The Faculty Consultative Committee (FCC) and the Student Senate Consultative Committee (SSCC) recommend that the search protocol be expanded so that FCC, SSCC, and the Educational Policy Committee interview candidates for Dean and Vice Provost for Undergraduate Education. The position is an important one for both faculty and students and the leadership of the Faculty Senate and Student Senate should be involved in interviews with finalists.

The other changes reflect changes in titles of administrative officers.

With no discussion, a vote was taken and the motion was approved.

To amend Article II, Section 5(G) of the University Senate Bylaws as follows (language to be deleted is struck out; language to be added is underlined). As an amendment to the University Senate Bylaws, the motion requires either a majority of all voting members of the University Senate (121) at one regular or special meeting, or a majority of all voting members of the University Senate present and voting at each of two meetings. This is the first meeting at which this motion is being presented.

...

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The Library Committee represents faculty, academic professional, civil service, and student interest in the University libraries.

The Library Committee shall be composed of 12 faculty/academic professional members, 1 civil service staff member, 4 students, and ex officio representation as specified by vote of the Senate. Members shall be nominated by the Committee on Committees with the approval of the Senate. Academic professionals members must also be eligible to serve in the Senate. The civil service member shall be appointed by the Civil Service Committee and shall not be a library employee.

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With no discussion, a vote was taken and the motion was approved with 138 votes in favor and none opposed.

The University Senate was recessed at 2:45 p.m.

Professor Emily Hoover, Vice Chair of the Faculty Consultative Committees (FCC), said that the committee has been working on follow-up to the copyright issues. A committee has been appointed by the Provost to write administrative procedures to implement the Regents Policy. These procedures will come to the Faculty Senate for discussion. The FCC has also proposed a standing subcommittee to serve as an advisory body to the Provost on administrative procedures and to hear about and advise on disputes over copyright issues.

An FCC subcommittee on metrics and measurements has been working on how to effectively measure faculty scholarly work. The Regents are interested in this topic and there has been support from central administration. The subcommittee will report to FCC this spring.

The committee has also discussed the review of central officers and how selected committees could play a role in this review, long-term planning, and met with members of the Twin Cities Deans Council.

The Educational Policy Committee and FCC have both voted to bring the revised Twin Cities liberal education requirements to the Twin Cities Faculty Delegation for action this spring.

Lastly, FCC has also discussed voting rights within college assemblies, representation of eligible Duluth faculty, and surveying peer institutions on the topic of reputation.

Professor Hoover noted that senators are welcome to email FCC with any other topics they would like to see addressed.

Professor Martin Sampson, Faculty Legislative Liaison, said that the legislature is moving quickly this year. Two areas of activity are the basic capital investment bill and the other is the biomedical sciences request. An email was sent to all faculty yesterday with an update on the capital bill. An email will be sent tomorrow on the biomedical sciences initiative. A handout is available to senators when they leave with information from yesterday's email.

For the biomedical sciences initiative, there are two issues. The first is what percentage of the building cost for four buildings the University would cover. The Senate bill has the University covering 20 percent; the House bill has the University covering 33 percent. The second issue is the bonding limit that the state accepts. There is discussion about whether this initiative goes under the state limit since the bonds will be sold by the University. The State finance website lists five criteria to determine the bond limit and where the state stands. He suggested that senators contact their representatives about this issue.

To approve the following six names to stand for election to the Faculty Consultative Committee, from which one of each pair are to be elected by the Twin Cities and non-represented UMD faculty for a term of 2008-11. First pair: Professors Michael Cherlin and Michael Hancher; Second Pair: Professors Randy Moore and J. Michael Oakes; Third Pair: Shawn Curley and Samuel Myers. A simple majority is required for approval.

FIRST PAIR
MICHAEL CHERLIN: 1988*, Professor of Music, College of Liberal Arts. University Senate member: None. Committee participation (past and present): None

MICHAEL HANCHER: 1972*, Professor of English, College of Liberal Arts. University Senate member: 1986-89, 1991-92, 1993-96, 2001-02, 2003-04, 2007-10. Committee participation (past and present): Committee on Committees, 2007-10; Library, 1991-95.

SECOND PAIR
RANDY MOORE: 2000*, Professor of Post Secondary Teaching and Learning, College of Education and Human Development. University Senate member: None. Committee participation (past and present): Finance and Planning, 2003-06.

J. MICHAEL OAKES: 2001*, Associate Professor of Epidemiology, Housing and Apparel, School of Public Health. University Senate member: 1988-91, 2003-06. Committee participation (past and present): Student Academic Integrity, 2007-10.

THIRD PAIR
SHAWN CURLEY: 1986*, Professor of Information and Decision Sciences, Carlson School of Management. University Senate member: 2001-04. Committee participation (past and present): Consultative, 2007-08; Educational Policy, 2000-06, ROTC Subcommittee, 2007-10; Student Academic Integrity, 2001-07 (Chair, 2005-06); Student Affairs, 1988-90.

SAMUEL MYERS, JR.: 1992*, Professor of Public Affairs, HHH Institute of Public Affairs. University Senate member: None. Committee participation (past and present): Faculty Affairs, 1995-97.

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*Date of initial appointment at the University.

The Faculty Consultative Committee serves as the executive committee of the Faculty Senate and forms the faculty membership of the Senate Consultative Committee. Senate legislation has merged the Twin Cities faculty and non-represented UMD faculty for purposes of Faculty Consultative Committee elections. Should a non-represented UMD faculty member be elected, that individual will be a member of the Senate and Faculty Consultative Committees.

Additional nominations, certified as willing to stand for election, may be made by (1) petition of 12 voting members of the faculties, provided that the petition is in the hands of the Clerk of the Senate the day before the Senate meeting, and (2) nominations on the floor of the Senate. The faculty representatives of the Senate shall reduce by vote the slate to twice the number to be elected.

Currently serving with terms continuing at least through next year are:

William Durfee, Institute of Technology
Marti Hope Gonzales, College of Liberal Arts
Emily Hoover, College of Food, Agricultural, and Natural Resource Sciences
Jeffrey Kahn, School of Public Health
Nelson Rhodus, School of Dentistry
Becky Yust, College of Design

The terms of Gary Balas (Institute of Technology), Megan Gunnar (College of Education and Human Development), and Jennifer Windsor (College of Liberal Arts) expire at the end of the academic year. However, the current chair, Professor Gary Balas, will remain on the committee for one more year in a voting ex officio position as the past chair.

With no discussion, a vote was taken and the motion was approved.

To approve the 2012-13 Morris and Twin Cities calendars.

With no discussion, a vote was taken and the motion was approved.

The Faculty Senate was adjourned at 2:56 p.m.

The University Senate was reconvened at 2:56 p.m.

Introduction: The Challenge of Change
As children, many of us heard the story of a young Dutch boy who stuck his finger into a tiny hole in the sea-wall that protected his village, and single-handedly held back a cold and raging sea. The story not only speaks to the courage and ability of one person to make a difference, but it also illustrates the uneasy truce between the Dutch people and the waters around them.

Today, a fundamental cultural shift is underway in the Netherlands. Anticipating rising sea levels in the coming decades, the Dutch government and people are beginning to consider a new relationship with the sea – a relationship in which the waters aren’t viewed as a threat, but as a natural feature of the environment and a catalyst for innovation. Instead of building higher walls, they are working to relocate farms from anticipated flood plains and developing waterproof basements and floating homes. In the process, they are demonstrating how challenges that initially seem insurmountable can spark creativity.[1]

The Dutch are meeting the challenge of change with a can-do approach that brings out the very best in people. You don’t change centuries of cultural identity and public policy overnight. It is a gradual and often contentious process, even in the face of urgent need. But it is possible.

In recent years, the University and state of Minnesota have been faced with a similar choice – a choice between holding back the flood with so many well-placed fingers, or redefining ourselves in a way that acknowledges that the environment is changing around us. Our challenge is to evolve in a way that builds on our historic strengths and public responsibilities.

I believe the University is meeting that challenge every day – but we cannot simply tread water. The state of the University is strong – but the University is not an island. We are subject to changing tides and fortunes like anyone else. We must continue to propel ourselves forward with bold strokes toward our goal.

The Five Attributes of a World-Class University
We’ve accomplished something truly remarkable in the past three years – we’ve established a goal and strategic framework that are now familiar across the University system, and that inform our actions every day. Our goal – to become one of the top three public research universities in the world, with an equivalent standard of excellence for our coordinate campuses – is well known, but sometimes misunderstood. There are those who believe that “top three” is not achievable. Others feel that our focus on research compromises our commitment to educating and serving the citizens of the state. In my view, neither is the case.

First of all, we should never ask the question, “Have we set the bar low enough?” That is a recipe for mediocrity. Former Minnesota Governor Elmer Anderson liked to quote the poet Robert Browning: “Ah, but a man’s reach should exceed his grasp, or what’s a heaven for?”[2] With this goal, we are consciously sending the message that the University has the highest aspirations and will not be satisfied with average results.

And, if we aspire to be among the best universities at sharing new knowledge, shouldn’t we also strive for excellence in creating that knowledge? Our students benefit from working with faculty at the cutting edge of their fields. They gain not only a deep reservoir of knowledge, but also a deeper understanding of how that knowledge is created and refined.

Our goal is specific, measurable, aspirational, and attainable. Our challenge is to translate our goal into meaningful attributes that establish a culture of excellence and empowerment – of shared values and personal responsibility.

Why? Because people, not data, drive progress. We must continue to measure key indicators in order to evaluate our progress and our priorities. But we must also recognize that, without people working together toward a common vision, those measures indicate little more than the ebb and flow of chance.

Last spring I shared the notion that we do not aspire to rank, but to stature. But if “top three” is a question of stature, it makes sense to ask, “What are the characteristics of such a university?” I believe great universities share common attributes that are readily visible and highly valued – attributes that cut across the four pillars we identified to support transformative change at the University.

Committed to excellence
First, a truly great university is committed to excellence in everything it does – from education, research, and outreach, to the management of public resources. Nearly 19,000 faculty and staff statewide pursue new knowledge, new ideas, and new solutions at the University of Minnesota. This deep commitment to excellence is fueled by our 65,000 exceptional students. I’m proud to share that more than two-thirds of U freshman statewide are Minnesota born and raised. We continue to enroll approximately 10% of all graduating seniors in the state, and our freshman class this year is again the strongest it’s ever been:

This year is also the sixth year in a row for record applications. Our system-wide retention, satisfaction, and graduation rates are on the rise. And our students continue to amaze us with their levels of intelligence, creativity and engagement.

Consider Civil Engineering student Rachel Gaulke, whose five-foot-long scale replica of the former I-35W Bridge will be used by National Transportation Safety Board investigators as a visual reference during briefings. Gaulke was recommended for the project based on her hard work and attention to detail in the lab.

Similarly, master of fine arts student R. Justin Stewart became the first University of Minnesota student ever to win the international award for Outstanding Student Achievement in Contemporary Sculpture, given for his ability to see details in our infrastructure that others miss. Stewart describes his winning installation, called Connected, as “an approach to thinking about how networks, systems, and structures ... affect each other and the world.”[3]

Meanwhile, University of Minnesota Crookston student Josiah Loll was recognized for making connections of another kind. In January, Loll received the Daily Point of Light Award from the Points of Light Foundation and Hands On Network in national recognition of his community service as a reading tutor, mentor, and volunteer.

Exceptional students like these abound on our campuses statewide – and they benefit from daily interactions with leading scholars and committed staff, who keep this University among the best educational institutions in the country.

Driven to discover
Second, as stewards of knowledge and developers of human capital, the best universities are always driven to discover. Our faculty continue to amaze, not only in our classrooms and laboratories, but also on the world stage. In October, for example, professor emeritus Leonid Hurwicz won the Nobel Prize in Economics. This tremendous achievement is only the most recent recognition for an academic department with an international reputation for excellence.

You probably heard the story of Dr. Doris Taylor and her team, who managed to grow a beating heart in the laboratory. We also have world-class researchers on the cusp of new treatments and cures for cancer, diabetes, and Alzheimer’s. Our strength in biomedical and related fields is second to none – but the breadth of our faculty accomplishment is much, much wider.

Dr. Catherine Squires, for example, is exploring the role of media in shaping racial perceptions as the University’s first John and Elizabeth Bates Cowles Professor of Journalism, Diversity, and Equality. Mathematician and free jazz pianist Dr. Guerino Mazzola came to the University from Switzerland to continue his exploration of the mathematics and philosophy of music. Our first environmental engineering chair, Dr. Efi Foufoula-Georgiou is leading cross-disciplinary research at the intersection of natural and engineered environments. Dr. Jeffrey Kahn and Dr. Debra DeBruin of the Center for Bioethics are exploring the ethical distribution of treatment and resources in the event of a pandemic flu outbreak. University research helped to launch the taconite boom and the biofuels industry in Minnesota – and today, experts from colleges of the University of Minnesota, the Natural Resources Research Institute, and the Coleraine Minerals Research Laboratory are helping to pave the way for next-generation biofuels and sustainable mining.

The work of these great scholars – and so many others statewide – contributes to our economic vitality and quality of life – but more importantly, it inspires new generations of leaders and creative thinkers to imagine what’s possible.

Focused on results
Inspiration by itself is not enough, however. Third, an outstanding university must also be focused on results. Today, for example, many universities are committing to the principles of sustainability. Few of these universities – and virtually none of our size and scope – have the history of results that we do. For example: As one of the early members of the Chicago Climate Exchange, the University has reduced carbon emissions by nearly 40 percent in just two years. We were also among the first campus recyclers in the country, and thanks to the efforts of University Services staff and students in our residence and dining halls, today we recover 90% of targeted materials and compost 220 tons of organic waste each year.

More recently, on the recommendation of our Institute on the Environment fellows, I signed the Presidents Climate Commitment, which embarks the University of Minnesota system on a long-term path to carbon neutrality. This is a highly visible commitment that demonstrates strong alignment between student concerns and our institutional values. We will draw on the interdisciplinary expertise of the Institute on the Environment and others to make this commitment a reality.

The University of Minnesota Morris also continues its national leadership in the areas of sustainability and renewable energy use, securing $1.8M in Clean Renewable Energy Bonds to fund a second wind turbine for the Morris campus. A combination of wind power and biomass gasification puts Morris within reach of its goal of energy independence by 2010. In addition, the campus is increasingly consulted for its expertise in hybrid renewable energy platforms.

Results like these abound statewide – and they are not just limited to issues of sustainability. Each of our coordinate campuses continues to pursue their own strategic initiatives and raise the bar for the system in the process. For example, this year the University of Minnesota Crookston celebrated 15 years as the nation’s original Laptop U. In addition, the number of degree-seeking students on the Crookston campus grew 13% this semester, and international enrollment in Crookston has tripled since 2005.

The University of Minnesota Duluth continues to raise its academic profile to meet the education and research demands of the region and nation. A new bachelor’s degree in Civil Engineering will help northern Minnesota address its growing infrastructure needs. In addition, Duluth’s second doctoral degree program, in Integrative Biosciences, is one of only four such programs in the nation – the result of six years of planning and the collaboration of 60 scientists and faculty members from throughout the University system.

The University of Minnesota Rochester campus dedicated its own new facilities this fall and welcomed its first chancellor, Dr. Stephen Lehmkuhle. The campus is currently home to 400 students and more than 35 undergraduate and graduate degree programs. Ten new programs are in development, including two doctoral programs and three master’s degree programs. UMR offers tremendous opportunities for the U to strengthen its relationships with distinguished partners such as IBM and the Mayo Clinic.

Finally, faculty and staff at more than 30 regional Extension offices, research and outreach centers, and other locations statewide deliver on our public responsibilities daily – especially in the critical area of agricultural research and extension. Agriculture constitutes 20% of Minnesota’s economy – not only supplying food for millions of people here and abroad, but also leading the nation’s development and production of biofuels, a key step toward energy independence and sustainability. So it makes sense that the University response to the appearance of soybean aphids in Minnesota was swift and innovative.

The story goes like this: a southeast Minnesota farmer overheard an educational radio segment by regional Extension educator Lisa Behnken, then quickly identified soybean aphids in his fields.

CFANS and Extension entomologists Ken Ostlie and Dave Ragsdale and their colleagues confirmed the sighting and sounded the alarm. They then applied a computer model to predict how the insect would spread and where to apply pesticide, as well as estimate the potential economic impact. Ideally, pesticide is a short-term fix, so the researchers headed to the aphid’s homeland. In China, they collected a tiny, stingless wasp that naturally preys upon the aphids. These wasps are being tested here in hopes of neutralizing the aphid threat with minimal environmental impact and cost.

While the soybean aphid example illustrates the historic role of Extension in rural outreach, the U of M is one of only a handful of urban land-grant universities, and many of our programs are tailored specifically to our urban neighbors. These programs underscore our commitment to serving the diversity of Minnesota’s population and illustrate our ongoing commitment to serving the public good.

Economically vital
That commitment to public service is manifested in the fourth attribute of a world-class university – economic vitality. This area represents our greatest challenge and opportunity. In making the case for public support, we must be true to our roots. We are Minnesota’s only research and land-grant university. This distinction carries with it tremendous public responsibilities, not only in terms of discovery, but also with regard to affordability, service, and sound financial management.

The tradition of strong state support we have enjoyed in Minnesota is being reaffirmed today at our Capitol. We are optimistic that state leaders will approve $135M in bonding for University of Minnesota capital projects across the state, and $233M in essential investment to support the Minnesota Biomedical Research Program. This program will create new jobs and economic opportunity for our state. The initiative enjoys bipartisan support in both chambers of the legislature, as well as the support of the governor.

This new investment is no small vote of confidence in the University’s ability to generate growth and opportunity. Earlier this week, Danish health care company Coloplast broke ground on its new North American headquarters in Minneapolis. Coloplast first contacted the University’s Academic and Corporate Relations Center in 2006, and has stated that the University’s resources and human capital played a major role in attracting them to the Twin Cities. I’ve been pleased to hear both Governor Tim Pawlenty and Minneapolis Mayor R.T. Rybak speak to the critical importance of the biomedical industry in Minnesota in conjunction with Coloplast’s move.

Our political leaders have recognized a long-term vision for a prosperous Minnesota – a vision that we share, and that is beyond politics. For nearly 160 years, our policy-makers have considered the University to be one of Minnesota’s most important investments. I want to thank our current leaders for their support, and assure them that this investment in the University will generate tremendous returns for our state.

But the challenge remains. In order to secure Minnesota’s economic future, we must find new ways to stabilize and strengthen University funding while ensuring affordability and accountability. We need a new approach to financing our future – a principled approach based upon clear priorities, predictable outcomes, and a strong partnership with the state, one that supports a long-term vision for our future.

With the state of Minnesota facing significant financial challenges, such an approach necessarily starts on our campuses. I believe we must solve many of our own problems ourselves, by awakening our entrepreneurial spirit and by using existing resources more effectively. We must constantly examine our own cost structures to make sure we realize the maximum return for every dollar.

To this end, the University must answer three key questions for each investment we make:

Our planning processes encourage this “examination of conscience” already – but we must apply these questions universally to ensure better decision-making and demonstrate fiscal discipline.

We also must restate and expand our commitment to affordability for students from all walks of life. Keeping higher education accessible and affordable remains one of the most pressing public challenges in higher education nationwide – and has long been a priority of mine. We’ve made great progress in recent years, especially with regard to low-income students. Next year, our groundbreaking Founders Free Tuition Program will provide $22M in benefits for 4,700 low-income students. As a result, a full 12% of the undergraduate student body will attend our campuses statewide with free tuition – and 36% of them are students of color.

Our companion initiative, the Promise of Tomorrow scholarship drive, has raised roughly $210M in new endowed scholarship funds since 2004 – more than doubling the number of scholarships given and the average amount per award. Since 2005, we’ve also invested more than $22M to support graduate education, including $17M specifically for grants and fellowships. Most of these new scholarships consider financial need. Some do not. And with a sluggish economy and rising costs for everything from fuel to healthcare, middle-income families bear the brunt of any increase in tuition.

As a result, we must strive to create a consistent and substantial level of scholarship and grant support for all middle-income Minnesota students, just as we have for low-income students. The Morrill Act, the GI Bill, and the National Defense Education Act helped to democratize U.S. higher education – in fact, since 1950, public colleges and universities have grown to accommodate 12M more students. How was this achieved? Through continuous state and federal investment.

But it’s clear today that universities must do more. Our state and federal leaders face new priorities and growing challenges, just as we do. We must demonstrate discipline in moderating costs and continue to ask our fellow citizens to “pay it forward” and help the next generation of leaders achieve their potential here at the University. We must not be the generation of Minnesotans who pull up the ladder of opportunity behind us.

This is a deep personal priority for me. I hope to be able to work in partnership with the state on these issues in order to realize a shared vision of Minnesota’s future, in which all students can afford a University education and all citizens benefit from the knowledge created here.

Accountable to stakeholders
Fifth and finally, a world-class university is accountable to its stakeholders. Public support for education at all levels is increasingly tied to performance. We are called to be responsible stewards of public resources and the public trust – but too often, the University is regarded as expensive or wasteful. The citizens of Minnesota are the University’s most influential stakeholders – so we must continue to invest their money wisely, and save it where we can.

For example, by providing incentives for the use of generic and less expensive drugs when appropriate, UPlan administrators have saved the University and its employees $7.8M a year on prescriptions alone. In addition, through competitive purchasing, we’ve actually reduced third-party administrative costs for UPlan by 3% in the last five years.

Entrepreneurial staff in Facilities Management and University Stores recently piloted a project to streamline the replenishment of custodial supplies. Under the old system, custodial staff spent more than an hour a week reordering and restocking supplies, using a process that took up to four days. Under the pilot program, supplies are replenished proactively on a next-day cycle – a 75% shorter timeframe with 80% savings in direct labor! The program is currently being expanded across the St. Paul campus.

In recent months, we also began using GPS-synchronized clocks, which should save us $18,000 a year in labor required to correct the time in more than 1,000 classrooms. We’ve implemented a new employment system than cuts time and paper from the hiring process. And we’ve begun to centralize our data servers to improve security, reduce maintenance costs, and save energy. These are just a few examples of employee-driven initiatives that are improving service and productivity across our campuses and centers statewide.

Accountability also means that we should be able to demonstrate the value of a University of Minnesota education. That’s why the University took a leadership role in developing the new Voluntary System of Accountability proposal, supported by higher education’s national leadership organizations – and why we were among the first to commit to using this system. The VSA is a reporting template that presents university-specific information in a clear and consistent way to students, parents, and policy-makers, enabling them to accurately compare institutions and results.

The biggest concern with the VSA has been the obligation in future years to provide data on student educational attainment. As you know, last year the University Senate adopted student learning and developmental outcomes for this University. Who better than us to help lead the effort to measure these outcomes and demonstrate the worth of a University of Minnesota degree?

Confronting Change: A Call to Action
These five attributes of a world-class university – committed to excellence, driven to discover, focused on results, economically vital, and accountable to our stakeholders – provide a cultural context for decision-making in each of our daily roles. They do not take the place of the data and trends we use to measure our progress, or compare our performance to that of our peers. Instead, they enable our mission to drive our metrics, rather than our metrics defining our mission.

Of course, transformative change is never easy. It takes time, resources, and the perseverance of the entire University community. We must not simply value the progress of our students, or the success of our alumni, or the results of our research. Instead, we must first and foremost value each other. Each of us plays a critical role in the future of this University and this state – and we should take great pride in each other and the work we do here.

I want to thank all of you for your hard work and dedication. I know this transformation continues to be a struggle, and that the vision isn’t always clear from where you’re standing. And I know sometimes it may seem like we’re over our heads. Shipping magnate Aristotle Onassis once said, “We must free ourselves of the hope that the sea will ever rest. We must learn to sail in high winds.” Today we continue to face changing demographics, intense global competition, and limited resources. We cannot rest on our laurels, nor can we take the public trust for granted. If we expect investment and support, we must continue to demonstrate that we are an asset to the state of Minnesota and its citizens.

As a university, we do this by developing a principled approach to the challenges ahead and making targeted investments in critical areas of improvement. As individuals, we do this by pursuing the attributes of a world-class university, beginning today. If we cultivate these characteristics across our organization, we will achieve our aspiration! Together we can make this university a world-class institution known for new ideas, right action, and responsible stewardship in service to the greater good.

From where I stand, the case for change is this: The tide is rising on all sides. We can plug the holes we see, and pray for the flood to retreat, or welcome the water and rise with it. It is my hope that, for the state of Minnesota and this great University, we will choose to rise – and continue to seek the bright horizon.

Thank you.

Q: Given today's economic difficulties and realities, how do you see the University of Minnesota integrating an even stronger state-wide approach to education, research, and outreach that meets the changing demands and needs of the people of the State of Minnesota?

A: This is not an easy question to answer now or to resolve in the future, but he has great faith in the ingenuity of the University and the people of this community. Actions are already being taken, but there is more to be done. The University needs to better align and integrate its resources, such as was done through the reorganization of the University of Minnesota Extension Offices. The University's greatest resource is its people, and the institution needs to find different ways to configure and reorganize them so that the University can move with greater quickness and singleness of purpose, as well as better leverage the benefits and power of technology to network University resources. The University needs to determine how to work more effectively as a community. He believes that if the University does things right, it can grow its resources through other sources.

Q: If researching and teaching are not mutually exclusive goals, what role does teaching play at the University and in what specific ways can the University support quality teaching in addition to quality research?

A: This is the first obligation of the University when it was founded 150 years ago to provide access to higher education in this region. The University does a great deal to value teaching through the promotion and tenure process, which was recently revised to put added weight on teaching, through Bush grants, combining separate units into an Office of Classroom Management with an increased budget to modernize 1000 classrooms across the state, and rethinking teaching awards by adding one for graduate and professional education. The University has the right values to make the best decisions. He noted that Morris, on a per capita basis, has more award-winning faculty than any other campus.

Q: How do you like being President?

A: He truly loves this job, but it is not a job that he should do forever, since institutions need a regular turnover in leadership to keep ideas and creativity flowing. He loves nearly every aspect of the position, and it has been one of the best fits in his career. He was at a meeting yesterday defending recent publications of the University from the soybean and corn growers in the state. This was an opportunity to talk about what is special about the University – this is the place where people come to ask the big, tough questions, and the institution protects them with values and policies that support academic freedom. He has said previously that if someone wants to stifle a society and kill its spirit, the first initiative is to burn books and close institutions. This job gives him a chance to educate people about the values of the University and why it is important. It is also an opportunity to listen to the aspirations of people, what they are trying to accomplish, and then try to make connections. One of his greatest joys still is interacting with students, and he hopes to never lose this opportunity. He also loves picking pockets on behalf of the University and working in St. Paul. He likes the idea that the University is moving forward and that together there is an opportunity to make the institution better for future generations. There is excitement in working with the University community. He noted that the University's best times have been when everyone works together as a community on a common purpose, even when there is not agreement. This is also a period when the Regents have been strongly aligned with the values and directions of the University, and have stood by the initiatives from the administration, faculty, staff, and students. He stated that it is a great job, made even better being joined by a partner who's much better at it than him. His wife, Susan, has a sparkling personality, picks him up when he's down, and works on behalf of the University every day.

The University Senate was adjourned at 4:00 p.m.