Blueprint by okyestao



May 22, 2012   Focus 2016: Blueprint for Action   1
               The Strategic Plan for Columbia College Chicago
                      Focus 2016: Blueprint for Action

                         Warrick L. Carter, President

May 22, 2012               Focus 2016: Blueprint for Action      2
May 22, 2012   Focus 2016: Blueprint for Action   3
Table of Contents
Acknowledgements ............................................................................................................ 7
Introduction ........................................................................................................................ 9
   Blueprint | Prioritization .............................................................................................. 11
   Strategic Issues ............................................................................................................ 12
      “One Columbia” Integrated Student Centered Learning ....................................... 12
      Admissions Standards and Enrollment ................................................................... 14
      Graduate Education ................................................................................................. 15
      Tuition Pricing and Student Financial Aid ............................................................... 16
      College Revenues ..................................................................................................... 17
Academic Instructional Programs ................................................................................... 20
   School of Fine and Performing Arts ............................................................................ 21
      Anchor Graphics ....................................................................................................... 22
      Art + Design .............................................................................................................. 22
      Arts, Entertainment, and Media Management ....................................................... 24
      Dance ........................................................................................................................ 25
      Dance Movement Therapy ....................................................................................... 26
      Fashion Studies ........................................................................................................ 27
      Fiction Writing ........................................................................................................... 28
      Music ......................................................................................................................... 28
      Photography .............................................................................................................. 29
      Sherwood Conservatory ........................................................................................... 30
      Theatre ...................................................................................................................... 31
   School of Liberal Arts and Sciences ............................................................................ 32
      American Sign Language/English Interpretation ................................................... 35
      Creative Writing ........................................................................................................ 36
      Education .................................................................................................................. 39
      English ....................................................................................................................... 40
      First-Year Seminar .................................................................................................... 40
      Humanities, History, and Social Sciences .............................................................. 41
      Science and Mathematics ....................................................................................... 42
May 22, 2012                                  Focus 2016: Blueprint for Action                                                        4
   School of Media Arts .................................................................................................... 43
      Audio Arts + Acoustics .............................................................................................. 45
      Columbia Chronicle and Echo Magazine ................................................................ 45
      Film & Video .............................................................................................................. 46
      Interdisciplinary Arts ................................................................................................. 48
      Interactive Arts and Media ....................................................................................... 48
      Journalism ................................................................................................................. 50
      Marketing Communication....................................................................................... 51
      Television and Radio [Internet Broadcast Media Production] ............................... 53
Academic Centers ............................................................................................................ 55
   Office of Academic Research ...................................................................................... 56
   Book and Paper Center ................................................................................................ 56
   Center for Black Music Research ................................................................................ 56
   Center for Community Arts Partnership ...................................................................... 57
   Chicago Jazz Ensemble ................................................................................................ 57
   Columbia College Chicago Press ................................................................................. 58
   Dance Center ................................................................................................................ 59
   The Ellen Stone Belic Institute for the Study of Women and Gender in the Arts and
   Media ............................................................................................................................ 59
   Museum of Contemporary Photography ..................................................................... 60
   Library ........................................................................................................................... 60
Institutional Support, Operations, and Organization ..................................................... 61
   Office of the President and Board of Trustees/President’s Cabinet ........................ 61
   Academic Affairs ........................................................................................................... 63
   Business Affairs ............................................................................................................ 66
      Budget ....................................................................................................................... 67
      Information Technology ............................................................................................ 68
      Payroll ........................................................................................................................ 69
      Student Financial Services ...................................................................................... 69
   Campus Environment ................................................................................................... 70
May 22, 2012                                  Focus 2016: Blueprint for Action                                                         5
      Space Planning and Utilization ................................................................................ 71
      Facilities and Operations ......................................................................................... 72
      Safety and Security................................................................................................... 73
   General Counsel ........................................................................................................... 73
   Human Resources ........................................................................................................ 74
   Institutional Advancement ........................................................................................... 75
      Marketing .................................................................................................................. 75
      Alumni Relations ....................................................................................................... 77
      Fundraising ............................................................................................................... 78
      Foundation and Government Grants ...................................................................... 78
   Research, Evaluation, and Planning ........................................................................... 78
   Student Affairs ..............................................................................................................80
      Enrollment Management ......................................................................................... 81
      Graduate Office......................................................................................................... 83
      Student Development/Student Health and Support/Student Life ....................... 83
Appendices ....................................................................................................................... 86
   Appendix 1: Organizational Charts .............................................................................. 86
   Appendix 2: Concept Maps .......................................................................................... 89
   Appendix 3: Glossary .................................................................................................... 92

May 22, 2012                                 Focus 2016: Blueprint for Action                                                      6
    Faculty, staff and students across the college participated in Blueprint |
    Prioritization. Faculty and staff contributed to the Program Information Reports
    (PIR’s) for their departments. At each level of recommendations, faculty, staff and
    students provided valuable feedback. The Student Government Association
    organized venues for student participation and for that reason the faculty, staff and
    administrators give thanks to this group.

    Two prioritization teams, nominated by their peers, undertook the massive and
    demanding job of assessing and prioritizing all of the college’s degree programs,
    academic centers and support and operations functions. Two other teams provided
    support to the prioritization and to the departments.

    The college gives a special thanks to these team members who volunteered so much
    time and effort toward this process.
Academic Team                                           Support and Operations Team
Shanita Akintonde, assoc. prof., Marketing              Donyiel Crocker, asst. to the assoc. VP of
Communication                                           facilities and construction, Facilities and
Suzanne Blum Malley, assoc. prof., English              Operations
Jan Chindlund, director, Library                        Dick Dunscomb, chair, Music
John Green, chair, Theatre                              Mindy Faber, academic manager, IAM
Darrell Jones, asst. prof., Dance                       Aldo Guzman, director, Student Engagement
Terri Lonier, asst. prof., AEMM                         Marsha Heizer, director of applications
Brian Marth, director, College Advising                 services, IT
Murphy Monroe, exec. director, Undergraduate            Abbie Kelley, director of communication,
Admissions                                              School of FPA
Larissa Mulholland, Sr. lecturer                        Eric May, assoc. prof., Fiction Writing
Michael Niederman, chair, Television                    Nancy Rampson, director of development,
Betsy Odom, adjunct faculty, Art and Design             Institutional Advancement
Dominic Pacyga, prof., HHSS                             Amy Stewart, assoc. director of undergraduate
Don Smith, assoc. prof., Film and Video                 admissions/HSS, Undergraduate Admissions
                                                        Derrick Streater, training and development
                                                        manager, Human Resources
                                                        Jennifer Waters, exec. director, Student
                                                        Financial Services
                                                        Andrew Whatley, asst. dean for faculty
                                                        advising and LAS initiatives, assoc. director of
                                                        the honors program, School of LAS

    May 22, 2012                    Focus 2016: Blueprint for Action                                   7
Expert Resources Group                                     Communications Advisors
Peter Bouchard, space manager, Campus                      Diane Doyne, assoc. VP of public relations,
Environment                                                marketing and advertising, Institutional Marketing
Robert Dale, exec. director of institutional               Kathy Jordan-Baker, web applications
effectiveness, REP                                         administrator, business processes, IT
Royal Dawson, asst. VP for planning and director of        Kristi Turnbaugh, director of communications,
institutional research, REP                                Institutional Advancement
Maryam Fakouri, reference/instruction librarian,
Library                                                    Project Managers
Elizabeth Herr, director, enrollment management            Louise Love, VP for academic affairs/interim
research, Enrollment Management                            provost
Jonathan Keiser, director of evaluation and                Anne Foley, VP of planning and compliance
assessment, Academic Affairs
Bernadette McMahon, assoc. VP and CIO, IT
Patricia Olalde, director, Human Resources
Paula Scheiwe, director, Budget and Reporting

May 22, 2012                           Focus 2016: Blueprint for Action                                     8
In 2015, Columbia College Chicago will celebrate its 125th birthday – and we will have
a great deal to honor. During its history, our institution has never lost sight of our
founders’ belief that we should be student-focused and “stand for high ideals, for the
teaching of expression by methods truly educational [and] for the gospel of good
cheer.” Innovation in the visual, performing, media and communications arts truly
defines Columbia College, and our students experience this creative inventiveness
every day.

Like any college or university that plans for the future, Columbia College must
periodically assess its programs in depth. We must ensure that these programs reflect
current realities and that they are, indeed, innovative and will meet our graduates’
needs in their respective disciplines. Our programs must be technologically rich and
offer our students – whose careers will be much more global than those of their
predecessors at Columbia – inspired and productive pathways to future success. In
order to ensure our students’ success, we must develop and offer fresh programs that
capture and deliver tomorrow’s artistic and communication needs — and, yes, make
certain that they are fiscally viable.

So how do we continue developing and offering innovative programs that prepare
students to be leaders in the arts and media professions while bolstering our
institutional leadership position? In order to help the institution to continue to thrive,
the college created Focus 2016, our second-ever strategic plan, in 2010.

Focus 2016 is an ambitious endeavor. It is the roadmap that will help us strengthen
our academic offerings, rebuild and further diversify our enrollment, and ensure we do
all we strive to do — within the framework of current financial realities, fiscal
responsibility, resources and abilities.

Now, in May 2012, we are in the stage of Focus 2016 that provides the blueprint for
our path ahead. With any such plan, we must establish priorities.
Blueprint|Prioritization is the process specifically designed for us to assess, adjust,
and strengthen academic offerings and to recalibrate our financial oversight. The
process is essential to maintaining the vitality, longevity, and excellence of Columbia
College Chicago. During the previous stages of the process, our community
collaborated like never before to self-manage a comprehensive analysis of our
programs and operations.

May 22, 2012                    Focus 2016: Blueprint for Action                             9
As we now move toward the implementation phase of the process, we are fortunate to
have a veteran change agent and long-time Columbia trustee to oversee the
implementation of our priorities over the next two years (spanning the close of my
presidency and the arrival of a new president). Dr. Warren Chapman, currently vice
chancellor for external affairs at the University of Illinois at Chicago, will join Columbia
on June 1 as senior vice president.

Understandably, our students, faculty, and staff are very much interested in (and
perhaps disquieted by) the uncertainties that a major strategic reappraisal such as this
can unleash. But, let me be very plain: We fully recognize the mission of our urban
institution to educate and encourage our students and graduates to author the culture
of their times. We will never harm that overall mission that we have spent nearly 125
years nourishing. As the academic prioritization team reminded us, now, more than
ever, we are One Columbia.

As you will read later in a following section, there are specific curricular and
administrative decisions as well as decisions and/or direction about some exceedingly
complex issues that need to be made in order to position the college for future
challenges. These decisions include admissions standards, tuition pricing and financial
aid, college revenues, graduate education, and the support of the centers. For some of
these areas, current and new policies need to be examined and developed. This
analysis will be conducted with the help of the interim provost, the vice presidents and,
where needed, special task forces. As with the academic and the support and
operations areas, additional review will take place within the context of supporting
enrollment, student learning, and financial strength.

In making these decisions, I have carefully considered Columbia’s best interests as
well as the community’s recommendations, concerns, feedback and PIR data, and I am
confident that the board of trustees will do the same with my decisions. We truly are
One Columbia and I hope you, too, will review and reflect upon these decisions with
Columbia’s best interests in mind.

May 22, 2012                    Focus 2016: Blueprint for Action                          10
Blueprint | Prioritization
The learning, enrollment, and finance objectives of Focus 2016 compelled the college
to identify its priorities. An approach developed by Robert C. Dickeson, a president
emeritus of the University of Northern Colorado and respected higher education
consultant, provided the methodology. Over the course of the fall 2011 and spring
2012 semesters, the college undertook a comprehensive evaluation of all of its
academic, research, and outreach programs, as well as all of its support and
operations functions, working from the methodology presented in Dr. Dickeson’s book,
Prioritizing Academic Programs and Services: Reallocating Resources to Achieve
Strategic Balance. Faculty and staff across the college were engaged in all phases of
the project, as prioritization team members, as program information report
contributors, and through several in-person and online feedback venues.

Blueprint | Prioritization has unfolded in four main phases: design, information-
gathering, analysis, and decision-making. The process will continue into an
implementation phase. Two teams of faculty and staff members directed the first three
phases. Those teams, for example, identified the criteria for the college to use in
evaluating the programs, determined what information to gather, guided a series of
analyses that included the deans and vice presidents, and conducted the final analysis
from which I made my decisions. Throughout Blueprint, data, information about the
programs, and general information about the process was made available to faculty
and staff through the online portal, IRIS. This portal also published the
recommendations from the interim provost, deans, vice presidents, and the teams. A
similar group of materials was made available to students through the college’s
student portal, OASIS.

Twelve faculty members and 13 staff members served on the academic team and the
support and operations team. In order to make their recommendations, the teams
worked for hundreds of hours. Their hard work and leadership formed the core of the
Blueprint process.

The process began with a college-wide search to find qualified members of the
community to serve on two separate teams. Faculty and staff nominated colleagues to
be potential team members based upon criteria developed in consultation with faculty
leaders and staff managers. The consultants from Academic Strategy Partners gave us
technical support throughout the process. These consultants have worked with many
colleges, and they informed us that Columbia is their first client to engage the college
community directly in the selection process for team members. In fact, our selection
process was so community-oriented that the consultants asked our permission to write
a white paper on Columbia’s team selection experience to share with other clients.

May 22, 2012                  Focus 2016: Blueprint for Action                        11
As of this writing in mid-May 2012, Blueprint | Prioritization is heading towards the last
steps in the decision phase of the process. Between now and the end of June, I will
take feedback from the faculty, staff, and students. At the end of June, I will present my
final plan to the board of trustees for their endorsement, after which the college will
begin its journey towards accomplishing the goals of Focus 2016 and adopting the
“One Columbia” principles.

Strategic Issues
As mentioned in the introduction, Blueprint | Prioritization is the college’s first major
step towards accomplishing Columbia’s strategic objectives for learning, enrollment,
and finances: the three elements of Focus 2016. (The Focus 2016 concept maps
appear in Appendix 2 for reference.) The Blueprint process brought four strategic
issues to the forefront. Each of these interrelated issues ties back to learning,
enrollment, or financial strategies in Focus 2016, and we will address them together
as we move forward.

“One Columbia” Integrated Student Centered Learning
The opening paragraphs of Columbia’s vision of itself in 2016 express our aspirations
for the students and the institution, which as the academic team states is “a model of
sustainable excellence in arts and media education for the 21st century.” The vision

      Looking back from fall 2016

      Columbia College Chicago enjoys a well-established national, and growing
      international, reputation as a first-choice school for creative individuals preparing
      for a life and career in the arts, media, and communications. In these fields, the
      college offers multidisciplinary, technology infused programs of study aligned with
      cutting edge practices and emerging social values, for example in the area of
      environmental sustainability. Students pursue their creative passions in a student-
      centered learning community led by engaged faculty who exemplify contemporary
      practice and innovation in the arts, media, and communications.

      Preparation for life and a career are inseparable concepts at Columbia. Active
      integration of learning in the arts and media with learning in the liberal arts and
      sciences is a hallmark of a Columbia education. Building a body of work that
      documents artistic, intellectual, and professional growth is at the heart of every
      student’s Columbia experience and is a signature element of Columbia’s
      educational brand. Students cultivate their body of work through a wide and
      varied range of curricular activities, many of which simulate the dynamic global
      environment of contemporary professional practice in the arts, media, and
      communications fields.

May 22, 2012                     Focus 2016: Blueprint for Action                             12
In their report, the academic team proposes a concrete and coherent pathway towards
improving student outcomes and accomplishing this vision, which they refer to as “One
Columbia.” One Columbia calls upon every faculty member, staff person, and unit to
act as stewards for the success of our students and for the future of the college.
Explaining the genesis of the “One Columbia” concept, the team states that the college

     …an evolution in the philosophy and practice of leadership at every level of the
     college, with the college supporting and nourishing the schools and academic
     departments, who in turn are fully engaged in the recruitment, retention,
     education and graduation of our students.

And they prescribe,

    … an extraordinarily collaborative leadership model [that] puts our promise to our
    students and an evaluation of how we deliver on that promise at the center of our
    thinking …a collaborative model [that] shifts from framing our schools, offices,
    departments and programs as separate entities with distinct goals to an
    understanding that we are ONE Columbia and that we succeed or fail together.

One Columbia is a powerful concept, and as the team observes it represents a
radical change in the college’s organizational culture. Given profound changes in
the environment in which we operate and an ethical imperative to improve
student success and retention, these are changes we must make. The college
will take up the team’s “One Columbia” recommendations in the implementation
of this plan. We will also take up recommendations from the team on specific
education practices including:

       Planning curriculum collaboratively; sharing and building together at the program,
       department, and school levels; preventing duplication; getting rid of the credit-hour
       land grab mentality that is still pervasive across the college;
       Using the prioritization process as a springboard for discussions of when and where
       facilities and faculty can be shared;
       Examining curriculum, first year programs and advising practices to improve
       persistence and success;
       Ensuring that all students can reasonably complete all programs in four years, i.e.,
       eight semesters;
       Identifying potential areas for shared curriculum, and collaborating to create and
       develop effective and coherent means for students to take advantage of that
       Moving ahead purposefully on low residency, e-learning and similar program
       options for students;
       Acknowledging effective collaborative efforts and best practices.
May 22, 2012                    Focus 2016: Blueprint for Action                         13
The magnitude and complexity of these changes gives us no choice but to move
forward as “One Columbia.”

Admissions Standards and Enrollment
The academic team recommends that the college adopt a more selective
undergraduate admissions policy and allow some undergraduate programs to limit
enrollment and to make admissions more selective. Speaking of college admissions
they state:

     We [the college] need to reconsider our current “Generous Admissions
     Policy” and adopt a more selective policy for undergraduate admissions.
     Our current policy should be reconsidered to ensure that we are ethically
     and responsibly admitting and enrolling students who are not only
     academically able to succeed but also financially able to meet the
     demands of a college education. We believe this change in policy is
     necessary and will result in a student body that is more academically
     prepared to meet the expectations of Columbia’s academic programs and
     more likely to succeed, persist, and graduate.

At various times over the last two decades, Columbia has struggled to balance its
fundamental mission to extend educational opportunity on the one hand with its
ethical and educational responsibilities to admitted students on the other. In recent
years, the stakes for students and for the college have escalated. Nevertheless, in
responding to these pressures, the college must not lose sight of its core values or the
richness of a truly heterogeneous community of learners.

The last comprehensive examination of the college’s admissions policy took place
about 10 years ago. I will organize a research based re-examination and college-wide
discussion of this complex issue and the related question of enrollment size. In the
short run, the interim provost and the vice president of student affairs should consult
and propose changes to admissions practices, such as application deadlines, and
minor adjustments to admissions criteria that, in their judgment, will improve the
outcomes of generous admissions.

The admissions and enrollment research discussion will include the issue of selective
admissions and limited enrollment in some specialized undergraduate programs. If the
college pursues such an option, the programs must make a clear and viable distinction
between a BA option and the specialized degree, such as a BFA or BMus, and students
must be selected for entrance into the program after their second year of study.

May 22, 2012                  Focus 2016: Blueprint for Action                        14
Graduate Education
Off and on in recent years the college community has discussed the place of graduate
education at Columbia without reaching an actionable conclusion. Focus 2016, the
college’s strategic plan, gives some direction on this issue, and Blueprint |
Prioritization speaks to individual programs. Nevertheless, as an institution we still
cannot clearly and consistently answer the question, “What is the purpose of graduate
education at Columbia College Chicago?”

Therefore, I direct the interim provost to convene an ad hoc task force to propose a
policy statement on graduate education before the beginning of the spring 2013
semester and a graduate studies operational plan before the end of the fall 2013
semester. The policy statement must address how graduate education will advance the
mission; enrich undergraduate education; advance the college’s reputation; and
contribute to the college’s long-term institutional viability and financial sustainability.
Additionally, the policy statement should align with the Focus 2016 strategies for
graduate education, which are as follows:


   The college will deliver undergraduate and graduate programs well aligned with
   contemporary practice and leading-edge trends in the arts, media, and
   communications fields.

At the graduate level:

   The programs will integrate aesthetic, intellectual, and applied knowledge and skills
   developed through individual and collaborative research and creative activities that
   yield new knowledge and artistic perspectives.

   The programs will give graduates credentials for professional advancement and will
   expand career and leadership opportunities for arts, media, and communications
   practitioners, e.g., in the areas of management, education, or therapy.

   The college will moderately increase overall graduate enrollment based on market
   opportunities, opportunities to build the college’s reputation, and the college’s
   financial goal for graduate education.

   The college will limit enrollment in resource intensive programs and will manage
   growth in less resource intensive programs.

   The college will strive to raise the profile of the applicant pools for all the graduate

May 22, 2012                   Focus 2016: Blueprint for Action                           15

   Positioning graduate education to reach and maintain budgetary break-even by
   September 2015.

We will develop guidelines for the operational plan when the policy statement is
finished. In the policy statement, and the subsequent operational plan, the task force
should give particular attention to programs focused on career advancement with
potential as low-residency or online programs.

The task force membership will include: the deans of the three schools; two
chairpersons nominated by the Chairpersons’ Council from departments with graduate
programs; three faculty members nominated by the Faculty Senate from departments
with graduate programs; a member of the interim provost’s staff chosen by her; the
director of the Graduate Office; and the vice president of planning and compliance.

Tuition Pricing and Student Financial Aid
The entire college community is deeply concerned about student costs at Columbia as
well as across the country. The stakes of these costs for our students and for the
college are huge. Over the past few years, the college has significantly increased
institutional student aid and has worked with other institutions and higher education
organizations to increase, or at least maintain, state and federal financial aid.

Is the work that the college has done to increase student aid enough? Unfortunately,
costs to students are still high. Therefore, the college has a plan to increase aid levels
and will develop a plan to manage tuition rates. The college has also identified
scholarship funds as one of three objectives for the new major gift campaign.
Furthermore, I will convene a working group to consider alternative tuition pricing
models such as fixed four-year tuition rates and differential tuition increases for
entering and continuing students, as suggested by the academic team. The Student
Government Association specifically asks that the college consider a fixed-tuition
model. The problem of high student costs for attending college is a much larger social
and cultural issue, and the college cannot resolve the issue by itself. The college will
continue to join with other institutions to seek answers at the state and local level. I
encourage the whole community to stay informed on the trends shaping access to
college in the coming years.

Historically, Columbia kept tuition costs – the “book” price – low and provided
relatively low levels of institutional aid, or discounting, which is aid paid for from tuition
income or from endowed scholarship funds. (Unfortunately, Columbia has very limited
endowed scholarship resources.) For many years, Columbia’s “book” price remained
near or below the discounted price of peer institutions and, in general, students and
their families were able to pay for a Columbia education without accruing large debts.
May 22, 2012                    Focus 2016: Blueprint for Action                            16
Because institutions with higher discount rates typically must charge some portion of
their student population a higher “book” price to cover the cost of the aid, Columbia’s
low cost/low aid strategy allowed us, for many years, to keep our education affordable
for students within a wide range of family incomes. Secondarily, through this strategy,
Columbia avoided problems other colleges and universities encountered when they
overextended themselves on aid costs.

The college affordability picture was already changing when the recession hit in 2008.
The impact on students and on colleges escalated quickly after that. Columbia
responded decisively. Between fall 2007(fiscal year 2008) and fall 2011 (fiscal year
2012), the college increased the number of scholarships it awards from 870 to 2,900
and the amount it awarded from $5.2 million to $18.9 million. For fiscal year 2013, the
college plans to award 3,600 scholarships valued at $23.5 million. In addition to
scholarships, the college spends about $5.5 million annually on student employment.

Looking past fiscal year 2013, the college’s current multi-year budget plan anticipates
tuition increases in line with the Higher Education Price Index (HEPI), plus 1 percent
that the college will use to build institutional student financial aid up to 15 percent of
overall tuition income by 2018 (not including student employment). (Actual tuition
rates are set annually.) The plus 1 percent of tuition increase will provide enough
funding for institutional financial aid to approximately double the current amount of aid
the college awards. HEPI is a commonly used financial benchmark for the cost of
goods and services typically purchased by higher education institutions. The HEPI is
calculated annually by Commonfund Institute, which is a branch of Commonfund, a
nonprofit organization devoted to the management of college and university

College Revenues
Focus 2016, the college’s strategic plan, acknowledges the factual reality that for the
foreseeable future, Columbia will rely predominantly on tuition and related fee income
to pay for its operating costs. Such practice is typical among private colleges and

The academic team exhorts the college to make improving retention and graduation
rates a priority. I wholeheartedly agree with this recommendation and I am sure that
the entire college community will continue to work toward this goal; the educational
and ethical imperatives for doing so are compelling.

May 22, 2012                   Focus 2016: Blueprint for Action                        17
I am less optimistic, however, about retention as a revenue strategy, which some have
suggested. In recent years, the college has increased the number of students who stay
in college and graduate, but retention rates have changed slowly and vary from class to
class. The overall financial impact of the college’s improved retention is important, but

Furthermore, the team suggests greater selectivity as one of several strategies to
address the issues tied to retention. As I discuss in another section of this plan, the
college needs to revisit its admissions standards and, in doing so, must consider many
issues. In the context of revenues, however, I caution that (at least in the short-term),
increased admissions selectivity would potentially reduce tuition revenue.

With all of these factors in mind, the administration has changed its multiyear budget
plans to include a small increase in revenue resulting from continued, incremental
increases in retention.

Focus 2016 sets very ambitious fundraising goals for scholarships, capital projects,
and to build the endowment, but for reasons discussed below, such fundraising will
have limited impact on funding for operating costs. (Operating costs refers to annual
expenditures to run the college, personnel, benefits, supplies, utilities, insurance, etc.)

In the discussion about prioritization, the academic team, the Faculty Senate, and
others have questioned why the administration and the board have not anticipated
accessing non-tuition based revenue for operating expenses. It is a good question, one
that I will try to answer. The short answer is that Columbia does not have predictable
access to revenue other than tuition that it can spend on annual operating costs. It is
not prudent, for example, to count on donations to cover salaries or the cost of running
our buildings.

The longer answer must consider three revenue sources: contributions, income from
the endowment, and other earned income. In thinking about each of these sources, it
is relevant to keep in mind that, although the college has existed for over 100 years, it
is only within the last 20 years that the college has actively pursued these revenue
sources, which sets us apart from many of our peer institutions that have been
developing such revenue streams for much longer.

Columbia recently completed its first ever major gift campaign which raised more than
$70 million over 4 years. Most of the money in this campaign came in for scholarships,
construction of the Media Production Center, or special projects. A modest amount was
raised for the endowment. None of the contributions were open-ended grants for
general expenses. Typically, donors do not contribute to general expenses.

May 22, 2012                   Focus 2016: Blueprint for Action                          18
Focus 2016 commits the board and the college to a second $100 million major gift
campaign to raise funds for scholarships, capital projects, and to build the endowment.
Toward that end, we have already begun an effort to raise money to build a new library
within the 800 S. Michigan Avenue building and to fund a scholarship in honor of John
and Eunice Johnson. I fully expect the college will meet the current $100 million goal,
and funds secured for scholarships and capital projects may give us choices to offset
expenses we would otherwise pay for with tuition revenue.

Regarding the endowment, the college has recovered all of the value the endowment
lost during the recession. Because Columbia’s endowment history is short, the value of
the endowment is about 33 percent of what it should be. Best practice in higher
education recommends an endowment equal to at least three years of operating
expenses. The value of the endowment in relation to operating expenses is a crucial
measure of an institution’s financial stability that affects our standing with government
and accrediting agencies and is a major factor in the college’s ability to borrow or raise
funds through bond issues.

On the other hand, allocating a percent of endowment income to annual operating
expenses is also a common practice in higher education. At present, the board has not
authorized using that income for two reasons. First, securing the college’s long term
financial stability is one of the board’s fundamental responsibilities. In doing so, they
must weigh the comparative risks and benefits of adding value to the endowment
versus funding near term expenses. Second, reinvesting rather than spending
endowment income positively affects the college’s current relationship with banks and
other financial institutions.

Colleges and universities often earn income from auxiliary operations and intellectual
property rights. In fact, Columbia derives a modest amount of earned income from
sources such as the bookstore and the cafés, which contributes to the operating
budget. The college breaks even on its largest auxiliary operation, the residence halls.

As for intellectual property, I have championed this cause throughout my tenure at
Columbia, and I hope the college keeps an eye out for future opportunities. In the near
term, however, I have reluctantly concluded the college is unlikely to earn an
appreciable income through intellectual property rights. The main problem is that the
areas in which we excel are not easily monetized.

Finally, Focus 2016 envisions launching an adult education program focused on career
development degrees or certificate programs for working adults. The college will
undertake this initiative with the intent to realize a profit within the first few years of
operation. Because detailed research and planning for adult education has not yet
begun, it is too early to anticipate income from such a venture.
May 22, 2012                   Focus 2016: Blueprint for Action                         19
Academic Instructional
Academic Instructional Programs
In my decision about the academic programs, I was informed by the recommendations
of the academic team and of the interim provost and deans. In addition, I referenced
the data and other information assembled through the PIR process. The academic
team employed a clear, evidence-based set of criteria for their evaluation and ranking
of the instructional programs. The team’s report and related materials, all of which are
posted on IRIS, document these criteria which are summarized on page six of the

Academic Team Guiding Principles for Program Ranking

       Increasing graduation and retention rates;
       Effective collaboration (actual or potential);
       Efficient and effective use of resources;
       Clear connection between pedagogical intention, faculty expertise, facilities,
       and current industry standards;
       Improving market attractiveness, positioning, and differentiation on program
       Strong value to community (where community = world, society at large);
       Visible mission alignment in relation to:
           o Real-world application;
           o Enlightened liberal arts context;
           o Clarity of a program’s mission and goals relative to the Columbia College
               Chicago mission;
       Energizing vision and opportunities for the future.

I used these criteria in making my decisions and in many, but not all, cases I reached
the same conclusion as the team.

May 22, 2012                  Focus 2016: Blueprint for Action                           20
School of Fine and Performing Arts
The college will somewhat reduce resources for the Office of the Dean of Fine and
Performing Arts, but will give increased priority to developing facilities for the
performing arts.

The School of Fine and Performing Arts (FPA) has evolved into a well-organized unit. It
has developed new leaders across the school who are forging new directions for their
school and for the college. Departments such as Music, Theatre, Arts, Entertainment
and Media, Management, and Dance have redesigned curricula, increased enrollment,
launched innovative programs for freshmen, built cooperative relationships with other
departments, and led the implementation of the new faculty-advising system. The
curricular changes have reduced the number of required credits in many of the majors,
thereby making it possible for students to take electives in other areas and complete
their degrees in a timely manner. The school’s strategic plan establishes priorities and
a clear direction for the school and for each department.

Over the last several years, the Office of the Dean has grown significantly. The dean
explains that the office grew to centralize many functions previously carried out in the
departments. Although this seems to work effectively, the expense of running the
school office has increased substantially between 2005 and 2011. Given the college’s
overall position, this increase is disproportionate and the Office of the Dean will
decrease its base expenses accordingly.

The age and condition of Fine and Performing Arts’ facilities represent a major
challenge given enrollment trends in the school and the nature of its disciplines. The
college has begun to address this; for example, we have planned and completed
upgrades in the Art + Design facilities.

Nevertheless, work remains. The dean, the interim provost and academic team
highlight a particular concern with facilities for Dance, Music, and Theatre. In the past,
the college made it a priority to upgrade teaching, laboratory and office spaces for the
media arts. This resulted in the purchase of the 916 -1000 S. Wabash building and,
the 1104 S. Wabash building; the refurbishing of the 33 E. Congress building; and the
construction of the Media Production Center. Therefore, now I direct Campus
Environment to make teaching and performance spaces for Theatre and the other
performing arts a priority and ask Institutional Advancement to watch for fundraising
opportunities for the performing arts.

May 22, 2012                   Focus 2016: Blueprint for Action                          21
Lastly, departments in the School of FPA manage a number of galleries on campus that
exhibit student and faculty work. The academic team recommends that the college
consolidate the management of these programs and reduce resources for them
overall. I concur with these recommendations and direct the dean to develop a plan for
the consolidation of the galleries, including any now managed by Interdisciplinary Arts,
by the end of the fall 2012 term.

Anchor Graphics
The college will phase out Anchor Graphics. As the dean stated, “Anchor Graphics has
not been integrated into the curriculum sufficiently to warrant continuation in Art and
Design.” As valuable and important as the work done by Anchor Graphics may be, I
share the deans concern about the value the program adds to student learning.

Art + Design
The college will reorganize the current department of Art + Design into a Design
department and a Fine Arts department. The Fine Arts department will include the
programs that are currently in the Photography and Interdisciplinary Arts departments.
Several programs will be phased out or reconceived. In the implementation phase of
the prioritization, the dean and the interim provost will determine if the college should
maintain resources for this group of programs, or if the college can reduce

In the past, Art + Design was one of the college’s three largest departments. Now the
department is significantly smaller, partly because of the spinoff of the Fashion Design
program to a new department, but also as the result of declining enrollment in its other
programs. The dean and interim provost recommend a group of changes to revitalize
this area and to position the visual arts for enrollment growth. In addition to those
recommendations, the dean and interim provost recommend that these programs
must implement more transfer-friendly policies and practices. Current policies restrict
and discourage qualified transfers from attending Columbia.

Based upon the recommendation of the dean and the interim provost, the college will
reorganize Art + Design into two departments: Design and Fine Arts. The new Fine Arts
department will include Photography, Fine Arts (the existing Art + Design program), and
Art History. In addition, the graduate programs currently housed in the Interdisciplinary
Arts departments in the School of Media Arts will relocate to the new Fine Arts

May 22, 2012                   Focus 2016: Blueprint for Action                        22
The new Design department will encompass Art + Design (the current Art + Design
program), Interior Design, Illustration, and Visual Communications. The dean and the
provost, in consultation with the faculty, will decide whether to phase out or integrate
Graphic Design, Advertising Art Direction, and Product Design into the new Visual
Communications degree.

As recommended by the dean, the school and departments will work toward a clear
differentiation between the BA and BFA degrees offered in these programs. As
described elsewhere in this plan, both the Fine Arts and the Design departments will
work with the Education and Arts Therapies departments on possible new degree

President’s Rankings:

Major     Art + Design                     BA            combine/restructure resources

Major     Illustration                     BFA           combine/restructure resources

Minor     Art History                      Minor         combine/restructure resources

Major     Fine Arts                        BFA           combine/restructure resources

Major     Interior Architecture            BFA           combine/restructure resources

Major     Art History                      BA            combine/restructure resources

Major     Advertising Art Direction        BFA           combine/restructure resources

Major     Graphic Design                   BFA           combine/restructure resources

Major     Product Design                   BFA           combine/restructure resources

May 22, 2012                      Focus 2016: Blueprint for Action                         23
Arts, Entertainment, and Media Management
The college will continue all the current programs in Arts, Entertainment, and Media
Management (AEMM) and increase resources to the department. The department will
pursue two new collaborations: one with Marketing Communications and a second with
Film & Video.

Over the last two and half years, AEMM has transformed itself. The department is now
one of the most nimble, collaborative and student-centered departments in the college.
Since fall 2009, the department has restructured all its degree programs and
developed a new pedagogy. The Focus 2016 plan and a number of the Blueprint |
Prioritization documents speak of the value of business education for arts students
across the board. The dean notes that courses designed for non-majors are among the
innovations in the new AEMM curriculum.

I have identified two new initiatives for AEMM to pursue with colleagues in the School
of Media Arts. First, at my request, the dean of media arts will organize an ad hoc
committee to investigate a new master’s degree in the business of film and related
media. This degree would draw upon the expertise and resources of the Film & Video
department and AEMM. To our knowledge, the proposed Master’s of business in the
fine arts degree will be the first of its kind with strong enrollment potential and the
potential to expand Columbia’s reach and reputation in the film community.

Second, at the recommendation of the dean, the interim provost, and the academic
team, I direct AEMM and Marketing Communications to work together on collaborative
opportunities to enhance programs in both departments. More specifically, AEMM
should work with Marketing to redesign the Sports Management program. An
interdisciplinary initiative between these disciplines creates opportunities for a more
robust and attractive program, as well as potential cost savings. Lastly, AEMM should
develop on online MA program for one of its degrees.

May 22, 2012                  Focus 2016: Blueprint for Action                        24
President’s Rankings:

Graduate       AEMM                                      MAM         increase resources

Major          Arts Management                           BA          increase resources

Major          Music Business Management                 BA          increase resources

Major          Advanced Management                       BA          increase resources

Major          Live and Performing Arts                  BA          increase resources

Major          Visual Arts Management                    BA          increase resources

Major          Media Management                          BA          increase resources

Minor          Management                                Minor       increase resources

Major          Sports Management                         BA          resources

With one exception, the college will maintain all of the Dance programs at their current
level of resources. The college will seek opportunities to improve facilities for the
performing arts in general and Dance in particular. Dance programs, however, should
understand that, due to the expense, improvements to the performing arts facilities are
a longer-term objective.

The Dance department is one of Columbia’s premier programs thanks to growth and
increased visibility in recent years. The department holds a national reputation as a
leader and innovator in dance education. With the exception of the pedagogy program,
which should be phased out, all of its other programs are healthy and strong.
Furthermore, I note that I have not accepted the interim provost’s recommendation to
relocate the Dance Movement Therapy programs to the Dance department.

The dean, the interim provost, and the academic team all cite the importance of better
facilities for Dance. In fact, they argue convincingly for an overall upgrade of
performing arts facilities on campus. I agree with the caution that such facilities involve
considerable investment and maintenance. I direct Campus Environment to include
among its priorities the acquisition, renovation or construction of space for the
performing arts and to revisit the place of a performing arts center in the current
campus master plan. More immediately, I ask Campus Environment to work with
Dance and Music on the possible use of the building at 14th and Wabash as rehearsal
space for those departments.
May 22, 2012                   Focus 2016: Blueprint for Action                         25
President’s Rankings:

Major    Dance               BA       maintain resources

Minor    Dance               Minor maintain resources

Major    Dancemaking         BFA      maintain resources

Major    Pedagogy            BFA      phase out or eliminate

Dance Movement Therapy
The college will expand the scope and programming of the Dance Movement Therapy
(DMT) department to incorporate other arts based therapy. The department, which will
continue to report to the dean of FPA, will change its name to Arts Therapy.

The dean and the interim provost recommended merging DMT with Dance. I carefully
considered their arguments, as well as the counter-position of the DMT faculty. The
dean and interim provost saw a common thread in dance; the DMT faculty emphasized
the focus on therapy. In the end, I believe the college has a greater opportunity to
develop new high-quality, financially viable graduate and undergraduate programs by
building upon the existing DMT programs and by partnering these programs with others
in FPA. In addition to enrollment opportunities for the college, these programs will
provide alternative career paths for students with an interest in the arts.

I direct the provost and the dean, working with chairs and faculty, to investigate the
feasibility of programs in music, theatre, and art therapy, including curricular
requirements, facilities and other resource needs, competition, and market potential.
These programs should draw upon the existing arts courses in the appropriate
departments and upon the course work and expertise of DMT in the history, theory,
and practice of therapy. I request a preliminary report by February 1, 2013, and plans
for at least one new program starting in fall 2014.

May 22, 2012                  Focus 2016: Blueprint for Action                       26
President’s Rankings:

         Grad Laban Certificate in
Graduate Movement Analysis                      CERT combine/restructure resources

Graduate DMT ALT Route Certificate              CERT combine/restructure resources

         Movement Pattern Analysis
Graduate Consultant                             CERT combine/restructure resources

Graduate DMT and Counseling                     MA       combine/restructure resources

Fashion Studies
The college will increase resources for Fashion Studies, specifically faculty. The
department will investigate opportunities for collaborative programs with other

Within the last few years, the School of FPA created the Fashion Studies department by
combining curricula and resources from AEMM and Art + Design. The new department
offers one course of study in Fashion Business and another in Fashion Design.
Together, these programs constitute possibly the largest fashion studies program in
the country and demonstrate strong potential for enrollment growth. Drawing on its
existing strengths, the department should investigate opportunities to collaborate with
other departments on new curricular pathways such as fashion photography [see
discussion in the Photography section] and costume design and makeup in partnership
with Theatre.

Lastly, the dean, interim provost, and academic team all recognized a need for
additional resources in this department and, most notably, the need for more full-time
faculty. As part of the implementation of Blueprint | Prioritization, I am giving the
provost control of all full-time faculty vacancies, with the expectation that the provost
will reallocate full-time vacancies to the departments with the greatest needs and
highest priorities. I recommend that Fashion Studies receive three re-allocated faculty

May 22, 2012                   Focus 2016: Blueprint for Action                          27
President’s Rankings:

                                     combine/restructure resources, this is being
Major    Fashion Studies      BA     replaced with Fashion Business and Fashion Design

Major    Fashion Business     BA     increase resources

Major    Fashion Design       BFA    increase resources

Fiction Writing
The Fiction Writing department will be incorporated into the new department of
Creative Writing. See the section on Creative Writing.

The college will continue all of the current Music programs. As positions become
available, the provost will reallocate two full-time faculty positions to Music and work
with Campus Environment to explore possibilities for providing additional financially
feasible rehearsal space for both Music and Dance. The department needs to work to
improve its retention and graduation rates.

Music is one of the few academic programs that have experienced healthy growth in
the last three to four years. Therefore, this department can sustain its current level of
programming. The dean rightly celebrates the department’s “aggressive recruitment
and marketing” campaign which has yielded this impressive growth. Music, however,
has one of lowest retention and graduation rates in the college. The department must
bring the same energy and commitment to improving graduation and retention rates as
it does to recruiting and marketing.

The academic team recommends phasing out the Composition for the Screen program.
Music developed this program at the request and in partnership with the Film & Video
department in order to fulfill a need for original music for student films and to provide
more dynamic career options for artists drawn to screen media. The program has
succeeded at that purpose and has built a strong national reputation. That said, the
program’s expenses, however, are too high for the size of its enrollment. In order to
help reduce its costs, the program was recently restructured. The program must
continue to reduce costs and must increase the size of its entering classes from 14 to
20 students.

The academic team also recommends combining Instrumental Performance and
Instrumental Jazz Performance. Based in part upon the feedback from the Student
Government Association and others, I do not concur because of significant differences
in the performance genres these programs represent.

May 22, 2012                  Focus 2016: Blueprint for Action                         28
In addition to maintaining its current programs, Music must partner with Education and
Arts Therapies (currently DMT) to explore the creation of joint degrees in these areas.

Lastly, enrollment growth in Music has strained its resources, notably ensemble
rehearsal space, as well as technology and faculty. Facilities represent significant and
ongoing expenditures. Therefore, the college must proceed cautiously on acquiring new
space. With both of these factors in mind, I direct Campus Environment and FPA to
investigate the possibility of using the 14th and Wabash building for music and dance
rehearsal space.

President’s Rankings:

Major          Composition                                       BA    maintain resources

Major          Instrumental Performance                          BA    maintain resources

Major          Composition                                       BM    maintain resources

Major          Vocal Performance                                 BA    maintain resources

Major          Instrumental Jazz                                 BA    maintain resources

Major          Contemporary Urban and Popular Music              BM    maintain resources

Graduate Music Comp for the Screen                               MFA   decrease resources

The college will maintain all of the programs in Photography at the current level of
resources. The department, however, must take a more active and aggressive role in
recruiting undergraduate and graduate students. The college expects enrollment
increases in the Photography programs. As the interim provost and the dean of FPA
recommended, the college will combine the Photography programs with some of the
programs currently in Art + Design to create a new department of Fine Arts.

Photography is one of the most prestigious departments at the college. Student,
alumni, and professional peers respect and celebrate the Photography faculty. For
example, eight of the faculty members hold Guggenheim fellowships. The graduate
program is recognized as one of the best in the country. Nevertheless, despite these
accolades, the department’s enrollment has declined significantly. Additionally,
internal and external observers have raised questions about how well the program has
kept up with contemporary trends in photography, particularly the slow pace at which
the department has embraced digital photography.

May 22, 2012                       Focus 2016: Blueprint for Action                     29
The dean and interim provost point out the department’s need for new, more
appropriate, and technologically sophisticated facilities. They therefore recommend
combining the department’s offerings with some of the offerings in Art + Design to form
a new department; Fine Arts. I accept this recommendation and direct the dean,
interim provost and chairs of the affected departments to begin that process.

At present, the college will retain all of the current programs in Photography. One
existing program, however, and one potential program require serious discussion. First,
Photography and Journalism need to collaborate and develop a degree in
photojournalism. Second, Photography should investigate the possibility of a fashion
photography concentration in collaboration with the Fashion department. The dean
notes that a fashion photography concentration will require new facilities. The
departments must consult with Campus Environment and the interim provost on the
feasibility of new spaces.

President’s Rankings:

Major          Photography                   BA          maintain resources

Major          Commercial                    BA          maintain resources

Graduate Photography                         MFA         maintain resources

Major          Fine Art                      BA          maintain resources

Minor          Photography                   Minor       maintain resources

Major          Photography                   BFA         maintain resources

Major          Photojournalism               BA          combine/restructure resources

Sherwood Conservatory
The college will maintain the Sherwood Conservatory and expects the conservatory to
continue to improve its programming and income. The conservatory must work more
closely with the Music department to provide teaching and rehearsal space for enrolled
Columbia students during day hours.

The academic team recommends the elimination of the Sherwood Conservatory, which
was also the initial recommendation of the interim provost. After the listening session
and additional research, the interim provost changed her recommendation to maintain
with continued monitoring of the conservatory’s income and expenses. I concur with
the recommendation of the interim provost. At present, the conservatory’s income
covers its expenses with a modest surplus. This is a result of new programming,
marketing and leadership. The college expects even better results in the future.
May 22, 2012                     Focus 2016: Blueprint for Action                        30
The college will continue most programs in Theatre at the current level of resources
and will work toward improved facilities for the performing arts, including facilities for
Theatre. Additionally, the college will continue the joint program between Theatre and
The Second City and, if possible and financially viable, expand this program.

Over the last few years, enrollment has begun to stabilize and the department has
developed a model program for improving the first-year student experience and,
consequently, first-to-second year retention. The “One Tribe” initiative engages new
students from the first day of orientation in a theatrical experience that connects them
immediately to faculty, staff, and students in their department. I hope that other
departments will copy Theatre’s impressive success with One Tribe.

The dean, the interim provost, and the academic team recommend phasing out the
Acting BFA and the Directing BA and Minor. The Theatre faculty strongly disagrees. The
dean and the interim provost should continue a discussion with the Theatre chair and
faculty and submit their decision to me no later than the close of the fall 2012
semester. The final decision is at the discretion of the dean and the provost. In making
their decision, the parties should consider the contribution of these programs to
student learning and enrollment, and the impact of continuing these programs on the
department’s resources, including faculty workload.

In addition to serving as a model for working with first-year students, the Theatre
department has many opportunities to collaborate with other departments in FPA and
across the college. In other parts of this plan I propose collaborations with a new Arts
Therapies program and with Fashion Studies. I strongly encourage the department to
pursue these and other interdisciplinary partnerships.

Finally, in recent years the Theatre department has demonstrated much inventiveness
and adaptability in working with less-than-ideal facilities. Music and Dance have also
shown similar adaptability. I direct Campus Environment to make teaching and
performance spaces for the Theatre department and the other performing arts a
priority, to the extent that is financially feasible. As discussed in the Music section, I
also ask that Campus Environment revisit the place of a performing arts center in the
current campus master plan and ask Institutional Advancement to watch for
fundraising opportunities for performing arts facilities.

May 22, 2012                   Focus 2016: Blueprint for Action                          31
President’s Rankings:
Major    Directing                                 BFA      maintain resources

Major    Music Theatre Performance                 BFA      maintain resources

Major    Musical Theatre                           BA       maintain resources

Major    Acting                                    BA       maintain resources

Major    Technical Theatre                         BA       maintain resources

Major    Theatre Design                            BA       maintain resources

Major    Theatre Design                            BFA      maintain resources

Minor    Acting                                    Minor    maintain resources

Major    Acting                                    BFA      possible phase out or eliminate

Major    Directing                                 BA       possible phase out or eliminate

Minor    Directing                                 Minor    possible phase out or eliminate

School of Liberal Arts and Sciences
The college will maintain resources for the Office of the Dean of the School of Liberal
Arts and Sciences (LAS). The school will lead or participate in initiatives to accomplish
four college objectives for undergraduate education: (1) redesign of the undergraduate
core curriculum beginning in the academic year 2012-2013; (2) development of a
comprehensive operational plan for the first-year experience; (3) full integration of the
LAS faculty into the faculty-advising program; and (4) expansion of the Honors Program
into the Schools of FPA and Media, Digital, and Creative Technologies. The School of
LAS must set an example for the college of the potential of cross-disciplinary
collaboration to improve student learning and student success.

The School of Liberal Arts and Sciences stands at the center of Columbia College
Chicago’s mission. The LAS core disciplines embody a key college value and distinguish
the college from other arts- or media-focused institutions. The academic team hit the
nail on the head with their observation that:

     “the entire community must come to terms with the reality that Columbia College
     Chicago is not a conservatory. Our liberal arts curriculum is a crucial recruiting tool
     as parents weigh the value and the expense of their children’s college educations.
     Moreover, in our increasingly connected digital and global world, we have the great
     responsibility of educating students in the arts and media – students who are to
     become the voices and leaders of the “culture of our time.”
May 22, 2012                     Focus 2016: Blueprint for Action                              32
To succeed as artists and communications professionals in today’s fast moving,
global environment, our graduates must be better educated and more
knowledgeable than their peers about the world and how it works. Parents know
this; employers know this; and our alumni tell us about how crucial it is for our
students to be better educated than their peers from other institutions.

Throughout its history, Columbia has espoused the value of the liberal arts in the
education of artists, but we have not always practiced it as vigorously as we should.
Focus 2016, the college’s strategic plan, and the recommendations of the academic
team exhort the college to fully integrate rigorous learning in the liberal arts and
sciences with rigorous learning in the arts, media, and communications. This is a job
for every school, department, and faculty member that should be accomplished
through thoughtful dialogue and shared planning.

About a decade ago, the college adopted the current LAS core curriculum, which was a
major step forward from the previous LAS credit-hour distribution structure. Now, the
School of LAS will lead a multidisciplinary task force composed of faculty from the
three schools and charged with creating a “Columbia Core.” This new undergraduate
core curriculum will incorporate the following recommendations from the academic

       “Mov[ing] away from the ‘cafeteria’ model of loosely connected LAS
       requirements to the creation of meaningful curricular pathways.”
       “Incorporat[ing]LAS pathways into the ‘body of work’ and ‘project-based’
       learning so that it becomes an expected and valued part of the student
       educational experience.”
       Making meaningful interdisciplinary connections in rigorous ways.
       Applying standards to all required and elective courses for rigor and for learning
       outcomes that prepare students, “as creative communicators who are engaged
       in social events and issues and have a sense of civic purpose” and

May 22, 2012                  Focus 2016: Blueprint for Action                          33
Second, the School of LAS, with guidance and support from the provost and the vice
president of student affairs, will lead a collegewide initiative to develop an operational
plan for a seamless, fully integrated first-year experience that builds upon the
Integrated First-Year Experience conversations that the college undertook in academic
year 2010-2011. Those conversations were robust and produced a clearly defined set
of principles for student success. The academic team, however, concludes that the
college has not yet realized the full potential of the ideas that emerged from that year-
long discussion. They note, and I concur, that through the Integrated First-Year
Experience, we have told the students what we expect of them, but we have not yet
clearly stated and made a commitment to what the students can expect from us during
their first year. In response, the team recommends creating a well-defined, community-
embraced first-year experience that fosters improved student success measured in
student learning outcomes, student retention, and ultimately graduation. I agree with
the team’s recommendation.

The School of LAS is an obvious choice to lead this initiative as the school houses two
keystones of the first-year experience: the First-Year Seminar and the initial writing and
rhetoric courses required for all undergraduates. Although the School of LAS will lead
this initiative, this is a responsibility for the faculty and programs of all three schools
that must also be integrated with the programs and services for first-year students
provided by Student Affairs. The School of LAS will engage faculty and staff across the
college in developing a plan that should include specific and measurable goals, an
implementation structure and timeline, as well as an evaluation and assessment

Third, the School of LAS, working with the deans and faculty of the other two schools,
will propose a plan to make full use of LAS faculty expertise in student advising. The
academic team notes that the college underutilizes a valuable resource by largely
omitting the LAS faculty from student advising. The team observes, and I agree, that
although the arts, media, and communications faculties have specific knowledge about
their disciplines, the LAS faculty, with appropriate training, will make the advising
process even more effective.

Fourth, the School of LAS launched the college’s first-ever Honors Program. By all
indicators, the program is a success. Students report high levels of satisfaction with
the variety and quality of classes. The process for admitting students to the program or
classes appears equitable. The program attracts good numbers of new and continuing
students. The interim provost notes that, beginning in academic year 2012-2013, the
departments in the schools of FPA and the Media Arts will offer courses in the Honors
Program. LAS should lend its experience with developing and assessing honors
offerings to the faculties in the other two schools.

May 22, 2012                   Focus 2016: Blueprint for Action                          34
Finally, LAS administers the college’s “Bridge Program” for students admitted
conditionally who show potential to succeed at Columbia, but whose previous
academic performance does not meet the college’s regular admissions criteria. The
academic team recommends phasing out the Bridge program.

The Bridge Program serves a dual purpose. First, it provides students with intensive
college readiness preparation prior to the first semester of classes. Second, it gives
faculty who teach in the undergraduate core curriculum an extended opportunity to
assess each individual applicant. As such, the Bridge Program is an important element
in the college’s undergraduate recruitment and retention strategies. The college will
continue the Bridge Program and will re-evaluate its purpose and effectiveness when
the review of admissions standards is complete.

American Sign Language/English Interpretation
The college will decrease resources for the current undergraduate American Sign
Language (ASL)/English Interpretation program and relocate the program to a new
Humanities department. The LAS dean will also lead a feasibility study of a one-year
graduate program in ASL.

The interim provost initially recommended that this program be eliminated. She had
indicated that, although the work done by this department is very important, she stated
that “[i]t is not centrally aligned [with] Columbia’s mission; and it has been costly to the
college up to this time.” I share these concerns, especially the concern related to cost.
The program is one of the most expensive at the institution because of the manner in
which instruction is organized and delivered. In response to the interim provost’s
concerns, the department has agreed to reduce costs and to increase revenues. The
latter will be accomplished through larger student enrollment and a deaf study option.
The former will be accomplished by increased class size, the discontinuation of one-on-
one tutoring and an adjustment to the curriculum made possible by the new licensing
requirements in the State of Illinois.

The department should show evidence of these changes beginning in fall 2012 and
the college will re-evaluate the overall changes in fall 2014. The department should
plan to reduce expenditures by 25 percent.

President’s Rankings:

Minor     ASL                                    Minor            decrease resources

Major     ASL/English Interpretation             BA               decrease resources

May 22, 2012                   Focus 2016: Blueprint for Action                          35
Creative Writing
The college will combine existing programs in English and in Fiction Writing, including
the playwriting program now taught jointly in Fiction Writing and Theatre, into a new
writing department, tentatively named Creative Writing. The faculty, deans, and the
provost will develop a plan for the new department that builds upon the strengths and
expertise of both departments. As the Student Government Association (SGA) and
others have recommended, the Story Workshop method will continue as a learning
approach within Creative Writing.

The planning process for the Creative Writing department will determine in which
school the department will reside. Inclusion in this section of my plan is not an
endorsement for placing it in one school or the other.

Main elements of this plan were recommended by the dean of the School of LAS, the
dean of the School of FPA, the interim provost, and the academic team. The college
expects an overall decrease in resources allotted as a result of reduced administrative
costs and reduction of instructional redundancies in the creative writing programs.

The present Fiction Writing program has a long and storied history at Columbia. The
program is well respected in the professional writing community for its innovative Story
Workshop approach and for the accomplishments of alumni and faculty. The program
has attracted students to Columbia throughout its history. More recently, the Creative
Nonfiction and Poetry programs have built good reputations in the professional
community and contributed to enrollment growth. The time has arrived in the
maturation of Columbia to bring together the collective expertise of these two faculties
primarily for the benefit of the students and secondarily in the best interests of the

The combined faculties of English and Fiction Writing will determine the disposition of
the current writing programs. The college, however, expects that the departments will
approach this task as an integration of their programs and will seriously evaluate the
contributions of the various programs and courses to the mission and objectives of the
new department. The faculties should use this opportunity to pursue the student-
centered goals of the academic team’s “One Columbia” report and to model a large-
scale, collaborative initiative.

May 22, 2012                  Focus 2016: Blueprint for Action                        36
Specifically, I charge the chairs and faculty of English and Fiction Writing, working with
the deans and interim provost, with: (1) developing a core curriculum for writing
majors; (2) strengthening the writing requirements for the entire college; (3) developing
programs and curricular pathways that provide students with alternative approaches to
teaching and learning writing, including the Story Workshop approach; (4) collaborating
with colleagues in other schools and departments to develop courses or curricular
pathways that serve students in other majors such as screenwriting and journalism.
Fiction Writing and English should immediately start working on a consolidation plan
that will provide the benefits of this new approach to teaching and learning writing for
students entering in the fall of 2013. The departments should plan for a full
organizational consolidation by no later than fall 2014.

Regardless of the final configuration of the new writing department and its programs,
the college will discontinue the graduate program in the teaching of writing and the
undergraduate program in professional writing. Furthermore, the faculty should
seriously consider the need for both a BA and BFA program in playwriting.

The department will reduce its publications from the current seven titles between the
two departments to three in the new department, allowing the publications, as the SGA
notes, to cater to different genres and readers. Finally, the new department should
streamline its lecture series and public programming.

Fiction Writing - President’s Rankings:

Graduate       Creative Writing-Fiction    MFA       combine/restructure resources

Major          Fiction Writing             BA        combine/restructure resources

Major          Fiction Writing             BFA       combine/restructure resources

Major          Playwriting                 BA        combine/restructure resources

                                                     combine/restructure resources; possibly
Major          Playwriting                 BFA       phase out one of two UG degrees

Minor          Fiction Writing             Minor     combine/restructure resources

Minor          Playwriting                 Minor     combine/restructure resources

Graduate       The Teaching of Writing     MA        phase out or eliminate

May 22, 2012                       Focus 2016: Blueprint for Action                            37
English - President’s Rankings:

LAS Core       First-Year Writing (EN)       Core       combine/restructure resources

LAS Core       Literature (HL)               Core       combine/restructure resources

LAS Core       Oral Communication                       combine/restructure resources

LAS Core       ESL                                      combine/restructure resources

Minor          Literature                    Minor      combine/restructure resources

Minor          Professional Writing          Minor      phase out or eliminate

Graduate       Creative Writing-Poetry       MFA        combine/restructure resources

Graduate       Creative Nonfiction           MFA        combine/restructure resources

Major          Poetry                        BA         combine/restructure resources

Major          Creative Nonfiction           BA         combine/restructure resources

Minor          Poetry                        Minor      combine/restructure resources

Minor          Creative Nonfiction           Minor      combine/restructure resources

May 22, 2012                         Focus 2016: Blueprint for Action                   38
The college will decrease overall resources for the instructional programs in Education
unless the department increases enrollment. In addition, the department must align its
programs more closely with Columbia’s arts and media focus. The department and the
school should reallocate resources within the department to meet these objectives.
The provost and the dean of the School of LAS should schedule a review of Education’s
progress within the next few years.

In recent years, Columbia’s education programs have delivered mixed results. In
academic year 2005-2006, Educational Studies (graduate programs) and Early
Childhood Education were consolidated as the Education department, and a new
chairperson was appointed in July 2011. With new leadership, the college holds high
hopes for improvements in the existing programs and foresees promising opportunities
for new programs. The Head Start Degree Completion program is a good example of
the type of programs and initiatives the department should pursue because it is
collaborative, it brings outside funding into the college, and it offers a specific and
specialized curriculum for a target group of students. Columbia partners with Chicago
Public Schools on this program and the college will continue the program through that
partnership. Chicago Public Schools is pleased with the outcome of the Head Start
program and has agreed to fund new cohorts for the next few years.

Education must find and pursue other collaborative opportunities inside and outside of
Columbia to increase enrollment, improve student outcomes, and align itself with the
mission of the college. Regarding enrollment, I am well aware that there are external
standards for student-to-faculty ratios. Education, however, has the lowest student-to-
faculty ratio in the college. Therefore, to remain sustainable, the department must
increase the number of students it serves, within State of Illinois requirements. At the
graduate level, the department should re-evaluate the currency and mission-
connectedness of it programs. At all levels, the department should develop arts- and
media- linked curricular pathways for new and existing student populations. There are
a myriad of opportunities within the college for collaborative initiatives. As a first order
of business, the department should partner with the School of FPA on art, music,
theatre, and dance education curricula.

Lastly, the college is relocating the Center for Community Arts Partnerships (CCAP) to
the dean of the School of LAS. In general, Education should take maximum advantage
of collaborative opportunities available through CCAP. More specifically, Education will
share responsibility for the Teaching Artist Journal with CCAP.

May 22, 2012                   Focus 2016: Blueprint for Action                           39
President’s Rankings:

                                                           decrease resources unless
Major          Early Childhood Education         BA        enrollment increases

                                                           decrease resources unless
Minor          Teaching Artist                   Minor     enrollment increases

                                                           maintain resources; review
Graduate Elementary Education                    MAT       curriculum

                                                           maintain resources; review
Graduate Art Education                           MAT       curriculum

               Teacher Certification Head
Major          Start                             BA        maintain resources

                                                           decrease resources unless
Minor          Education                         Minor     enrollment increases

The English department will be incorporated into the new departments of Creative
Writing and Humanities. The Creative Writing and Humanities History and Social
Sciences sections provide details about this change.

First-Year Seminar
The college will continue the First-Year Seminar and maintain its level of resources. As
part of the college first-year retention initiatives, LAS must work to fully integrate the
First-Year Seminar, First-Year Writing and the programs in Student Affairs for first-year

Specifically, the First-Year Seminar and First-Year Writing programs should collaborate
on developing first-year learning cohorts of students co-enrolled in the two classes.
This collaboration would preserve the autonomy of each course while creating
opportunities for robust learning experiences for students and faculty.

President’s Rankings:

LAS                                          LAS
Core      First-Year Seminar                 Core        combine/restructure resources

May 22, 2012                     Focus 2016: Blueprint for Action                        40
Humanities, History, and Social Sciences
The college will divide Humanities, History, and Social Sciences into two departments:
the Humanities department and the History and Social Sciences department. The new
Humanities department will incorporate ASL/English Language Interpretation and the
programs in First-Year Writing, English as a Second Language, Foreign Languages, Oral
Communications and Literature, now housed in English. The college will maintain
overall resources for the programs in humanities and in history and social sciences.
Both new departments will collaborate with other departments in LAS and across the
college on the newly conceived “Columbia Core” which will replace the current LAS
Core curriculum and the department will adopt the academic team’s recommendation
to merge the current Cultural Studies program into a wider-based Interdisciplinary
Studies Program. In addition, both new departments will continue current minors.

As described elsewhere, The Ellen Stone Belic Institute for the Study of Women and
Gender in the Arts and Media will be closed as a free-standing entity. The Institute’s
director will become a non-tenured faculty member in Humanities, and the Humanities
department will incorporate the Institute’s outreach work into its Women’s and Gender
Studies minor.

I accept the academic team’s recommendation that the college merge the Cultural
Studies program into an Interdisciplinary Studies program with a wider base both in the
Humanities and across the college curriculum. Cultural Studies will remain as a
concentration within the new Interdisciplinary Studies program and a minor. The new
Interdisciplinary Studies major will create additional concentrations that allow students
to pursue various interests determined by an interdisciplinary faculty committee
chosen from all of the schools of the college. The program will draw upon the resources
of the various centers as a base for student research in their areas of concentration.
The program will also offer a minor in interdisciplinary studies to students in other
majors. The Interdisciplinary Studies major, minors, and concentrations must
encourage a truly interdisciplinary approach and reflect opportunities for study and
research across the college. The Interdisciplinary Studies program will provide a
leading example of how the liberal arts and sciences can take its rightful place across
the college.

May 22, 2012                  Focus 2016: Blueprint for Action                        41
President’s Rankings:

          Women’s and
Minor     Gender Studies            Minor             maintain resources

Minor     Black World Studies       Minor             maintain resources

Core      History (HI)              LAS Core          maintain resources

Core      Humanities (HU)           LAS Core          maintain resources

Core      Social Sciences (SS)      LAS Core          maintain resources

Minor     Cultural Studies          Minor             combine/restructure resources

Minor     American Studies          Minor             maintain resources

Major     Cultural Studies          BA                combine/restructure resources

Science and Mathematics
The college will maintain resources for the programs in the Science and Mathematics
department, with the possible exception of the Institute for Science Education and
Science Communication (“Science Institute”). Science and Mathematics contributes to
the LAS core curriculum and the interim provost reports that the department
demonstrates “a strong commitment to collaboration, innovation, and student-
centeredness.” Additionally, Science and Mathematics recently initiated its first major
program, “Arts and Materials Conservation,” which is the only undergraduate program
of its kind in the Midwest. The program enrolled an initial cohort of 10 students in fall
2011, exceeding the target of six to eight students, and shows great promise for the
future. The college has invested in facilities that support this program and the LAS

May 22, 2012                     Focus 2016: Blueprint for Action                      42
Regarding the Science Institute, the interim provost recommends assessing the
viability of this program when LAS completes a financial analysis now in progress. I
concur with that recommendation and add that the Science and Mathematics
department must present a compelling case for the value of the Institute to the college
as well as demonstrate a sustainable financial scenario. Otherwise, the college will
discontinue this program. I direct the department and the school to undertake a
serious investigation of these issues and submit a report to me by March 2013.

President’s Rankings:

Core      Science (SC/SL)                        LAS Core        maintain resources

Core      Mathematics (MA)                       LAS Core        maintain resources

Major     Arts and Materials Conservation        BA              maintain resources

Minor     Environmental Studies                  Minor           maintain resources

Minor     Mathematics                            Minor           maintain resources

School of Media Arts
The School of Media Arts must recapture its momentum and embrace new media.
Following the lead of the recently appointed dean, the departments and programs
must, in the dean’s words, “[direct] their resources to undertake transformations in the
use of new media platforms and technologies,” and in the process take down
disciplinary silos. To accomplish these changes, the school will need to reallocate
resources, and the college may need to make some investments in new and
redesigned programs. In return, however, the college expects to see enrollment growth,
strong student outcomes, and improvements in cost-effectiveness. To mark its new
direction, the college will rename the school: the School of Media, Digital, and Creative

May 22, 2012                  Focus 2016: Blueprint for Action                        43
In the last several years, enrollment has decreased disproportionately to the overall
college downturn since 2008. Before the recession, 56 percent of undergraduates
majored in programs housed in the School of Media Arts. Now that share has fallen to
48 percent. In addition to the impact of the economy, Media Arts faced specific
challenges. The media industries and the markets for media professionals have shifted
dramatically, particularly in long established areas such as journalism. As a result, the
knowledge and skills needed to build a career in media have changed rapidly. Other
colleges and universities, including some of our competitors in Chicago, have
responded with new and innovative programs that compete with our media programs.

Unfortunately, as I have observed before, too many of our media programs were
“asleep at the wheel” while enrollment was growing. Programs did not keep up with
changes in media practice and, more damaging, some programs displayed negative
attitudes toward increased enrollment. Eventually, students voted with their feet. In fall
2011, Media Arts enrolled 4,533 students, down from a high of 5,217 in fall 2008.
With the exceptions of Television and Interactive Arts and Media, all of the
departments in Media Arts have lost enrollment.

The dean of the School of Media Arts, the interim provost and the academic team
recommend significant changes in the school. I concur with many of those
recommendations, which are detailed in the following sections for each of the
departments in the school. Across the school, the dean has directed many of the
programs to:

     “undertake transformations in the use of new media platforms and technologies.
     [This] will require an internal shift of resources from established to new
     instructional methods and materials, while maintaining overall levels of service to
     students and instructional activity.”

I agree and add that the school and the college have an opportunity to reclaim our
place at the leading edge of media education. The media industries for which we
prepare students abandoned their silos some time ago; we have made a start at
deconstructing our silos, but we need to move forward more aggressively.

Lastly, at my request, the dean of the School of Media Arts has organized an ad hoc
committee to develop a position paper on a new master’s degree. This new degree will
use the expertise of the Film & Video department and the AEMM department. The
Master’s of business in the fine arts degree will be the first of its kind, and we all
believe, will be an attractive and important program for those wishing to straddle the
disciplines in media, business, and the arts.

May 22, 2012                    Focus 2016: Blueprint for Action                           44
Audio Arts + Acoustics
The college will continue all but one of this department’s current programs and, with
the introduction of a Bachelor of Science degree, will phase out the Bachelor of Arts
degree. The department should continue to collaborate with other departments on
courses and curricular pathways that support programs in related disciplines.

Last fall, enrollment turned around in Audio Arts + Acoustics (AAA). Prior to last year,
AAA was losing enrollment, as were many other departments in the School of Media
Arts. As the result of revising the curriculum, developing a new Bachelor of Science
degree, and undertaking outreach activities that gained financial support and expertise
from the industry, AAA experienced a small uptick in students. The department must
continue to work toward building and sustaining enrollment.

The department will phase out its BA program in Acoustics for Visual Media. The
department will collaborate with Film & Video and Interactive Arts and Media on
courses and curricular pathways that will replace the existing sound design programs
in those departments.

President’s Rankings:

Major     Acoustics                                    BS        maintain resources

Major     Audio Design and Production                  BA        maintain resources

Major     Live and Installed Sound                     BA        maintain resources

                                                                 phase out or eliminate;
Major     Acoustics                                    BA        replaced by BS degree

Major     Audio for Visual Media                       BA        phase out or eliminate

Columbia Chronicle and Echo Magazine
I do not concur with the team’s recommendation to eliminate the hard copy of the
Columbia Chronicle within the next two years. After reviewing the current circulation
and distribution to targeted communities as well as potential students and their
parents that visit the campus throughout the year, we derive a large return on dollars
spent. We also have created an income stream -- staffed by marketing communications
majors and designed by Art + Design majors -- that brings in over $330,000 dollars per
year to offset costs.

May 22, 2012                  Focus 2016: Blueprint for Action                             45
Because of this, I am recommending a reduced print run for the Chronicle over the next
two years during which time we will re-evaluate the program. In that review, we will
consider the observations of the Student Government Association about the potential
benefits to journalism students of moving to an online publication. They note, for
example that, “journalism is moving to online publications, so [going online] would
keep the Chronicle in line with the majority of the industry.”

I do, however, agree with the team that we should maintain resources for Echo
Magazine as it is student-generated and is also a great piece to hand out to
prospective students and their parents.

Film & Video
Film & Video must continue to incorporate new technologies and media into its
programs and reverse its declining enrollment trends. The department must continue
working on redesigning, consolidating or phasing out some of its programs. Overall the
college will maintain resources in Film & Video, but the department must redirect those
resources to redesigning curricular pathways and improving enrollment.

Film & Video is one of Columbia’s signature programs. Even with recent enrollment
declines, the Film & Video department is still the college’s largest department and is
among the largest film programs in the country. Nevertheless, the loss of more than
400 students over a few years is cause for serious concern. The department must put
aside any remaining perceptions of growth as a negative force and focus on the
currency and viability of its programs and on attracting and retaining students.

Film & Video has already embraced some of these challenges. For example, the dean
and interim provost note with pleasure that the department is in the process of
creating new curricular pathways in traditional animation and computer animation.
Taking that idea, I strongly encourage the school to develop a strong collaboration with
Interactive Arts and Media around animation for games. The implementation of a
common first-year core represents another laudable curricular, initiative that will also
improve retention.

As a department that depends greatly on technology, the programs within the
department must continue to embrace emerging forms of internet-based media, as
they apply to all film genres, not only documentary film. Along with new media
applications in film, the department should seek collaborations with the new Internet
Broadcast Media Production department, and with Journalism, AAA, and Interactive
Arts and Media.

May 22, 2012                  Focus 2016: Blueprint for Action                          46
Specifically, the department should work with AAA to phase out Film & Video’s stand-
alone Sound for the Cinema program. Lastly, the department should carefully consider
the ongoing role of Cinema Studies, including the possibility of eliminating it. Although I
understand the department’s argument for retaining it as a generalist degree, I remain
skeptical of its value to student learning and to the department.

Finally, and related to recruitment and retention, the dean and the academic team
recommend more rigorous screening of students seeking to enroll in programs of
specialized practice. The school should investigate this option in consultation with the
interim provost. I advise extreme care and thought in designing the screening
mechanisms and planning for the consequences. If the school and the department
ultimately propose such a system, it must guarantee students who are not involved in
specialized programs will still have access to a curriculum path that will help them to
“develop unique combinations of skills across the industry fields.”

President’s Rankings:

           Film & Video: Creative
Graduate   Producing                     MFA        maintain resources

           Film & Video:
Graduate   Writing/Directing             MFA        maintain resources

Major      Cinematography                BA         maintain resources

Major      Directing                     BA         maintain resources

Major      Producing                     BA         maintain resources

Major      Screenwriting                 BA         maintain resources

Major      Post-Production               BA         maintain resources

Major      Cinema Visual Effects         BA         maintain resources

Major      Documentary                   BA         maintain resources

Major      Cinema Studies                BA         possibly phase out or eliminate

Major      Animation - Traditional       BA         combine/restructure resources

Major      Animation - Computer          BA         combine/restructure resources

Major      Film & Video                  BA         maintain resources

                                                    phase out or eliminate; replace with coursework
Major      Sound for Cinema              BA         in AAA

May 22, 2012                         Focus 2016: Blueprint for Action                                 47
Interdisciplinary Arts
The college will disband the department of Interdisciplinary Arts and relocate its
instructional programs to other departments in the School of FPA with related
undergraduate programs. The college expects the recipient school to redesign these
programs to make them more cost-effective. Consequently, the college will reduce
resources for these programs.

Interdisciplinary Arts is clearly no longer viable as a stand-alone department. The dean
and the interim provost note that the programs are hurt by being disconnected from
related undergraduate programs and that their enrollment-to-cost model is not
financially sustainable. The academic team concurs. The programs have small
enrollments, a large faculty, and a labor- and materials-intensive curriculum, which
make these among the most costly programs at the college. Therefore, the college will
relocate these three graduate programs to the School of FPA. The dean of the School
of FPA will determine the departmental placement. Although the Book and Paper
program has maintained enrollment, the dean must work with the program to reduce

President’s Rankings:

Graduate Interdisciplinary Arts                         MA       resources

Graduate Interdisciplinary Book and Paper Arts          MFA      resources

Graduate Interdisciplinary Arts and Media               MFA      resources

Interactive Arts and Media
The Interactive Arts and Media department (IAM) is one of the college’s most forward-
thinking and forward-moving departments. The department leads the college in
creative use of digital media and has gained a strong national and international
reputation. Overall the college will maintain resources for IAM, recognizing that some of
its programs warrant additional investment, but others should be trimmed back. As a
college leader in the adoption of digital media, IAM will participate in several of the
innovative collaborations planned in the newly named School of Media, Digital, and
Creative Arts and will work with the School of FPA on a new MFA in Interactive Design.

May 22, 2012                  Focus 2016: Blueprint for Action                         48
In 2005, IAM formed as a department, bringing together elements from two prior
academic departments. Since then, IAM has experienced growth and thrived, primarily
in the game-design area. The department has also attracted over $5 million in
government grants to develop interactive tools for emergency first-responders.

Interactive Arts and Media offers eight programs of study associated with two majors,
one in game design and one a general degree in IAM. A preponderance of students
identify with one of three programs, including animation, which overlaps with programs
in Film & Video. Other IAM programs overlap with AAA, Fine Arts, and (to a lesser
extent) Science and Mathematics. IAM should replace its stand-alone program in
sound design with collaboratively developed course-work with AAA.

Furthermore, the school and the department should review the current roster of
programs to determine if the number and configuration of majors/concentrations
provides coherent curricular pathways for the students and are cost-effective.

I concur with the dean and the interim provost’s recommendation that IAM pursue a
number of specific opportunities with other departments within and beyond the school.
The department has potential as a hub of cross-disciplinary collaboration. On the
undergraduate level, the department will work with the newly created Internet
Broadcast Media Production department (formerly the Radio and Television
departments) on programs in social media communication and with the Film & Video,
Journalism, and Internet Broadcast Media Production departments on documentary
practices. This work on documentary practices will include the emerging forms on
interactive documentary. On the graduate level, Interactive Arts and Media will work
with the School of FPA on a collaborative, cross-disciplinary degree in Interactive

President’s Rankings:

Major    Game Development            BA          increase resources

Major    Programming                 BA          increase resources

Major    IAM                         BA          maintain resources

Major    IAM                         BFA         maintain resources

                                                 phase out or eliminate; replace with
Major    Sound Design                BA          coursework in AAA

Major    Game Art                    BA          maintain resources

Minor    Web Development             Minor       maintain resources

May 22, 2012                 Focus 2016: Blueprint for Action                           49
Journalism must undertake a serious and thorough examination and regeneration of
its programs in light of the game-changing developments in the industry. The
department must redesign, consolidate, or phase out several of its current programs.
Overall, the college will maintain or moderately reduce resources for Journalism. The
department, however, must reallocate those resources to curricular pathways that
reflect the future of journalism and will grow enrollment.

Journalists and journalism education have received a loud and resounding wake-up
call over the last few years as newspapers and other media outlets across the country
have shed jobs and seen opportunities move into new media. Like many journalism
programs around the country and in Chicago, Columbia’s program was caught by
surprise. After many years of healthy growth driven by a strong national reputation, the
department has experienced a significant enrollment decline.

The dean and the interim provost recognize that business as usual is not an option.
They correctly direct the department to develop programs and curricular pathways that
give students “broad exposure to multiple platforms for new media.” Although a
traditional journalistic foundation may well remain the basis for their programs, the
department must work to reconceive its various individual programs – without delay.

The Publication/Production minor and the Science Journalism major enroll very few
students. The department should eliminate the latter and should give serious
consideration to phasing out the former, along with the undergraduate magazine
programs and graduate magazine and broadcast focuses. Journalism, along with
television and radio, must redesign the jointly offered broadcast journalism programs.

Finally, the School of Media Arts and the School of LAS must work together to
encourage writing and journalism students to take advantage of courses and minors in
each other’s departments. The creation of the new Creative Writing department
presents an excellent opportunity for greater collaboration between these schools.

May 22, 2012                  Focus 2016: Blueprint for Action                        50
President’s Rankings:

Graduate       Journalism                   MA        maintain resources; curriculum redevelopment

               News Reporting and
Major          Writing                      BA        maintain resources; curriculum redevelopment

Major          Science Journalism           BA        phase out or eliminate

               News Reporting Writing-
Major          Sports                       BA        maintain resources; curriculum redevelopment

Major          Magazine Program             BA        possibly phase out or eliminate

               Broadcast Journalism
Major          Radio                        BA        combine/restructure resources

Minor          Journalism                   Minor     maintain resources; curriculum redevelopment

Graduate       Magazine Focus               MA        phase out or eliminate

               Broadcast Journalism
Major          Television                   BA        combine/restructure resources

Graduate       Broadcast Focus              MA        phase out or eliminate

Major          Broadcast Journalism         BA        combine/restructure resources

Minor          Publication Production       Minor     phase out or eliminate

Marketing Communication
The college will invest additional resources in Marketing Communication and re-
envision its programs with a focus on new media and cross-disciplinary learning.
Although this department has lost a significant number of students, the dean, the
interim provost, the academic team, and I believe that, with new leadership and
revamped programs, marketing is a growth area for the college. The college will
support co-curricular learning experiences for students through internships in the new,
centralized, institutional marketing and communications unit reporting to the senior
vice president.

Opportunities exist to put the college’s marketing programs at the leading edge of
professional practice and grow enrollment by embracing new technologies and cross-
disciplinary collaboration. Following the recommendations from the deans, the interim
provost and the academic team, Marketing Communication shall work with AEMM on
programs and curricular pathways, that in the words of the dean of the School of Media
Arts, “bridge the two departments and two schools [to] bring innovative and
complementary benefits to students.”
May 22, 2012                        Focus 2016: Blueprint for Action                                 51
Specifically, I direct the two schools and departments to collaborate on redesigning the
Sports Management program located in AEMM. The primary purpose of this initiative is
to offer more robust and attractive programs; the secondary purpose – as with all the
proposed program and department collaborations and restructurings – is to hold down

Within the school, the dean envisions Marketing Communication as a partner in an
innovative collaboration between several departments on a new social media program.
Other potential partnerships exist with IAM, Journalism, and the new department of
Internet Broadcast Media Production that will bring together the current Radio and
Television departments. The school and the departments should explore opportunities
in new media and other areas of contemporary practice for distance learning and low-
residency graduate programs for working adults.

The college anticipates changes in the programs offered in Marketing Communication
as a result of the curricular redesign initiative. For now, I have identified one program
to phase out: the minor in creative advertising.

President’s Rankings:

        Marketing                        increased resources with curricular
Major   Communication           BA       restructuring

                                         increase resources with curricular
Major   Public Relations        BA       restructuring

                                         increase resources with curricular
Major   Advertising             BA       restructuring

                                         increase resources with curricular
Major   Marketing               BA       restructuring

                                         increase resources with curricular
Minor   Marketing               Minor    restructuring

                                         increase resources with curricular
Minor   Public Relations        Minor    restructuring

Minor   Creative Advertising    Minor    phase out or eliminate

May 22, 2012                   Focus 2016: Blueprint for Action                         52
Television and Radio [Internet Broadcast Media Production]
As recommended by the dean, the provost, and the academic team, the college will
combine the Radio and Television departments into a new department of Internet
Broadcast Media Production. In response to major changes in the media environment,
the new department will focus on forward-looking programs of study in contemporary,
multiplatform broadcasting, such as mobile and social media that incorporate
elements of the traditional radio and television curricula. Overall, the college expects
enrollment growth and greater cost-effectiveness in these areas of study.

The dean and the faculties of the two departments should immediately begin working
on a detailed proposal for the transition to the new department, including curricula,
leadership, and facilities. At present, the television department retains and graduates
proportionally more students than any other department in the college. Therefore, the
transition to the new department must retain the traits that have created such a
successful student-learning environment. Co-curricular activities are an important
element of student learning. Consequently, plans for the new department must
consider the future of Frequency TV and WCRX in the context of its new focus and
learning goals.

Although we do not yet know what form of organization and mix of programs the
Internet Broadcast Media Production department will take, the department must make
a few specific changes. The department must combine offerings in broadcast
journalism into a single program, delivered as now, in collaboration with Journalism.
The department must phase out the television programs in non-linear editing and
motion graphics. Finally, the department must resolve the status of 30-some radio and
television students currently enrolled in inactive programs. These may be legacy
students of discontinued programs, or clerical errors; nevertheless, Television must
ensure that all of these students are properly advised and enrolled in a program from
which they can graduate.

May 22, 2012                  Focus 2016: Blueprint for Action                        53
Television - President’s Rankings:

Major Internet and Mobile Media              BA         combine/restructure resources

Minor Writing for Television                 Minor      combine/restructure resources

Minor Motion Graphics                        Minor      phase out or eliminate

Major Writing/Producing                      BA         combine/restructure resources

Major Production/Directing                   BA         combine/restructure resources

Major Post-Production Effects                BA         combine/restructure resources

Minor Non-Linear Editing                     Minor      phase out or eliminate

Radio- President’s Rankings:

Minor     Radio                              Minor      combine/restructure resources

Major     Radio                              BA         combine/restructure resources

May 22, 2012                   Focus 2016: Blueprint for Action                         54
Academic Centers
Academic Centers
The academic team observes that Columbia has not succeeded in bringing the various
research and outreach centers into the educational mainstream of the college and
concludes that this is a missed opportunity to enrich student learning. The following
excerpt from the team report eloquently presents their rationale:

     If a central tenant of Columbia’s mission is to educate students to “author
     the culture of their times,” then as an institution we must have a vision for
     that future. We must position ourselves as the academic and artistic
     leaders of a global culture that focuses on the immediate, the immersive,
     and the interactive. We must harness the energies and agencies of this hi-
     tech, spectacle-rich world, and empower our students to employ them as a
     generative force to create change. To achieve this, we must place
     innovation, entrepreneurship, service learning, and applied research at the
     heart of the new Columbia

The interim provost and I have had the same concerns as the team for some
time. My plan addresses the very issue the team raises, but from a different
direction. Like the team, I am concerned about the disconnect between the
activities of some of the centers and the college’s students, faculty, and degree
programs. My plan retains most of the centers and places them in an academic
department, in a school, or in the Office of the Provost. I strongly believe that
embedding the centers in the college’s academic structure—where they will
naturally interact with faculty and students — s the surest way to bring the
centers into the educational mainstream. I have charged the deans and the
interim provost with making those connections happen.

The academic team proposes bringing the centers together in a new Center for
Applied Research and Civic Engagement. Although the college will not pursue
that option, I agree with the team that, in addition to grounding each of the
centers in an academic “home base,” the college needs structures that create
robust interaction and collaboration across disciplines, departments and schools.
I charge the interim provost to work with members of the academic team and
other faculty and staff on a plan to accomplish this.

Finally, like the academic team, I evaluated each of the centers on their
demonstrated potential to contribute to student learning. In addition, I evaluated
each of the centers on their potential to become more self-supporting and set
specific goals for each center. Although all of the centers have intrinsic value, in
today’s economic climate, I am more mindful than ever of how the college uses
student tuition income.

May 22, 2012                   Focus 2016: Blueprint for Action                        55
Office of Academic Research
The office of Academic Research will be eliminated as an independent department. All
of its units are to be placed within appropriate academic departments or will report to
the dean of a school. The Library will report to the provost. The academic team has
recommended creating, in the office’s place, a Center for Applied Research and Civic
Engagement. Although the ideas for and the work of such a center are both important
and laudatory, the concepts envisioned for this new center must, at this time, be
carried out by the schools.

Book and Paper Center
The college will relocate the Book and Paper Center to the department of Fine Arts and
continue its functions at a reduced level of support. In keeping with an overall
decrease in tuition funded support for centers’ activities, the department and the
school will review all of the Book and Paper Center’s non-degree granting activities with
a mandate to scale back those activities and the resources needed to support them.
Please see the section on Interdisciplinary Arts in the School of Media Arts for the
college’s plans for the Book and Paper graduate degree.

Center for Black Music Research
The college will continue the Center for Black Music Research (CBMR) at a reduced
budget and with a tighter focus on key activities. Management of the CBMR archives
will be combined with the college archives and the overall staffing of the two archives
will be reduced. The CBMR will report to the director of the library.

The CBMR was founded in 1983. Since then, the CBMR has risen to become
internationally renowned for its scholarship, publications, performances, recordings,
and conferences preserving and disseminating global music with roots in the African
diaspora. As the Student Government Association notes, the CBMR’s services and
cultural programs are truly unique. For many years, this unique organization did an
excellent job supporting itself with federal and state grants, foundation support, and
private donations. Unfortunately, over the past five to six years, outside financial
support has decreased. In recent years, the CBMR has raised less than 10 percent of a
$1 million plus operating budget. In fiscal year 2012, the college significantly
decreased its contribution, and the center spent down its reserves of contributed
income. Going forward, the college will continue to support the center at the fiscal year
2012 level with the expectation that the center must raise at least $200,000 annually
to augment the college’s support.

May 22, 2012                  Focus 2016: Blueprint for Action                        56
The CBMR staff will focus its work on three activities, the Black Music Journal, the
biannual conference, and the archives. The center will discontinue all other activities,
unless these activities are sponsored 100 percent by outside funding. The CBMR
archives will be joined and managed with the college archives. The college will reduce
the combined staff of the two archives from nine to five, with at least two of the
archivists coming from the CBMR.

Finally, some time ago, the college asked the CBMR to develop a proposal for an online
graduate degree in black music research. The School of FPA and the Music department
should complete the proposal for this program no later than the end of the 2012-2013
academic year. If and when this degree program is operational, the CBMR director will
support the program in partnership with the faculty of the music department. The
director’s other responsibilities will include the management of the journal and the
planning and execution of the biannual conference.

Center for Community Arts Partnership
The college will continue the Center for Community Arts Partnerships (CCAP) and will
relocate the center to the School of LAS to deepen the links between Columbia’s
community outreach and its academic programs.

The CCAP has built and sustained very successful reciprocal partnerships with schools
and community organizations with a focus on arts education. In keeping with
Columbia’s mission and values, the CCAP focuses on programs for underserved
communities. Because CCAP’s mission and activities align well with the programs
offered and communities served by the Education department, I propose moving CCAP
to the School of LAS, and I direct the center to work in close partnership with Education
to foster arts education at all levels, from early childhood through college.

Chicago Jazz Ensemble
The college will continue the Chicago Jazz Ensemble (CJE) at a reduced level of budget
support and with closer affiliation to the Music department. The CJE will report to the
dean of the School of FPA. The CJE will go on hiatus during the academic year 2012-
2013. During that time the college will hire a new artistic director and the CJE staff and
advisory board will plan for a 2013 performance season within the college’s new
budget guidelines. The CJE’s budget for the planning year is $200,000. The 2012-
2013 season may proceed if the Ensemble raises sufficient funds in advance to fully
cover the season’s costs.

May 22, 2012                   Focus 2016: Blueprint for Action                        57
The CJE has a long and celebrated history at the college. In 1965, former music chair
Bill Russo founded the CJE. Since then, the ensemble has gained both national and
international respect. Until 2002, the CJE’s budget was included within the Music
department’s budget, and the true cost to the college of supporting the ensemble was
not well understood. At one point, the college was spending $500,000 to $600,000
annually in support of the ensemble. When the cost became evident, the college
instructed the director of the CJE and the CJE advisory board to trim expenses and
increase external funding. Specifically, I asked the advisory board to raise $2 million to
$5 million to endow the ensemble. A fund of this size would yield $100,000 to
$250,000 annually for ensemble operations. Over the past three years, a new
management team has moved the CJE’s finances in the right direction, but not far

Currently, the college is subsidizing $300,000 of the CJE’s $600,000 annual
expenses. Beginning in fiscal year 2013, the college will support the ensemble up to
$200,000 per year. The CJE board has developed pledges of $100,000 annually for
the next five years to replace the reduction in college funding. Under the leadership of
the dean of the School of FPA, the CJE will further strengthen its ties to the degree
programs in the Music department. The artistic director will be hired as a full-time
faculty member with teaching responsibilities, and the members of the ensemble
should be chosen both to perform in the ensemble and to teach as adjunct faculty
members. (The college will reallocate an existing faculty position to Music for the
artistic director.)

Lastly, the college will rename the ensemble as the Chicago Jazz Ensemble at
Columbia College Chicago, and will include the CJE in a campus-wide marketing
consolidation. Four marketing positions currently located in four centers, including one
in the CJE, will be reduced to two and reassigned to a new centralized marketing
department. The two remaining positions will serve two centers as well as performing
other general college marketing and public relations activities.

Columbia College Chicago Press
The college will continue to operate the Columbia College Chicago Press for two years,
during which time the press will complete existing publishing commitments and the
college will evaluate its future potential. The unit will report to the associate vice
president for academic affairs.

The Columbia College Chicago Press evolved from the earlier imprint, the Center for
American Places. In the last few years, the press has aligned its publications with the
mission and history of the college and demonstrated potential for increased sales and
contributed funding.

May 22, 2012                   Focus 2016: Blueprint for Action                         58
The academic team recommends eliminating the press. With the press’s recent history
in mind, the interim provost recommends continuing operations for at least two years
to determine its potential and meet its current contractual obligations. I support the
recommendations of the interim provost, but direct the press not to accept any new
assignments until the present ones are completed and the college has made a
decision about press’s future. In 2014, the college will reevaluate the press based on
its financial performance and alignment with college objectives

Dance Center
The college will continue the Dance Center, which is largely self-supported, at the
current level of resources.

The Dance Center is a premiere dance performance venue in Chicago and one of
Columbia’s most respected presenting entities. The Dance Center attracts nationally
and internationally renowned dance troupes and choreographers. In addition to public
performance, the artists who visit the Dance Center work directly with the college’s
students in master classes and workshops, demonstrating a strong and ongoing
interaction between outreach and undergraduate education.

Finally, as described in the marketing section in Institutional Advancement, the college
will create a single, collegewide marketing unit. The marketing director for the Dance
Center and its marketing budget will relocate to the new centralized unit.

The Ellen Stone Belic Institute
for the Study of Women and Gender in the Arts and Media
The college will discontinue the Ellen Stone Belic Institute for the Study of Women and
Gender in the Arts and Media as a stand-alone entity and incorporate elements of its
original mission into the undergraduate minor in Women’s and Gender Studies in the
School of LAS.

The Institute has deviated from the vision and direction of its founder and from the
college’s goals for the program. Most notably for the college, the Institute has not
connected its activities with the minor in Women’s and Gender Studies. Therefore, the
college will consolidate this program with the Women’s and Gender Studies minor at
half of its current operating budget. The program head will receive a non-tenure-track
faculty appointment in the School of LAS and will teach one course in the minor each
semester. The rest of the director’s time will be focused on research, fundraising,
seminars, programs, and workshops.

The college asks that the existing advisory committee for the Ellen Stone Belic Institute
continue its services in support of fundraising for the research, presentation, and
workshop activities.

May 22, 2012                  Focus 2016: Blueprint for Action                         59
Museum of Contemporary Photography
The college will continue the Museum of Contemporary Photography (MoCP) at a
decreased level of support and expects the museum to increase fundraising and other
revenues. The museum will report to the provost.

The museum enhances the college’s public reputation and brand, and its activities
enhance student learning in several programs across the college. MoCP is one of only
two photography museums in the Midwest certified by the American Association of
Museums. The museum presents important and critically regarded exhibits from its
permanent collection and visiting exhibits of leading contemporary photographers.

Finally, as described in the marketing section in Institutional Advancement, the college
will create a single, collegewide marketing unit. The marketing and public relations
associate for MoCP and its marketing budget will relocate to the new centralized unit.

The college will increase its investment in the Library to develop it as the campus hub
for research and learning. The library will report to the provost.

I charge the library to re-invent its services and re-position all of its activities as a full
educational partner for 21st-century, student-centered learning in the arts and media.
Through its services and activities, the library will help students learn the purpose,
value, and conduct of applied research in arts and media practice. In support of the
college’s mission and educational objectives, the library will partner with the Center for
Innovation and Teaching Excellence to create a central repository for faculty work. The
repository will support student learning, facilitate interdisciplinary collaboration, and
bring faculty achievements into the public eye.

The library will consolidate management of the college’s archives and the CBMR. The
library will reduce the current combined staff of the two archives from nine positions to
five. [See also my recommendations for the CBMR.]

May 22, 2012                    Focus 2016: Blueprint for Action                            60
Institutional Support,
Operations and Organization
Institutional Support, Operations, and Organization

Office of the President and Board of Trustees/President’s Cabinet

The Office of the President and the Board of Trustees will continue in its current
organization with the addition of an events unit that will manage and coordinate events
across the college. Issues raised by the support and operations team about the
President’s Cabinet, authority in my absence, operation of the board of trustees
website, and maintenance of the president’s residence are addressed below.

The support and operations team reported a perception that events management
within the Office of the President currently is not well integrated with other support and
operations offices and suggested establishing a centralized events management unit.
Although the perception about current operations is misplaced, this is a great
recommendation that the president’s office will actively pursue.

The proposed unit will coordinate the responsibilities for events with staff from
Institutional Advancement, Academic Affairs, Student Affairs, and Campus
Environment. Additionally, the unit will facilitate understanding and management of the
number, type, and purpose of the many annual events offered by the college. A
member of the president’s staff will lead the new unit. Perceptions notwithstanding,
the staff of the president’s office has extensive experience working with offices across
the college on presidential and board events on campus and in the president’s

Regarding the President’s Cabinet, the academic team recommends reconfiguring the
Cabinet to include administrators whose positions have a direct relationship to the
student-learning environment. Those people, in the team’s opinion, are the provost, the
deans, and the vice presidents of Business Affairs, Campus Environment, and Student
Affairs. The Cabinet serves at the discretion of the president. For the remainder of my
tenure, the membership of the Cabinet will include the vice presidents and the chief of
staff. It will not include the deans.

The President’s Council -- a group composed of the cabinet, deans and associate vice
presidents -- gives voice to administrators across the college whose leadership strongly
influences college decisions that affect student learning, retention, and graduation.
The council will now meet monthly, and I will use this group as a venue for discussing
and sharing information about key college issues.

May 22, 2012                   Focus 2016: Blueprint for Action                         61
I also plan to reconfigure the senior administration of the college as diagrammed
below. I have chosen a configuration that is common in higher education. This
configuration groups together functions with close operational links, thereby
encouraging greater collaboration and interconnectivity. Furthermore, it limits the
range of internal functions that report directly to the president and allows a president
to give greater focus to critical external relationships.

The new configuration includes a senior vice president who will lead the
implementation of Focus 2016 and this Blueprint for Action and the college’s new
centralized marketing approach. Consequently, the vice president of planning and
compliance and the associate vice president of institutional marketing and
communication will report to the senior vice president. Additionally, as detailed in other
sections of this report, at the appointment of a permanent vice president of business
affairs/CFO, Campus Environment and Human Resources will report to that VP.

May 22, 2012                   Focus 2016: Blueprint for Action                        62
It is important to note that the vice president of campus environment, the vice
president of planning and compliance, and the past vice president of human resources
each have exemplary performance records as the leaders of their departments and as
members of the senior leadership of the college. As with all my prioritization decisions,
the decision to change the configuration of the Cabinet is structural; it is not related to
the individuals in these positions or the quality and value of their work.

The team raised a question about college leadership when I am away from campus.
Normally, the provost would act in my stead. Because at present the provost is an
interim appointment, I designate operational authority on a case-by-case basis. In
summer 2011, for example, the vice president of student affairs and the vice president
of institutional advancement shared operational authority for the college while I was on
a short sabbatical. In addition, whenever I am away from campus, I remain in regular
communication with my office and senior administrators.

Lastly, the team expressed concerns about management of the board of trustees’
website and of the president’s house. The board website is separated from the college
website because of the amount of confidential material it contains. The board site is
managed by my office with technical support from IT as needed. As for the president’s
house, like all campus facilities, repairs and maintenance functions are handled by
Campus Environment. Because it is both a residence and an event facility, the
maintenance needs of the house are somewhat different than other campus buildings.
Regular maintenance of the house is the responsibility of Campus Environment.
Specialized vendors are hired as needed.

Academic Affairs
The vice president of academic affairs/interim provost manages a number of academic
support functions in addition to managing the schools, centers and the library. The
Office of Academic Affairs has recently reorganized a number of these functions that
directly serve students and faculty in order to improve their effectiveness and
efficiency. Going forward, Academic Affairs should investigate opportunities for
streamlining management of faculty and course information. As the college gives more
emphasis to international recruiting, Academic Affairs may need to shift more
resources to support international initiatives. Overall the college will maintain
resources for these functions.

May 22, 2012                   Focus 2016: Blueprint for Action                          63
The provost will take a major role in the implementation of Focus 2016 and the
Blueprint for Action. As discussed in the introduction, the interim provost will lead the
development of “One Columbia” initiatives recommended by the academic team. She
will guide and support the deans in carrying out the plans for the academic
departments and centers, including reallocating funds among the schools and
departments to accomplish the college’s strategic goals. More specifically, all vacant
full-time faculty positions will revert to the provost for allocation.

Three of the support and operations units in Academic Affairs provide academic
support to the faculty and the academic departments: the Center for Teaching
Excellence, the Center for Instructional Technology, and Office of Academic Evaluation
and Assessment. Consistent with the recommendations of the support and operations
team, the Center for Teaching Excellence and the Center for Instructional Technology
are currently in the process of merging into a new entity; the Center for Innovation in
Teaching Excellence. The proposed technology strategist will reside in Academic Affairs
and will partner with the Center for Innovation in Teaching Excellence on learning
technologies, including the questions raised by the team and others about learning-
management systems.

Both teams recommend creating an entity, in addition to the Center for Innovation in
Teaching Excellence, to support faculty research. The college will not pursue that idea
now. I have, however, directed Institutional Advancement to work with the Center for
Innovation in Teaching Excellence to provide better service to faculty seeking research
grants. I ask the interim provost to consider other ways the college might support
faculty research within existing structures and funding constraints.

Critical Encounters, which is a collegewide curricular and co-curricular program, resides
within the Center for Innovation in Teaching Excellence and was recently reorganized.
Academic Affairs is now in the process of determining how to build wider campus
participation and curricular relevance. When a plan for Critical Encounters is ready, the
interim provost should share it with the college community. The academic team
recommends aligning Critical Encounters with the Learning Studio as a student support
function. Although Critical Encounters serves students, because it is primarily a
curricular initiative, it is more appropriately placed in the Center for Innovation in
Teaching Excellence.

May 22, 2012                   Focus 2016: Blueprint for Action                         64
In regard to Academic Evaluation and Assessment, the provost and the support and
operations team recommend bringing the various research and evaluation functions
(including compliance and accreditation) back together. I concur with this
recommendation and plan to reconstitute Research, Evaluation, and Planning (REP) as
configured prior to fall 2009, when enrollment research and academic evaluation were
moved to other areas of the college. As discussed elsewhere in this plan, REP will
report to the senior vice president.

The Learning Studio, which includes the Conaway Achievement Project/TRIO program,
serves students directly. The interim provost notes that the Learning Studio is
professionally managed and has a well-documented record of meeting student needs
and contributing to stronger retention. I agree with her that this is an area to which
Academic Affairs should allocate more resources. Additionally, I suggest that Academic
Affairs and Student Affairs look to the example of the Learning Studio to develop solid
evaluation systems for student support functions across the college.

International Programs straddles institutional administrative and student support roles.
Since its inception, International Programs’ purpose and responsibilities have evolved
with the college’s objectives for international study. As the interim provost notes,
International Programs’ role continues to change as the college moves more
aggressively into international recruiting. I agree with her that this is an area to which
Academic Affairs should allocate more resources.

The support and operations team questions whether International Programs can
effectively advise students about study abroad as well as fulfill its administrative
functions, and they recommend moving responsibility for the student-advising
component to Student Affairs. Given the specialized nature of study-abroad advising,
the college will not pursue that recommendation. I will, however, ask the interim
provost and the vice president of student affairs to investigate how well study- abroad
advising is coordinated and supported by college and faculty advising.

The support and operations team raises some good questions about the college’s
management of faculty and course information and the impact on other functions such
as hiring and classroom scheduling. Specifically, the team recommends creating a
centralized Registrar’s Office. This is not a recommendation the college is ready to
pursue; however we will investigate both opportunities for improving effectiveness and
efficiency within the current structures, as well as the possibility of a new structure.

May 22, 2012                   Focus 2016: Blueprint for Action                        65
Lastly, the provost manages a group of centers with instructional missions. The
Semester in LA, program serves enrolled students. The program, which was launched
in fall 1999 by the School of Media Arts for, has proven very successful at enriching
student learning and as a networking opportunity for students and alumni. Originally,
the program served Film & Video students and now also serves students in Music,
Theatre, Television, Marketing Communication and Fashion. The college has
successfully used Semester in LA as a catalyst for developing its alumni base in Los
Angeles and the West Coast. The program has created more job opportunities for our
graduates, giving rise to one of the colleges largest and most active alumni chapters.
The college will maintain resources for Semester in LA.

The other centers in this category serve external audiences. Those centers are the AP
Summer Institute, Summer Arts Camp, High School Summer Institute and the Upward
Bound. The college will continue these programs at current resource levels provided
the programs remain financially viable and project a positive image of the college,
particularly to prospective future students for Columbia College Chicago. If it is not
done already, the Office of the Provost should establish and implement a regular
schedule of program reviews for these units to ensure that they remain financial viable,
educationally sound, and that they offer a unique experience not available at other

Business Affairs
During fiscal year 2011, Business Affairs undertook a major reorganization that
eliminated 25 positions and removed about $5 million from the college’s ongoing
operational costs. As part of this prioritization, over the next few years Business Affairs
will further reduce its overall expenditures for current operations primarily through
technology-driven improvements in productivity. As part of a reorganization of the
upper administration of the college, Human Resources and Campus Environment will
report to Business Affairs when I appoint a permanent CFO.

Twenty-seven distinct programs and departments reporting through three associate
vice presidents — business affairs, information technology and accounting/controller —
currently comprise Business Affairs. Because of the extensive review and restructuring
undertaken last year, implementation of Blueprint | Prioritization in Business Affairs
will focus on further improvements in service delivery and operational systems.
Business Affairs will experience a major change with the incorporation of Human
Resources and Campus Environment.

May 22, 2012                   Focus 2016: Blueprint for Action                          66
The following discussion highlights improvements I expect to see in Business Affairs
and responses to major recommendations from the support and operations team. In
addition, I will ask the new CFO to review all of the recommendations from the support
and operations team and report to me any further improvement opportunities he plans
to pursue.

The support and operations team and the academic team reported concerns within the
college about the transparency of the budget planning process and recommended a
more participatory planning cycle. The college will not pursue this recommendation. I
will, however, direct the CFO to improve the quality of information provided to
departments’ faculty, staff. and students about annual and multiyear budget plans,
including information about the criteria and rationale for budget decisions.

Business Affairs and the senior administration need the freedom to entertain a variety
of scenarios when discussing future budgets. Holding those discussions in open
forums would undermine the responsibility of those charged with and held accountable
for the college’s financial position. The outcomes of these college-level discussions are
shared with all responsible budget officers (i.e., deans, chairs, managers, directors,
and vice presidents) along with the detailed information they need to develop and
manage their units’ budgets.

Likewise, the support and operations team raises the issue of long-term budget
planning. Developing three- to five- year budget plans at the institutional level is a long
standing practice of the college, although the college does, and will continue to,
allocate budgets on an annual basis. The team, however, makes a valid point that the
college should share more information about longer term planning with the college
community. Therefore, in the future, the college will include two year projections in its
annual budget reports.

The academic team raises important questions about how the college tracks financial
information about the programs. The college tracks this information at the department
level, but not at the program level. The college, the schools, and the departments can
no longer manage their financial commitments without such information. This has to
be changed. Therefore I direct Business Affairs to work with Academic Affairs to
develop program level budget tracking.

Lastly, the academic team requested changing the fiscal year from September 1
through August 31 to July 1 through June 30. I will ask the new CFO to investigate the
feasibility of this proposal.

May 22, 2012                   Focus 2016: Blueprint for Action                          67
Information Technology
I have concerns about the college’s use of technology, and although I do not accept all
of the conclusions of the support and operations team about technology, I direct
Business Affairs to take several steps to improve technology performance at Columbia.

First, Business Affairs will reposition the Chief Information Officer’s (the associate vice
president, information technologies) position. The CIO will focus on college-wide
technology strategy, while greater responsibility for running information technology (IT)
operations will devolve to the three directors. In actuality, the CIO’s current job
description includes strategic development; now it needs to become the CIO’s primary

Second, the college will create a technology strategist position in Academic Affairs,
reporting to the provost. The technology strategist will focus on developing technology
systems that effectively support Columbia’s educational mission and objectives,
student learning and the student experience. The CIO and the technology strategist will
work in close collaboration with each other, the schools and the academic and student
support operations of the college.

Third, the college will establish an Institutional Technology Group that will develop and
guide the implementation of a strategic technology plan. This group will include the
CIO, the technology strategist, the chief of staff, the college’s planning officer, and
other major technology stakeholders in the college. As part of developing the strategic
technology plan, the group will review the technology evaluation the college conducted
in 2007. At the time, there was some controversy about the validity of the results. The
group will determine what the college has accomplished to date and what outstanding
recommendations the college should continue to pursue. In addition, the group will
investigate opportunities for the college to reduce expenditures through technology
such as automated services, system upgrades, paperwork reduction, and online

Fourth, the CIO, working with Human Resources, will develop more effective end-user
training for faculty and staff. Specific training needs called out by the prioritization
teams include OASIS, PeopleSoft, listservs and electronic document sharing.

Finally, the support and operations team recommends returning the management of
the PeopleSoft system to IT, as it was until last year. I am not taking this
recommendation because the Controller’s management of the system has proven very
effective and economical. In the past, IT devoted three staff members to maintaining
PeopleSoft. Following a recent upgrade and with an external support system, the
controller is able to manage the system with one staff person.

May 22, 2012                   Focus 2016: Blueprint for Action                            68
The support and operations team recommends placing the payroll function in Human
Resources. In fact, some years ago, the college separated payroll from Human
Resources at the express recommendation of the college’s external auditor. The
auditor stated:

     “An important aspect of an effective system of internal controls is proper segregation of
     duties. The basic premise of segregation of duties is to prevent situations where an
     employee has the ability to perpetrate an error or irregularity and to conceal it as well.
     Proper segregation of duties provides for a system of checks and balances such that the
     functions performed by one employee are subject to review by performance of the
     interrelated functions of another employee. We recommend that the college implement
     changes in the human resources and payroll system that would restrict access to add
     new employees and access to change employee pay rates and other sensitive
     information to human resources personnel only.”

As this statement indicates, maintaining a firewall between Payroll and Human
Resources is considered best practice.

Student Financial Services
Lastly, I concur with the recommendations of the support and operations team
regarding Student Financial Services (SFS). It is very clear that the recession has
adversely affected the SFS workload. More students and their families need financial
assistance and advice and, therefore, SFS needs more staff. In addition, SFS and the
departments with whom they most often interact need to streamline operations
wherever possible. For example, established admissions and applications deadlines
will enable more informed use of scholarship funds and earlier aid awards.

May 22, 2012                    Focus 2016: Blueprint for Action                             69
Campus Environment
The college will retain Campus Environment (CE) as an operational department
reporting to the vice president, business affairs/CFO. The department will reduce
expenditures for consultants, personnel, and supplies. The department will improve its
space management and planning systems, and will eliminate recycling as a separate

The support and operations team recommends dissolving CE as a department and
reassigning its functions to other departments. I am not pursing these
recommendations. I am, however, restructuring the department and addressing a
number of the team’s concerns.

First, the team suggests that some CE functions could be relocated to other
departments, but these recommendations represent misperceptions of CE’s
responsibility. Campus Environment is responsible for executing the physical branding
of college facilities, but brand marketing is a responsibility of the Marketing,
Communications, and Public Relations department located in Institutional
Advancement. Campus Environment works with Marketing and Creative Services on
the branding of our buildings. Similarly, CE is not responsible for community relations;
that function lies in the Office of the President and Institutional Advancement.
However, because the current head of Campus Environment has ties to various
community organizations, I have asked her to represent the college in some instances.
Lastly, CE provides various support services for event planning, but the department is
not responsible for event planning and management. The support and operations team
raises good questions about event management, collegewide, and elsewhere in this
report I propose creating an events management process, led by the Office of the
President that will, of course, coordinate with CE and other service units.

Second, the team recommends changing the name of the unit back to Facilities and
Services. The college changed the name of the department to Campus Environment
because the scope of its responsibilities is broader than facilities. Campus
Environment better reflects the breadth of the department’s role in creating a student-
centered learning environment, and in the college’s stewardship of the natural

May 22, 2012                  Focus 2016: Blueprint for Action                       70
Space Planning and Utilization
Campus Environment has established a systematic approach to the development of
college facilities that was lacking in the past. In the 2004-2005 school year, CE
developed the college’s first strategic plan for physical resources: the Campus Master
Plan. The Master Plan identified boundaries for the college’s development, and current
and future needs for classrooms, laboratories, residence halls, and other facilities.
Since then, the Master Plan has guided the acquisition and development of land and
buildings across the college as well as aspects of the physical branding of the college.
Furthermore, CE has developed a comprehensive schedule of maintenance and
routine upgrades and has developed multiyear major capital construction plans and
budgets. In addition, CE had successfully dealt with a number of major safety and code
issues, such as the recent work on building facades.

Ongoing space planning is managed through two committees. One committee that
includes the deans and the provost focuses on academic and student spaces. A
second committee, composed of members of the Cabinet, including the interim provost
and the vice president of student affairs, deals with broader issues of space
management and development. The head of CE chairs the first group, and co-chairs
the second (with VP of planning and compliance). The support and operations team
reports some ongoing confusion among faculty and staff about how space planning
functions. I direct CE and Research, Evaluation and Planning to work on improving
communication in this area.

I concur with the support and operations team that CE should take better advantage of
technology to manage and schedule classrooms and other spaces for academic and
student purposes. The team also reports problems with the assignment, progress, and
tracking of work orders. Therefore, I direct CE to partner with the CIO to determine the
sources of the problems and to pursue appropriate solutions for space and work order
management. This might include new systems or system upgrades, training, or
adjustments to current workflow and policies. I am therefore requesting that such
software be installed. Reference has been made to the inadequate and ineffective
systems of R25. If this indeed is true, this office needs to research what systems would
be appropriate and make the recommendations accordingly. Some may suggest,
however, that the problem may not lie in the system, but in the inadequate training of
those assigned to work with it. The leader of this area needs to work with the CIO to
determine what the appropriate solution should be.

May 22, 2012                  Focus 2016: Blueprint for Action                        71
Facilities and Operations
Facilities and Operations, which encompasses building services, engineering,
construction, housekeeping, and recycling, is Campus Environment’s largest area of
responsibilities. The maintenance needs of the college’s buildings have not lessened
with the economic downturn. Consequently, the college has reduced spending on
renovations and upgrades in order to maintain safety, security and basic operation of
its facilities. Although the funding outlook is unclear, Campus Environment should work
with the space-planning committees to develop a prioritized schedule of academic and
student space renovation and upgrade needs. The college may not be able to pursue
these projects aggressively, but it is important to understand and set priorities to such

Additional funding for capital projects from the State of Illinois is possible. The state
awarded Columbia a $5 million construction grant. Due to the current economic
situation, the college has received only $1.2 million. The college remains hopeful that it
will receive the balance of that funding, and plans to use that funding for projects on
the multi-year construction plan already approved by the Campus Environment
Committee of the board of trustees.

Campus Environment makes significant use of consultants, which is both good and
bad. Consultants give the college access to experts and specialized skills without
adding permanent staff. The financial advantage, however, dissipates when the college
employs consultants for the same services on a regular basis. Campus Environment
must evaluate its use of consultants versus staff and reduce its current overall
expenditure for consultants by $1 million per year.

In regard to housekeeping, I note that the contract for housekeeping services is due to
expire. Therefore, CE should investigate other options and invite other companies to
respond to a Request for Proposal. The Request for Proposal process should focus on
improving services and lowering costs.

Lastly, Campus Environment has led the college’s “green efforts.” They established the
practice of applying LEED standards whenever possible to campus construction
projects and secured the college’s first LEED-certified renovations and its first LEED-
certified building, the Media Production Center. The department has fostered many
other green initiatives including a campuswide recycling program. However, recycling at
the college has matured to the point where housekeeping can assume the duties of
the stand-alone recycling unit. Regarding recycling of electronic equipment and
supplies, housekeeping will work with IT on this state-mandated initiative for which the
college has obtained state funding. These two units will bear responsibility for meeting
all relevant state and federal regulations and for all related reporting.

May 22, 2012                   Focus 2016: Blueprint for Action                        72
Safety and Security
The Office of Campus Safety and Security utilizes contract services to carry out one of
its major responsibilities. As these contracts are due to expire, CE should investigate
other options and invite other companies to respond to a Request for Proposal (RFP).
The RFP process should focus on improving services, using technology more
effectively, and lowering costs. CE responded quickly in the aftermath of the tragedy at
Virginia Tech and developed a comprehensive campus emergency response plan. CE
should review that plan, now in its seventh year, and update it to reflect current
emergency needs and best practices. CE should give particular attention to
opportunities to use technology to reduce response time and lower costs.

General Counsel
The college will maintain the Office of the General Counsel (GCO) with its current
responsibilities and organization. In response to the support and operations team’s
observation that the college community does not understand the purpose and
priorities of the GCO or the office’s value to the college, I will direct the GCO to take
specific steps to improve communication with faculty and staff about its roles and

In broad terms, the Office of the General Counsel has responsibility for managing the
legal aspects of the college’s contractual relationships: litigating on the college’s
behalf: working with administrators, faculty, and staff to limit litigation: and advising
the administration and the board on a wide range of legal issues. A primary goal of the
office is to minimize the college’s financial exposure on legal and regulatory matters. I
will not ask the GCO to “devise a strategic plan that addresses their objectives in
addressing key litigation matters,” as requested by the support and operations team. It
is not possible for the GCO to devise such a plan since the office cannot plan for
litigation and the office’s priorities change with the business at hand.

I will ask the GCO to continue offering a variety of workshops and seminars for
managers regarding issues of law and college policy that govern relationships with
faculty, staff, and students. The purpose of these workshops is to ensure that
managers understand and follow the law as well as related college policies and
procedures. The workshops are offered in conjunction with Human Resources and
Student Affairs.

May 22, 2012                    Focus 2016: Blueprint for Action                            73
Lastly, I will direct the GCO to complete its work on two outstanding matters as
promptly as possible. Work continues on an employee handbook and an intellectual
property policy. Regarding intellectual property, a basic difference of opinion exists
among various offices in the college about sharing these property rights between the
college and its faculty and students. That is not a legal question for the GCO to resolve.
As president, I will review the proposed policies and approve a final plan before the fall

Human Resources
The college will maintain the Office of Human Resources (HR) with its current
responsibilities and organization. The college will not consolidate HR and the Payroll
Office; however I will direct the two departments to work together more closely to
streamline operations and delivery of services. IT will address the need for upgraded
technology in HR. The head of HR position is now vacant. The new head of HR will
serve as an associate vice president reporting to the vice president of business

Human Resources at Columbia is a relatively small operation with three main areas of
responsibility: benefits, training, and development. Because these functions are linked
and the staff is small, each staff member has multiple responsibilities and is cross-
trained. The support and operations team reports that the larger campus community
does not understand HR functions very well. Therefore, the office must provide more
training and improve communications to faculty and staff. The support and operations
team recommends relocating the Payroll Office from Business Affairs to Human
Resources. Although that appears logical at face value, the college’s external auditor
advocates keeping these functions separate. (See the Payroll section for more detail.)

Both the office and the team expressed concerns about the IT systems used in HR and
the impact on HR operations. For example, improved IT support will facilitate the
development of standard job category definitions and pay scales. IT must work with HR
to upgrade or replace the technology that supports this critical area of college
operations. More specifically, the team raised questions about HR’s ability to maintain
the PeopleSoft IRIS system. Business Affairs will address these questions as part of a
comprehensive review of the college’s use of PeopleSoft systems that is now
underway. Within the next six months the college will decide whether to upgrade its
PeopleSoft systems or replace them. HR and Campus Environment are part of those
discussions. Either way, IT will provide appropriate training to staff in the end-user

May 22, 2012                   Focus 2016: Blueprint for Action                          74
Finally, in response to expressed concerns, the Office of the General Counsel will give
the staff in Human Resources additional training in employee and labor relations.

Institutional Advancement
Institutional Advancement (IA) serves three major functions for the college: marketing;
alumni relations, and fundraising, including grants. In the area of marketing, the
college will consolidate marketing activity collegewide with a small reduction in overall
resources and a strong focus on student recruiting. This new centralized marketing unit
will report to the senior vice president. (See Office of the President and Cabinet.) The
college will build a strong collaboration among alumni relations, career initiatives and
internships. Regarding grants and fundraising, the college has set ambitious goals for a
major gift campaign and will hold IA accountable for its responsibilities to the
campaign. In addition, the college will restructure its grants function to operate more
effectively in a new environment.

Columbia came late to the arenas of development (i.e., gifts and grants), institutional
marketing and alumni relations. Until very recently, the college gave little attention to
these functions. Historically, the college attracted students and gained recognition for
its outreach programs with a minimum of marketing. Development and alumni
relations, on the other hand, were largely overlooked. Within the last eight years the
college consolidated a full suite of services — marketing, alumni relations, creative
services and fundraising — into a single unit responsible for the overall advancement of
the whole institution. Since then, the college has experienced significant improvements
in fundraising activity and alumni outreach, yet much remains to be done.

The support and operations team recommends restructuring and changing the name
of the Office of Institutional Advancement. They argue that advancement is only one
area of responsibility whereas the other areas concentrate on external communication.
Although I concur with their recommendations regarding how these two emphases
should be organized, industry practice points to the use of the term “advancement” as
the umbrella for all the activities for a unit of this nature. The common thread is that all
the activities under this umbrella advance the interests of the college among its
external constituents.

At present, marketing responsibility is split between units in three vice presidential
areas, Institutional Advancement, Student Affairs, and Academic Affairs. That division
is a point of contention and lost opportunities. The rationale for decentralized
marketing rests on the argument that each unit serves a distinct audience with specific
marketing needs. In Academic Affairs the focus is public engagement with performance
series, attendance at the museum, and participation in the activities of the centers and
institutes. In Student Affairs prospective students and their parents are the focus.
May 22, 2012                   Focus 2016: Blueprint for Action                          75
Institutional Advancement focuses on general public perception of the college “brand,”
friend-building, and development. The argument runs that, because the audiences are
different, the messages must be different and, therefore, only specialized staff can
deliver the message. In essence, each unit believes that it is promoting a different
version of the college.

I reject this notion. Decentralized marketing has fragmented the college brand and
limited the impact of our marketing investments. Many departments, institutes, and
centers use marketing materials that do not reference the college and some sponsor
activities only tangentially related to Columbia’s mission. Therefore, the time has come
to centralize all of our marketing and public relations responsibilities into one unit.

The college will consolidate the marketing staff and functions in Institutional
Advancement, Enrollment Management, CJE, MoCP, Dance, and the Glass Curtain
Gallery into a single unit reporting to the senior vice president. Creative Services will be
part of the new college marketing department. The college will combine the marketing
budgets of these units, and the consolidated unit will make all marketing decisions on
the understanding that student recruitment is the top priority in all endeavors.

This new marketing unit will reduce the current college-wide marketing staff by two
positions. The new unit will assign staff to support specific entities in the college as
well as general institutional marketing support. In addition, the new unit will expand
web development support for the schools and academic departments. All members of
the unit will collaborate on the placement, cost, type, frequency, etc. of all marketing
and PR efforts.

The consolidated marketing unit will work closely with Enrollment Management on
marketing to prospective students and their parents. Specifically, the associate vice
presidents of enrollment management and of institutional marketing and
communications will meet annually to plan the student-recruitment portion of the

Finally, to ensure the best understanding of how and where to best reach prospective
students, the new marketing unit will employ 10 student interns from the Marketing
Communication department at Columbia. Institutional Marketing and Communications
will work with faculty members in Marketing Communication to choose students for
these positions.

May 22, 2012                   Focus 2016: Blueprint for Action                           76
Alumni Relations
Columbia is more engaged with its alumni than at any time in its history, but we still
have a long way to go toward state-of-the-art alumni relations. In recent years, the
college has built a national alumni organization with a board of officers representing
each region of the country. The college has also initiated annual alumni weekend
events; launched an alumni publication (DEMO); and held meetings for the alumni
leadership at least twice a year. Nevertheless, a significantly smaller percent of our
alumni contribute to Columbia as compared to alumni giving at peer institutions.
Similarly, an extremely low number of our alumni participate in alumni activities.

I charge Alumni Relations with the following three-prong purpose: (1) support new
alumni in their transition from students to alumni; (2) helping mid-career alumni
connect and network and in some cases upgrade skills and; (3) engaging alumni of all
ages in an ongoing relationship with Columbia that builds alumni giving. Regarding the
last item, the college expects a serious improvement in the percentage and amount of
alumni giving over the next five years.

In addition, the college has an opportunity to engage recent alumni, who have the most
current experience with the college, in student recruiting. Alumni Relations should work
with Enrollment Management to create an alumni recruiting corps to augment the
professional recruiting staff. Columbia alumni live in all fifty states. With the proper
training, our alumni can reach out to prospective students, participate in recruitment
fairs, and present real-world examples of the value and benefit of a Columbia
education. This is an opportunity to save on travel and other expenses, but more
importantly, it is an opportunity to bring prospective students face-to-face with one of
our best marketing tools – the success of our alumni.

To serve the career interests of our alumni, the college will form a working partnership
between Alumni Relations and Career Initiatives, which includes the Portfolio Center
and the Internship Office. Career Initiatives supports students in their transition from
college to work and supports alumni in their post-college lives. Alumni Relations brings
outreach knowledge and networks to this partnership; Career Initiatives brings career
building expertise and contacts. The college will create a welcoming, full-service alumni
“hub” on campus by bringing these units physically together at a central and visible
location. The units will retain their current reporting relationships to Institutional
Advancement and Student Affairs, respectively. Through this partnership, the college
will break down a silo and improve service for current and future alumni.

May 22, 2012                  Focus 2016: Blueprint for Action                           77
Three units within IA have responsibility for fundraising: Alumni Relations, annual and
special campaigns (primarily individual gifts), and Foundation and Government Grants.
I direct the vice president of institutional advancement to set specific annual goals for
each unit and to evaluate the units throughout the year, as well as during annual
reviews, on their achievement of those goals. For example, Prospect Management and
Donor Relations should provide a minimum of 10 vetted and qualified prospects for
each of the campaigns.

Foundation and Government Grants
Institutional Advancement must give particular attention to foundation and government
grants as the environment for government grants has changed radically in the past few
years. The college has a good history of securing federal and state grants. For example,
over the past four years the federal government provided approximately $5.5 million of
research support to Interactive Multimedia. The federal government, however, has
suspended earmarks, at least temporarily. Similarly, the college secured approval of a
$5 million State of Illinois capital construction grant. However, to date, the college has
only received $1.2 million capital construction grants from the State of Illinois. Clearly,
Columbia, along with other institutions, must rethink its strategies for obtaining federal
and state grants.

Lastly, Institutional Advancement should investigate restructuring the grants unit to
provide better grant-writing and development support to the academic departments.
Working with the Center for Innovation in Teaching Excellence, the unit should improve
service for faculty seeking restricted research grants. In addition, the unit must build
more effective relationships with educational, cultural and other types of foundations
to obtain grants for technology and innovative programs.

Research, Evaluation, and Planning
The Office of Research, Evaluation, and Planning (REP) will report to the senior vice
president and will reintegrate the functions of enrollment research and academic
evaluation and assessment. The office will establish a strategic planning council to
work with the administration on the development and implementation of college plans.
The college will maintain resources for REP.

May 22, 2012                   Focus 2016: Blueprint for Action                         78
REP’s responsibilities encompass institutional research, planning, evaluation,
compliance, and accreditation. In fall 2009, the office was reorganized. As a result, the
office’s research and evaluation functions were decentralized across the college. The
interim provost observes that this decentralization has resulted in duplication of effort
and has caused issues related to the consistency, validity, and relevance of
information provided to the college by research staff. Since REP was reorganized, staff
from the decentralized research units have tried to coordinate their efforts.
Nevertheless, the split resulted in fragmented knowledge about critical college issues.

The interim provost recommends reuniting these functions within the Office of the
Provost. The support and operations team, on the other hand, recommends “dissolving
the Office of Research, Evaluation, and Planning and dispersing its functions to already
existing areas of the college to promote efficiency and effectiveness.” Reunifying the
college’s research and evaluation functions within REP will best serve the college as it
responds to the urgent and complex challenges in its educational, financial and
regulatory environment. Consolidating the college’s research functions in REP will be
most effective because the office functions from an institutional perspective and its
work transcends silos. The reunited Office of Research, Evaluation, and Planning will
best support and empower the college from an institutional perspective by reporting to
the senior vice president, the office responsible for carrying out the college’s strategic
plan. As the vice president of planning and compliance comments, “synerg[y] between
planning, research, evaluation (i.e., effectiveness), and by extension compliance and
accreditation are well established as good practice in higher education.”

Enrollment management is an area of great importance and urgency to the college and
therefore, REP will give particular attention to this area. The office will dedicate specific
staff to focus on enrollment issues and will form an enrollment research advisory group
that will include staff from Enrollment Management. The assistant vice president of
planning/director of institutional research and the associate vice president of
enrollment management will set an annual enrollment research agenda. The two
departments will collaborate to present the results of enrollment research to the
college community.

May 22, 2012                    Focus 2016: Blueprint for Action                          79
Student Affairs
The vice president of student affairs manages a wide-ranging group of services to
students before and after matriculation. Enrollment Management works with students
from initial inquiry through admissions. The Dean of Students Office works with
enrolled students from new student orientation through graduation. As the support and
operations team observed, Student Affairs is the common thread in the full “life cycle”
of the student experience. The college will retain the current structure of Student
Affairs, but will study the issues raised by the team about continuity of service
throughout students’ Columbia experience and about overlapping functions. The
college will reduce somewhat the overall funding for Student Affairs. The vice president
of student affairs should review the allocation of funds within Student Affairs when the
Strategic Enrollment Plan is complete. Development of that plan, which is based upon
the recommendations of the Maguire Report, is now in progress. (See Enrollment
Management for more on the Maguire Report.) The college will track the progress of
international recruiting, particularly in China, and may add resources in the future as

Please see the introduction of the Blueprint for Action for discussion of the related
topics of admissions standard, enrollment size, tuition, student aid, and graduate

Student Affairs was organized as a stand-alone entity a little more than a decade ago.
In that time it has grown rapidly and made an immeasurable impact on the quality of
the student experience at Columbia. Student Affairs can claim a long list of
accomplishments including creating an vibrant campus life for students; launching
Manifest and Industry Night; redesigning new student orientation; creating services
and a response system for students in crisis; revamping communication with students
using the web and social media; championing the body of work concept; guiding the
creation of a student government; co-leading a college-wide retention initiative and the
list goes on. On the enrollment side, Student Affairs led a long period of sustained
enrollment growth and geographic expansion and introduced many nationally
recognized innovations in student recruitment. Their record of accomplishment is truly
remarkable, and the pace of change is breathtaking.

May 22, 2012                   Focus 2016: Blueprint for Action                         80
Blueprint | Prioritization gives us a much needed opportunity to breathe, reflect, and
take stock of which programs and services have the greatest impact on student
success. This will allow Student Affairs and the college to identify successful activities
that other programs might emulate, and on the other hand, identify less successful
activities to consolidate or phase out in order to focus resources on the most impactful
programs. The support and operations team did a very good job of painting the big
picture of the opportunities and challenges as Student Affairs moves forward. They
raise important questions about clarity and continuity of service and about duplication
of effort. Although at this time the college will not pursue the reorganization, or
renaming, of Student Affairs that the team suggests, their recommendations bear
further thought. I ask the vice president of student affairs to lead an assessment of
Student Affairs’ activities referencing the support and operations
team’srecommendations, and prepare a brief report to the college by summer 2013.

Enrollment Management
As mentioned above, Enrollment Management, which includes Undergraduate
Admissions, Enrollment Management Research, Records and the Graduate Office (see
below for the Graduate Office) led a period of sustained growth that reached a historic
high in academic year 2008-2009. Since then, Enrollment Management has continued
to draw increasing numbers of applications, but the college now faces significant
challenges in converting those applications into enrollments.

The challenges are well known. The economy makes it harder for students and their
families to afford private colleges. The number of college age students has declined
among Columbia’s historic Midwestern enrollment base, and the college faces greater
competition from other colleges and universities with programs in the arts, media, and
communications. Columbia has responded with an aggressive increase in student aid
and expanded out-of-region recruiting, including an exciting new partnership with a
university in China. (See the discussion of aid in the introduction of this plan.) Out-of-
region recruiting has yielded promising results; both applications and enrollments are
up. However, the yield rate for out-of-state applications is notably lower. This fact is not
surprising or atypical, but it does mean that the return on our recruiting investment is

May 22, 2012                   Focus 2016: Blueprint for Action                           81
Clearly, the college has more work to do in this area, and the old adage that you can’t
keep doing the same thing over and over and expect different results applies.
Consequently, in academic year 2010-2011, the college undertook a review of
undergraduate recruiting and admissions, commonly referred to as the “Maguire
Report.” Maguire Associates, a nationally known consulting group that specializes in
enrollment issues, conducted the review for the college. The Maguire Report makes
recommendations in the areas of market position and communications; strategic use
of aid; transfer student recruitment; recruitment strategies and tactics and retention
strategies and tactics.

At the beginning of the current academic year, I charged a Strategic Enrollment Team
led by the vice president of student affairs and the vice president of planning and
compliance with developing a comprehensive undergraduate enrollment action plan
based upon the recommendations in the Maguire Report. I expect to receive that plan
before the end of this summer. In the meantime, the college has already begun to act
on some of the recommendations, for example in web based communication and
transfer-friendly recruiting and admissions practices. Additionally, the college adopted
a plan to make more strategic use of student aid beginning with the class entering in
fall 2012.

In their report, Maguire Associates lauded the college, and more specifically Enrollment
Management, for its many innovative recruiting and retention initiatives. However they
recommended a thorough evaluation of the outcomes of all the various activities. For
both recruitment and retention, Maguire saw opportunities to accomplish more through
a smaller number of proven, and more focused, activities. In the area of recruitment,
for example, one of their recommendations was to, “create an organic enrollment
operation by trimming away 10 percent -15 percent of the least effective current
practices to invest in proven programs and new ideas.” They also noted that, after such
a consolidation of effort, the college might determine that it should increase its overall
investment in recruiting. The vice president of student affairs will examine the
allocation of Student Affairs resources to recruitment when the strategic enrollment
plan is finished.

May 22, 2012                   Focus 2016: Blueprint for Action                        82
Regarding admissions marketing, the Maguire Report observes that,

      An observation of concern is that the level of communication between the
      Marketing and Enrollment divisions is limited. Columbia’s ability to recruit
      students from the combined efforts of these operations is curtailed as a
      result. Overall brand management, which should reside in the office with
      an institution-wide focus (Marketing), is similarly compromised by the
      decentralized model. The messaging systems should be closely integrated
      and mutually supportive. And the needs of the enrollment effort should be
      seen as a high priority, since Columbia is so tuition dependent.

I agree with their observation and a similar analysis by the support and
operations team. Therefore, as described in the Institutional Advancement
section of this plan, the college will create a centralized Institutional Marketing
and Communications unit reporting to the senior vice president. Direct and
indirect support for student recruitment is the new units’ highest priority.

Graduate Office
The vice president of student affairs notes that the Graduate Office, which includes
graduate admissions and graduate services relocated to Student Affairs about three
years ago. In that time it has transformed how the college recruits and works with
graduate students. He notes, as I do elsewhere in this document, that the college lacks
a clear and consistent vision for graduate education. I agree and have asked the
interim provost to convene a task force to address this issue. The task force will
include a member of the Graduate Office staff.

The support and operations team recommends splitting the functions of the Graduate
Office between Admissions and Student Development. However, the college will keep
the current Graduate Office structure. I understand the team’s logic, but graduate
admissions and services are sufficiently unique from their undergraduate counterparts,
that a separate graduate office is the more effective approach.

Student Development/Student Health and Support/Student Life
Reporting to the Dean of Students, the areas of student development, student health
and support and student life encompass more than twenty programs including critical
functions such as advising, student health and career services, plus the full gamut of
student life activities, events and spaces. In the support and operations team’s “life
cycle” concept, the office of the Dean of Students takes students from orientation
through to graduation and beyond. This area of Student Affairs, even more than
Enrollment Management, has transformed dramatically over the last dozen years. The
improvements in the student experience are impressive.

May 22, 2012                   Focus 2016: Blueprint for Action                       83
I agree with the support and operations team that, after many years of growth and
expansion, and given the college’s changed circumstances, it is time for assessment,
reflection, and refocus on programs with the strongest impact on student outcomes
order. The Student Government Association, for example, raises serious questions
about how well advising works for students. Unlike the support and operations team, I
do not believe that the college has enough information yet to make substantial
changes. More study is needed. The vice president of student affairs and the dean of
students should organize such a study and report back to the college within the next
academic year.

Two areas stand out for immediate consideration. First, there are four student
communications directors: print, on-line, web and regular communications. In today’s
multiplatform communications environment, some consolidation of these functions is
called for. Second, the support and operations team concludes that student health and
support services are not delivered in a holistic manner and they recommend a
consolidation of functions. Because all of these services already report to the same
assistant dean, and serve different, if related, purposes, I do not agree with the team’s
recommendation to consolidate. However, the four units should develop better lines of
communication for seamless delivery of their services.

Other sections of this report discuss changes in the delivery of career services and the
management of college events, including student events. First, to serve the career
interests of our alumni, the college will form a working partnership between Alumni
Relations and Career Initiatives, which includes the Portfolio Center and the Internship
Office. Career Initiatives supports students in their transition from college to work and
supports alumni in their post-college lives. Alumni Relations brings outreach knowledge
and networks to this partnership; Career Initiatives brings career-building expertise and
contacts. The college will move all of these functions to the same physical space, but
will retain the current reporting lines to Institutional Advancement and Student Affairs,
respectively. For a longer discussion of this item, see the section on Institutional

Second, the support and operations team recommends more centralized management
of events and “a pared down slate of college-wide events for all audiences.” This
recommendation applies to departments and offices across the college, including
some in Student Affairs. To manage the overall scope of events at the college and help
coordinate event planning and support, the college will establish a centralized events
management office within the Office of the President. See the section of this plan on
the Office of the President for more information.

May 22, 2012                  Focus 2016: Blueprint for Action                        84
Finally, a note about student activity fees: Some of the programs in Student Affairs are
funded by fees designated for particular purposes. These fees are recommended by
the SGA. The college has an obligation to use revenue from these fees for the intended
purposes. Nevertheless, Student Affairs and the college have an obligation to ensure
that these fees are supporting effective and efficiently managed programs.
Consequently, Student Affairs must evaluate these programs as rigorously as it does
other functions.

May 22, 2012                  Focus 2016: Blueprint for Action                        85
Appendix 1: Organizational Charts

Support and Operations Senior Level

May 22, 2012                Focus 2016: Blueprint for Action   86
Instructional Programs

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May 22, 2012   Focus 2016: Blueprint for Action   88
Appendix 2: Concept Maps

                      FOCUS ONE: STUDENT LEARNING
      Simulated                                                                   Robust
     Professional         New and                              Building a
                                              Global                           E-empowerd
       Working          Re-designed                           Body of Work
                                            Perspective                       Collaboration,
     Environment         Programs
      [Facilities &
      Community]                                                                & Support

       Critical            Trans-
       Career              disciplinary                                       Co-curricular
                                                    Environment for
        Skills             Multi-platform                                      Learning
                                        Leading - Edge                        Engagement
       Flexible                       Student Centered
      Curricular                                                              Collaboration
      Pathways                         Arts, Media and                        w/ Faculty &
                                       Communications                             Peers
      Integration          Integrated                   Arts, Media           Programs for
        UG LAS             Learning Within         Communications                 Adult
         Core              and Across            Learning Outreach              Learners
                           Domains                and Partnerships
                                                      Pre-K-12 and            E-learning &
     Practitioners            Research &
                                                       Community                E-inquiry
      & Scholars              Information
                                 Skills                Based Arts
  March 2011                                           Education

May 22, 2012               Focus 2016: Blueprint for Action                        89
                            FOCUS TWO: ENROLLMENT
                 Pursue Market
                                                                       Small High
                  Out-of-region,               Maintain
                  International,               Diversity
                 Transfers, Adult

         Increase                   Rebuild UG        Grad Growth/                     Improve
        Persistence                 to at Least        Enhanced                       Applicant
             to                     2008 Level        Reputation/                    Pool Profile
        Graduation                                      Financial

                                          Build Reputation
                   Regional                                             Larger Low
                                             and Value
                     New                                                 Resource
                  Freshmen                                               Programs

   March 2011

May 22, 2012                   Focus 2016: Blueprint for Action                              90
                       FOCUS THREE: FINANCES
                                                     Increased             Decreased
                        Moderate Tuition            Fund Raising          Institutional
      Tuition Rate
                        Revenue Growth                  [Scholarships,      Program
       Increases                                          Facilities,    Commitments

                                                    Funding               Strategic
       Strategic            Competitive             Priorities           Reallocation
       Use of Aid          Student Costs            Driven By

                              Strategic Expenditure Priorities
       Moderate               Student Recruiting & Persistence             Increased
        Inst’l Aid            Facilities Development                       Operating
       Increases              Academic Program Development                Productivity
                              Adult Education
                              Student Learning Experience
                              Strategic Productivity Initiatives
   March 2011

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Appendix 3: Glossary
American Sign Language/English Interpretation    ASL
Arts, Entertainment, and Media Management        AEMM
Audio Arts and Acoustics                         AAA
Bachelor of Arts                                 BA
Bachelor of Fine Arts                            BFA
Business Affairs                                 BA
Campus Environment                               CE
Center for Black Music Research                  CBMR
Center for Community Arts Partnerships           CCAP
Center for Instructional Technology              CIT
Center for Teaching Excellence                   CTE
Chicago Jazz Ensemble                            CJE
Chief Financial Officer                          CFO
Chief Information Officer                        CIO
Dance Movement Therapy                           DMT
English as a Second Language                     ESL
Higher Education Price Index                     HEPI
Human Resources                                  HR
Humanities, History and Social Sciences          HHSS
Information Technology                           IT
Institutional Advancement                        IA
Interactive Arts and Media                       IAM
Master's Degree                                  MA
Museum of Contemporary Photography               MoCP
Program Information Request                      PIR
Request for Proposals                            RFP
Research, Evaluation and Planning                REP
School of Fine and Performing Arts               FPA
School of Liberal Arts and Sciences              LAS
Student Financial Services                       SFS

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