate surplus.” Theyalso should “assess faculty workload and consider changingmodels from one that focuses on the number of courses taught toone that focuses on the number of credit hours taught. Focusingon credit hours creates incentives for faculty to teach the largerintroductory courses, helps eliminate some of the underenrolledboutique courses, and rationalizes workload across faculty,” shesaid. In addition, Laposvsky recommended that institutions assesstheir use of online content and consider whether courses can beredesigned and faculty redistributed to improve efficiency. Besideslowering costs and improving efficiency, online courses can offerstudents more class options and expose them to a greater diversityof faculty points of view. Lapovsky also recommended thatinstitutions consider collaborations with other colleges to broadencurricular and activity offerings and reduce costs. Furthermore,establishing collaborations with community colleges and highschools will enable more students to graduate sooner at a lowerprice. Finally, she recommended that institutions considercreating more degrees that are obtainable in three years andconsider the advantages of year-round academic calendars inwhich students can take full loads during the summer term—both of which could allow students to enter the workforce earlier.Lapovsky recommended that institutions review theefficiency of their organizational structures. She emphasized thatproviding a “one-stop-shop” where students can register, pay,and meet with an advisor demonstrates that the college putsthe needs of students first and creates greater efficiencies. Citingresearch that found that six staff members to every manager isan efficient ratio, she suggested institutions review their ratio ofadministrators to faculty members because “the more hierarchicalyou become, the more expensive your structure is.”in terms of price and efficient use of financial aid, Lapovskyrecommended that institutions determine whether they are pricedcorrectly, are awarding more aid than necessary, and whether theywould have more applicants at a lower price. “We are gettingtremendous adverse publicity because of sticker price. And we’renot benefitting [from the high sticker price]—our net revenueisn’t going up.” When comparing published tuition rates and nettuition at private four-year colleges from 1995 to 2010, she notedthat the sticker price has risen 56 percent, but the actual pricepaid has risen less than 10 percent.She concluded with the advice that institutions consideroffering non-pecuniary benefits to students—for example,offering a place in the honors college instead of aid—and thatinstitutions compare graduation rates with discount rates.Successful Campus Programs for First-GenerationStudentsIn “Access and Success for First-Generation Students,” twocampuses that received CIC/Walmart College Success Awards in2008 and 2010 discussed how they used the funds to strengthenprograms to enroll, retain, and graduate first-generation students.David Brailow, vice president for academic affairs and dean ofthe college, and Ellis Hall, dean of students at Franklin College(IN), and Donna Jurick, executive vice president of St. Edward’sUniversity (TX), explained their programs and described effectivepractices that have resulted in increased retention and graduationrates for first-generation students.Brailow said that the $100,000 Walmart grant awardthey received for Franklin’s First Scholars Program “was sotransformational that we have found ways to keep the programgoing.” Hall explained that the retention rate of the first cohort8 Independent • Fall 2012

cao institute2012 Institute for Chief Academic OfficersThe 2012 CAO Institute in San Antonio, Texas, featured an opening awards ceremony on Saturday, November 3, honoring individuals who have had a significantimpact on independent higher education.James J. Lakso (left), provost and executive vice president for studentdevelopment and professor of accounting, business, and economics atJuniata College (PA), accepts the 2012 Chief Academic Officer award fromCIC President Richard Ekman. Lakso was recognized for his contributions toindependent higher education on topics including internationalization, budgetfundamentals, labor market, and industrial organization.Michael Selmon (left), provost and vice president for academic affairsat Alma College (MI); Judith Muyskens (center), provost at NebraskaWesleyan University and chair of the CIC Chief Academic Officers TaskForce; and Daniel Taddie, provost at University of the Ozarks (AR), receivedawards for service on the CIC CAO Task Force.Programming for the 2012 Institute was planned with the assistance of the CAO Task Force: (l-r) Mark Krejci, provost and dean of the college, Concordia College(MN); Daniel Taddie, provost, University of the Ozarks (AR); Sandra Greer, provost and dean of the faculty, Mills College (CA); Michael Selmon, provost andvice president for academic affairs, Alma College (MI); Judith Muyskens, provost, Nebraska Wesleyan University (Chair); Ginny Coombs, vice president forannual programs, CIC; Cheryl Johnson-Odim, provost, Dominican University (IL); Helen Streubert, vice president for academic affairs, Our Lady of the LakeUniversity (TX); J. Bradley Creed, provost and executive vice president, Samford University (AL); B. Connie Allen, provost, Saint Augustine’s University (NC);and Sally Walker, vice president for student affairs, Albion College (MI).10 Independent • Fall 2012

cao instituteThe welcoming reception on Saturday, November 3, provided opportunitiesto connect with old friends and meet new ones.Jane Hammang-Buhl, vice president for academic affairs at MarygroveCollege (MI), posed a question about the Dream Act in response toOur Lady of the Lake University (TX) President Tessa Martinez Pollack’sremarks in a plenary session featuring a videotaped presentation by theHonorable Henry G. Cisneros.A well-attended concurrent session on “Restructuring Academic Affairs” explored the complexities of curricular offerings, the addition of graduate degreeprograms, and the financial realities of tight budgets, among other topics.Michael Williams (right), president of the Austen Group, and Allen Bedford,dean of academics and faculty at Bryn Athyn College (PA), explained howCIC’s Financial Indicators Tool and Key Indicators Tool reports can be used tofacilitate discussions about an institution’s financial condition in comparisonwith regional and national benchmarks.During a session on the CIC Degree Qualifications Profile (DQP) Consortium,panelists (l-r) Letha Zook, provost at University of Charleston (WV);James Lakso, provost and executive vice president for student developmentat Juniata College (PA); Holiday Hart McKiernan, senior vice president andchief of staff for the Lumina Foundation for Education, Inc.; and David Harvey,vice president for academic affairs at DePauw University (IN), sharedinformation about projects to test the applicability of the DQP at severalinstitutions.Independent • Fall 2012 11

conferences2013 Presidents Institute Speakers and SessionsFocus on Independent Colleges Serving the Common GoodCIC’s 2013 Presidents Institute—which will take place inPalm Harbor, Florida, January 4–7—will feature a widearray of speakers, workshops, and other activities to assist collegeand university presidents. Focusing on the theme “Catalysts forthe Common Good,” the Institute will celebrate the remarkabletrack record that independent colleges and universities holdin preparing engaged citizens and experts in fields of nationalpriority. The Institute will provide a forum for candid discussionof pressing issues, opportunities to learn from experts, and timeto network with colleagues who lead similar institutions.The largest annual conference of college presidents in thecountry, the 2013 Institute will feature four plenary sessions.In his keynote address, “Catalysts for the Common Good:Presidential Leadership and the Role of Independent Colleges,”Andrew Delbanco, Mendelson Family Chair of AmericanStudies and Julian Clarence Levi Professor in the Humanitiesat Columbia University, will consider what is at stake forcollege presidents in their efforts to ensure that the traditionaleducational experience offered by independent colleges ispreserved for future generations. Diana Oblinger, presidentand CEO of EDUCAUSE, will discuss the implications of newdevelopments in online education for private residential collegesand universities. Claude Steele, the I. James Quillen Dean ofthe School of Education at Stanford University, will discusshow college and university presidents can lead educationalenvironments to overcome stereotypes that impede academicsuccess and social mobility. In the closing plenary sessionThe Honorable Carol Browner, distinguished formeradministrator of the Environmental Protection Agency, willexplore what presidents can do to educate students for a moresustainable world.Concurrent sessions will offer stimulating and practicaladvice on numerous topics. Session topics will range fromhow to develop and expand international programs to how tostrengthen collaboration among state and regional partners andfrom engaging the board in fundraising to handling concernsabout board relations. Other sessions will share what presidentsneed to know to stay ahead of the curve in online education,explain how colleges and universities can generate more positiveattention from the national media, and discuss how institutionscan implement an integrated marketing communicationsprogram. Among the many other sessions, speakers will discusscollaborative efforts on student aid and admissions policies,fundraising strategies, aligning senior leadership rewards andretention with performance and mission, faculty tenure andretirement policies, and campus policies for handling facultymisconduct.Several afternoon workshops will provide hands-onopportunities for presidents to tackle issues in depth. LucieLapovsky, principal of Lapovsky Consulting and former presidentof Mercy College (NY), will lead the workshop “Where to SpendScarce Resources: The Case of Three Liberal Arts Colleges.”Rebecca S. Chopp, president of Swarthmore College (PA);Eugene M. Tobin, program officer for higher education andthe liberal arts colleges program at the Andrew W. MellonFoundation; and Daniel H. Weiss, president of Lafayette College(PA), will lead the workshop “Building a New Case for LiberalArts Colleges.”The interactive workshop “Steering Decisions towardSuccessful Endowment Management” will help participants charta course to achieve long-term investment objectives in a lowinterest-rateenvironment, among other issues. Ronald L. Carter,president of Johnson C. Smith University (NC); Thomas L.Hellie, president of Linfield College (OR); along with Scott W.Wise, president and CIO, and Marvin Barth, senior investmentmanager, both of Covariance Capital Management at TIAA-CREF, will lead the workshop.The fourth workshop, “Strengthening the Public Purposesof Higher Education,” will offer opportunities to explore anddiscuss broad initiatives to deepen the public purposes of highereducation. Harry Boyte, co-director of the Center for Democracyand Citizenship at Augsburg College (MN); James T. HarrisIII, president of Widener University (PA); Beverly W. Hogan,president of Tougaloo College (MS); and Paul C. Pribbenow,president of Augsburg College (MN), will provide successfulstrategies for implementing civic initiatives.to register for the Presidents Institute, or the NewPresidents Program and Presidential Spouses Program, seewww.cic.edu/2013PresidentsInstitute. •12 Independent • Fall 2012

ConFerencesPhilanthropy Leaders Urge Presidents to Think in New Ways about SupportNearly 100 presidents who participated in CIC’s annualConversation between Foundation Officers and Collegeand University Presidents in New York City on October 9learned why the National Endowment for the Humanities(NEH) chooses to fund some programs and not others and howpresidents and faculty members can become involved in NEH.They heard about new National Science Foundation (NSF)programs for research and development, leadership development,and scholarship programs. They also heard from severalfoundation representatives about the ways in which foundationshave become more strategic in their grant making, the type ofquestions foundation officials ask to determine whether to fund aproposal, and how institutions can best approach foundations.The meeting, held again at the TIAA-CREF WhartonAuditorium in New York City, included five sessions thataddressed the theme, “Sources of Support for IndependentColleges and Universities.” Following opening remarks by EdVan Dolsen, executive vice president and president of retirementand individual financial services at TIAA-CREF, participantsheard from Michael Gilligan, president of the Henry LuceFoundation and member of the CIC Board of Directors; MicheleCahill, vice president of the national program and director ofurban education for the Carnegie Corporation of New York;Douglas Wood, program officer in higher education for the FordFoundation; Barbara Olds, senior advisor and division directorfor research, evaluation, and communication in the education andhuman resources directorate at the National Science Foundation;William Craig Rice, director of the division of educationprograms for the National Endowment for the Humanities;Adam Meyerson, president of the Philanthropy Roundtable;Stephanie Bell-Rose, TIAA-CREF managing director and headof the TIAA-CREF Institute; and Dan E. Davidson, president ofAmerican Councils for International Education.Gilligan set the context for the meeting with a wide-rangingcommentary on national higher education issues. He toldparticipants that despite much negative press coverage of highereducation and its cost, “today’s conversation is a reminder thatwe’re not in this alone. We [foundations and presidents] areengaged in a common effort that can lead to greater success forinstitutions and students.”The Luce Foundation supports independent highereducation and liberal arts colleges because there is a “match ofmission” between those institutions and Luce, Gilligan said.“Luce has three core interests: to bring important ideas to thecenter of American life; strengthen international understanding;and foster innovation and leadership in academic, policy,religious, and art communities.” He explained that Luce caresabout “the transformation of individual lives and their impacton society” and providing “resources to help prepare the nextgeneration of higher education leaders.”Michele Cahill of the Carnegie Corporation of New York and Douglas Woodof the Ford Foundation discussed private foundation sources of support.Both organizations are focused on improving the college completion rates ofunderserved students, they said.Gilligan noted that due to recent financial setbacks, “we’vehad to think about where every dollar is spent, and so Luce hasfocused a triangular lens on scale, innovation, and impact.” Thefoundation has found that it achieves the most impact fromfunds awarded to liberal arts colleges, he said. Luce has providedfunding to liberal arts colleges for initiatives in the environment,Asian studies, women in STEM disciplines, and undergraduateresearch.Although Luce is rarely able to respond to funding requestsfrom individual colleges, Gilligan emphasized that institutionsin a consortium that is tackling an issue of importance to Luceare more likely to receive funding. He suggested that collegeofficials present an initiative of specific interest to Luce, and, ifthey do receive funding, they should realize that “new money isnot sustainable and the funding does not signify the beginningof a long-term relationship.” Instead, campus officials should “tryto think of foundation funds as venture and leverage funds” (thatis, they should use their funding from Luce as leverage with otherdonors).Michele Cahill agreed that foundation funding should bethought of as venture and leverage funds. “The challenge is howto design initiatives that can be scaled to improve innovation andproductivity in higher education.” The Carnegie Corporationfocuses on national programs that address two goals: improvingpathways of opportunity for low-income, minority, andimmigrant students through high school graduation and degreecompletion in college; and strengthening democracy througheducation for disconnected youth and pathways to citizenshipfor immigrants. Carnegie favors innovative program designs thatuse people, time, money, and technology differently in highereducation, Cahill said, because the organization sees innovationas necessary to achieve its goals.(continued on page 14)Independent • Fall 2012 13

conferences(Foundation Conversation, continued from page 13)In the final session of the day, Stephanie Bell-Rose of the TIAA-CREF Instituteand Dan Davidson of the American Councils for International Educationprovided insights into their organizations as other sources of support forindependent colleges. Bell-Rose urged presidents to recommend scholarswho might be interested in participating in the Institute’s Fellows Programfor “first-rate researchers and thought leaders.” Davidson said AmericanCouncils wants to work with campus leaders to expand internationalizationprograms in colleges and build networks among campuses.Carnegie has zeroed in on the assessment of student learningand was an original funder of the Collegiate Learning Assessment.The organization also is concentrating on mathematics asa “barrier or gateway course,” supporting the developmentof a network of 30 colleges that work together to improvemathematics courses and teaching. More broadly, Carnegie aimsto “work with partner organizations to carry out reform at thesystem level, eradicate barriers to bringing innovation to scale,and increase adoption of documented effective practices aimed atraising graduation rates among historically underserved students,”Cahill concluded.The Ford Foundation also focuses on improving the collegecompletion rates of underserved students, said Douglas Wood.The foundation’s higher education goals are “to generate policyand institutional reforms that improve standards of teaching andlearning and that remove the barriers to successful participationin higher education.” Specifically, Wood said, the foundationseeks to establish stronger links between two- and four-yearcolleges with an emphasis on first-generation, immigrant, veteran,and incarcerated students.Wood said investments in the Ford Foundation’s U.S. highereducation portfolio are guided by the following questions: Doesthe portfolio have a clearly defined strategy with objectivesthat are aligned with Ford’s strategic goals? Can the results bedeepened over time, and are they sustainable? To what extenthas the program officer or grantee succeeded in engaging otherpartners? Is the project scalable?during the question and answer period following Cahill’sand Wood’s remarks, Elizabeth Kiss, president of Agnes ScottCollege (GA), noted that CIC institutions are, in fact, “providinglarge-scale solutions for low-income students, granting themaccess to and through college.... We are partnering withcommunity colleges to create access points.... And we are creatingnetworked communities to improve education for low-incomeand first-generation students. But we don’t have a good scalablestory to share.” She asked whether Carnegie or Ford would beinterested in proposals from independent colleges on these issues.Both Wood and Cahill indicated they would consider suchproposals. “We would be interested in seeing community collegepartnerships with a focus on developing entrepreneurial pathwaysto the regional labor market,” Wood said.during the session on federal government sources of support,NSF’s Barbara Olds and NEH’s William Craig Rice describedtheir higher education programs, their agency’s goals, and howbest to engage with the agencies. Olds said the NSF sponsorsfundamental research and human capital development acrossSTEM fields. The education and human resources directorate thatOlds directs includes 30 programs for research and developmentthat focus on leadership activities; expeditions (finite programsdesigned to respond to a new challenge); learning; participationin the sciences; and workforce development programs that focuson developing STEM teachers.Olds urged participants to learn more about NSF.“Encourage your professors to become NSF proposal reviewers.Think about sending people to NSF as ‘rotators’ [scholars fromcolleges and universities who serve as NSF program officersfor one to four years, with their salaries paid by an NSF grantto the institution]. If you have people with good ideas that areappropriate for NSF programs, start with our solicitations, findthe best fit, talk to the program officer, put together a one-pagedescription of the proposal, send it to the appropriate programofficer, and follow up with a phone call.... Not every proposalgets a grant, but we will help you prepare the best proposalpossible.”Rice also suggested that participants encourage their facultymembers to serve as NEH reviewers. In the division of educationprograms that he directs, he said, “We rely on peer reviewin deciding which proposals to fund. It’s an opportunity forfaculty to get an inside view of NEH. Peer reviewers assess theintellectual significance of a project, its feasibility, and its local ornational impact.”Rice said professional development grants are given tofaculty members at colleges and universities to examine enduringquestions that cross cultures, such as “Is there such thing as a justwar?” and “What is good government?” The NEH tries to fostera robust relationship with liberal arts colleges through fellowshipprograms and summer stipend programs that help faculty createnew materials. “Most of these grants go to CIC schools,” he said.He urged presidents to review the NEH’s list of seminars andprofessional development programs and to encourage facultymembers to apply.Resources from the Foundation Conversation, includingtexts from some presentations, are posted on the CIC website atwww.cic.edu/2012FoundationConversation. •14 Independent • Fall 2012

ConFerencesCIC Offers Vocation and Mission Program for PresidentsFor the first time in five years, CIC in 2013–2014 will offerthe Presidential Vocation and Institutional Mission programto current college and university presidents and their spouses.This seminar-based program seeks to help presidents clarify theirown sense of personal vocation and weigh it in the context ofthe missions of the institutions they lead and might lead in thefuture.Funded by a generous grant from Lilly Endowment Inc.,the program will include up to 20 presidents and their spouses orpartners. It will begin with a four-day seminar July 7–10, 2013, atGlendorn, a lodge in the mountains near Bradford, Pennsylvania.A winter seminar will be held in Marco Island, Florida, January7–8, 2014, in conjunction with the 2014 Presidents Institute.Through a series of structured conversations, participants willexplore the ways in which greater understanding and alignmentof personal vocation and institutional mission can be resourcesfor effective presidential leadership. The seminars provide anextraordinary opportunity for those who are inclined to thinkcarefully in terms of “vocation”—being called to one’s work—andthe “fit” between one’s vocation and the mission of the institutionone serves.Guiding the discussions will be facilitators who have thoughtdeeply about matters of personal vocation and institutionalmission as they relate to the college or university presidency—from both spiritual and secular perspectives. William Frame,CIC senior advisor and president emeritus of Augsburg College(MN), is leading this project. He has recently completed a bookbased on the program’s experience (see box). Other facilitatorswill include experienced current and retired college presidentsand spouses, including Joel and Trudi Cunningham, chanceloremeritus and former presidential spouse, respectively, of Sewanee:The University of the South (TN). Richard T. Hughes, notedscholar and distinguished professor of religion at Messiah College(PA), also will serve as a facilitator.Spouses and partners of presidents are strongly encouragedto participate as full members of the program, which operates onthe premise that each participant has his or her own vocation.Coming to discern one’s own calling can contribute significantlyto a sense of fulfillment, whether in the role of presidential spouseor in any other occupation.Lilly Endowment’s grant to CIC will cover mostparticipation costs, including accommodations, meals, and atravel stipend. Participants or their institutions are responsiblefor paying a modest registration fee. Presidents of CIC memberinstitutions are eligible to apply. Applications received beforeFebruary 8, 2013, will receive priority consideration. Formore information and application materials, see www.cic.edu/VocationMission.The Presidential Vocation and Institutional Mission programalso includes separate seminars for prospective presidents andtheir spouses. Six seminars have been offered since 2005, witha total of 102 senior administrators participating. Of those, 21participants in the seminars for prospective presidents have beenappointed as college and university presidents. CIC will offerone additional seminar for prospective college and universitypresidents in 2014–2015. •New Book ReflectsUpon CIC’s PresidentialVocation and InstitutionalMission ProgramThe American CollegePresidency as Vocation: Easingthe Burden, Enhancing theJoy by William V. Frame, CICsenior advisor and presidentemeritus of Augsburg College(MN), examines the experience of participants in thePresidential Vocation and Institutional Mission program,which began in 2005. Published by Abilene ChristianUniversity Press, the book focuses on the challenge anddynamics of “aligning” one’s personal sense of vocation(or purpose) with the true mission of the institutionserved.Thirty-five past program participants (roughly one-thirdof those who participated, along with their spouses,from 2005 through 2009), were interviewed for thebook to evaluate the contributions of the program tothe satisfaction of presidents with their lives and workand the durability of presidential tenure in America’ssmall and mid-sized private colleges and universities.All participants interviewed for the book indicatedthat the program had changed the way they thoughtabout themselves and their lives, and many returned tocampus with a new zest for their work. Frame concludesthat the most valuable discovery of the program isthe possibility that conceiving and pursuing work asdistinctly “vocational” opens unexpected sourcesof energy and insight that helps presidents bear thedemands of the office and give more to their campuscommunities.Independent • Fall 2012 15

conferencesFirst of Four New Information Fluency Workshopsto Focus on Foreign Language, Literatures, and CulturesThe first of four new Information Fluency in the Disciplinesworkshops. The “Workshop on Foreign Languages,Literatures, and Cultures” will be held February 14–16, 2013, inCharleston, South Carolina. Made possible through the generoussupport of the Andrew W. Mellon Foundation, the workshop willhelp institutions move beyond teaching information literacy inthe general education curriculum to infusing information fluencyinto curricula in foreign languages, literatures, and cultures andrelated majors.The workshop will guide teams to create a comprehensiveprogram to help upper-level students better understand theavailability, authority, and uses of relevant print and onlineinformation resources in their major fields of study. Theworkshop will provide guidance and time for campus teams—consisting of the chief academic officer or another appropriatesenior academic officer; the library director or a librarian withspecialized training in foreign languages, literatures, or cultures;and two full-time faculty members—to create a realisticand appropriate action plan that the teams will take back toimplement on campus. Participants will learn about topics suchas the role of faculty-librarian collaboration in helping studentsacquire information fluency; the role of chief academic officersin promoting the teaching of information fluency across thecampus; new, online, and traditional resources for linguistic,literary, and cultural study; methods of evaluating the successof an information fluency program; the uses of physical spaceand budgets to promote information fluency; and strategies forimplementing change on campus.State Fund Members 2013 Annual Conference Set for IndianapolisWith the theme “Making the Case, Fulfilling Our Mission,”the annual conference for CIC’s State Fund Members willtake place at the Omni Severin Hotel in Indianapolis, Indiana,April 28–30, 2013.Through keynote presentations, workshop sessions, andsharing of best practices, the conference will provide stateassociation executives with opportunities for professional andorganizational development. Sessions will focus on “makingthe case” for private colleges, board development, fundraisingstrategies, and consortial approaches to help address thechallenges that private colleges and universities face in the currenteconomic climate.Among the keynote speakers will be Jo Young Switzer,president of Manchester University (IN); Douglas Orr, presidentRosemary Feal, executive director of the Modern LanguageAssociation, will deliver the workshop’s keynote address. Amongthe many presenters, Catherine Mardikes, humanities librarianat the University of Chicago, and Deanna Marcum, managingdirector at Ithaka S+R, will discuss “Resources and Strategiesfor Information Fluency in Foreign Language, Literature, andCulture.” Susan Perry, library and information technologyconsultant and director emerita of Mount Holyoke College’s(MA) library, information, and technology services, will lead adiscussion on “Planning for Change.” Tom Kirk, library directorand coordinator of information services emeritus at EarlhamCollege (IN), and Susan Whyte, library director at LinfieldCollege (OR) and former Association of College and ResearchLibraries liaison to CIC, will present on “Giving InformationFluency Priority in the Library Budget.” In addition, RichardO’Connor, professor of anthropology and former director ofthe Center for Teaching at Sewanee: University of the South(TN), will discuss “Measuring Success: Strategies for EvaluatingInformation Fluency in Upper Level Courses and the Major.”For the approximately 20 teams that will be selected afterthe December 3 deadline, there is no fee to participate, andeach participating institution will be reimbursed up to $2,000to offset travel and hotel expenses. All independent colleges anduniversities are eligible to apply, with preference given to CICmember institutions. Additional workshops that focus on topicsin literature and history will be offered in following years. •emeritus of Warren Wilson College (NC); and Holiday HartMcKiernan, senior vice president and chief of staff of the LuminaFoundation.“Our state associations are in a unique position to help builda statewide and national case for our member colleges and to raisemuch needed funds for scholarships and programs,” said A. HopeWilliams, president of the North Carolina Independent Collegesand Universities and presiding officer for the state fund network.“The speakers and programs lined up for this annual conferencewill focus on core issues and more effective ways to developstrategies to advance the interests of independent colleges anduniversities.”Conference program and registration information will beposted at www.cic.edu/StateFundsConference in February. •16 Independent • Fall 2012

ConFerencesParticipants in Dutch Art Seminar to Experience Rare Traveling MasterpiecesCIC recently announced a new arthistory seminar made possiblethrough the generous support of theSamuel H. Kress Foundation. Partneringwith the High Museum of Art in Atlanta,CIC will offer a seminar on “Dutch Art,Patrons, and Markets” in June 2013 forfaculty members who teach art history atCIC member institutions.The seminar will be held inconjunction with a rare travelingexhibition of Dutch art—featuringmasterpieces by Vermeer, Hals,Rembrandt, and others—that will visit theUnited States next year. The exhibition,Girl with a Pearl Earring: Dutch Paintingsfrom the Mauritshuis, will be on view atthe High Museum beginning in June2013. Through CIC’s partnership with theHigh Museum, the seminar will be held atthe museum June 23–28.Catherine Scallen, chair of thedepartment of art history and art at CaseWestern Reserve University and author ofRembrandt, Reputation, and the Practiceof Connoisseurship (2003), will lead theseminar. Participants will consider Dutchart during the 17th century, when newsubjects such as landscapes, still lifes, andscenes of daily life replaced the formerlydominant religious images and scenesfrom classical mythology. Art historiansin all fields, studio artists, and facultymembers who specialize in history,European studies, and related fields willfind this seminar of interest. The seminarseeks to strengthen the teaching of arthistory to undergraduates at smallercolleges and universities.CIC will select by competitivenomination up to 20 faculty membersto participate in the seminar. There isno seminar fee, and lodging and mostmeals will be covered by the KressFoundation grant. The nominationdeadline is January 18, 2013. For moreinformation, including the nominationguidelines and an electronic version ofthe nomination form, see www.cic.edu/ArtHistory. •Johannes Vermeer (Dutch, 1632–1675),Girl with a Pearl Earring, ca. 1665,oil on canvas, 17½ x 15 inches,Mauritshuis Collection.CIC Welcomes New and ExperiencedDepartment Chairs to 12th Annual WorkshopsCIC welcomes new and experienced chairs to participate inthe 2013 Workshops for Department and Division Chairs,which will take place in four cities this spring (see box).to help independent colleges and universities strengthenleadership at the departmental level, the workshops focus on thedistinctive challenges of department leadership in small and midsizedindependent institutions. The workshop format providesa mix of small group and plenary discussions on each topic.Workshop sessions are led by experienced chief academic officerswho are knowledgeable about the work of chairs, experienceddepartment and division chairs, and an attorney who specializesin the legal issues that chairs at independent colleges anduniversities are likely to encounter.past participants have found the workshops valuablefor thoughtful and informative presentations and for theopportunities to connect with and learn from colleagues whoshare similar concerns. All participants receive ample resourcematerials during the conference.Who Should Participate?Campuses are encouraged to send several department or divisionchairs to the workshop so they can support one another ininstituting improvements upon their return to campus. A singlerepresentative from an institution, and deans and associate deanswho work closely with chairs, also would find the programbeneficial and are welcome to participate.Hotel information is available on the CIC website. Moreinformation about workshop programming will be posted atwww.cic.edu/DepartmentChairWorkshops in January 2013. •Mark Your Calendars!April 4–6Philadelphia, PAMay 21–13St. Paul, MNMay 14–16Cincinnati, OHJune 4–6Albuquerque, NMIndependent • Fall 2012 17

conferencesCIC Announces American History Seminar on the Gilded AgeIn summer 2013, 25 full-timefaculty members from CICmember institutions will havethe opportunity to participatein a new seminar on the GildedAge. The seminar, made possiblethrough the generous supportof the Andrew W. MellonFoundation and cosponsored bythe Gilder Lehrman Instituteof American History, will beheld at Stanford University inCalifornia, July 14–19, 2013.This marks the first time a seminar in this series will take place onthe West Coast.The Gilded Age, the long period from the end of the CivilWar to roughly the turn of the 20th century, has moved frombeing an embarrassing backwater of American history to one ofthe most fruitful sources of new scholarship. Encompassing theso-called Greater Reconstruction in the West and the South,mass immigration, industrialization, violent class conflict,transformative new technologies, and explosive growth, the eracreated the foundation for the modern United States. RichardWhite, the Margaret Byrne Professor of American History atStanford University and a Pulitzer Prize finalist for his 2011book, Railroaded: The Transcontinentals and the Making of ModernAmerica, will lead the seminar. Participants will examine theera in its own right and explore the larger pedagogical problemof how to teach an era of the past with so many parallels tocontemporary times.This seminar offers a superb opportunity for facultymembers in CIC institutions to strengthen their courses andrecharge their intellectual batteries. CIC will select participantsby competitive nomination. There is no fee for the seminarprogram, room, board, or books. The only expense to participantsor their institutions will be transportation to and from Stanford,although CIC will offer reimbursements of up to $200 towardtravel-related expenses. The nomination deadline is February 1,2013. For more information about the seminar, including thenomination form, see www.cic.edu/AmericanHistory. •CIC Offers Seminar on the IliadCIC and the Center for HellenicStudies will cosponsor an eighthseminar on the classics, to be held onthe Center’s Washington, DC, campus,July 23–27, 2013. Gregory Nagy, FrancisJones Professor of Classical GreekLiterature and professor of comparativeliterature at Harvard University, andKenneth Scott Morrell, associate professorof Greek and Roman Studies at RhodesCollege (TN), will lead the seminar onthe Iliad, which the “Ancient Greece inthe Modern College Classroom” seminarslast examined in 2006.designed for non-specialists, theseminar addresses the challenge ofkeeping alive in undergraduate educationclassical texts such as the Iliad, Odyssey,Homeric Hymns, poetry of Hesiod, andHistories of Herodotus that a generationago every college graduate read andunderstood. Full-time faculty membersin all disciplines at CIC member collegesand universities who might have occasionto use classical texts in their courses areencouraged to apply.This seminarwill provide anopportunity toexamine the manydimensions of theIliad in its varioushistorical contextsand explore how thepoem (to be read intranslation) can bestudied in coursesthat address avariety of literaturesand disciplines.Participants will discuss diverse topicsranging from the exchange of luxurygoods to the adjudication of disputesarising from athletic contests. Along withproviding information and backgroundfor understanding Homeric poetry in itsancient contexts, the seminar will devote asubstantial portion of each day to readingand analyzing the poem itself.CIC will select by competitivenomination 20 faculty members toparticipate in the seminar. The cost ofThe Center for Hellenic Studies’ campus in Washington, DCrooms, most meals, and the seminarprogram itself will be met by generoussupport from the Andrew W. MellonFoundation. Participants or theirinstitutions will be responsible fortransportation to and from Washington,although CIC will offer reimbursementsof up to $200 for travel expenses. Thenomination deadline is February 1, 2013.For more information, including guidelinesand online nomination materials, seewww.cic.edu/AncientGreece. •18 Independent • Fall 2012

ConFerencesEngaging Evidence Workshop AdvancesPlans to Improve Student Learning OutcomesTeams from 40 CIC colleges and universities, totaling 121campus representatives, participated in the EngagingEvidence Consortium workshop held August 5–7 in Washington,DC. Institutions in the Consortium were chosen on the merits oftheir project proposals to use assessment data and other evidenceto improve student learning. The Consortium and workshop weremade possible by funding from the Teagle Foundation.each Consortium member institution is engaged in a projectthat uses existing data to guide curricular and instructionalchanges to improve student learning. Each project also has a planthat includes additional steps to enhance student learning.during the workshop, national experts offered presentationson pertinent assessment topics, campus leaders sharedinformation about successful projects, and campus teamsdiscussed in small groups how they are implementing what theyCharles Blaich of Wabash College (IN) and the Higher Education DataSharing Consortium addresses Engaging Evidence Consortium workshopparticipants on “Hastening the Pace of Evidence-Informed Change.”Participants in the Engaging Evidence Consortium workshop review andcomment on poster displays that each team created to explain the projectsthey are undertaking.are learning. In her compelling keynote address, Peggy Maki,who runs Peggy Maki Associates, encouraged participants to takea problem-based approach to assessment to improve students’learning. Charles Blaich, director of the Center of Inquiry in theLiberal Arts at Wabash College (IN) and the Higher EducationData Sharing Consortium, encouraged participants to speed thepace of evidence-informed change “because ‘glacial’ isn’t goodenough.”two key features of the Consortium meeting were theincorporation of interactive sessions to encourage the exchange ofpromising practices among Consortium members and workingsessions for campus teams. Before the meeting, each team createda poster to display the objectives, timelines, sources of evidence,and challenges of their project. Participants had the opportunityduring the workshop to review and comment on each poster andlearn about new ideas they might want to incorporate into theirown projects.Sessions led by Mary Ann Coughlin, CIC senior advisor forthe Engaging Evidence Project, Maki, and Blaich demonstratedhow participants could expand the use of qualitative andquantitative data to improve their projects and enhance studentlearning. Consortium members led three additional discussionsessions. William Deeds, vice president for academic affairs anddean of the college at Morningside College (IA), led a sessionon “Creating Meaningful Discussions about Assessment Data”;Marilyn Sutton-Haywood, vice president for academic affairs atShaw University (NC), discussed how to elicit faculty support;and Bryon Lee Grigsby, senior vice president and vice presidentfor academic affairs at Shenandoah University (VA), spoke aboutproviding academic leadership for improved student learning.Consortium members left the workshop with new ideasabout how to use evidence to make meaningful change. Membersmentioned that deep learning occurs over time and withrepetition; students (and faculty) have a tendency to hold ontoincorrect concepts even after they have been proven incorrect;an important distinction exists between data and evidence; andrubrics allow colleges and universities to provide opportunities forstudent accountability.The workshops and discussion sessions—together with theopening plenary, the poster session, and informal discussionswith colleagues—helped institutional teams develop action plansfor the upcoming academic year that will focus on improvingstudent learning outcomes. For more information about theCIC Engaging Evidence Consortium, contact Coughlin atmcoughlin@cic.nche.edu or see the CIC website at www.cic.edu/EngagingEvidence. •Independent • Fall 2012 19

conferencesCIC Degree Qualifications Profile Consortium Holds Second General MeetingThe CIC Degree Qualifications Profile (DQP) Consortiumheld its second meeting in Washington, DC, October18–20. Participants shared their discoveries about improvingacademic quality at the event. The consortium is a two-yearproject in which 25 institutional teams are examining theusefulness of the Lumina Foundation’s DQP to improve studentlearning and increase the successful completion of baccalaureatedegrees at independent colleges and universities.George Kuh, project director of the National Institute forLearning Outcomes Assessment (NILOA) and Chancellor’sProfessor Emeritus of Higher Education at Indiana UniversityBloomington, gave the opening plenary address on “Using theDQP to Improve Student Learning: the View from NILOA.”He discussed NILOA’s work in “harvesting” data from the morethan 120 DQP projects around the country and provided ageneral view of how the DQP is used by groups other than CIC.He noted that CIC/DQP campus projects have led to improvedcommunication across departmental and institutional lines andhave made it easier for faculty and administrators to focus campusdiscussions on issues critical to improving student learning. Kuhalso said the CIC/DQP campus projects show that applying theDQP inevitably starts with curriculum mapping and aligningassessment with academic curricula.paul L. Gaston III, one of the four authors of the LuminaFoundation DQP document and Trustees Professor at KentState University, moderated a panel discussion about a series ofsummer regional meetings of the CIC/DQP institutions. JoelFrederickson of Bethel University (MN), Mimi Harris Steadmanof Daemen College (NY), and Erica Russell of Saint Augustine’sUniversity (NC) reported lessons learned from the regionalgatherings. Panelists emphasized the importance of keeping DQPprojects limited and focused, of communicating frequently withcampus constituencies, and of being strategically thoughtful inthe way the DQP is introduced on campuses.A plenary presentation led by Sylvia Manning, presidentof the Higher Learning Commission (HLC), North CentralAssociation of Colleges and Schools, addressed “The DQP andAccreditation.” She provided examples of some of the currentuses of the DQP in the reaffirmation process. She said that theseinstitutions expressed positive feedback on the DQP, saying itcan be a catalyst for cross-program discussions, help create orstrengthen a culture of assessment, provide an understandingof the big picture, and be flexible enough to serve the needsof various institutions. Manning also noted that concerns orreservations about the DQP are very specific, which suggests thatinstitutions are focused on the useful aspects of the DQP andnot on a wholesale rejection of the concept. During discussionsfollowing her address, Manning reminded participants thatregional accreditors are owned by the institutions in their regionsand support them in their efforts to maintain academic quality,CIC Senior Advisor Terry Grimes introduced a panel discussion, “Reportfrom Regional Meetings,” in which Erica Russell of Saint Augustine’sUniversity (NC), Mimi Harris Steadman of Daemen College (NY), and JoelFrederickson of Bethel University (MN) reported numerous lessons learned.even though they must answer to mandates from the U.S.Department of Education.After a session in which members of all institutional teamsevaluated posters presenting each institution’s DQP project,Peter Ewell, vice president of the National Center for HigherEducation Management Systems, spoke on the topic “GettingIt Done: Some Tips for Managing Change.” He urged campusDQP teams to present the DQP not as a complete replacementfor all existing campus programs, but as a mirror to reflect andclarify current successful practices that might lead to insights forimproving what is in place. He also said that the DQP shouldhelp institutions move beyond the traditional mindset thatgeneral education is a separate program completed in the first twoyears of college toward the understanding that student learningoutcomes must drive the whole college experience, includingcourses in the major and co-curricular learning.A panel discussion on “Strategies for Developing FacultyBuy-in for the DQP Project” featured Tami Eggleston, associatedean and professor of psychology at McKendree University(IL); William E. Lenz, Pontius Professor of English at ChathamUniversity (PA); and Joseph Roidt, vice president for academicaffairs at Davis & Elkins College (WV). They discussed theapparent contradiction between the view that institutional teamsshould be transparent and direct in presenting the DQP to theircampuses and the view that the DQP should be introducedgradually in small doses. The panelists agreed that the waydiscussions of the DQP begin depends on the individual campusculture and the recent history of change initiatives. Participantsalso recalled advice Peter Ewell told participants earlier—that theDQP will not work if it is presented as a way to change the wayeverything is done on campus.20 Independent • Fall 2012

ConFerencesAnother plenary session by Gaston and Marcus Kolb, program officer at the Lumina Foundation, provided an update onLumina DQP projects, including a forthcoming revision of the Lumina DQP document and the addition of pamphlets designed forcommunicating with various campus constituencies. Kolb offered assurance of Lumina’s long-term commitment to the DQP and thelikelihood of further funding for DQP projects.in a final session, cluster groups of participants with similar DQP projects met to talk about continuing issues with their projectsand next steps, possible ways that CIC and Lumina could assist them in carrying out their projects, and suggestions for the third andfinal meeting of the consortium in August 2013. •Save the Date! 2013 College Media Conference Set for JuneThe 27th annual College Media Conference will again be held in the nation’s capital at the FairmontHotel on June 26–28, 2013, and be cohosted by CIC and the American Association of State Colleges andUniversities. Addressing the theme of “Communicating with Journalists: The Key to Campus Coverage” will be a superblineup of seasoned journalists, including representatives of the New York Times, Newsweek/The Daily Beast, WashingtonPost, Wall Street Journal, National Public Radio, USA Today, CNN, Associated Press, The Chronicle of Higher Education, andInside Higher Ed, among many others.The preconference workshop on June 26 will focus on “Crisis Communication in a Digital Age” and will feature reporters,editors, and bloggers who have covered a campus crisis. The workshop also will feature college communications officerswho have weathered a significant crisis on their campus and used social media and traditional communication channels todisseminate information.The journalists will participate in preconference and conference panel discussions and explore how colleges anduniversities can interact effectively with them as they report on higher education issues and crises. In addition, collegeand university public relations professionals will share best practices and approaches to publicizing campus activities andpitching stories to the media. Participants often mention having an opportunity to network with colleagues from around thecountry as one of the major benefits of participating in the conference.Communications officers, public and media relations directors, writers, university relations vice presidents, assistant deansfor external relations, and other interested administrators from all colleges and universities are invited to attend. Theconference seeks to help campus communications professionals develop techniques that work, prepare news materials thatproduce results, and make contacts with some of the nation’s top higher education reporters, editors, freelance writers,producers, bookers, educational correspondents, and campus news professionals.Conference program information and registration will be available on the website at www.CollegeMediaConference.org inlate January 2013.Independent • Fall 2012 21

Projects and servicesCIC Launches Campaign for the Liberal Arts;Selects Georgia Nugent to Lead CampaignCIC announced in November a multi-pronged initiativeto promote the liberal arts, liberal arts colleges, and theeffectiveness of independent higher education to increase thelikelihood that the next generation of Americans will be preparedfor the top-priority jobs in the United States and for leadership ina democratic society. As the major national service organizationfor these uniquely American independent liberal arts colleges,CIC is well positioned to direct renewed attention to thecompelling evidence that smaller independent colleges producegraduates who are among the best prepared for success in theirpersonal, career, and community lives.in announcing the initiative, CIC President Richard Ekmansaid, “CIC’s campaign to strengthen and support independenthigher education will include research and data that dispelpersistent and false stereotypes about independent colleges,feature prominent graduates of independent colleges anduniversities in all walks of life, and develop more compellinglanguage to describe the advantages of a liberal arts education,especially at independent institutions.”Campaign plans will evolve over the next several months,and CIC has taken the important first step of appointingS. Georgia Nugent, president of Kenyon College (OH) and chairof the CIC Board of Directors, as CIC Senior Fellow to lead thecampaign. As president for the past decade of one of the nation’sleading independent liberal arts colleges and a staunch advocateof the importance of the liberal arts to individuals and to society,Nugent is especially well qualified to lead this new initiative.Nugent led Kenyon to become one of the most selective collegesin the Midwest, attracting more diverse and internationalstudents. She also chairs the board of Higher Education ResourceServices and has served on the board of the National Associationof Independent Colleges and Universities.in discussing the campaign, Nugent said, “I am passionateabout the value of the liberal arts, and I believe it is critical thatwe find more effective ways of articulating that value to thepublic. In my decade at Kenyon, I have seen over and over thepower of an outstanding liberal arts education. Yet, our publicdiscourse about higher education shows little understanding ofthis value. I look forward to applying my experience as a collegepresident to the national conversation about this issue.”ekman said, “Given the pressing national priority to increasethe number of college graduates who have mastered both theskills that employers say they want and the equally urgent skills tore-engage productive use of our democratic institutions, America’ssmaller independent colleges and universities have a vital roleto play.” He emphasized, “In an era when many state universitysystems are forced to increase tuition and limit enrollment,independent colleges offer a cost-effective alternative thataccounts for higher rates of degree-completion and postgraduatesatisfaction. Independent colleges are more likely to enroll andgraduate low-income and first-generation college students. Theiremphasis on the liberal arts is correlated with higher percentagesof students who perform well on tests of learning outcomes andwho succeed in science and engineering careers. Graduates ofthese colleges have lower levels of debt than other students, aremore involved in their communities, and complete their degreeson time. Even Academically Adrift concedes that ‘students of theliberal arts do better than others in gaining the skills that lead tosuccess in later life’.”The facts are these:• The graduation rates at independent colleges are muchhigher than those at public and for-profit institutions.Nearly 60 percent of students who graduate fromindependent institutions do so in four years—comparedwith just 38 percent at state universities.• Low-income and first-generation students and studentsof color enrolled at independent colleges are more likelyto graduate than their peers in other sectors of highereducation.• Independent colleges are affordable because they raiseand distribute six times as much of their own money forstudent scholarships than the federal government providesin aid.nugent stressed that the distinctive features of independenthigher education are the keys to the success of students. “Thesecolleges offer small classes taught by full-time faculty memberswho have earned the highest degrees possible in their disciplines;an array of co-curricular experiences that supplement in-classlearning; face-to-face interaction among students and betweenstudents and faculty members; a multiplicity of teachingapproaches that meet the range of student learning styles; andopportunities for students to learn and exercise leadership skills.”ekman added, “At a time when the federal government andmajor foundations recognize the urgency of producing morecollege graduates with high-quality degrees, the country cannotafford to overlook precisely the kind of higher education thatgets results.” What’s more, he said, “There has been a frenzy ofrhetoric advocating for the wholesale adoption of online courses(continued on page 24)22 Independent • Fall 2012

projects and servicesCIC Releases New Research Countering Mythsand Providing Facts about Student DebtCIC released in September new research to set the recordstraight by countering myths and providing facts aboutstudent debt. A fact sheet, “Student Debt: Myths and Facts,”is available at www.cic.edu/MakingTheCase/StudentDebt. Manypresidents shared the information with their trustees, and manyothers used the data in op-ed pieces that were published in localnewspapers.in announcing the release of the new information, CICPresident Richard Ekman said, “So many of the ‘facts’ aboutstudent debt and the cost of college that have been invoked bypolicy officials and journalists are simply not true. These criticsare hypothesizing that student loans could be the next financialbubble to burst—and they claim that borrowing for highereducation is not worth the financial risk, especially for studentswho enroll in independent institutions. It is very much a concernthat student loan debt reported on consumer credit reports is nownearing $1 trillion and that the delinquency rate for student loanshas increased to 8.7 percent. But the misinformation on this issuepresents an inaccurate picture of the debt levels of students whograduate from independent colleges and sidetracks efforts to solvethe problem.”A number of charts and graphs accompany the key pointson the fact sheet, which includes myths and facts as well as otherfactors that should be understood about the cost of college:• Over the past decade, tuition at public institutions hasrisen faster than tuition at independent institutions;• The graduation rates at independent colleges are muchhigher than those at public and for-profit institutions,even for low-income students; and• Students at independent colleges graduate much sooner(about ten months earlier) than do their peers at publicinstitutions and four years earlier than students at forprofitinstitutions—which means fewer years of payingtuition and an earlier start to earning a salary.The website, www.cic.edu/MakingTheCase/StudentDebt, alsoincludes media coverage of student debt issues and editorialswritten by CIC member presidents. •Myth: Only wealthy families can afford to send their children toindependent colleges.Fact: Independent colleges enroll students of all financialbackgrounds and at about the same percentages aspublic institutions for low- and middle-income students.In fact, the percentage of Pell Grant recipients atindependent colleges is 30 percent compared with 23percent at public research universities.Myth: It is very difficult to receive financial aid at independentcolleges.Fact: A larger percentage of students at independentcolleges receive financial aid than students at othertypes of institutions. Students enrolled at independentcolleges are twice as likely to receive grants from theirinstitutions as students enrolled at public institutions andmore than three times as likely to receive institutionalgrants as students at for-profit institutions.Myth: Many students owe more than $100,000when they graduate.Fact: One third of students who graduatedwith a bachelor’s degree did not haveany educational debt. The average debtlevel of bachelor’s degree recipientswho borrowed for college is $20,000—about the price of a modest automobile.Moreover, the gap between the debtlevels for students at public versusindependent institutions is not very large:$17,700 versus $22,380, respectively.Students who attend for-profit colleges(approximately 11 percent of all students)account for nearly half of all defaults, andtheir median debt is $32,650.Independent • Fall 2012 23

Projects and services(Liberal Arts, continued from page 22)and pedagogies and discarding the traditional model of higher education. After years of false assumptions about the presumed highcost of independent education, the alleged loss in value of a liberal arts education in contemporary society, and the purported high debtcarried by graduates of these institutions, CIC plans to take steps to correct both the record and the perception in people’s minds. I amdelighted that Georgia Nugent has accepted the challenge of leading this campaign.” •Woodrow Wilson Visiting Fellows Priority Deadline Is March 15CIC is accepting applications fromcampuses that wish to host aWoodrow Wilson Visiting Fellow in the2013–2014 academic year. The priorityapplication deadline is March 15,2013, but CIC will continue to acceptapplications after that date.Administered by CIC since 2007,the Woodrow Wilson Visiting Fellowsprogram receives consistently positivereports from Fellows and campuses alike.The week-long visits result in benefits awareness. ”far beyond those of traditional collegelectures. Fellows advise students aboutpotential careers, involve students intheir projects, suggest internships in theirfields, and even invite students to stay intouch with them long after the visit has ended. The extended visitallows campuses to foster intellectual dialogue among campuscommunities and connect students to broader social issues.For example, a September visit by former Foreign ServiceOfficer Stevenson McIlvaine to the College of Saint Rose (NY),sparked a comment by the campus liaison Michael C. Brannigan,Pfaff Endowed Chair in Ethics and Moral Values: “Stevenson’svisit was a true success in so many ways. After listening andlearning from him in classes, small groups of students and facultymembers, public forums, and lunch meetings, we are spurred onas a community to explore in more detail the theme of his visit,cultivating global and international awareness. He was gracious,informative, enlightening, and approachable, and we are indebtedto him for sharing his rich perspectives with us.” McIlvainehad this to say about his visit at Saint Rose: “The students werealive, interested, and asked a lot of questions; the faculty werediverse and alert; and the college president and his deputy wereeverywhere.... The most fun was a French class I attended. Theteacher wanted me to talk about African French and how it differsfrom the Parisian version. I did so and brought along two shortvideos of African rappers performing in French.... The studentsloved it—the teacher is still recovering.”McIlvaine has more than 20 years of experience in U.S.-Africa relations, having worked in and around Africa for most of“[Foreign Service Officer] Stevenson McIlvaine’s visitwas a true success in so many ways. After listening andlearning from him in classes, small groups of students andfaculty members, public forums, and lunch meetings, weare spurred on as a community to explore in more detailthe theme of his visit, cultivating global and international—Michael C. Brannigan, Woodrow Wilson Visiting FellowsProgram Campus Liaison, College of Saint Rose (NY)his life, starting with the Congo crisis in 1961. He has served as apolitical officer and deputy chief of mission for chargé d’affaires,and in 1981, he served as an observer in the multinational forcein the Sinai Desert of Egypt during the transfer of the Sinaifrom Israel to Egypt. Secretary of State Colin Powell awardedMcIlvaine the Secretary’s Career Achievement Award in 2003,and McIlvaine holds two Meritorious Honor Awards for his workin Africa.The roster of Woodrow Wilson Visiting Fellows comprisesnonacademic professionals from various fields. The list includesa Hollywood actor who stars in Avatar and Terra Nova and wonacclaim for his one-man play about Medal of Honor winners; acontributing editor of Newsweek who appears regularly on TheMcLaughlin Report; a Harvard-trained American Civil LibertiesUnion lawyer whose book on Abu Ghraib wrestles with instancesof torture during wartime; a research scientist who went divingin the Gulf of Mexico during the BP oil spill to determine forherself its environmental impact; and the former Governorof New Jersey who later served as head of the EnvironmentalProtection Agency.For more information about the program including thefees for hosting a fellow, the searchable roster of visiting fellows,and the online Campus Request Form, visit www.cic.edu/VisitingFellows or email visitingfellows@cic.nche.edu. •24 Independent • Fall 2012

projects and servicesNetwork for Vocation in Undergraduate Education ExpandsThe Network for Vocation in Undergraduate Education(NetVUE) continues to mature in its fourth year ofoperation through a thriving network of 177 college anduniversity members and an expanding range of programopportunities. Administered by CIC with generous financialsupport from Lilly Endowment Inc., NetVUE fosters theintellectual and theological exploration of vocation amongstudents at independent colleges and universities.National ConferenceNetVUE leaders are planning for the forthcoming nationalconference, which will take place March 14–16, 2013, inIndianapolis, Indiana. With the theme of “Enriching theTheological Exploration of Vocation,” plenary session speakerswill include Sharon Daloz Parks, principal of Leadership for theNew Commons and senior fellow at the Whidbey Institute, whowill discuss how colleges and universities can cultivate a deepenedcapacity for critical thought in students; Tim Clydesdale,professor of sociology at the College of New Jersey and authorof the forthcoming Changing on Purpose: When Students andProfessors Find Their Calling, who will present findings from hisstudy of vocational exploration programs; and Craig Dykstra,formerly of the Lilly Endowment and now research professorof practical theology and senior fellow in leadership educationat Duke Divinity School, who will discuss how campuscommunities can shape ways of being, doing, and thinkingthat give value to fostering a life-giving way into the future.In addition, Robert M. Franklin, Jr., president of MorehouseCollege (GA), will moderate a panel on “Educating for Vocation:Aligning Mission, Culture, and Resources” that will feature JamesL. Edwards, president of Anderson University (IN); MarianneE. Inman, president of Central Methodist University (MO); andCarol Ann Mooney, president of Saint Mary’s College (IN).teams from member campuses may still registeron a space-available basis. For the NetVUE conferenceschedule and additional program information, see www.cic.edu/2013NetVUEconference. Conference and accommodationexpenses are supported by the Lilly Endowment’s grant to CICfor NetVUE.• How can vocational discernment and practices be advancedin a multi-religious world?david Cunningham, professor of religion and director of theCrossroads Project at Hope College (MI), is leading this projectfor CIC. Cunningham has assembled scholars who throughseminars, readings, research, and writing will develop resources toaddress the first of these questions—namely, the institutional needfor fresh resources that increase students’ vocational exploration.The first NetVUE Scholarly Resources Project team includes GailBowman, college chaplain and director, Willis D. WeatherfordJr. Christian Center, Berea College (KY); Quincy Brown, vicepresident for spiritual life and church relations, LaGrangeCollege (GA); William Cavanaugh, professor of theology, DePaulUniversity (IL); Douglas Henry, associate professor of philosophyin the Honors College, Baylor University; Thomas (Tal) HowardBaylor, associate professor of history, Gordon College (MA);Kathryn (Kit) Kleinhans, professor of religion, WartburgCollege (IA); Charles Pinches, professor and chair of theologyand religious studies, University of Scranton (PA); Darby Ray,director, Harward Center for Community Partnerships, BatesCollege; C. Hannah Schell, associate professor of religious studies,Monmouth College (IL); Paul Wadell, professor of religiousstudies, St. Norbert College (WI); Stephen Webb, professor ofreligion and philosophy, Wabash College (IN); and CynthiaWells, assistant professor of higher education and programdirector, MA in Higher Education, Messiah College (PA).Consultants and Campus Visit ProgramsOngoing NetVUE member opportunities include the NetVUEconsultants program. Four NetVUE campus consultants areavailable to serve member campuses: Carter Aikin, director ofthe Center for Vocation, Faith, and Service at Hastings College(NE); Julie Massey, director of the Program of Faith, Learning,and Vocation at St. Norbert College (WI); Bill Millard, executivedirector of the Center for Life Calling at Indiana WesleyanUniversity (IN); and Roger Ward, director of the Center forChristian Discernment and Academic Leadership at GeorgetownCollege (KY). In addition, a campus visit program provides forgrant-supported on-campus visits among NetVUE member teams.Scholarly Resources ProjectA NetVUE Scholarly Resources Project was launched this fall.The goal of the project is to develop vocational resources over thenext several years that address three central questions:• How can colleges and universities better educateundergraduates about vocation in an ever-changingcontext?• How can vocational considerations be integrated intodiverse fields of study, creating bridges between thehumanities and applied fields?Online Resources LibraryAn online resource library is accessible to all member campusesthrough the NetVUE community website. It includes morethan 400 books, course syllabi, and films on vocation, and it canbe searched by keywords such as “calling,” “social justice,” and“interfaith.”For more information about NetVUE membership andbenefits contact Shirley Roels, CIC senior advisor for NetVUE,at sroels@cic.nche.edu or (616) 526-7819, or visit www.cic.edu/NetVUE. •Independent • Fall 2012 25

Projects and servicesNew York Times Reporters Meet with CIC Presidents CouncilPresidents from 25 CIC member colleges and universitiesparticipated in the ninth annual CIC/New York TimesPartnership’s Presidents Council meeting on October 8, at theTimes offices in New York City. Participants met with highereducation reporters Tamar Lewin and Richard Pérez Peña, whoprovided candid assessments of the issues they plan to cover inthe months ahead. Of particular interest to both reporters isthe impact of massive open online courses (MOOCs), onlineeducation, and digital learning on traditional four-year colleges.Participants also discussed student debt and cost/affordabilityissues and strongly agreed with Pérez Peña’s assessment that CICcolleges are a great value that need to be better known.in addition, they discussed the next Student News EditorsWorkshop, which will take place at the Times on Friday, April12, 2013, for student editors of institutions that are members ofthe CIC/NYT Partnership. (For information about joining thePartnership, contact Kathleen O’Connell, national educationdirector for the Times, at oconkm@nytimes.com or (203) 779-5239.)Randy Helm, president of Muhlenberg College (PA), waselected 2013 chair of the Partnership, succeeding Jake Schrum,president of Southwestern University (TX).in addition, O’Connell and Susan Mills, vice president foreducation at the Times, provided participants with informationabout two new projects: The New York Times in the First Year andThe New York Times in Leadership. Both of these projects seekto support efforts to develop students’ competencies and skillswhile enhancing engagement outside the classroom. Throughnews articles, discussion questions, on-campus events, and videoconferences, among other resources, students will expand theirunderstanding of how the world works in the 21st century.Faculty resources include:• Daily articles with discussion questions linked to variouscompetencies;• Case studies that have been developed from actual NewYork Times stories;• Video conferences with Times journalists;• Inside the Times for information to use in orientingstudents to Times journalism;• Times sponsorship of campus events; and• Comment area to share thoughts and ideas with facultymembers at other participating institutions.For more information on The New York Times in the FirstYear and The New York Times in Leadership, email O’Connell atoconkm@nytimes.com. •Leadership Development Programs Show Encouraging ResultsNumerous participants in CIC’smost recently established leadershipdevelopment programs—the ExecutiveLeadership Academy (ELA), whichprepares provosts and vice presidents in alldivisions of the institution to be effectivepresidents, and the Senior LeadershipAcademy (SLA), which prepares mid-leveladministrators in all divisions to assumeand execute the responsibilities of vicepresidents—have already moved intohigher level positions as a result of theirparticipation in these programs. Severalvice presidents have become presidents,and a number of mid-level administratorshave experienced upward mobility.These early indicators suggest thatCIC is helping to meet the leadershipneeds of higher education by offering highly effective leadershipdevelopment programs for modest fees to member institutions.According to CIC President Richard Ekman, “Leadershipdevelopment is fundamental to CIC’s mission of servingindependent higher education’s leaders. CIC and its partnersJessica Kozloff (far right, standing), president of Academic Search, Inc. and president emerita ofBloomsburg University (PA), discussed the various steps involved in vice presidential searches during thefinal session of the November SLA opening seminar.in these efforts are pleased that we have been able to addressthe major leadership priorities in higher education, design twooutstanding programs, and realize substantial results within afew years.”26 Independent • Fall 2012

projects and servicesTwo cohorts of ELA have been completed, one in 2009–2010 and the second in 2011–2012; a third group is participating in theprogram during 2012–2013. Early results of the program are encouraging. Among the vice presidents in the first two classes, five CICparticipants have been appointed as presidents, a provost at a very small college has been appointed vice president for academic affairsat a large public university, and a vice president for student development and engagement was appointed as interim vice president foruniversity advancement.Of the 66 participants in the SLA in 2010–2011 and 2011–2012 cohorts, many have already experienced upward mobility. Eighthave been appointed to vice presidencies at other institutions, three have been appointed to vice presidencies at their home institutions,15 have earned promotions to positions of greater responsibility within their home institutions, and four advanced to higher positionsat other institutions.CIC works closely with the American Academic Leadership Institute (AALI) and American Association of State Colleges andUniversities on the ELA and with AALI on the SLA. AALI and the Henry Luce Foundation support both leadership developmentprograms. •CIC Awards Grants for Pathways Project ImplementationCIC in October awarded grants to 13 colleges and universitiesthat are members of the Pathways to Educational andEconomic Opportunity in Urban Colleges and UniversitiesProject (Pathways Project). The $7,000 grants, made possibleby funding from the Carnegie Corporation of New York, willhelp the institutions create new strategies to improve learningoutcomes for students enrolled at urban colleges and universities,many of whom are from historically underserved populations.(For the list of institutions that received grants, see the box below.)The institutions are actively applying lessons learned from theCIC/Collegiate Learning Assessment Consortium (CLA) toenhance strategies to improve student learning outcomes.Over the past three years, 29 CIC member colleges anduniversities have participated in the Pathways Project. Theinstitutions developed action plans that outlined how theywould improve upon existing programs, start new initiatives,and consider additional opportunities to improve the learningoutcomes of underrepresented students. The 13 campusesselected for this final phase of the project will fulfill one or moreof the objectives in their action plans, track the progress of theimplementation, and share lessons learned with other institutions.to date, institutions have reported several key findings frominvolvement with the Pathways Project:• Institutions have developed a clearer understanding ofthe profile and needs of first-generation and low-incomestudents.• The Pathways Project has stimulated on-campus dialogue.One institution commented that strategies to raise studentlearning outcomes often cross academic and administrativedepartmental lines, creating opportunities to breakdown managerial silos and leading to more effectivecollaboration.• Many faculty members have incorporated CLA in theClassroom techniques into their courses. Two-thirds ofPathways institutions sent faculty teams to a CLA in theClassroom Performance Task Academy so that teams couldlearn and share the skills acquired with campus colleagues.• Institutions have found that social integration ofunderrepresented students is just as important as academicintegration of these students.• Institutions emphasize that initiatives designed to helpfirst-generation and low-income students succeed incollege are likely to help other students succeed as well. •PatHWays ProjectImplementation Grant AwardsThirteen institutions received new grants:Alaska Pacific UniversityAugsburg College, MNBellarmine University, KYBethel University, MNCarlow University, PACharleston Southern University, SCDominican University, ILNotre Dame of Maryland UniversityOur Lady of the Lake University, TXSaint Xavier University, ILTrinity Christian College, ILUniversity of Bridgeport, CTUniversity of Charleston, WVIndependent • Fall 2012 27

Projects and services‘First Opportunity’ Grants Will Support Colleges in Four States in 2013CIC in September awarded State Fund Members in Illinois,Michigan, Nebraska, and North Carolina First OpportunityPartners grants to benefit independent colleges in those fourstates. For use in 2013, the four grants total $92,500 and requirestate consortia to raise matching funds. The grants will supportcollaborative programs to enhance first-generation or minoritystudent access to, or success at, independent colleges. Fundedinitiatives include two statewide college preparation programs forminority high school students, a program to identify and recruitmore first-generation students for the state’s independent colleges,and a peer mentoring program designed to enhance success andgraduation rates for minority students.The grant to the Associated Colleges of Illinois (ACI) willcontinue support for its Dreams to Degrees initiative. In theinitiative, ACI will partner with inner-city schools to enhancetarget students’ preparation for, as well as successful transition to,private colleges and universities in Illinois.A grant to the Michigan Colleges Foundation will help theconsortium expand its Third 90 Network, a statewide programdesigned to prepare minority, often first-generation high schoolstudents from urban areas to succeed in college-level studies.CIC Awards Scholarship Challenge Grants to Four State Fund MembersIn the second year of the Scholarship Challenge Grant program,CIC in July approved four grants of $25,000 each for StateFund Members. To receive the grants, the consortial fundraisingassociations must raise at least the challenge amount in additionalgifts and grants for student scholarships at their member colleges.The challenge grant program is designed to increase private giftsfor scholarship support for CIC member colleges. It also helpsState Fund Members attract new money and broaden their donorbase.“One of the highest priority needs at our member collegesis additional scholarship aid for students,” said Richard Ekman.“Our State Fund Members are in a unique position to helpaddress this need by raising both corporate and foundationfunding that otherwise might not be available to the colleges.We know the challenge grant approach works. Last year’s grantAs an opening project in its 60th Anniversary Campaign,the Nebraska Independent College Foundation is workingwith member colleges to develop and implement a collaborativeplan to identify and recruit minority students, economicallydisadvantaged students, and first-generation students and togenerate additional scholarship funds to support them.The North Carolina Independent Colleges and Universities(NCICU) will use the grant to implement a Minority MentoringInitiative aimed at “connecting the dots” of access, retention,and success for minority student populations on its membercollege and university campuses. The initiative will use mentoringprograms designed specifically to address the needs of minoritystudent populations, which comprise up to 31,000 studentsacross all 36 NCICU institutions.The CIC/UPS First Opportunity Partners grant programsupports initiatives coordinated by State Funds that involvemultiple colleges and universities in a collaborative approach toincrease college educational opportunities for first-generation,minority, and lower-income students. Grant support from theUPS Foundation funded these projects. •recipients raised over $500,000 in new scholarship money fortheir colleges.”State Fund Members presented proposals to participate inthe program, and a selection committee reviewed the proposalson a competitive basis. The State Fund Members selected forScholarship Challenge Grants were:• Alabama Association of Independent Colleges andUniversities—Paul Hankins, president;• Independent Colleges of Washington—Violet Boyer,president;• Tennessee Independent Colleges and UniversitiesAssociation—Claude Pressnell, president; and• Virginia Foundation for Independent Colleges—Tom Morris, president. •The 2012 Key Indicators Tool (KIT) Released in Mid-DeceMBerThe 2012 KIT was released in mid-December (instead of October, when it is typically released) due to a delay in the release of databy the U.S. Department of Education’s Integrated Postsecondary Education Data System. The KIT provides a customized, confidentialbenchmarking report for each CIC member president with 20 indicators of institutional performance in four key areas: studentenrollment and progression, faculty, tuition revenue and financial aid, and financial resources and expenditures. The KIT is aimed atimproving the capacity of member institutions to gain access to and use data to enhance institutional decision making and improveinstitutional effectiveness. For more information about KIT and other benchmarking services, visit www.cic.edu/KIT.28 Independent • Fall 2012

ooks of noteBooks of NoteTen recently published books may be of interest to presidents and other leaders of small and mid-sized private colleges and universities.Faculty Support andUndergraduate Research:Innovations in Faculty RoleDefinition, Workload, and RewardNancy H. Hensel and Elizabeth L.Paul, editors© 2012American colleges and universitiesare embracing undergraduateresearch as a powerful learningpedagogy. Although manyprofessors consider undergraduateresearch as a central part of their faculty role, finding time towork with undergraduates can be difficult. The authors discussmany aspects of supporting faculty members who involveundergraduates in research. Essays address topics such asexploring the critical role of faculty in undergraduate research,balancing life and undergraduate research, exposing hiddenbarriers for faculty of color, building undergraduate research intothe curriculum, and more. Through this book, the editors aimto inspire and encourage administrators and faculty to designsolutions to related challenges that can be integrated into campuspractices and cultures.The book is available in paperback for $25 from the Councilon Undergraduate Research (www.cur.org).Game Changers: Education andInformation TechnologiesDiana G. Oblinger, editor© 2012Game Changers: Education andInformation Technologies is a collectionof chapters and case studies—contributed by college and universitypresidents, provosts, faculty, andother stakeholders—that presentsstrategies that institutions can use toreach more learners more effectivelyand with greater impact. Institutions are finding new ways toachieve higher education’s mission without being crippled bysuch traditional constraints as location and time, credits andcredentials, and knowledge creation and sharing. Readers candiscover different approaches to using technology to advancehigher education.published by Educause, readers can download a free ebookfrom www.educause.edu/books or purchase the book in paperbackfor $19.95 from www.amazon.com.No Longer Invisible:Religion in UniversityEducationDouglas Jacobsen andRhonda Hustedt Jacobsen© 2012Drawing on conversations withhundreds of professors, co-curriculareducators, administrators, andstudents from institutions spanningthe entire spectrum of Americancolleges and universities, the authorsillustrate how religion is constructively intertwined with thework of higher education in the 21st century. No Longer Invisibledocuments how, after decades when religion was marginalized,colleges and universities are re-engaging matters of faith. Usingthe categories of historic religion, public religion, and personalreligion, the book offers a new framework for understanding theemerging religious terrain. The authors state that the frameworkcan help colleges and universities—and the students who attendthem—interact with religion more effectively, and religiousdiscussions can allow a much broader and more nuanced collegeeducation.The book is available in hardcover for $29.95 from OxfordUniversity Press (www.oup.com/us).(continued on page 30)Independent • Fall 2012 29

ooks of note(Books of Note, continued from page 29)Success on the Tenure Track:Five Keys to Faculty Job SatisfactionCathy Ann Trower© 2012The Collaborative on AcademicCareers in Higher Education atthe Harvard Graduate School ofEducation in 2005–2006 surveyedmore than 15,000 tenure-trackfaculty at 200 participatinginstitutions to assess their jobsatisfaction.The survey was designed around five key themes for facultysatisfaction: tenure clarity, work-life balance, support for research,collegiality, and leadership.Success on the Tenure Track positions the survey data withinthe context of actual colleges and universities and real facultyand administrators who talk about what works and why. Bestpractices at the institutions rated most highly in the survey giveadministrators practical advice on how to increase employeesatisfaction. Additional chapters discuss faculty demographics,trends in employment practices, what leaders can do to createand sustain a good workplace for faculty members, and whatthe future might hold for tenure. Trower stresses that an activelyengaged faculty is crucial for American higher education to retainits global competitiveness.The book is available in hardcover or as an ebook for $45from the Johns Hopkins University Press (www.press.jhu.edu).Cultivating Inquiry-DrivenLearners: A College Educationfor the 21st CenturyClifton Conrad and Laura Dunek© 2012Increasingly influenced by marketforces, many universities focus onpreparing students for entry intothe workforce. As a result, studentsremain unprepared for a world inwhich much of the knowledge theyacquire will have a short shelf life.Revitalizing the notion of a well-rounded education, CultivatingInquiry-Driven Learners proposes that a college education preparestudents to be innovative and adaptable by developing foursignature capabilities: core qualities of mind, critical thinkingskills, expertise in divergent modes of inquiry, and the capacityto express and communicate ideas. These capabilities empowerstudents to explore ideas that will prepare them to navigateconstant change successfully, capitalize on career opportunities,enrich their personal lives, and engage in public life. Thebook also explores a wide range of initiatives and practices foreducating inquiry-driven learners.published by the Johns Hopkins University Press, the book isavailable in hardcover for $50 and in paperback and as an ebookfor $24.95 at www.press.jhu.edu.Funding the Future:Preparing University Leaders toNavigate the Coming ChangeStephen T. Beers, Timothy W.Herrmann, and Paul Blezien, editors© 2012In recent years, higher educationalleaders have faced unanticipatedfinancial challenges and havequestioned the sustainability of thecurrent financial model. Organizedinto three sections, this book aims toguide a conversation on the sustainability of the current financialmodel—a critical question for private colleges and universities.Section One, “Gaining a Vantage Point,” includes a literaturesearch that reviews decision-making processes in light of complexfinancial pressures and reports results from a qualitative researchproject that surveyed senior-level executives of private highereducational institutions from across the United States. SectionTwo, “Understanding Higher Educational Finances,” providesa primer on higher education’s budgeting nomenclature andprocesses. Section Three, “Preparing for Change,” focuses on vitalleadership principles for navigating change and includes a list ofthe critical issues that educational leaders face as they look to thefuture.published by Abilene Christian University Press,the book is available in paperback for $15.99 at www.abilenechristianuniversitypress.com.Sacred Ground:Pluralism, Prejudice, andthe Promise of AmericaEboo Patel© 2012In the decade following the 9/11attacks, suspicion and animositytoward American Muslims hasincreased, and alarmist, hatefulrhetoric has become mainstream.In Sacred Ground, author andinterfaith leader Eboo Patel writesthat this prejudice is not just a problem for Muslims but achallenge to the very idea of America. Patel shows that Americans30 Independent • Fall 2012

ooks of notefrom George Washington to Martin Luther King Jr. have been“interfaith leaders,” illustrating how the forces of pluralismin America have repeatedly defeated the forces of prejudice.Now, the author stresses, a new generation needs to rise up andconfront the anti-Muslim prejudice of our era. To this end, Pateloffers a primer in the art and science of interfaith work, bringingto life the expanding body of research on how faith can be abridge of cooperation rather than a barrier of division and sharingstories from the frontlines of interfaith activism.Hardcover copies of the book are available at Beacon Press(www.beacon.org) for $24.95.Soul Care: Christian Faith andAcademic AdministrationHarold Heie and Mark Sargent,editors© 2012In Soul Care, several academicleaders reflect, in personaland candid essays, on howtheir Christian faith informstheir approach to academicadministration. Each essayexplores theoretical and theologicalfoundations for administrative work and then considers oneor more specific applications or scenarios. Part One exploresunderlying virtues and values in academic leadership, includinghumility, administration as pastoral care, and the cultivationof joy. Part Two delves more intricately into the dynamics ofacademic governance, including difficult personnel decisions,strategic planning, and tough financial choices. Part Threeexplores relationships in the academy—the continual need to findthat personal touch in administrative work.published by Abilene Christian University Press,the book is available in paperback for $24.99 at www.abilenechristianuniversitypress.com.The Sustainable University:Green Goals and New Challenges forHigher Education LeadersJames Martin, James E. Samels &Associates© 2012Many colleges and universities areat the forefront of efforts to preservethe earth’s resources for futuregenerations. That said, nearly 700chief executive officers have signedthe American College and UniversityPresidents’ Climate Commitment, while several thousandhave yet to do so. The Sustainable University identifies four ofthe most formidable challenges facing college presidents andleadership teams along with solutions to address them: effectivelyinstitutionalizing sustainability thinking; developing an efficient,flexible system of sustainability benchmarks; implementingan accountable university budget model; and engaging boardsof trustees in the campus sustainability agenda. The volume’scontributors, including recognized authorities on sustainabilityas well as campus executives with broad-ranging experience,consider these challenges and discuss specific action plans, bestpractices, and emerging trends in sustainability efforts. They offersustainability solutions for several major operational areas ofcampus and consider what sustainability means for colleges anduniversities—and the legacy of those entrusted with shaping theirfuture.published by the Johns Hopkins University Press, the book isavailable in hardcover for $45 at www.press.jhu.edu.Thriving in Leadership: Strategiesfor Making a Difference inChristian Higher EducationKaren A. Longman, editor© 2012In Thriving in Leadership, nearly20 senior leaders from faith-basedcolleges and universities acrossNorth America—collectivelybringing with them hundreds ofyears of leadership experience—share fresh insights into thetheory and practice of Christian higher education leadership.These authors speak honestly about the successes, failures, anddemands that have shaped their current leadership decisions andtheir visions for the future. Part One and Part Two of the bookexplore the interior life and social intelligence of thriving leaders,respectively. Part Three examines how leaders can shape a thrivingorganizational culture.published by Abilene Christian University Press,the book is available in paperback for $24.99 at www.abilenechristianuniversitypress.com. •Independent • Fall 2012 31

campus updateCAMPUS UPDATEA compendium of recent news from CIC member institutionsAll three of the 2012 presidential debates between President Barack Obama and Governor Mitt Romney were held on independent college and universitycampuses, as was the vice presidential debate between Vice President Joe Biden and Congressman Paul Ryan. Two CIC members, Centre College (KY) andLynn University (FL), hosted debates.Celebrating AchievementsThe Rhodes Trust in November chose 32 American students aswinners of Rhodes Scholarships for 2013. Three CIC memberinstitutions produced scholarship winners: Luther College (IA),the College of Idaho, and Wofford College (SC). Created in1902, Rhodes Scholarships provide all expenses for at least twoyears of study at the University of Oxford in England.Marking its second time to host a U.S. vice presidentialdebate, Centre College (KY) hosted the 2012 vice presidentialdebate on October 11. The debate took place on campus in theNorton Center for the Arts. Earlier that day, Centre College alsohosted “Our Voice, Our Future,” a live interactive webcast forhigh school and postsecondary students and teachers to discussthe presidential race and role of debates. Lynn University (FL)hosted the presidential debate on October 22—the final offour general election debates—at the university’s Keith C. andElaine Johnson Wold Performing Arts Center. Many other CICmember institutions sponsored election and voter registrationevents, including Misericordia University (PA), which hosted atwo-day voter registration drive on campus, and the Universityof Richmond (VA), which hosted evening conversations betweenthe university’s president, Ed Ayers, and U.S. Senate candidatesGeorge Allen and Tim Kaine before a live audience on October 7.The Carnegie Foundation for the Advancement of Teachingand the Council for Advancement and Support of Educationrecently recognized the national and state winners of the 2012U.S. Professors of the Year awards, which honor professors fortheir influence on teaching and commitment to undergraduatestudents. Six of the state-level winners are faculty members fromCIC member colleges: Centre College (KY), DePauw University(IN), Nebraska Wesleyan University, Pacific University (OR),University of Puget Sound (WA), and Wofford College (SC).In October Messiah College (PA) was recognized as one of31 organizations from across the nation to be named a Togetherfor Tomorrow Challenge winner for the 2012–2013 academicyear. Together for Tomorrow is a joint initiative of the WhiteHouse Office of Faith-based and Neighborhood Partnerships,U.S. Department of Education, and Corporation for Nationaland Community Service that recognizes community-ledpartnerships to support struggling schools. Messiah wasrecognized for its ongoing relationship with the HarrisburgSchool District.The Institute of International Education recently released itsOpen Doors 2012 report, which contains data on internationalexchange during the 2011–2012 academic year. Several CICmember institutions topped the list of colleges with the highestundergraduate participation rates in study abroad. Of master’slevelinstitutions, CIC members Arcadia University (PA), LeeUniversity (TN), Loyola University Maryland, University ofDubuque (IA), Chatham University (PA), and WhitworthUniversity (WA) reached the top ten. All of the top ten32 Independent • Fall 2012

campus updatebaccalaureate institutions are CIC member institutions: CentreCollege (KY), Taylor University (IN), Austin College (TX),Wofford College (SC), St. Olaf College (MN), Goucher College(MD), Colorado College, DePauw University (IN), LutherCollege (IA), and Kalamazoo College (MI).ten colleges and universities were chosen to participate inthe third cohort of AAC&U’s Preparing Critical Faculty for theFuture, a project that supports women of color faculty membersin science, technology, engineering, and mathematics (STEM)disciplines to become strong academic and administrative leaders.Funded by the National Science Foundation’s (NSF) HistoricallyBlack Colleges and Universities–Undergraduate Program, two ofthe selected institutions are CIC members: Lane College (TN)and Tougaloo College (MS).Creating PartnershipsIn a global partnership, this fall St. Edward’s University (TX)launched a professional science master’s degree in environmentalmanagement and sustainability. The two-year program will beconducted in Austin, Texas, and Angers, France, and graduateswill receive a joint degree from St. Edward’s and the UniversitéCatholique de l’Ouest. In addition, this fall St. Edward’sestablished an international exchange partnership with Wu YeeSun College, one of the constituent colleges of the ChineseUniversity of Hong Kong. The first exchange of students betweenthe two universities will take place in fall 2013. All courses will betaught in English, but students studying in Hong Kong will havethe opportunity to learn Mandarin Chinese.Bethany College (WV) and Carnegie Mellon University’s(CMU) H. John Heinz III College have partnered to createan accelerated master’s degree program in six areas of study:management, public policy and management, health care policyand management, biotechnology and management, informationsystems management, and information security policy andmanagement. The program allows qualified applicants to graduatewith both a bachelor’s degree from Bethany and a master’s degreefrom CMU in five years.Dominican College (NY) and New York Medical Collegehave established a partnership to help students enter professionsin the biomedical sciences. An articulation agreement will allowDominican College undergraduate students to take graduatecourses at the New York Medical College’s Graduate School ofBasic Medical Sciences (GSBMS). New York Medical Collegecourse credits will be applied to Dominican College bachelor’sdegree requirements and toward graduate degree requirements inthe GSBMS. The agreement may reduce the time spent earninga master’s degree by one year. Benedictine University (IL) andthe College of DuPage are partnering to offer a new bachelor ofscience in nursing 3+1 program. The program will be open toDuPage students and alumni who have earned an associate ofapplied science degree in nursing. Students will take three yearsThe Morton Register of Arboreta recently granted Lewis University (IL)accreditation for its Romeoville campus as an established arboretum.The university is a veritable arboretum with more than 2,400 trees inaddition to wooded areas. The 376-acre campus features more than 140varieties of trees.of classes at DuPage, with the fourth year taught by BenedictineUniversity faculty on DuPage’s campus.Marian University (IN) and Indiana University-PurdueUniversity Indianapolis have established a dual-degreeengineering program. Students who complete the programearn degrees from both institutions—a bachelor of science orbachelor of art degree from Marian and a bachelor of sciencein engineering, biomedical engineering, electrical engineering,or mechanical engineering from Purdue. The program allowsresidence and enrollment at Marian University for the durationof the program. Rockhurst University (IN) is partnering withthe University of Missouri-Kansas City (UMKC) to offer anengineering, computing, and information technology program.Bachelor of science degrees will be offered in five subjects: civil,electrical, and mechanical engineering, computer science, andinformation technology. Students will pursue the core curriculumat Rockhurst and complete specialized engineering courses atUMKC.Mount St. Mary’s College (CA) and MyCollege Foundationare launching the Portmont College at Mount St. Mary’s to offerhigh-quality, low-cost, transfer-level associate degrees to studentswith “the will but not the way” to succeed in college. PortmontCollege will offer four blended associate degree programs inbusiness administration, computer science, liberal arts, and prehealthscience. The program will begin in Denver, Colorado, andSan Francisco, California, in March 2013.Westminster College (MO) has signed a transfer studentagreement with the Maricopa Community Colleges, making iteasier for Maricopa students to continue their higher educationat Westminster. According to the agreement, all applicableassociate degrees successfully completed at any of the collegeswithin the Maricopa Community College system will transferto Westminster, and credits taken at any Maricopa collegewill transfer to Westminster. Students can attend classes atWestminster’s Fulton, Missouri, campus in spring 2013 or theIndependent • Fall 2012 33

campus updateMesa, Arizona, campus in fall 2013.Indiana Wesleyan University together with Fairbanks—a nonprofit drug and alcohol treatment center in Indianapolis—and Hope Academy—a recovery high school at Fairbanks—recently formed the Adolescent Addiction, Learning, andRecovery Project. The five-year project will investigate the impactthat substance-use disorders and personal recovery have onstudent learning and school success.New, Planned, and Recently Renovated FacilitiesBecker College (MA) in September held a dedication and ribboncutting ceremony for the George F. and Sybil H. Fuller CampusCenter. The $9.5 million 35,727-square-foot center includes a254-seat dining hall, a fitness center, game room, study spacewith computers, and more. Benedictine University (IL) inOctober unveiled its new $2.5 million welcome center, anchoredby the historic Neff Farmhouse built in 1852. The 2,700-squarefootcenter will serve as the new home for the university’sfreshmen enrollment operations. The center displays photographsand memorabilia of the university’s history and has a lounge areawith an adjacent meeting room as well as event space, offices, anda conference room.Mercyhurst University (PA) inaugurated the new $10.5million Center for Academic Engagement in September. The31,000-square-foot high-tech center hosts the intelligence studies,hospitality management, and applied politics departments.Taylor University (IN) dedicated its $41.4 million Euler ScienceComplex in October. At 137,000 square-feet, the complex isthe largest single building project in Taylor’s history—bothin terms of physical size and cost. The complex houses manysustainability features: a four-story circular atrium hosts aheliostat that directs natural light throughout the center of theCentral Methodist University (MO) reopened its century-old ClassicHall in August 2012 after a $5 million renovation. Shuttered for 30 years,the rejuvenated facility now houses much of the university’s SwinneyConservatory of Music, its Ashby-Hodge Gallery of American Art, and somegeneral classroom space. The building was formally rededicated October 13.building, and a geothermal heating and cooling system, windturbines, and solar panels run the building. Robert MorrisUniversity (PA) recently celebrated the successful completionof the largest fundraising campaign in the university’s historyand the opening of the Wheatley Center, the new building forthe School of Communications and Information Systems. The50,000-square-foot facility includes an art gallery, a 3-D designroom, a screening room, computer labs, a café, and more. It wasnamed for Phillis Wheatley (1753–1784) a slave, poet, and thefirst African-American woman to publish a book.The newest building at Saint Leo University (FL) is aresidence hall that houses nap pods, an electronic gamingarea with four flat-screen televisions, an arcade room, and a2,100-gallon saltwater aquarium. The building, which openedin September, houses 154 students in suite-style rooms, and thefirst floor serves as a community gathering space for students andfaculty. A twin residence hall with a multipurpose room that canbe used as a theater or a classroom is scheduled to open next fall.Major Gifts, Grants, and Campaign SuccessesThe U.S. Department of Education in September awarded SaintAugustine’s University (NC) a Strengthening Historically BlackColleges and Universities grant. The five-year grant totalingmore than $2.4 million focuses on Student Aid and FiscalResponsibility Act and Title III activities. Also in September, theU.S. Department of Education and the International and ForeignLanguage Education office announced the award of 23 Fulbright-Hays Group Projects Abroad (GPA) international educationgrants, two of which were awarded to CIC member institutions.Johnson C. Smith University (NC) received a Fulbright-HaysGPA Long-Term Foreign Language award of more than $133,000for its Chinese program. Morehouse College (GA) won aFulbright-Hays GPA Short-Term award of more than $83,000for its program in Brazil.A few CIC member institutions recently celebratedsuccessful fundraising campaigns. Utica College (NY) announcedthat its three-year “Achieve: A New Era, A New Dream”campaign—the largest and most successful in the college’shistory—exceeded the $25 million goal and raised $34.1 millionin support of increasing scholarships, enhancing teaching, andfunding state-of-the-art building improvements and construction.Westminster College (PA) in September launched the publicphase of what is already the most successful fundraising campaignin the college’s 160-year history with a campus-wide celebrationand announcement that Westminster had already raised $36.4million toward the “Ever Higher: The Campaign for WestminsterCollege” $40 million goal. Mount Saint Mary College (NY)kicked off the public phase of “A Call to Excellence: TheCampaign for the Dominican Center” in September, announcingthat the college is almost two-thirds of the way toward its$10 million goal.34 Independent • Fall 2012

campus updateChamplain College (VT) received a $10 million gift fromRobert P. Stiller, founder of Green Mountain Coffee Roasters,and Christine Stiller through the Stiller Family Foundation. Thegift will support the newly named Robert P. Stiller School ofBusiness, including two faculty chairs and capital projects. LynnUniversity (FL) received a $6 million gift this fall toward theconstruction of the new home for Lynn’s College of Business andManagement—the $12 million International Business Center.The gift is from an anonymous alumni donor who also willprovide a $3 million challenge grant after the school has raisedan additional $3 million to complete the $12 million needed forconstruction.During a groundbreaking ceremony for the initial phaseof its new Eden Hall Campus, Chatham University (PA)announced that it received a $7.5 million gift from the RichardKing Mellon Foundation for the new campus. Eden HallCampus is designed to serve more than 1,000 students in acarbon and water resources neutral, zero-net energy integratedfacility, and it will feature high-performance green buildings andthe latest in sustainable land, energy, and water managementtechniques.Transylvania University (KY) recently received a $5 millionrestricted endowment matching grant from the William R.Kenan, Jr. Charitable Trust to establish the William R. Kenan, Jr.Endowment Fund for Student Scholarships. One of the largestsingle gifts the university has ever received, the endowmentgrant supports the awarding of Kenan scholarships to incomingTransylvania students based on merit.The University of Saint Joseph (CT) recently received a$3 million gift from e. Clayton (Skip) Gengras, Jr., CeO ofGengras Motor Cars, Inc. and long-time member of theuniversity’s board of trustees. One of the largest gifts in theuniversity’s 80-year history, the donation will help expand andenhance the Gengras Center, a special education facility thatcurrently serves 120 special needs children, and the Institute forAutism and Behavioral Studies, an interdisciplinary center thatoffers a graduate certificate program in autism spectrum disordersand provides continuing educational opportunities.Benedictine University (IL) has received a $1.2 millionRobert Noyce Teacher Scholarship Grant from NSF to helpprepare students to become high-quality math and scienceteachers. Beginning in January 2013, the College of Sciencewill boost recruitment efforts for students with strong math andscience backgrounds who are considering teaching as a professionas part of the NSF initiative, “Expanding and Strengthening theSecondary STEM Teacher Training Program.” More than 100qualified students may receive up to $10,000 annually to applytoward tuition for a maximum of two years if they agree to workin a “high-needs” school for at least two years.The University of Puget Sound (WA) recently announced a$1.1 million commitment from the Names Family Foundationto support a new $17.5 million athletics and aquatics center. Thepledge will help Puget Sound upgrade and expand the athleticsfacilities in Memorial Fieldhouse and Pamplin Sports Center andbuild an aquatics center on the west side of the building.The Health Resources and Services Administration, anagency of the U.S. Department of Health and Human Services,recently awarded Bay Path College (MA) a five-year grant fornearly $1 million for its physician assistant training in primarycare program. Awarded to Bay Path’s master of science inphysician assistant studies program, the grant aims to increase thenumber of primary care practitioners, particularly in underservedregions; provide opportunities for physician assistants incommunity partnerships with the program to have a dual roleas clinical faculty; and facilitate the recruitment and retention ofminorities and veterans.Announcing New Majors and ProgramsThe Indiana Wesleyan University board of trustees announcedin October the creation of the School of Health Sciences as theuniversity’s fifth principal academic unit and dedicated a fivestoryscience and nursing building that is scheduled to open infall 2014. As the centerpiece of the university’s health sciencesinitiative, the new school will create several graduate degreeprograms in health sciences fields, including a doctor of physicaltherapy degree, a doctor of occupational therapy degree, an entrylevelmaster’s degree in athletic training, and a master’s degree inpublic health. One other degree, the doctor of nursing practice,will be a part of the School of Nursing.Saint Mary’s College (IN) began the 2012–2013 year witha new academic department, the Department of Global Studies,which offers a new major and minor in global studies. The interdisciplinarymajor offers seven possible concentrations: genderand women’s studies, global business administration, globaleconomics, global postsecondary education administration,intercultural studies, international development, and modernEuropean culture. Students in the major must demonstrateproficiency in at least one world language and spend at least fiveweeks in a college-sponsored study or internship abroad program.A new master’s degree program in leadership at theUniversity of Indianapolis (IN) will emphasize human resourcesand problem-solving skills. The master of science in strategicleadership and design is the first graduate program to be offeredby the university’s School for Adult Learning, which specializes inevening programs for working adults. The new program includescourses on performance appraisal and conflict resolution, andcourses are offered in a hybrid format of online activities andevening meetings. Goshen College (IN) will offer a new MAdegree in intercultural leadership, starting in January 2013.The 18-month program with residential sessions and onlinecoursework is designed for mid-career working professionals—including business managers, educators, health care professionalsand nonprofit leaders—who want to understand how cultureIndependent • Fall 2012 35

campus updateinforms effective approaches to leadership.Dominican College (NY) recentlyannounced two new master’s degreeprograms in education: MS in adolescenceeducation and MS in adolescenceeducation and students with disabilities.Adolescence education is designed forstudents who seek certification to teachgrades 7–12. The dual adolescenceeducation and students with disabilitiesprogram will prepare students whoseek both general and special educationcertification for grades 7–12.Bellarmine University (KY) thisfall launched a new master’s degree intaxation. All courses will be offered duringevenings and weekends, and students canobtain the degree in one year. LourdesUniversity (OH) has added a new parttimeoption for their master of businessadministration program. Beginning thisfall, individuals interested in pursuing an MBA are able to choosebetween a full-time, 12-month option or a part-time, evening,24-month option.Undergraduates at Messiah College (PA) can select threenew majors for the 2012–2013 academic year: public relations,film and media arts, and musical theater. The public relationsBA program will instruct students in facilitation of effective,strategic, and ethical communication; the film and media arts BAprogram will teach film and high-definition video production;and the musical theater bachelor of fine arts program will provideextensive training in theater, dance, and music.St. Joseph’s College (NY) this fall began offering a BA injournalism and new media studies at its Brooklyn campus. Toaugment the new degree, the college has partnered with severalleading media outlets. Mount Saint Mary College (NY) thisfall launched a new major in digital media and a pre-physician’sassistant concentration. The interdisciplinary technology anddigital media major emphasizes hands-on experience with skills tosucceed in web content, corporate communications, health care,engineering, and higher education.Gettysburg College (PA) has launched three new academicprograms: a bachelor of science in mathematical economics, abachelor of science in computer science, and a minor in MiddleEastern and Islamic studies (MEIS). The study of Arabic languageis a centerpiece of the MEIS program, and demonstratedproficiency in Arabic or another Middle Eastern/Islamic worldlanguage is a requirement. The program emphasizes the study oflanguages and cultures, histories, identities, and the world viewsof people in the greater Middle East, contributing to a broaderunderstanding of Islam and how the peoples of the Middle Easthave shaped human experience.Ferrum College (VA) has announced a new major and minor in media and communication.The program is geared for students who wish to pursue careers and further education in radio andtelevision broadcasting, multimedia journalism, public relations, corporate communications, audiorecording, filmmaking, and online media creation.Husson University (ME) this fall launched a newundergraduate degree program in its College of Business—abachelor of science in business with a concentration in retailmanagement. The College of Business developed the newprogram with input from Walmart, which plans to encourageretail employees and students in Maine to take courses in thenew concentration. The new degree offers courses that addressselling and service, supply chain management, human resources,organizational management, financial reporting, and marketing.Blackburn College (IL) launched an environmental studiesmajor this fall. With coursework focused on natural sciences,social sciences, and the humanities, the major will preparestudents for careers in resource planning and management,natural resource conservation, environmental education, wastemanagement and recycling, and environmental law and policy.Calvin College (MI) began offering a major and minorin public health. The interdisciplinary major engages studentsin the diverse field of public health and serves as a foundationfor students interested in a broad range of related careers. ParkUniversity (MO) launched a bachelor of science degree infitness and wellness this fall. The program will focus on healthpromotion and lifestyle modification.Ursinus College (PA) recently opened the Ursinus Centerfor Science and the Common Good, a program with a missionto produce citizen-scientists who can confront the ethicalimplications of their work. Funded by an $800,000 grantfrom the Howard Hughes Medical Institute, the center willpresent seminars, host a science writer in residence, and provideopportunities for students to consider the impact of science onsociety. •Photo credit: Jeff Dalton36 Independent • Fall 2012

cic Newscic newsCIC Members Participate in EducationDepartment, White House Conference onProductivityCIC members were well represented at the October conferenceon “Innovation to Drive Productivity in PostsecondaryEducation,” an invitational event organized by the U.S.Department of Education and the White House Office ofScience and Technology Policy. Among the 150 invitees werepresidents and CAOs of Bennington College (VT), CarlowUniversity (PA), Grinnell College (IA), Marlboro College (VT),Regis College (MA), Seton Hill University (PA), SouthernNew Hampshire University (NH), Spelman College (GA),Sweet Briar College (VA), University of Saint Joseph (CT), andWestminster College (UT). Richard Ekman, president of CIC,also participated, as did W. Joseph King, executive director of theNational Institute for Technology and Liberal Education.Rosemarie Nassif, president emerita of Holy NamesUniversity (CA), who is now special advisor to the assistantsecretary of postsecondary education at the U.S. Departmentof Education, was instrumental in designing and leading theconference. The conference included presentations by the leadersof companies that produce many of the newest technology-basedforms of instruction, all intended to increase productivity, reducecost, or raise quality. It was clear that the U.S. Department ofEducation favors greater use of massive open online courses(MOOCs) and other technology-based methods to increasethe number of college graduates with high-quality degrees inaffordable ways.“It was valuable to hear directly from the leaders of theseinnovations, but some CIC members expressed anxiety that thepresenters had insufficient appreciation for the importance ofcoherence in a bachelor’s degree,” Ekman said. “Their enthusiasmfor disaggregated courses, certificates, and badges failed torecognize that in a high-quality education the whole is more thanthe sum of the parts.” The Education Department indicated thatmore will be forthcoming on this subject in coming months.Summit on Higher Education Features Perspectivesfrom Government, Philanthropy, Business LeadersThe Carnegie Corporation of New York, TIME Magazine,and the Gates Foundation sponsored a “Summit on HigherEducation” on October 18. Four major topics were discussed:the economics of higher education, access and success, expansionof American higher education through digital classrooms andglobal campuses, and perspectives on higher education fromgovernment, philanthropy, and business. Of the approximately100 invited participants, CIC member institutions wererepresented by MaryAnn Baenninger, president of the Collegeof Saint Benedict (MN); Roger Casey, president of McDanielCollege (MD); Lynn Pasquerella, president of Mount HolyokeCollege (MA); Steve Friedman, president of Pace University(NY); Michael Lomax, president of the United Negro CollegeFund; and Richard Ekman, president of CIC.TEAC President HonoredSt. John’s College (MD) recently honored Frank Murray, formerpresident of the Teacher Education Accreditation Council(TEAC), and noted TEAC’s work to link teacher preparation andthe liberal arts during a recent board meeting in Annapolis. CICwas instrumental in the 1997 founding of TEAC, a nonprofitorganization dedicated to improving academic degree programsfor professional educators. Murray was presented with the Awardof Merit 2012 with the words: “By these presents, let it be knownthat Frank B. Murray, in recognition of his achievements in thefield of education, especially as it regards the reform of teachereducation and accreditation and involvement of the liberal artsin these fields, has been deemed a most worthy recipient of theAward of Merit, given under our hand and seal this 29th day ofSeptember, two thousand twelve by authority of the Board ofDirectors.”@CICnotes — CIC now has a Twitter account, @CICnotes, which highlights CIC news as well asactivities, programs, and services of interest to the independent sector of higher education. Follow CIC onTwitter today! (http://twitter.com/CICNotes)Independent • Fall 2012 37

cic newsCIC in the NewsSeveral sessions at CIC’s 2012 Institute for Chief AcademicOfficers were covered by reporter Kevin Kiley in an Inside HigherEd story, “Growing Populations of Underprepared StudentsProvide a New Challenge for Private Colleges” (November 6).As a result of Kiley’s attendance at a breakfast discussion on theliberal arts at the conference, Kiley also interviewed RichardEkman and others for a story on CIC’s Liberal Arts Campaignand similar efforts by other organizations in “Making the Case”(November 19). A CIC fact sheet and press release on studentdebt data released widely on September 12 to member presidents,CAOs, and public relations officers, the Higher EducationSecretariat, and the media generated coverage in U.S. News& World Report (“Council of Independent Colleges DebunksStudent Loan Myths,” September 17) and Inside Higher Ed(“Private Colleges Take on Debt Myths,” September 13). CICpresidents have used the data for op-ed pieces in their localnewspapers, including Noreen Carrocci, president of NewmanUniversity (KS), “Be Skeptical of Claims about College Cost,Debt” (Wichita Eagle, November 6), and Francesco Cesareo,president of Assumption College (MA), “Debt Myths VersusReal Value” (Worcester Telegram & Gazette, October 16).Richard Ekman was interviewed on November 16 by PaulFain of Inside Higher Ed (“Another Push on Prior Learning,”November 19); by Kathleen Kerr of Newsday (“Dowling CollegeStruggles with Enrollment, Finances,” September 15) andagain on November 16 for a follow-up story on Dowling andthe composition of boards of trustees of colleges. In addition,Ekman was quoted in two Chronicle of Higher Education stories,“Program for At-Risk Students Helps College, Too,” (September17) and “MOOC’s Could Hurt Smaller and For-Profit Colleges,Moody’s Report Says” (September 12); a Huffington Post op-ed,“Finding (and Keeping) the Right College President” (September12); an Inside Higher Ed story, “Mission-Driven, Market-The board of directors and staff of CIC welcome thefollowing new members since summer 2012:New Institutional MembersCentral Baptist College, ARCrown College, MNLewis and Clark College, ORNew Associate MembersJacksonville College, TXTrocaire College, NYNew Affiliate MembersAmerican Student Assistance, MAThe Phi Beta Kappa Society, DCSmart” (August 15); a Huffington Post piece, “Higher EducationInstitutions Are in Deep Financial Trouble: Bain & Company,Sterling Partners Analysis (July 31); and a Chronicle of HigherEducation story on the same study, “One-Third of Colleges Areon Financially ‘Unsustainable’ Path, Bain Study Finds” (July 23).CIC was mentioned in several news stories, including“First Things First” (Inside Higher Ed, October 2); “Universityof the Ozarks to Host Renowned Columnist Eleanor Clift”(Southwest Times Record, September 4); “The AccomplishedAmong Us” (Boca Raton Tribune, July 13); “Finding an EfficientFormula for Distributing Student Financial Aid” (CitizensVoice, July 13); “Labor Board Is Offered Starkly DifferentViews of Faculty Influence on Colleges” (Chronicle, July 9); and“College Associations and Faculty Unions Argue Over CollectiveBargaining at Private Institutions” (Inside Higher Ed, July 9).University Business magazine published a column by RichardEkman in the Independent Outlook section of its September2012 edition, “‘Disruptive Innovation’ Is No Elixir,” and acolumn by CIC Board Member Norval Kneten, president ofBarton College (NC), “Town-Gown Dramatics,” in its December2012 edition.Staff News and NotesCIC President Richard Ekman served as the fall convocationkeynote speaker at Lewis University (IL) on August 21 andas a facilitator at the Guilford College (NC) board of trusteesretreat on October 4, where he led a discussion of trends andinstitutional expectations for promotion and tenure, andappropriate institutional support for faculty members.CIC has appointed a new senior advisor,Judith Phair, to serve as communicationsconsultant. In this role she will work onthe College Media Conference, PresidentsInstitute, media activities, and the newCampaign for the Liberal Arts, amongother communications activities. Shewill take office in July 2013, when CICSenior Advisor for Communications Keith Moore retires.Phair is a senior public relations executive with extensiveexperience in strategic planning, public relations and marketing,media relations, and government relations. She is presidentof PhairAdvantage Communications, LLC, an independentconsulting firm with a special focus on education and nonprofitassociations. She served as vice president of communications forthe Graduate Management Admission Council from 2006 to2010 and has helped manage public relations at several collegesand universities. She was 2005 president and CEO of the PublicRelations Society of America (PRSA), and in October 2010 shereceived the PRSA’s highest individual award, the 2010 GoldAnvil.38 Independent • Fall 2012

cic NewsChristoph Kunkel has been promoted to chief of staff and vice president foroperations. The new title formalizes Kunkel’s ongoing efforts to translate CIC’sambitious goals as an organization into clear, actionable plans. He is responsiblefor CIC’s administrative and financial operations, plays a key role in shaping CIC’stechnology and investment activities, and works closely with the CIC Board ofDirectors.Michelle Friedman was promoted to director of programs in recognition of thehigher level of responsibility she has assumed in managing the Woodrow Wilson VisitingFellows program and several CIC meetings and events, including the Presidents Instituteand the Presidential Vocation and Institutional Mission program. •staff spotlight—People Who Make CIC WorkUniversities.Wei Song is CIC’s director of research projects. She overseesa range of research and assessment projects, including CIC’sannual benchmarking reports, the Key Indicators Tool andFinancial Indicators Tool, CLA Pathways Project, Making theCase website, Degree Qualifications Profile Consortium, andEngaging Evidence Consortium. She recently co-wrote withHarold V. Hartley III, CIC senior vice president, the July 2012report A Study of Presidents of Independent Colleges andPrior to joining CIC, Song served in ACE’s GED Testing Service for five years, firstas research associate and then as assistant director for data management andresearch. Before that, she was a research and policy analyst for the MontgomeryCounty Council in Maryland. Song holds a PhD in public administration and an MAin international development from American University. She earned a bachelor’sdegree in economics from Guangdong Commercial College in her native China. Inaddition to her research interests, Song enjoys landscape photography, traveling,movies, and reading.There are several ways to reach CIC.Let us hear from you.Phone: (202) 466-7230Fax: (202) 466-7238Email: cic@cic.nche.eduWebsiteCIC’s website—www.cic.edu—is a rich resource ofinformation. Visit the site for news about CIC conferencesand programs, to download CIC publications, and for links toCIC member colleges and universities.ListservsThrough listservs, CIC links a national network of peoplewho lead and staff private colleges and universities. Theservice is free, and the listservs are reserved exclusively forCIC member institutions.To join the discussion groups, send your request for aspecific list via email to cic@cic.nche.edu. Make sure toinclude your name, title, and institution. If your requestis approved, your name will be added to the appropriatelistserv. You will receive an email confirmation.Presidents (cicpres-list@cic.edu): Open only to currentpresidents of CIC member institutions.Chief Academic Officers (cicdean-list@cic.edu):Open to chief academic officers, provosts, and those withsimilar rank at CIC member institutions.Student Affairs (cicstuaff-list@cic.edu): Open tostudent affairs officers and staff at CIC member institutions.Public Relations (cicpr-list@cic.edu): Open to publicrelations officers and staff at CIC member institutions.Advancement (cicadvance-list@cic.edu): Open todevelopment officers and staff at CIC member institutions.FINANCE (cicfinance-list@cic.edu): Open to business andfinancial officers at CIC member institutions.SPOUSES (cicpspouse-list@cic.edu): Open to spouses ofcurrent presidents of CIC member institutions.Technology (cicnet-list@cic.edu): Open to those at CICcampuses interested in discussing issues of informationtechnology.Department CHAIRS (cicchair-list@cic.edu): Open todepartment and division chairs of CIC member institutions.data (cicdata-list@cic.edu): Open to those at CIC memberinstitutions interested in discussing issues of data andinstitutional research.The Independent is published by:The Council of Independent CollegesOne Dupont Circle, NW, Suite 320Washington, DC 20036-1142Richard Ekman, PresidentLaura Wilcox, EditorPaula M. Miller, Associate EditorLilia LaGesse, Layout/Productionrekman@cic.nche.edulwilcox@cic.nche.edupmiller@cic.nche.edullagesse@cic.nche.eduIndependent • Fall 2012 39

One Dupont Circle, NW, Suite 320 • Washington, DC 20036-1142XX%Cert no. XXX-XXX-0002013 Calendar of EventsDate Conference locationJanuary 3–4 new Presidents Program Palm Harbor, FLJanuary 4–7 Presidents Institute Palm Harbor, FLFebruary 14–16 Information Fluency in the Disciplines Workshop charleston, SCFebruary 25–26 Presidential Vocation and Institutional Mission Seminar Atlanta, GAMarch 14–16 network for Vocation in Undergraduate Education Conference Indianapolis, INApril 4–6 Workshop for Department and Division Chairs Philadelphia, PAApril 12 New York Times Student News Editors Workshop new York, NYApril 28–30 state Fund Members Annual Conference Indianapolis, INMay 14–16 Workshop for Department and Division Chairs cincinnati, OHMay 21–23 Workshop for Department and Division Chairs saint Paul, MNJune 4–6 Workshop for Department and Division Chairs albuquerque, NMJune 16–18 senior Leadership Academy Closing Seminar Washington, DCJune 19–21 executive Leadership Academy Closing Seminar Washington, DCJune 23–28 teaching Pre-Modern European Art in Context Seminar Atlanta, GAJune 26–28 college Media Conference Washington, DCJuly 7–10 Presidential Vocation and Institutional Mission Seminar Bradford, PAJuly 14–19 cIC/Gilder Lehrman American History Seminar stanford, CAJuly 23–27 ancient Greece in the Modern College Classroom Seminar Washington, DCJuly 29–31 executive Leadership Academy Opening Seminar Washington, DCAugust 1–3 Degree Qualifications Profile Consortium Meeting Indianapolis, IN