ࡱ>  lbjbjVV ;<<}%dd"$   PYDD 6t( "+++6666666$8:86!"R@!"!"86++'M6$$$!"++6$!"6$$2h4+4L ""D35c606T3c<"c< 44c<4(jp$l`8686$d6!"!"!"!"c<d m: Annual Report College of Liberal Arts Donna Kuizenga, Dean June, 2005 Overview The College of Liberal Arts plays a crucial role in the attainment of the Universitys goals of research and retention, and the reputation that is a by-product of those goals. We teach the largest number of students, and have the largest faculty. We offer undergraduate majors in 26 fields, and assume the preponderant responsibility for the general education curriculum, providing instruction to undergraduates from across the University. CLA has graduate programs in 7 fields, including three of the Universitys finest and most competitive programs. Our faculty are also significant participants in the Ph.D. in Public Policy and the two MSPS programs. In FY 04 the College of Liberal Arts generated 1.9M in external funding. This is an impressive achievement in view of the paucity of external funding in most liberal arts fields. This past year, CLA faculty have received two NEH Fellowships, a Fulbright Research Fellowship, the Rome Prize, a fellowship to the University of Connecticut Humanities Center. Faculty publish with the finest presses and journals, including Oxford, Cambridge, MIT, Yale, Columbia and Cornell. In Spring 2005, College of Liberal Arts Faculty won the Chancellors Distinguished Awards in Research, Teaching and Service. Our successes in educating our students and in producing research thus have a preponderant impact on the Universitys success in research and retention. We are, by many millions of dollars, the largest generator of tuition and fees. The College is in very fragile condition, however. It lacks sufficient tenure stream faculty to accomplish its mission. In FY04, CLA taught only 46% of its undergraduate courses with track faculty. A National Bureau of Economic Research study has shown that six-year graduation rates drop as the percentage of non-track faculty increases, so this is an important consideration in retention.  CLA is the most poorly funded of all the schools and colleges at the university. [See Appendices A and B]. During FY05, we have undertaken a number of initiatives to address some of the Colleges most pressing needs. The body of this report summarizes those initiatives and sets directions for the future. Research For many years, the College of Liberal Arts has had no funds available to help faculty pay research expenses. In 2004-2005 I created the Deans Fund for Faculty Development, providing such funding on a competitive basis. In order to support junior faculty, half the funding was reserved for them. The program ran successfully. Based on feedback from faculty and chairs, the program will be revised for 2005-2006, providing fewer but larger grants, and associating successful grant applications with a course release. The College of Liberal Arts has provided some funding for travel to give papers at scholarly meetings. In 2004-2005, I increased this funding by 50%. Here again half the funding was reserved for junior faculty. To further encourage research, I have provided course releases to faculty submitting successful Healey grants. In conjunction with Richard Antonak, I have worked with externally funded faculty to provide sufficient release time for their funded work. Rebuilding the faculty If the University is to reach its goals in research and retention, it is crucial that we rebuild the College of Liberal Arts faculty. There is an overall numbers problem, and within that a demographic problem. As noted above, the College taught only 46% of its undergraduate courses with tenure stream faculty in 2003-2004. This situation has a serious negative impact on retention, since in many departments it is impossible to assure good faculty advising for majors, or the kinds of research and capstone experiences that help students become more academically engaged. Since only tenure stream faculty have research responsibilities, the low numbers of these faculty in CLA has a negative impact on the Universitys research mission. Rebuilding is thus crucial. In 2004-2005, we hired 14 new tenure track faculty [with FY06 impact]. Our hires are outstanding, and are an important step in rebuilding the faculty. In order to continue this process, I have instituted a planning process with department chairs and program directors, working with them to look at how their disciplines are evolving, and what will be needed to build the programs of the future. In this effort, I combine overall planning with statistical data on numbers of students and faculty and research productivity. It is on this basis that I will make future line requests. As we bring in more junior faculty however, we face another problem. Overall, the College has a large cadre of faculty who are retirement eligible or will be within one to two years, and an increasing group of junior faculty, with very few mid-career faculty. Many departments have not had junior faculty for many years. This makes support for junior faculty, mentoring, and good personnel practices essential. In order to address these issues, I have undertaken a number of initiatives. As a result of two meetings I held during the fall semester with junior faculty, in January I created a Junior Faculty Task Force, which has been very ably chaired by Professor Jean Humez. The Task Force has already produced guidelines for junior faculty and for chairs and program directors about how to prepare for personnel reviews, how to seek out or give mentoring and a number of other matters. The Task Force has surveyed junior faculty in the College and its report will also contain a number of recommendations that I hope to be able to implement in the coming years. The Task Force has asked to continue its work next year, and I expect that they will offer more insights on how the College can better nurture its increasing numbers of junior faculty. As noted above, I have reserved research and travel funding for junior faculty. I have also worked with chairs who are hiring to create a more flexible and more useful deployment of the two course releases which new hires receive. I have also instituted a policy of awarding one course release upon successful completion of the fourth-year review. This being said, it must be noted that the single biggest obstacle to more research success in the College is the teaching load of three courses per semester. I have instituted several strategic programs of course releases, described above, but cannot move beyond this point without severely negatively impacting the experience of our students. In the coming years, the University needs to make sufficient investments in faculty to allow us to move to a standard five-course load. Otherwise the University will not be able to meet its goals in research and retention. I have also worked with the chairs and directors group to reach common agreement on some basic procedures and policies to be followed in personnel actions. In the fall, we will consider revision of the student evaluations of teaching in order to provide better evidence of success in teaching for personnel actions, and to provide more substantive feedback to departments, allowing them to improve their instructional programs. Student Retention Student retention is a major concern. Since the First Year Seminars are our primary tool for acclimating first-time first-year students to the university and for preparing them for the academic demands they face, I was very disturbed to learn how few sections of these seminars were taught by tenure stream faculty. While adjunct faculty may be fine teachers, and while I would always expect that a number of them will continue to teach in the First Year Seminar Program, it is crucial to have tenure stream faculty, who have the full range of advising and research responsibilities, engaged with first-time first-year students. In order to increase the number of tenure stream faculty teaching first-year seminars I instituted a retention tax requiring each department hiring a new faculty member to provide a section of the First Year Seminars taught by a track faculty member. As a result, next fall the number of such sections will rise from 4 to 10, and I expect more increases in future years. A second concern is advising. CLA students have more than one locus of advising, and it was thus important to assure as smooth a transition from one to another as possible. I worked with the department chairs and program directors to create a liaison list for the Advising Center, to help smooth the transition from the Center to departmental advising. I have also asked all departments to make efforts to improve their advising of majors. We have had some success here, but there is much more to do. There are several obstacles to be overcome. First, in some departments, there are simply not enough faculty to advise majors well. Second, we need to make the effective advising of majors a priority for every department and program. Third, the College of Liberal Arts has both the largest number of undecided students, and also the students who are the most truly undecided. These students are at high risk for dropping out. The College and its faculty have no role in advising these students. This is a serious problem that needs to be addressed not because the professional advisors are not doing a good job, but because for retention, students need to find an academic home, and the current system militates against that. In the coming year, I plan to continue working with departments and programs to optimize major advising as much as resources permit. I will work with the Provost to address the larger issues of advising on campus. Resource Management The College faces significant challenges in this area. Instructional resources: With the advent of hybrid funding, departments and programs were no longer held to specific budgets for adjunct instruction. As a result, over the last three years, numbers of sections increased while numbers of students decreased. To respond to this, I instituted a system of Enrollment Management as of Spring 05. Approximately 50 low-enrollment sections were eliminated in Spring 05 generating savings of approximately $164,000. Chairs have been given target numbers of sections for Fall 05 and Spring 06. Enrollments will be carefully monitored. Operational Dollars: As noted above and in Appendix A, the College of Liberal Arts has the lowest allocation of CTF dollars per FTE faculty member of any of the schools or colleges. I have created a five-year plan to rectify this situation, and have requested the first installment as part of my FY06 budget. My request is conservative. It takes into account the differential infrastructure needs of the various schools and colleges, and even when fully implemented, would leave CLA in last place in this category. As the dollars are allotted, I plan to undertake a systematic department by department analysis of operational dollars, and distribute funds differentially to assure first that there is a minimum floor per FTE faculty member and secondly to take into account the different infrastructure needs of different departments. Support Staff: As is the case with operational dollars, the College of Liberal Arts has the fewest support staff per FTE faculty of any of the schools or colleges [Appendix B]. In this case as well, I have created a five-year plan for improving staffing, again taking into account infrastructure needs. My plan is to use the new lines to centralize business functions and free departmental staff to spend more time supporting faculty and students. Here again, staffing dollars will be distributed based on a department by department analysis. Space: Space continues to be a major challenge for the College as we do not have adequate office space for current faculty, nor do we have adequate laboratory space. The space currently requested will address a number of these problems, but will still leave us with less than sufficient space for our needs. I continue to work to make the best and most creative use of what we do have. Initiatives The College has a number of new and ongoing initiatives on which progress was made during the past year. Historical Archeology: During the past year, working in cooperation with Emily McDermott, Dean of Graduate Studies, we were successful in moving the masters program in historical archeology from a track within the history MA to being a free-standing masters program in the Department of Anthropology. This move, which is consistent with the evolution of the field, will allow the programwhich is nationally competitiveto move to even higher levels of achievement both in research and in the preparation of students. MFA in Creative Writing: Work on this program began more than a year ago. A preliminary proposal was submitted and based on feedback, a final proposal is being crafted for submission to governance in the fall of 2005. We have the faculty strength to begin a very fine program, and expect to be successful in gaining its approval. Fundraising will be required for student support and for co-curricular activities. At full strength, we expect to take in a class of ten students per year for the three-year program. Off-Campus Programs: The College gained approval for an on-line version of the masters in Applied Linguistics. There are two reasons for the creation of this program. First, there is tremendous demand for individuals trained in second language acquisition, and the Applied Linguistics program offers a distinctive marriage of theory and practice in this area. Second, the United States restrictive visa policies prevent many foreign students from coming to study here, and this has had a particular impact on the Applied Linguistics Program since one of its areas of specialization is the teaching of English as a second language. The online program allows these students access to the degree from which they would otherwise be barred by xenophobic immigration policies here. The College is currently collaborating with Continuing Education on the possibility of offering an off site MA in History to a cohort of teachers in Plymouth. Discussions are ongoing at the time of this writing. Urban Cultural History Center: This Center is the Colleges new research initiative, bringing together scholars in the humanities, social sciences and arts in cross-disciplinary research on the urban cultural fabric. A ten person ad-hoc committee, led by Professor Elizabeth Fay worked during this year to create a definition, mission statement and implementation plan for the Center. That committee has now produced an excellent report which served as the basis for a proposal that will be submitted to the CLA Senate in the fall of 2005. In February 2005, a first symposium was held on campus, including guest speakers, a panel and general discussion on the practice of cultural history. It was attended by about 30 faculty from 91Ƶ, UMass Amherst and Harvard. A second event, co-sponsored with the Trotter Institute and the Healey Library is planned for the fall and will focus on Black Boston. I expect the Center to be created during the 2005-2006 academic year. When fully operational, the Center will sponsor symposia, reading groups, research seminars, and innovative teaching. Psychology: 2004-2005 was an important planning and reevaluation year for the Department of Psychology. Psychology has built an extremely successful PhD program in clinical psychology, and has the largest number of undergraduate majors in CLA. It also brings in considerable amounts of external funding. There has been a price for this success however. While nationally, Psychology Departments with APA approved doctoral programs tend to be split approximately 50/50 between clinical faculty and faculty in biobehavorial. This reflects the evolution of the discipline. On this campus however, the split is about 70/30 with clinical faculty, not surprisingly in the majority. The long-term viability of the department requires a better balance between the two sub-areas. During the year I worked with the department to create a long-term plan to build a research cluster in the biobehavioral area, including plans for faculty hiring, lab space and start-up funding. We will begin implementing the plan as of fall 2005. All these initiatives, as well as the other activities described above are coherent with the Colleges strategic plan created in fall 2004 in consultation with the CLA Senate and the chairs and directors group. A copy of that plan is attached as appendix C. Progress toward each goal is noted on the plan. Challenges for the future Overall this has been a successful year for the College, and our new hires make our future bright. Nonetheless, daunting challenges remain in improving the undergraduate student experience, finding adequate support for graduate programs, and increasing operations funding and staffing levels. It is imperative that we provide better conditions for our junior faculty, and indeed all our research faculty. The demographic pattern created by years without any hiring followed by two buy-outs, puts a severe strain on the faculty. There are relatively few senior faculty to assume the work of mentoring and reveviewing the junior faculty. The service demands on junior faculty are heavy at the very time when their attention should be centered on teaching and research. The only solution to this problem is an aggressive hiring program, including some senior-level appointments, probably as department chairs. The College currently has no fundraising strategy beyond annual departmental appeals. It is crucial that we develop a long term fundraising plan for College and that we receive sufficient support from Institutional Advancement, or in staffing in the Deans office, to implement it. Finally, we must continue our efforts to increase the amount of extramural funding obtained by the College. Appendix A CTF Dollars per FTE Faculty by College FY 04 [actual $ received by CLA]  SHAPE \* MERGEFORMAT  CTF per FTE Faculty by College FY04 [dollars budgeted]  SHAPE \* MERGEFORMAT  Appendix B FTE staff to FTE faculty  CLA CSM CPCS CM GCOE CN Appendix C College of Liberal Arts Strategic Plan 2008 2004-2005 accomplishments in bold The College of Liberal Arts brings together programs in the humanities, social sciences, fine and performing arts, and is home to a number of interdisciplinary and inter-college programs. The College is committed to providing high-quality liberal arts majors to its students, and to producing both pure and applied research and creative activity across the span of its disciplines. The CLA is the largest of the colleges at the university and plays a major role in the general education curriculum, providing virtually all of the first and second-year seminars and the majority of distribution courses. It is not an exaggeration to say that with very few exceptions, every undergraduate student at 91Ƶ takes some course work in the College of Liberal Arts. Just as the College of Liberal Arts must balance the demands of providing quality general education to a broad audience with offering high quality academic programs to its majors, so it balances its support for a select array of graduate programs with its commitment to undergraduate programs. The College contributes to the Universitys urban mission because a significant proportion of its research, teaching, service and outreach that is relevant to the city, region and state. In the most fundamental sense, we respond to the urban mission by offering the students who come to us with a first-rate education. In addition, our programs and faculty have relationships with the schools, social service agencies, cultural organizations, community organizations, government agencies and political organizations. A concern with cultural pluralism and diversity is a prominent feature of much research and teaching in the College. As the College replenishes its faculty, we will continue to hire faculty whose research and teaching focuses on the Universitys urban mission. The College is committed to the Universitys goals of Research, Retention and Reputation and what follows uses these three categories to organize its strategic goals for the coming four years. Under the fourth R, Renewal I will group a number of administrative and strategic initiatives that are essential to the success of the College but do not fall easily under the first three categories. The goals listed below are those I plan to accomplish by 2008. Because almost all of them require the cooperation of multiple partners, projects will evolve at different rates. Research: In cooperation with the Provost, engage in multi-year hiring effort to replenish the faculty. By hiring active researchers at beginning or in mid-career, we will increase the research productivity of the faculty. New faculty recruitment will continue to emphasize bringing diverse faculty to the university. 14 new tenure track faculty hired effective FY 06 Support junior faculty development through possibility of teaching-free semester during probationary period, set-aside research funding for junior faculty. Put into effect for new hires coming on board as of Fall 05 and onwards. Work with central administration to provide sufficient laboratory space, startup funding and equipment for new faculty. Successful collaborative efforts on startup funds for FY 06 faculty. Work with CLA Senate, junior faculty and department chairs/program directors to develop additional means of mentoring junior faculty. Task force on junior faculty appointed, reporting in Spring 05. Products include documents for both junior faculty and department chairs/program directors. Junior faculty will now receive a course release upon successful completion of fourth-year review. Support existing CLA graduate programs. Increase focus on collaborative faculty-student research. Seek increased funding for graduate students to provide competitive stipends. Evaluate current allocation of assistantships to maximize their effective use. Examine the feasibility of additional graduate programs. Worked with Psychology to create multi-year plan to strengthen research in areas of biobehavioral, cognitive and developmental psychology. Appropriate lab space has been requested. Participated in deans group on allocation of graduate stipends. No results from this latter process yet. Beyond the MFA in creative writing, examination of feasibility of additional graduate programs has not yet begun. Work cooperatively with other deans on present and potential shared graduate programs, especially the dean of the McCormack School. Work will begin with arrival of Mc McCormack dean. Increase internal funding for research/creative activity through CLA funds and increased cooperation with the Vice Provost for Research. Research fund created for CLA faculty. Travel funds increased by 50%. Both efforts were successful. Based on feedback however, the research funding procedures will be revised for 2005-2006. Create mechanism for allocating course releases for research projects/creative activity. Course releases will now be granted to faculty who successfully complete 4th year review. Course releases will now be associated with the internal research grants in the College. Course releases are also awarded to successful Healey Grant applicants. Increase extramural funding. . In cooperation with Richard Antonak, I am using course releases to support faculty who are successful in obtaining extramural funding, as we are working to provide adequate salary support to faculty obtaining one-year fellowships for research or creative activity. Foster cutting-edge interdisciplinary research and teaching across the span of the liberal arts disciplines through the creation of a Center for Urban Cultural History. Seek outside funding [e.g. FIPSE, NEH, philanthropy] to support Center and eventually create an endowment to put on a sustainable basis. Ad-Hoc Committee appointed with report in May 2005. Plan for center formation will go to CLA Senate and CLA chairs and directors group in September. Center will be formed in late fall, with initial activities in 2005-2006, and fundraising for 2006-2007 and beyond. Gain approval for MFA in Creative Writing. Fund-raise for speaker series and eventually for scholarships. Progress has been slow here. Proposal was revised. We visited Amherst to discover their views of our proposed program. Proposal budget is undergoing final revision, so that it may go through governance in Fall 05. Retention: Further enhance advising in the majors. Increase mentoring, research and internship opportunities for undergraduates. Improved communication with Advising Center has been achieved through departmental liaison system. Advising of majors has been discussed in chair/program director meetings and some improvements have been made at the department/program level. Much work remains to be done in this domain however, especially as we rebuild the faculty. Work with department chairs and program directors to engage in periodic reviews of the structure and offerings in their majors to make certain that the programs of study keep pace with developments in the disciplines and serve the needs of our students. Discussions are underway about the amount of upper level work that should be required in the major. Departments have been encouraged to rationalize the numbering of their courses so that the levels of the curriculum are better articulated and a number of departments have modified their offerings in this way. Shift teaching in first-year seminars to majority tenured and tenure-track faculty in combination with long-term non-track faculty. Retention tax instituted requiring each hiring department to provide a first year seminar taught by a tenure stream faculty member. Result for fall 05 is that the number of such courses increased from four to ten. Program is ongoing. Work in cooperation with the Vice Provost for Academic Support Services to create a seamless advising web for students, improve career information and support for liberal arts students and to better coordinate and publicize internship opportunities. See above for liaison system. In conjunction with Center for Urban Cultural History, add capstone course options to the curriculum that are interdisciplinary and help graduating students bring together the skills they will need in graduate school or the world of work. Increase percentage of instruction offered by tenured and tenure-track faculty. The 14 successful hires are the first step in this direction. Foster the development of excellent pedagogical practices, including the judicious use of technology in teachingfocus especially on junior faculty. Continue to provide the vast majority of faculty for the Honors Program, distribution courses, general education, the Writing Proficiency Requirement. Work cooperatively with the other deans to make certain that students in cross-college programs are well-served. Reputation Completely renovate Colleges web presence to provide substantive information that is appealing and user-friendly. Include material on faculty and student research, as well as course offerings and programs of study. After multiple delays beyond the Colleges control, the project is underway and much progress should be made in summer 05. Use web site and other public venues to highlight and display faculty research achievements. See above. Bulletin board in heavily traveled hallway outside of office now used to display faculty research and creative activity. Through the Urban Missions Committee and other public venues highlight the multiple ways in which the CLA contributes to the Universitys urban mission. High CLA participation in fall event and moderate participation in spring event. Large amount of information on urban mission related research, teaching and service submitted for data base. Dean continues to serve on Urban Missions Committee Devise ways to highlight student achievement, especially to the general public. Work with Admissions to generate materials for potential students that will highlight the colleges strengths. Brochure and fact sheets created. Work with Development to begin cultivating a donor base. In these initial phases, spreading the good news about the college and building support will be the focus, since this is the basis on which fundraising can take place. Use high-profile programs and departments such as the PhD program in Clinical Psychology, the Applied Linguistics Program, and the nascent Center for Urban Cultural History and MFA in Creative Writing to put the college on the map in academic circles beyond the immediately surrounding area. Renewal: Inventory support staffing patterns for college and in cooperation with Provost and Vice Chancellor for Administration and Finance, devise plan for rationalizing and improving staffing. Global five-year staffing plan developed for College. First installment requested in FY 06 budget. Detailed analysis at the level of the department/program remains to be done. Institute enrollment management plan in the College to make sure that course planning is rational and that capacity utilization remains at a reasonable level. Work with chairs to devise and implement plan. Enrollment management implemented as of Spring 05. Approximately 50 low-enrollment sections were eliminated. Chairs were given target numbers of sections for Fall 05 and Spring 06. Enrollment is carefully monitored. Work with the CLA Senate to increase the size of the College Personnel Committee in order to process the significantly increasing number of fourth-year review and tenure cases. Work with department chairs/program directors to streamline processes as much as possible, given their increased responsibilities for personnel actions. Idea of increased size has been accepted. This will need to be implemented in Fall 07. Worked with chairs to arrive at a common understanding about a number of procedures in personnel actions. That work is largely complete, and supported by the chairs. Improve collaboration with Development both on project-based fundraising and on cultivation for the long term. Work with Provost to rationalize and improve compensation of chairs and program directors. Spear-headed effort that reached agreement of deans group on new university-wide plan. That plan is due to be implemented in Fall 05 Engage in the new space planning effort to address College needs for additional space for laboratories, offices and instruction. Space requests submitted. Advocate for improvement in centralized infrastructure support needed by CLA and the other units as well [e.g. more smart classrooms, statistical support, infrastructure for teaching film, video, computer tech support, improved career counseling for students]. Improve Admissions efforts in cooperation with Admissions. Active participation of College faculty in all Admissions initiatives. Work collaboratively with new CLA Senate to provide a model of successful and responsive faculty governance. Improved communication with the senate by reporting to them at every meeting. The Senate has agreed to look at its organization and committees next year, with particular emphasis on the curricular approval process. Work in cooperation with Provosts office to institute standard class schedule and to maximize use of space. Done. Additional item not in plan: Create plan for increasing operations dollars for the Colleges departments and programs. Five year plan created globally for the college and first installment requested in FY06 budget. With the allocation of additional funds, a detailed analysis of departmental budgets will need to be undertaken.  CLA accounts for 49% of the total university IFTE students, and has 46% of the FTE faculty and 44% of the headcount faculty [Fall 04, OIR].  Psychology, Historical Archeology and Applied Linguistics.  The funding for the National Endowment for the Humanities and the National Endowment for the Arts represent approximately 0.05% of the total budget for the NEH, NEA, NSF and NIH.  Roland G. Ehrenberg and Liang Zhang, Do Tenured and Tenure-Track Faculty Matter? National Bureau of Economic Research, Working Paper 10690, http://www.nber.org/papers/w10695.  . Figures produced by Finance and Administration based on January 7, 2005 data provide similar results.     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