ࡱ>  |bjbjVV <<r,  ]m}}}4htD/.......$1y4Z.}.}}.}}..*|,̳tLl+n..0/0+4\L4$,,4}.,@../4 #: COLLEGE OF LIBERAL ARTS ANNUAL REPORT ACADEMIC YEAR 2008-2009 DONNA KUIZENGA, DEAN Contents Introduction..3 Strategic Objectives .....3 Goals for AY 2008-2009.4 Other Achievements for AY 2008-2009.6 Strengths and Weakness..7 Unit Goals for AY 2009-2010.10 Impact of Activities of Other Campus Units11 Conclusion.12 Introduction This annual report for academic year 2008-2009 details both the many achievements of the College of Liberal Arts and the challenges it faces. The picture which emerges is one of both high attainment and high ambition. The College plays a key role in the Universitys research mission, its teaching mission and its service mission. The work of the Colleges faculty and staff respond to all four priorities of the University Strategic Plan. In this report you will find a detailing of our current and future goals, an outline of opportunities before us and obstacles to seizing those opportunities. Strategic Objectives The strategic objectives of the College of Liberal Arts are well described in the 2008-2010 college strategic plan. CLA makes substantial contributions to the Universitys mission of research, teaching and service. The disciplines in the collegehumanities, social sciences, fine and performing artscover major areas of human knowledge and experience and address significant societal needs through a variety of methods that include visual, literary, political, and historical analysis. Our interdisciplinary programs, cross-college, cross-university or external partnerships, position us to move nimbly as the frontiers between disciplines are redrawn, and as new paradigms of knowledge emerge. Cognizant of the Universitys urban mission, many of the Colleges research and teaching programsboth undergraduate and graduateexplore past and present urban and transnational, and international issues such the personal and social consequences of social and cultural change, migration, transnational identities, intercultural relations, health care, education and the environment in Massachusetts and the U.S., as well as international issues ranging from development and human rights to conflict and diplomacy in frameworks ranging from the local to the global. In the humanities, social sciences and the arts, we offer a rich mix of cross cultural perspectives on these issues. In the areas of research, teaching and service, the Colleges goal is to maintain the highest standards as exemplified by national and international norms. In research, the Colleges faculty is highly productive as measured by peer-reviewed publications, extramural funding, and artistic production. The College is committed to excellence in research/creative activity across the disciplines, a commitment that is not only congruent with our status as a research institution, but one that informs and underpins teaching at every level from undergraduate through doctoral study. In teaching, the Colleges faculty is committed to the success of every student, undergraduate and graduate, in our richly diverse student body. This commitment is enacted in classes both large and small, in office hours and in off campus learning opportunities. In service, the College engages in many collaborative projects, including work with the K-12 schools, engagement with the immediately surrounding community and with communities across the world. With the College of Science and Mathematics, the College of Liberal Arts shares the responsibility for the education of all undergraduate students, and it is responsible for the preponderant majority of the general education instruction of all undergraduate students and has taught the lions share of courses in the Honors Program. CLA faculty are the mainstays of much of the faculty governance on campus, and have a history of constructive collaboration in service and teaching and research with other Colleges, Centers and Institutes. Its faculty make important teaching and research contributions to programs in the other schools and colleges. CLA generates the largest amount of unrestricted revenue for the institution. It is my responsibility as Dean to make sure that the College uses its resources to maximum strategic advantage for the University as a whole. Sound financial and human resource management are thus essential strategic goals as well. Goals for AY 2008-2009 The Colleges goals for 2008-2009 as listed in the College strategic plan follow, with comments on the status of each. The numbers in brackets refer to the particular aspects of the University strategic plan which are addressed by each item. Goals for 2008-2009 Developmental Sciences PhD [2.5] Finalize proposal for PhD. The preliminary proposal is complete and we have received authorization from the Presidents office to prepare a complete proposal. That proposal should be substantially finished by the end of the summer. Develop plan for Infant Mental Health track in MA in Psychology. This plan is still in progress and should go through governance next year. Play central role in creation of Developmental Sciences Research Center [2.5] As the chair of the university-wide committee that created an implementation plan for the DSRC, during this year I have continued to shepherd the process in three ways: Working with John Ciccarelli and our Washington lobbyists to make a 1.6M earmark request for FY 10 Representing the interests of the DSRC in the negotiations over space in the Integrated Sciences Center Working with the Interim Provost and in consultation with the Dean of the College of Science and Mathematics on the appointment of the first director of the DRSC effective September 1, 2010, Professor Celia Moore. Improve retention and graduation rates through college professional advising of incoming students and undeclared students. [1.1] Action on this initiative was delayed for many months for reasons external to the College. In April, yet another revised proposal for CLA advising was submitted. Make concrete progress toward 2+2 load, by increasing bank of course releases available for research projects. [2.4]. Since no University wide approaches to the course load issue were implemented this year, I appointed a committee of six department chairs to craft a transition plan for the college. A number of their recommendations will be implemented beginning in Fall 2009. A gradual transition plan is being crafted to make the shift to the 2+2 load over a number of years. I have worked in collaboration with both the chairs group and the CLA Senate on these implementation steps. Gain BOT and BHE approval for Asian Studies major. [2.5] Major was fully approved and will admit the first students to the East Asia track in Fall 2009. Planning for the South Asia track is currently underway. I supported the creation of the required introductory course by providing course releases for course development to the two instructors of this team-taught course. Recruit new director for Communication Studies, and create major, based on task force report. [2.5]. We successfully recruited Kenneth Lachlan from Boston College, and he will join us in the fall. Outstanding concerns here relate to the ability to provide the support in terms of both personnel and money, to move quickly on this initiative. Work with departments to assure that adjunct faculty are integrated into the Colleges academic programs. The status of adjunct faculty was discussed at two chairs meetings this year. I met with the adjunct faculty in the fall, and CLA sponsored the Hidden Treasure event featuring the contributions of CLA adjunct faculty on April 22, 2009. Begin aggressive hiring of new faculty, over and above replacements, to rebuild faculty. [2.4 and 2.5] The College conducted 19 searches this year. 17 have been successful, 2 failed. All the faculty hired are of excellent quality. It must be noted, however, that of the total searches authorized 58% were replacements. CLA must hire at a more aggressive pace if it is to rebuild the tenure stream faculty. Graduate programs [2.5] Examine feasibility of additional graduate programs, including masters in Applied Economics. Pre-proposal was completed, revised and resubmitted and awaits further revision. Foster expanded faculty participation in existing and projected graduate programs, including those in international relations/studies There were CLA representatives on the Global Studies Task Force that the Interim Provost convened this year. It remains unclear, however, whether the faculty of CLA, who collectively represent by far the largest and deepest pool of international expertise at the University, will have significant opportunities to participate in the contemplated programs. Make College plan for graduate education. This goal was not met, in part because the Associate Dean with responsibilities for graduate programs was on sabbatical in Spring 09, and in part because the economic situation demanded time and attention that might have otherwise been devoted to this task. We will look at overall college plans for graduate education as we make our next strategic plan. Other Achievements for AY 2008-2009 In October I appointed a task force on Atlantic Studies: Ann Blum [Hispanic Studies], Claudia Esposito [Modern Languages], Leonard von Morze [English], Marc Prou [Africana Studies], Woodruff Smith [History], Nancy Stieber [Art], Roberta Wollons [History]. My charge to the task force was to examine these possibilities, including but not limited to, an assessment of faculty strength and interest in this area and of the feasibility of a research emphasis, research cluster, undergraduate major or graduate program. The initial task forces report, submitted in March 2009 recommended a focus on the nineteenth and twentieth centuries. It also recommended that for the coming academic year, the Research Center for Urban Cultural History put on a number of events that would lead to a conference in Fall 2010. A core group has now established itself, mixing members of the task force with RCUCH regulars, and adding in new faculty members. Robert Lublin, the acting director of the RCUCH reports that there have been two recent meetings regarding Atlantic Studies and the RCUCH in which the group started to develop concrete plans for the next two years. These plans include 4-5 Study Group style events focusing on a series of related themes in Atlantic Studies that can then be explored in a conference in Fall 2010, which they hope to hold at the Boston Public Library. They expect this conference, and the events leading up to it, will explore the topic of "Atlantic Cities," which seems to particularly relevant to urban cultural history and exciting territory for further study. The successor group consists of Robert Lublin [Performing Arts], Woodruff Smith [History], Len von Morze [English], Nancy Stieber [Art], Marc Prou [Africana Studies], Ann Blum [Hispanic Studies], and Tracy Goode [History]. Woodruff Smith has agreed to take the lead on the study group events. Nancy Stieber will also play a significantpart. Both of them are on the Advisory Committee for the RCUCH, cementing the connection between the RCUCH and Atlantic Studies at UMB.Len von Morze has already started talking with and will serve as liaison to the BPL. Atlantic Studies is clearly a cross-disciplinary research interest for faculty, and I expect productive research collaborations to come from this area. Whether Atlantic Studies is viable as an undergraduate or graduate degree area remains to be seen. The Research Center for Urban Cultural History had a very successful year, sponsoring multiple talks, symposia, offering its first course, and in all of this sponsoring interdisciplinary research. With the directorship of Latino Studies moving into CLA, we have begun to revitalize the program, which is engaging in curriculum development and reform, and reaching out to students more actively than in the recent past. Another initiative I undertook was to open discussions with CPCS about a possible cross-college minor in community engagement. While CLA students want a bachelors degree with the conventional array of a major and general education requirements, they are concerned citizens and have a strong interest in community engagement. I believe the possibility of this cross-college minor could create a win-win situation. It would provide an intellectually coherent program to students, marshal the considerable expertise of CPCS faculty in this area, and allow both colleges to better coordinate their considerable offerings in this area, aligning them with theory in addition to practice. To this end I discussed the idea with Cuf Fergusson, and we jointly put together a task force which is currently examining the possibilities. I would expect a report toward the end of the Fall 2009 semester. The College considered 12 tenure cases, 14 fourth year reviews, two promotions, and four senior lecture cases. While these decisions are very positive for the Colleges future, they represent a heavy work burden for the senior faculty, who deserve much thanks for the hard work they did in preparing and considering these cases at both the departmental and college levels. Strengths and Weakness The College of Liberal Arts has enormous strengths in its faculty as teachers, researchers and University citizens. It is not possible in the confines of this report to delineate all the accomplishments of more than 300 headcount faculty. A perusal of faculty AFRs reveals the publication of some 14 books, 148 articles, 50 creative productions [poems, juried shows, performances, etc], numerous innovations in teaching, and copious examples of service and community outreach.  In FY 07, CLA generated $2.6M in direct costs and $331K in indirect costs. Below is a small sampler which gives a sense of the extent and variety of CLA faculty achievements: Robert Johnson, Africana Studies: His play Mother G ran Boston Center for the Arts from May 27 through June 5, 2009 Cat Mazza, Art: Creative Capital Grant; New Media Arts Fellowship (Rockefeller/Ford Foundation) Randy Albelda, Economics; Keynote Speaker, Association for Gender Equity Leadership in Education 2008 National Conference. "Is College the Ticket to Women's Equity?" Askold Melnyczuk, English: Fellowship to the Santa Magdalena Foundation Writers Retreat in Donnini, Italy Linda Dittmar, Professor Emerita of English, won a Fulbright award to India, where she will serve one semester as Distinguished Chair at Osmania University and the International Studies Center in Hyderabad. David Hunt, History: Vietnams Southern Revolution: From Peasant Insurrection to Total War, 1959-1968 (University of Massachusetts Press, 2009) Stephanie Hartwell, Sociology: Department of Youth Services: Principal Investigator, 2 year research contract, Resistance and Desistance to Re-offending for Adjudicated Youth: A Qualitative Study Erik Blaser, Zsuzsa Kaldy and Alice Carter, Psychology: Presidents 2008 Science & Technology Initiatives Fund for the project. Development of screening tools for early detection of anxiety disorders. Jean Rhodes, Psychology: Becoming Manny (Scribner, 2009). Susan Zup, Psychology: Sex, Hormones and Neurons (VDM Verlag, 2009). Jalal Alamgir, Political Science: Indias Open-Economy Policy: Globalism, Rivalry, Continuity (London and New York: Routledge, 2008) Erin E. OBrien, Political Science: The Politics of Identity: Solidarity Building among Americas Working Poor (Albany: State University of New York Press, July 2008. Despite these accomplishments, CLA faces enormous challenges in the years ahead. These challenges are amplified by the current economic crisis, and thus the time line for addressing many of them may be lengthened. I outline them here in broad terms, so that we may begin addressing them, albeit more slowly than is desirable. Our first imperative remains to rebuild the faculty. We continue a level of reliance on adjunct faculty which hampers our research mission, limits our graduate initiatives, and hampers our ability to afford undergraduate students the intellectual advantages of studying at a research university. While CLA has been able to do a good deal of faculty hiring, that hiring has not outstripped the losses in tenure stream faculty that the College has sustained since the turn of the new century. We must begin a pattern of hiring that adds more truly new faculty to the tenure stream contingent. My approach to hiring is not to simply replace faculty in the same specialties and subspecialties are retiring or resigning faculty, but to move and/or add positions according to our priorities. I will continue this policy. This allows for the best use of resources, but there is also a matter of sheer numbers that cannot be forgotten. Hiring faculty alone however is not sufficient for us to fulfill our promise both as an institution of access and as a research institution. CLA lacks adequate spaceoffice space, laboratory space, teaching space. Our situation is so extreme that this year a new hire in Psychology has been unable to set up her laboratory for a full year because of space problems. The Fiske Center for Historical Archeology may be outsourcing work and grant funds because needed space has not been provided. Every single hire or initiative of any kind precipitates a space crisis. The current modalities for allocating space at the University are both slow and opaque. We must address this situation, and I am pledged to being a good advocate for this College in any and all space discussions. Classroom space is also a challenge. We can make progress in scheduling more classes at 8am but for graduate programs, this is not a viable option and the Universitys desire to expand graduate programs will be challenged by the lack of classrooms late in the day. The old practice of assuming graduate programs could be accommodated in departmental seminar rooms is no longer viable given the current growth in graduate programs, to say nothing of future growth. We have the lowest ratios of support staff to FTE faculty and to IFTE students taught of any of the academic units. If we want faculty to achieve and students to be well served, we must address this situation. We need to do two thingsone is to increase our staffing and the other is to rethink how we allocate staff work, so that as our working protocols change we can maximize success and efficiency. Associate Dean Jack Spence and Ms. Maureen Boyle of Economics have been active members of the staffing task force appointed by the Provost. As we look at staffing levels, it is important to think creatively and also not to confine our considerations only to the academic units, but to look at staffing more broadly across the University. As we evolve new programs we must continue to take a hard look at our current offerings. In the past five years, we have suspended two undergraduate majors and one program of study. Depending on demand, quality and resources, additional programs may be suspended in the future, as others are added. I have noted above the lack of progress in creating College based professional advising capacity to foster student success and increase graduation and retention rates. This is an issue about which I have been making proposals since January of 2005. I have repeatedly modified my approach in an effort to move the project forward, and will continue to advocate for the necessity of attending better and in a more targeted and assessable way to the needs of our undergraduates. An additional challenge we face is insufficient support for current graduate programs. Most of our Masters programs have very few graduate stipends, making it very difficult for them to recruit competitively and to achieve the rates of graduation that we would like. The new PhD in Developmental and Brain Sciences, which is one central part of the Universitys plan to increase research and to increase its doctoral production, is an expensive undertaking and the both the Universitys current financial situation and its history of starting graduate programs without sufficient funding present significant challenges here. Our challenges are thus insufficient tenure stream faculty, insufficient space, lack of resources for student success initiatives and lack of sufficient resources to support our current and future programs. The situation may be exacerbated by the pending budget cuts. I am working in all areas to use resources as strategically as possible and not to let these obstacles stand in the way of important initiatives such as the PhD in Developmental and Brain Science, the undergraduate major in Communications, the MA in Applied Economics, and student success initiatives. Unit Goals for AY 2009-2010 The goals for 2009-2010, as originally articulated in the 2008-2010 college strategic plan have been both modified and augmented to respond to current conditions. Obtain sufficient resources [teaching assistants and/or contract faculty] to increase number of large classes offered in FY 22 [1.1 and 1.3] Continue aggressive hiring of new faculty to rebuild faculty. [2.4 and 2.5] Building on recommendations of CLR Committee, implement staged transition toward 2+2 teaching load. [2.4] Charge task force with looking at the ways in which we credit the out-of class work associated with graduate programs and proposing alternatives to the current method of giving 1.5 credits for graduate courses [2.4]. Implement South Asian track of Asian Studies major [2.5] Begin approval process for Communications major. Gain approval for new PhD in Psychology Continue to examine patterns of college staffing to insure best use of available resources Move Applied Economics masters program through full proposal and approval Follow up on Atlantic Studies initiative with conference sponsored by the Research Center for Urban Cultural History in Spring 10 Depending on resource allocation and its timing, create program to improve retention and graduation rates in CLA. Build assessment measures into program. In conjunction with advising programs, move College to Writing across the Curriculum program replacing the WPE, and integrate college-based first year and intermediate seminars tailored for CLA students. Move College toward paperless business processes Assemble faculty/department chair team to craft new five-year strategic plan for college Play active role in planning General Classroom Building Continue to address multiple space challenges Additional overall goals for CLA include: For undergraduate students, provide an appropriate palette of learning opportunities that foster student engagement, including a mix of small and large classes, with cutting edge pedagogies in all. Class sizes and levels of support, both technological and human, must facilitate learning. [1.1, 1.2 and 1.3] Institute an aggressive hiring plan, of approximately 20 faculty per year. [10 new positions, 10 replacement positions per year]. This will both allow for the 2+2 load and decrease adjunct instruction from 54%-60% of course sections to approximately 40% of course sections. [2.4 and 2.5] Support research and creative activity across the disciplines through course releases, additional graduate stipends, increased extramural funding and increased collaboration among programs both within the College and across the University. [2.4 and 2.5] Work with master planning effort to assure that CLA needs for office space, laboratory space and suitable teaching spaces for both undergraduate and graduate courses are met. Use the construction of the new academic complex as an opportunity to solve persistent facilities problems for Departments of Art and Performing Arts. [1.2 and 3.6] Continue program of structured increases in departmental budgets. Improve staffing by re-examining the grade levels of departmental staff, and adding staff, focusing on centralizing services as staff work becomes more complex. [2.5] Impact of Activities of Other Campus Units While the University has some excellent examples of cross-unit collaboration, there is still much progress to be made in this area. Because of the College of Liberal Arts multiple roles, good University-wide planning and collaboration are especially important to our success. I brought this issue to Associate Provost Peter Langer, and as a result of our discussions, he has recently put together a committee of Associate Deans in an effort to improve information sharing. This initiative will be of significant help in allowing us to plan as a University and not in silos. The current landscape presents some significant opportunities and some potentially serious challenges. There are a number of good interdisciplinary research collaboration opportunities on the horizon. The Developmental Sciences Research Center, a University-wide initiative, will have a strong positive impact on Psychology and may impact Sociology as well. The Center for Personalized Cancer Therapy may also have positive impacts on developmental researchers in Psychology. CLA faculty would hope to be significant collaborators in the project of launching a graduate degree program in race and transnational studies being led by Barbara Lewis of the Trotter Institute. The initiative in Urban Health and Public Policy will also provide opportunities for research collaborations for CLA faculty. The planned initiatives in Global Studies in the McCormack School have the potential to provide expanded research and graduate teaching opportunities for a significant number of CLA faculty. Associate Dean Jack Spence and Professors Leila Farsakh and Jalal Alamgir represented CLA on the Global Studies task force, and worked long and hard on the project. Despite this hard work, it remains to be seen whether this will be a truly collaborative undertaking maximizing the use of valuable resources across the university and with shared governance. A negative outcome here would stand in the way of our efforts to rebuild the faculty because it could cause us to lose valued faculty and impede recruiting as CLA faulty would see themselves closed out of the Universitys international graduate programs. Enrollment growth is a concern as well. As indicated above, the pursuit continued growth in enrollments has a significant impact on CLA, and without the financial ability to engage in a much more aggressive hiring plan, the College will continue to employ too high a proportion of adjunct faculty, something that will be an issue in our next accreditation. Our resources to support research and instruction are already strained, and the contemplated budget cuts will have a strong negative impact on the funds we need to do business. In this context it is important to remember that 94% of the CLA budget is in salaries, and only 7% of this amount is for staff. All the rest is instructional personnel. Thus if we both cut budgets and increase enrollments, CLA will be put in a position where the instructional personnel will not have even the currently inadequate levels of operating funds and support staff. Negative impacts on student retention and on the research mission are inevitable in this scenario. The transformation of Continuing Education into a degree granting college may provide new resources but it could negatively impact CLA enrollments, especially if it markets liberal arts degrees, for example, offering a general liberal arts degree that does not have the same level of general education and major requirements as CLAs programs. It may also seek to compete in areas which we are trying to build such as communications and Asian Studies. Academic quality and reputation and enrollment may all be at stake. Conclusion AY 2008-2009 was a very successful one for the College of Liberal Arts. We made major contributions to research, teaching and service. We gained approval for a new interdisciplinary major in Asian Studies. We have gained approval to plan for a PhD in Developmental and Brain Science. Our facultys research and creative work continues to be recognized on the national and international scene. Our students, as exemplified by those recognized at the annual Honors Convocation, demonstrate remarkable levels of achievement. We have exciting new initiativeswithin the College and across the Universitybefore us. A cautionary note must be sounded at the end of this report however. As is the case with our own physical plant, we must shore up our crumbling foundations as we move ahead with our ambitious master plan. So in the academic arena, CLA cannot continue to build new initiatives and add more and more students without shoring up its foundationssufficient tenure-stream faculty, sufficient staff including advising capacity, adequate operating funds. No one would argue that the College or University should stand still, but we cannot move forward without also attending to our own crumbling foundations.  The numbers in brackets refer to the goals and objectives in Chancellor Motleys strategic plan. For example, 1.1 means Goal 1, Objective 1.  Reporting lags one year behind and these figures are based on AFRs for the 2007-2008 academic year.      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