Good morning and thank you for coming today. This morning we come together as a learning community to reflect on our accomplishments since we began this academic year’s journey, some six months ago. I am pleased to see so many faculty and staff here this morning...colleagues and co-workers gathered together for fellowship and camaraderie, always mindful of our common vision.....TO BECOME THE PREMIER LEARNING COMMUNITY IN OHIO AND ONE OF THE BEST IN THE NATION.

I am also pleased that this morning we are joined by our friends at Firelands College. Due to the advancements of technology and the efforts of the staff and students in the Center for Teaching, Learning and Technology, Instructional Media Services and WBGU-Channel 27, you are able to join your colleagues at the main campus for this morning’s report on the "State of the University". This morning’s remarks will be posted on the recently renovated web page of the Office of the President, later this afternoon. I encourage you to check out my current reports, addresses, my monthly column as well as updates on many institutional initiatives online, via these new web pages. The handout for this morning’s presentation lists my web page address, and also includes the schedule for BG 24’s re-broadcast of this morning’s address. I would be remiss not to mention the talented student consultants from the Center for Teaching, Learning and Technology who, with both Calvin Williams and Dan Madigan have worked to put together this morningÕs presentation: Eric Foos, Aileen Glowacki and Casey Meyer.

This morning we will look back on the progress we have made collectively as an institution toward meeting the priorities announced in my Opening Day Address. The progress we have made this year has been driven by our desire to become the premier learning community in Ohio and one of the best in the nation. 

Additionally, our ability to set goals and meet them has been grounded in our institutional core values of: 

1. Respect for one another 
2. Cooperation 
3. Intellectual and spiritual growth 
4. Creative imaginings 
5. Pride in a job well done

The significance of values for an institution of higher education can NOT be understated: The late Ernest Boyer, former President of the Carnegie Foundation, relayed this sentiment this way: 

The goal as we see it is to clarify both academic and civic standards, above all, to define with some precision the enduring values that undergird a community of learning. 

In his 1997 work No Neutral Ground, Robert Young, Professor of education and coordinator of educational leadership at Ohio University, articulated the necessity of institutional values by asserting that:

Higher education is not value neutral. The essence of liberal learning, what distinguishes higher education from vocational training is the communication of a basic set of values, including tolerance, understanding, a love of learning, and a devotion to free inquiry and free expression.

Each day at BGSU, students, faculty and staff walk by the building that houses my office, McFall Center. Future would-be students and their parents also walk by McFall as part of their campus tour. Of the many people walking by this building, I would suggest that FEW have pondered the meaning of the words sculpted on the front facade: 

Read not to contradict and confute nor to believe and take for granted, but to weigh and consider. 

This message scripted nearly 100 years ago when BGSU was founded as a teaching college clearly speaks to us of the importance of critical thinking and as a result, illustrates our institutional focus on... "intellectual growth", a core value we hold dear.

All five of our core values guide us and help us as we shape the future direction of Bowling Green State University, by each year developing a specific set of priorities. This morning, I am pleased to update you on the progress that has been made over the course of the past few months in focusing on our six institutional priorities:

1. Recruitment 
2. Student success 
3. Faculty and Staff compensation 
4. Graduate Education and Research 
5. Professional Training and Development 
6. Assessment of academic and non-academic programs 

In an effort to monitor our progress on priorities, numerous reports have been created to document our efforts and accomplishments. Both December’s "Student Success Initiatives Summary" and January’s "Mid-Year Progress on Priorities Report" were recently made available to department heads and are now available online, via the President’s web page. 

While both of these documents positively chronicle our progress on priorities, and illustrate the various student success initiatives underway at BGSU, it was important to me to hear the impressions of ALL faculty and staff, regarding how we’re doing as an institution of higher learning. In an effort to promote meaningful dialogue with the faculty and staff, this fall, I set out on an ambitious journey....to meet with all 2,200 full-time faculty and staff in small groups of 30-50. Previously, there existed no small group setting for interchange between myself and the faculty and staff. Having already met with some 1,400 employees, I say without hesitation, that I have heard you. Your insights are valued, and appreciated. We will work to build on the things that make Bowling Green an attractive and challenging place to work. And we will also work together to address things that have been articulated by you through these cluster meetings as necessary areas for improvement.

In her recent publication: Bright College Years, Anne Matthews asserts:

The health of America’s campuses rests on the undergradaute head count.

I couldn’t agree more. It is because of our enrollment success that we have the resources to do many of the things that were merely unfulfilled dreams a few years. The incredible participation by our faculty and staff in our three major university open houses, along with the fact that 90% of accepted students receive at least one contact from the academic unit housing their intended major undoubtedly have contributed to this year’s 22% increase in first-year students, which represents the largest growth in a freshman class in the mid-west.

With applications up 5% since last year, and a projected class of first-year students for fall 1999 at 3,600, it looks as though for the first time since 1991, we could close admissions in early May. 

It is important to note here, however, that we are not aimlessly growing. The academic profile and involvement portfolio of our students continues to improve. With this in mind, BGSU will continue to be a selective public institution, whose growth plan includes increasing our enrollment 2.5% each year for the next 4 years, until we reach our enrollment cap of 20,000 headcount, 16,000 FTE. 

While we have enjoyed a great deal of success in the area of recruitment, we must be cognizant of the significant access problems facing the State of Ohio. Today, only 60% of Ohio high school graduates go on to enroll in some type of higher education. As a state, Ohio lags behind others in sending high school graduates on to college. The national average of sending high school graduates on to college was recorded at a rate of 65%. And with many of our mid-western neighbors registering 69% (Illinois), 68% (Michigan), 65% (Kentucky) and 64% (Wisconsin), respectively, as a state, Ohio has much work to do in providing Ohio citizens access to colleges and universities. 

While recruitment efforts are vital to the future lifeblood of the University, access is not the ultimate goal. Once these students are admitted to BGSU, it is our collective responsibility to ensure that they are successful. But in order to ensure their success, we must first answer the question: Who are our students?

In their 1998 book, When Hope and Fear Collide, Art Levine and Jeanette Cureton address this very question. Most of today’s college freshmen of traditional age were born in 1980. 

55% of current undergraduates are women and 80% attend public institutions. They are members of the most racially diverse generation in U.S. history. Current undergraduates grew up during what’s been referred to as a technological revolution. Today’s students have little confidence in the nation’s social institutions, which they believe are deteriorating. 

Fewer than one in six of all current undergraduates fits the traditional stereotype of the American college student attending full-time. Four in five students choose schools in their home states. They want their colleges nearby and operating during hours that are convenient for them. Students today want a high quality education for a low cost. Their focus is on convenience, quality, service and cost. 83% of students consider themselves to be intellectuals, which is interesting since this is a generation that rejects the notion of learning for learning’s sake. 

84% of undergraduates report having drunk alcohol in the last year, and of those who drank, 44% reported having binged within the past two weeks. One-third of all undergrads report having taken a remedial course in reading, writing, or math. One-half of those entering Ph.D. programs never obtain the degree. Nearly half of those who enter college withdraw before finishing. Fewer than two out of five students are able to graduate in four years. [Alexander Astin, the Higher Education Research Institute (1998)]

In their research on today’s college students, Levine and Cureton best describe this population by saying:

This is a generation indeed varied by the enormous pressures they face economically, politically, socially and psychologically. At the same time, they are energized by a desire to enjoy the good life and make their corner of the world a better place. This is a generation in which hope and fear are colliding. 

I am proud to report that our statistics support that THIS generation of young people are enjoying success on our campus. With a retention of students from the first to second year in one year having increased from 76 -78%, we are indeed responding to their needs. 

This "student success" was illustrated for the Ohio Board of Regents when this fall, they hosted their October meeting on our campus. During their two-day visit to BGSU, the Regents heard from students involved in some of the specialized programs and enhanced learning communities. While we could have highlighted many programs that are innovative and nationally recognized during the October OBOR meeting, we chose to highlight some of our academic and college programs focused on "Student Success", a topic in which the Success", a topic in which the Chancellor and the Ohio Board of Regents were keenly interested. 

Through the presentations made by faculty, staff and students, the Regents were able to see the efforts, and the outcomes of some of our initiatives focusing on "student success". Personal testimonies from BGSU students regarding their success at the institution because of their involvement in one of these initiatives became the collective voice most clearly heard by OBOR. The message from the students who presented to OBOR last October was a simple one... "Because of the connection I feel to the University, through my participation in this program, I am enjoying success here at BGSU." ... and the message was heard,... loud and clear. 

Either directly or indirectly, every faculty and staff member has contributed to an institutional environment focused on maximizing student success. And because of your continued commitment to BGSU, we are building a learning community that employs "breakthrough practices" noticed by our external constituents, and appreciated by our students.

Research shows us that "student success" is insured by students’ involvement at the institution. Involvement that supports their learning, growth and allows them to make meaningful connections with at least one other person on campus. First-year students come to faculty office hours to discuss punctuation, but stay to talk to a neutral adult about their concerns over making the transition to the college campus.

In his 1991 book Involving Colleges, Schuh writes:

The collegiate experiences of undergraduate students outside the classroom have tremendous potential to be growth producing...Students who are involved in powerful out-of-class experiences are likely to have a much more satisfying college experience than those who do not participate. 

The Union Renovation project demonstrates how a capital improvement plan is able to support a philosophy of student growth and development. In its statement on the importance of student union facilities, the Council on Academic Standards (CAS) sets forth guidelines for student services programs for college unions:

"The goals of a student union are to maintain facilities, provide services, and promote programs that are responsive to student developmental needs and to the physical, social, recreational, and continuing education needs of the campus community." 

In 1995, the student voice was clearly heard... the current union was woefully inadequate, not meeting the standards set forth by the Council on Academic Standards, and more importantly, not meeting the needs of our students. As a result on these voiced concerns, a feasibility study was conducted and 3 years later, we are entering the final design phase of the project. The Union renovation project is significant for BGSU not because it will be the largest allocation of capital improvement funds for one facility in our institution’s history, but rather, it is significant, because it supports and advances the notion of "putting our students first".

As a university, soon we will have to demonstrate our core value of "cooperation". Next year, once the construction period begins, we will have to relocate a number of union operations and services. With the new facility set to open its doors late in the fall semester of 2001, I asked both Ed Whipple, Vice President for Student Affairs, and Pete Fitz, Student Trustee to reflect on the significance of this project as well as the journey to a new student union. 

Indeed much of the education students receive at a college or university takes place outside of the classroom. In a 168 hour week, students have substantial blocks of time not already devoted to attending or preparing for class. One of the most powerful ways students can spend their time is in educationally purposeful experiences outside the classroom... experiences ranging from living in a residence hall, to serving on university committees to participating in student organizations, to competing in intercollegiate athletics. The learning that goes on in Intercollegiate Athletics is still learning, it’s a different type of classroom and the teachers are called "coaches". 

On January 26, I announced the integration of Intercollegiate Athletics into Student Affairs. This reorganization reflects a reporting structure in place at many institutions across the country, in which ICA reports to the President, through the Vice President for Student Affairs. This reorganization will allow ICA to address financial issues, reduce the overlap of some programs and services, and in the spirit of student success, increase opportunities for all students, while building on the strong out-of-class experience of student athletes.

Promoting an environment where students succeed involves building strong relationships and making significant connections with our students. Building strong relationships with our students is not the only population to which colleges and universities should reach out. Universities have assumed a central position in our society; the positions taken and activities engaged in by academic leaders, faculty members and students have an impact far beyond the boundaries of the campus. Colleges and universities therefore become agents of change through their partnerships with the community. 

A surge of volunteerism and altruistic activity is happening on college campuses today. Nearly two-thirds of all undergraduates are currently involved in volunteer activities, as students generally are torn between "doing well" and "doing good"... that is, between having material resources and making a difference in the lives of others. In the United States, one-hundred million citizens participate in service to others. As a result of the more than one million volunteer organizations coupled with the countless university-community partnerships, citizen participation through these partnerships has enabled us to solve societal problems that could not have been solved by individuals alone.

The importance of university-community partnerships through the application of research, teaching and service for human betterment is illustrated here at BGSU, in the work of PCA (Partnerships for Community Action). Kathy Farber, Director of Partnerships for Community Action discussed the purpose of PCA and the benefits realized by university-community partnerships.

The vision of Bowling Green State University is clear and can now be articulated in sentiment, if not word-for-word by most faculty and staff members. However, to become the premier learning community in Ohio and one of the best in the nation, we must provide a compensation plan that attracts and keeps the kind of faculty and staff that mirror the aspiration of becoming the best! With our institutional enrollment success and with the state funding levels remaining constant, we have the resources to do things that a few years ago we only dreamed of doing. In December, I appointed three employee compensation working groups. These individuals have been working hard to provide me with various options to address the issues facing the faculty, classified and administrative employee groups. By late Spring, after having analyzed the options submitted to me, I will establish a comprehensive compensation plan that will be circulated to the University community, and then presented to the Board of Trustees for approval and endorsement. I’d like to thank all of the members of the compensation working groups. Clearly, your efforts will positively impact present and future BGSU faculty and staff.

Our progress made in the area of Graduate Education and Research is impressive and far reaching. Our representation on the OBOR Commission on Graduate Funding has kept BGSU "in the know", as the commission has developed recommendations for revisions to the way Ohio’s public institutions support doctoral education. Interdisciplinary research and education activities have increased dramatically and, for the period of August to January, sponsored activities increased 65% compared to the same period last year. 

The Graduate College and Dean Linda DobbÕs Committee on graduate stipends have undertaken a comprehensive assessement of our funding and support of graduate education. A brand new system will be developed for the 1999-2000 academic year and it will be based on the goals of developing nationally competitive graduate programs and bringing excellent graduate students to Bowling Green. It is appropriate for me to mention here the work our nationally recognized graduate faculty have done to land three "Mega Grants" (all over $1 million): Bob Berns - $1.2 million in Business Education; Ron Scherer - $1.3 million in Health; and Peggy Giordano - $1.5 million in Sociology.

The recent inquiry into the funding of international graduate students within the state of Ohio has triggered an in-depth assessment of our graduate student support. Both Dr. Steve Ballard, Dean of the Graduate College and Dr. Bill Knight, Director of Institutional Research, along with their respective staffs, spent over 75 hours collecting and analizing data. At BGSU, the numbers speak for themselves... international graduate students total 347, representing only 12% of the total graduate student population (2795). Of those 347 international graduate students, 73% are on either a teaching, research or administrative stipend. 

As any true learning community promotes lifelong learning and new skill development, our priority of professional training and development remains on the forefront to enable development of new knowledge and skills and as well as encourage lifelong learning. While professional training and development is taking place throughout the university, the Center for Teaching Learning and Technology is providing faculty with various professional development opportunities. This year faculty have been instrumental in developing and presenting at the following conferences: 

• New Faculty Conf. in August - 56 faculty 
• Pre-tenured Conf. in November - 72 faculty 
• Teaching Large Classes Conference - 62 faculty 
• Over a dozen seminars were conducted this Fall and Spring onvarious topics (Copyright issues and the internet, preparing your teaching portfolio, etc.) 
• And over 30 workshops on using technology to enhance teaching and student learning were conducted this year. 
  As "student consultants", undergraduate students work at the Center with faculty to develop projects which enhance learning for students at BGSU. 
• The Center's Advisory Board is integrally involved helping define the CenterÕs Mission and a total of 1150 faculty and teaching assistants have participated in seminars, conferences, and workshops sponsored by the Center. 

Additionally, Financial Affairs, Student Affairs, University Advancement, Human Resources and Continuing Education have ALL provided forums for creating an environment in which employees are challenged and supported in their efforts to acquire new skills and knowledge. 

While it is important that employees assess what they know in order to seek out and engage in professional training and development, it is also important that we assess what our students know and have learned. The Wingspread Group’s 1993 report, An American Imperative: Higher Expectations for Higher Education, related the vision of higher education to assessment:

"Our vision calls for new ways of thinking about assessing what students know and are able to do." This year, we have focused on two major areas of assessment: assessing student learning and program review. Putting learning at the heart of the educational enterprise means we must apply the very best of what is known about learning and teaching. We must also rigorously assess what our students know and are able to do in order to improve both student and institutional performance. Institutional performance is further enhanced by our examination of academic and non-academic programs through the program review process. 

It is clear that assessment should focus on establishing what college students have learned, ...the knowledge and skill levels they have achieved and their potential for further independent learning. Discussing the importance of assessment of student learning is very timely. For in just over two months, congratulatory remarks will once again ring out throughout the country as I join many other university presidents in welcoming our graduates to the fellowship of "educated men and women". We, as educators, continue to ponder the question, "what it means to be college educated?... we continue to search for the context of what students should know and what universities should teach as part of common learning. As we continue to build on previous years’ priorities, as well as make progress on this year’s priorities, let us be mindful that it is our responsibility as educators to incorporate a balance of both knowledge and skills in the undergraduate experience. And our responsibility to graduate students is to provide many opportunities for them to develop their skills as teachers, researchers and practitioners. 

And finally, as we move closer as an institution to fulfilling our vision, to become the premier learning community in Ohio and one of the best in the nation, let us keep this goal on the forefront of all that we do: At BGSU, students should leave the campus community having grown intellectually and spiritually, committed to life long learning, with a felt responsibility for succeeding personally and professionally within the framework of principled and ethical interaction with others. 

In their 1995 book, The Abandoned Generation: Rethinking Higher Education, Willoman and Naylor assert that :

Young men and women change and grow during their college years. How they change and in what direction, will be influenced by the intellectual and the social environment college provides for them. Colleges and universities in the United States today must focus anew on their role as teachers of values, judgment and character. 

In the same publication, the authors suggest that what seems to be missing on most college campuses is a strong sense of community among students, faculty and staff...a sense of belonging and connectedness....in short "the abandoned generation longs for a sense of community. 

I am glad that we, at BGSU are not "MOST college campuses". Rather, through the collective efforts of all of you, we are making progress on our priorities, are using our core values as a foundation for everything we do, and as a result, we are that much closer to becoming the premier learning community in Ohio and one of the best in the nation.

Thank you for coming.