with Chancellor Shepard:
Arboretum, Sea Grant, International Center
March 4, 2002
MAC Hall negatives for collections areas:
Humidity (lack thereof).
Security there is none. Previously, had a burglar-alarm type, keyed, system. Now, would prefer a card lock alarm system - have met with Duane Kelsey to ID needs; plans are in the works.
MAC Hall positives:
Room to do what we want to do
Heavily used by students great feedback from students
Classrooms work well for workshops
Area allows for interaction with faculty and staff
Discussed role of connecting with the community, combining access and quality with growth to generate resources.
The Chancellor stated that he’d like a list of what those in this area are doing in the community.
Reply was that a 4-day workshop will be held next week. There have been some problems in working things out with the GIS staff.
The Chancellor stated that there is no group on campus to arrange on-campus meetings for community groups.
The Chancellor said he has heard in the community that the Arboretum is a wonderful resource, but that only a half dozen people use it.
Feedback: That is not true. We want the Arboretum to be friendly to users (i.e. hiking and biking). There is a No Dog policy that some users don’t like, but that’s a State regulation, not a campus regulation. We’re maintaining “natural” (not manicured) surroundings we don’t want manicured surroundings. There is a new gateway from MAC Hall to the Arboretum and with new facilities in MAC Hall, we’ll now have opportunities to make others aware of what’s available.
The Chancellor briefly mentioned the Einstein Project. He is for having outside facilities located on campus IF there’s a strong academic rationale. Education sees a strong academic rationale for having the facility on campus.
Feedback: Historically, U.S. Fish & Wildlife had been located on campus. Student internships are offered through Fish & Wildlife, the Forrest Service, and Natural Resources.
It was mentioned that there is a decline in international students coming to campus. That’s due to lack of recruiting, the economy (value of U.S. dollar versus foreign currency), and not enough remissions to address student needs. We don’t have a say in who gets remission that’s done in Admissions we know who needs it, we know the students. It’s important to all of our students to have international students on campus; many of them stay in touch after leaving campus and are doing great things. International students are heavily involved in the community and on campus (i.e. today’s international student fair is an example of their involvement).
The Chancellor mentioned that international students have told him that we don’t take advantage of them being on campus (i.e. talking to classes and service groups). They’ve also told him that it would be nice if others visited the International Center. He wasn’t aware that their numbers are going down. Mentioned hosting international students at Thanksgiving.
The number of students we’re sending overseas is going up. We added a new program in Germany this summer. Since September 11, immigration paperwork has greatly increased understaffed.
The Chancellor mentioned that he sees resource issues wherever he looks. If we can, say, reach 7,500 over a decade, being funded at average cost, that will create "economies of scale," freeing up funds to go to direct support of student learning. Several campuses, last time around, followed that strategy very successfully. We chose a different route. One thing is clear, we will not receive more funding to do what we are already doing. What is your reaction to a 10 to 12 year goal of being significantly larger?
Feedback: Aren’t enrollment caps set by Madison?
The Chancellor said “yes,” but there are different ways to grow. We could grow by offering what the state wants (i.e. Environmental Engineering). We could grow through better retention (though in the past we paid a penalty that’s very unusual). We won’t water down quality to gain access. We can grow by offering programs that cover costs.
We talk about having more students, but students can’t get into courses they need. Gen Ed courses have space available, but it might not be the program the student wants. International students register once they arrive and by then, courses are closed so we’ve worked it out with faculty to take them. Many international students take our business courses.
The Chancellor asked if there is priority for registration.
Feedback: No determined by the number of credits a student has.
The Chancellor replied that that’s the problem. At Oregon, they followed an academic rationale: first priority seniors (so they can graduate), second priority freshmen, third priority sophomores, and fourth priority juniors.
Provost Pollis stated that this would be worth thinking about.
We used to have more sessions for freshmen we used to have a full summer program we used to have an intensive January program.
Provost Pollis explained that January programs went away because of declining enrollments in those programs. Faculty were evenly split about wanting it versus not wanting it.
Is there summer interest for Gen Ed?
Provost Pollis said “yes” some go over well (i.e. issues courses and ethnic studies courses).
The Chancellor inquired about distance ed courses. Students can’t graduate from UWGB unless they come to campus, so that’s not true distance ed. Students will pay a premium to learn via distance ed.
Feedback: That’s a great way to offer courses. We’re not known as offering courses that way; we need to advertise.
Provost Pollis replied that distance ed is being developed in special courses (i.e. Extended Degree).
Feedback continued: There is resistance quality is the biggest concern but it can be done, organize courses so students needs to come to campus a couple of times a semester.
The Chancellor talked about the “affective” dimension some students aren’t comfortable participating in a classroom situation.
Do we allow students to take courses through other campuses and do we accept those credits?
The Chancellor replied “yes.” Went on to talk about engaging the community. Lecture discussions (the way we learned in the past) is not effective. Designing web courses makes us rethink what we offer and how we offer it.
Feedback: Funding of offering web-based courses is an issue. It’s time consuming when first put them together.
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