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How to Write a Good End of Year Report and Future Projections for the Upcoming Year document sample
Page 1 of 56 Working Paper #4 Criterion Two: Preparing for the Future "Kenyon remains a small college and exemplifies deliberate limitation. What is included here is special, what is excluded is not necessary to our purposes." -Kenyon College Mission Statement This working paper demonstrates Kenyon College's capacity to fulfill its mission through an investigation of the ways in which it allocates resources and plans for its future development. We will show that the college's processes for evaluation and planning demonstrate its capacity to marshal its resources to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities. Kenyon’s national ranking among liberal arts colleges, 32nd in the U.S. News listing in 1999 and again in 2009, testifies to the college's focus on providing students with a sound liberal arts education and its extraordinary fiscal discipline. Kenyon manages to maintain academic excellence in its programs, as subsequent working papers will show, despite its relatively modest endowment and heavy tuition dependency. Lacking the financial aid resources of many of its peers, Kenyon has still managed to attract capable and motivated students ( and in fact to increase its selectivity from 38.4% admitted in 2004 to 31.3% in 2008--source "Admissions Dashboard 2008") and to offer them an academic program that compares well with those of the nation's other leading liberal arts colleges. As the "Budget Philosophy" notes "Kenyon is financially sound because it is academically sound." Core Component 2a. Kenyon College realistically prepares for a future shaped by multiple societal and economic trends. The 2000 Reaccreditation Self-Study report noted that "a comprehensive, collegiate, long-range plan is impractical and unnecessary," arguing that "the environment in which Kenyon operates is so dynamic that the College must retain the maximum flexibility to alter budgetary priorities from year to year" (2000 Self-Study, p. 20). Instead, at Kenyon, strategic planning is always financial planning. It is our belief that planning without the funds to realize those plans is worse than no planning at all. Our budget functions as a strategic planning and management tool that provides annually updated five-year projections that extrapolate the future implications of new decisions and commitments. Our determination to maintain fiscal discipline, resulting in 39 consecutive years of balanced budgets, means that our evaluative and planning processes create an extremely tight feedback loop in which innovation is rigorously measured against realistic measurements of feasibility. From year to year, our budget offers little excess, little room for new expenditures, so that new ideas, programs, and projects have to be carefully vetted. And yet, despite this fact of life, Kenyon is coming off of a decade of growth--in the size of the faculty, in academic programs, in student enrollment, in new building project, in fund-raising, and in the size of the budget. Figure 1 below offers a snapshot of Kenyon's growth over the last Page 2 of 56 twenty years. We refer back to this table as we discuss the ways in which Kenyon has planned for its growth and is currently thinking strategically about the future. Planning at Kenyon takes into account developments in technology, demographic shifts, diversity, globalization, and concerns about the cost of higher education. There are three components that make up the college's regular fiscal planning: the budget, the endowment, and giving. The Finance Division works closely with three standing committees of the Board of Trustees: the Budget and Finance Committee, the Investment Committee, and the Buildings and Grounds Committee. As we noted in Working Paper #3, the two major planning exercises that have regularly informed decision-making at Kenyon for decades are the budget process, which occurs annually, and campaign planning, which occurs roughly once every decade. In addition, the Investment Committee of the Board plays an active role in setting investment policy and in manager selection. Budget Process As noted above, Kenyon pays careful attention to the future consequences of current budgetary decisions and commitments by use of a model that provides annually updated five-year projections. These five-year projections extrapolate the future implications of those decisions and commitments. Annual budgets and five-year projections are prepared by the Senior Staff; ultimate authority for the budget rests with the Board of Trustees, which approves the budget annually. Page 3 of 56 The mission of the Budget and Finance Committee of the Board is to assure long term financial stability of the College‟s operation and to maintain the integrity of the financial planning and budget process to provide the highest quality education possible to Kenyon students within our limitations. In the pursuit of this mission, the Budget and Finance Committee oversees the resource allocation process of the College, most notably: 1. The long-range strategic planning process in conjunction with the Executive Committee of the Board; 2. The five-year financial model; 3. Special allocation of surplus operating funds, when available; 4. Periodic review of the financial structure of the College; and 5. The annual operating budget process. In their oversight of the above processes, the Committee has established the following policies: 1. The budget must balance annually; 2. Adequate reserves are established for emergency expenditures; and 3. The five-year financial model reflects the long range strategic plan of the College.1 With the careful oversight of the Budget and Finance Committee, the Board of Trustees, Kenyon has balanced its operating budget for thirty-nine consecutive years. Kenyon also benefits enormously from the dedication and experience of senior staff members in the finance and accounting division, who are the longest serving senior administrators in the college. Over the past decade several initiatives were successfully integrated into the operating budget. These include funding the transition of the faculty teaching load from six courses each year to five courses (from 3-3 to 3-2), continuing to grow reserves for equipment replacement from $850,000 in 1999-00 to $1,688,000 in 2009-10, improving the financial aid program, including our focus on admitting a diverse student body, and bringing on line operating expenses related to facilities built in the last decade. The College‟s image and reputation have benefited from its ability to manage the resource allocation process in rapidly changing and challenging economic environments. The focus on the 2009-10 operating budget and for the foreseeable future will be on maintaining the flexibility to deal with uncertain economic conditions. The 2009-10 Operating Budget contingency reserve is $1,962,000 up from $500,000 the year before. The annual budget process is a collaborative planning process that looks at the needs of the whole College, attempting to represent democratically the interests of every division of the College. Each division head, after consultation with colleagues, recommends the items needed by the division in priority order. All items recommended by division heads receive due consideration by the entire Senior Staff and choices are made which best support the mission of the College within the limitations of the resources available. This means that not all good or even necessary recommendations can be funded. However, items judged to be important but not currently feasible frequently carry over from year to year and may ultimately get funded. Page 4 of 56 The schedule for developing the annual operating budget and the updated five year financial projection follows: During the summer members of the Finance Division begin to gather estimates of variables for the next year's budget. In August members of Senior Staff, with the Faculty Executive Committee and representatives of PACT, meets to discuss the major components of the budget and to discuss emerging issues. By October, Senior Staff meets in joint session with the Executive and the Budget & Finance Committees of the Board of Trustees which give guidance and advice on the College‟s priorities; Senior Staff then meets with Budget & Finance alone for more in-depth conversations. From November to January, Senior Staff seeks input from across the divisions of the College through conversations and written correspondence with budget managers. Reviews of this process tend to be mixed. While there are ample opportunities for various groups across the campus (faculty, students, staff) to keep informed about budget discussions, input is unevenly distributed. The academic division is well represented on senior staff. The Provost, both Associate Provosts, and the chair of the faculty all sit on this committee and represent the interests of the academic division. In addition, the Resource Allocation and Assessment Subcommittee of the Executive Committee (or one of its predecessors) has for decades participated in an advisory capacity in budgeting. However, the committee's role has generally been sporadic and peripheral, a frequent source of frustration to its membership. Turnover on this committee, which currently also oversees academic assessment, is frequent and the learning curve is steep. Because it is the only opportunity junior faculty have to sit on Executive Committee, it is frequently staffed by junior faculty members with only a couple of years prior service at the college. Members do not have the kind of time to devote to learning everything about the budget but feel that they are being asked to give advice without sufficient knowledge or understanding of the whole budget. It might be useful for the faculty, in consultation with administration, to specify more fully and regularize RAAS's role in advising Senior Staff on the budget to make the faculty voice more effective and less sporadic or to transfer that responsibility to the Executive Committee (with members of RAAS continuing to hold seats on that committee). Other constituencies find participation in budget discussions at times frustrating. In his annual report for 20087-09, the Athletic Director expressed the frustration of members of Athletics, Physical Education, and Recreation in the budgeting process, arguing that "cuts have left the Department of Athletics, Physical Education and Recreation incapable of offsetting budget overages internally in the future. As we finish off this year, it is readily apparent that we will have a difficult time meeting budget in 2009-10 based on the simple cost of NCAC and NCAA Division III membership expectations that translate into program operation." They argued that "The highest priority for 2009-10 academic year is to devise and adopt a budgeting method that takes into account the „predictability‟ of expenditures in areas which the college has committed by contract to provide programs" (2009 Athletics, Physical Education, Recreation Annual Report, document on file). Page 5 of 56 During January and February, the proposed budget is presented to the Budget and Finance Committee of the Board of Trustees for its review, amendment and ultimate endorsement. The Budget and Finance Committee presents the proposed budget to the Board of Trustees for its review, amendment and final approval at its February meeting. In March, fees and charges are announced for the next fiscal year and advance registration bills are mailed to students. The current year‟s budget meanwhile is constantly being monitored. Annual Reports Budget planning is not only about making revenue and expenses balance out. Decisions must be made about the allocation of resource, often with little wiggle room. To this end, annual reports collected across the campus function as planning documents. Annual reports are filed routinely with the president's office by the heads of all seven of the college divisions. All academic departments and programs, academic support programs, and standing committees of the faculty file annual reports with the provosts' office. Departmental and program reports are read and collated by the provosts; committee reports are forwarded to new committee chairs to help them set the next year's agenda. Each department in Student Affairs also completes an annual report, summaries of which are used to write the division's annual report. Annual reports provide information enabling senior staff to make budgetary, programmatic, and personnel decisions based on the best information available. Campaign Planning and Goals As we noted in an earlier working paper, while budget planning focuses primarily on day to day operations and the fixed costs of the college, capital campaigns allow us to plan on a larger scale for long range goals-- endowment, scholarships and chairs, new facilities and programs. As President Nugent noted in the current campaign prospectus “When a college sets forth on a comprehensive campaign, it is also setting forth an agenda for the next decade" and arguably beyond. "Claiming our Place: The Campaign for Kenyon" sought $100 million for capital and operating purposes over a five-year period. It ended on June 30, 2001, with more than $116 million in gifts. The campaign substantially increased the college's endowment, raising $22 million for financial aid and $13 million for professorships which resulted in the creation of nine new faculty chairs. $32 million was raised for facilities; buildings constructed or renovated as part of the campaign include Tomsich Hall (chemistry), Hayes Hall (mathematics and physics), Fischman Wing (molecular biology), Storer Hall (music), the Eaton Center (finance division), and BFEC (the Brown Family Environmental Center) (source Kenyon Profile, 2006-07; document on file). In October of 2005, the Board of Trustees announced the creation of a new campaign, "We are Kenyon: The Drive for Excellence." The priorities of the campaign--access to a Kenyon education, teaching and learning, and enhancing residential life-- were intentionally aligned with the college's defining values as articulated in its mission statement through a planning process that involved all constituencies of the college. Planning research completed for the "We Are Kenyon" campaign that defined its goals and priorities included: Page 6 of 56 • A direct mail and web survey of 200 elected leaders of the Kenyon community seeking their views on the College‟s mission and resources • Six “Presidential Conversation” focus groups involving faculty and administrators surrounding key mission issues. • The completion of reports by five working groups of 60 faculty members, administrators, and students who made recommendations about campaign priorities. The five groups included Admissions and Financial Aid, Arts Policy, Curricular and Faculty, Student Citizenship and International Programming, and Residential and Student Life. Recommendations from these working groups were supplemented by the submission of campaign proposals by The Kenyon Review and The Philander Chase Corporation (documents on file) • Creation of the Trustee Campaign Steering Committee to advise about campaign priorities and campaign goal-setting. (Cited from "Campaign Operating Plan"; document on file) The campaign launched in May of 2007 with the ambitious goal of raising $230,000,000. The choices made in the campaign planning process will guide the institution's priorities for years to come and so it is important to highlight the ways in which the campaign's priorities not only reflect the mission of the college, but also attend to wider social and economic concerns such as the affordability and accessibility of a Kenyon education, to expanding our students' global perspectives, and to defining our place in a multicultural society. The campaign's primary goal is to double the college's endowment, raising $126 million toward endowment. This new endowment would ensure greater access to the college through $70 million to the endowment for financial aid. Building support for faculty development in general ways (through the addition of five new endowed chairs, an expansion of the Yarbrough Dissertation Fellowships, and endowment of faculty development and teaching grant funds) is an important part of the campaign, as are initiatives in specific areas. These include strengthening of international programs by endowing the chair and faculty positions in International Studies, addition of a new faculty position in film, and endowing student research programs in the sciences and humanities. A $10 million endowment would support programming in two new visual arts facilities envisioned as part of the campaign. The Kenyon Review is building its endowment through a $5 million goal to endow the editorship of this literary journal and raise endowed funds for its scholarships for summer writing programs. In addition to the endowment goal, new plans for improving and expanding campus facilities were articulated in an $80 capital projects goal. Two new visual arts facilities – a 30,000 square- foot gallery/art history building and a 40,000 square-foot studio art building – are planned to replace aging facilities, a $34 million goal. In keeping with Kenyon‟s commitment to creating intimate teaching environments, several small academic houses for interdisciplinary programs and English will replace former residences that were remodeled long ago as classroom buildings. New 84 bed residence halls, including apartment-style housing for upper class students, were proposed to alleviate overcrowding in residence halls. Finally, the College Page 7 of 56 invested in one of its most-used and beloved historical building – Peirce Hall, Kenyon‟s dining commons – with a comprehensive expansion and restoration to bring this 80-year-old facility up to modern standards of accessibility, service and safety. The campaign is a comprehensive one, and includes annual funds in its goal. This includes the Kenyon Fund, which is supported by over 6,000 alumni, and the Kenyon Parents Fund, one of the most financially successful parents‟ funds among liberal arts colleges nationally. A total of $24 million is anticipated from these sources. Campaign Goals at a Glance Endowment Financial Aid $70,000,000 Teaching Resources 25,500,000 Student Research 8,000,000 International Programs 7,500,000 Art Programming 10,000,000 Kenyon Review 5,000,000 Total Endowment 126,000,000 Facilities Capital Visual Art Facilities $34,000,000 English House, Interdisciplinary House 2,000,000 Peirce Hall 25,000,000 Student Residences 12,000,000 Town Center Fund 3,000,000 Philander Chase Corporation 4,000,000 Total Facilities/Capital 80,000,000 Total Annual Funds 24,000,000 Total $230,000,000 Figure 2 Campaign Goals Page 8 of 56 Campaign Progress As of March 1, 2009, the “We are Kenyon” campaign had raised $154.6 million over two-thirds of the total $230 million campaign goal. $63.7 million has been raised for endowment goals, $54.9 million for capital programs, $20.2 million for annual funds, $4 million for the Philander Chase Corporation (the College‟s land trust) and $11.6 million for other operating support of academic programs. With two and a half years remaining on the campaign, which is slated to close in June 2011, the campaign is on track and has achieved the following markers of success: • $47 million raised for endowed scholarship, including a $10 million gift from actor and alumnus Paul Newman to support a no-loan program for the neediest of Kenyon students. The funds raised for scholarship endowment are a part of the $65 million toward all endowment goals in the campaign • Three new endowed professorships in anthropology, economics, and drama • Endowment of the chair of International Studies • Endowment of the John W. Adams Summer Program in Socio-Legal Studies, a new summer student research program • Completion of fundraising for Peirce Hall and three new small academic houses – O‟Connor House for interdisciplinary programs and Lentz and Finn Houses for English programs and the Kenyon Review • $30 million raised toward art facilities The campaign also is achieving goals set for raising the largest gifts (a $27 million gift heads the campaign, followed by two gifts of $11.5 million), numbers of gifts (donor categories of $100,000 and up have achieved between 47% and $127% of their goals) and numbers of new donors. Approximately 70 percent of all gifts are from individuals who are making their first capital or endowment gifts to Kenyon. Other Planning Documents Although the budget and campaign planning are our regular, ongoing forms of strategic planning, these primarily financial planning exercises are supplemented by information gleaned from other forms of planning, outlined below. The Master Plan In 2003, as the college anticipated the arrival of a new president (S. Georgia Nugent), the Board of Trustees commissioned Graham Gund and Associates (GGA) to develop for the Page 9 of 56 College a master plan. This was the first comprehensive undertaking to address the needs of the campus since the early 1990s, when the college hired the Columbus, Ohio architectural and planning firm NBBJ to develop a master plan. The new Master Plan was intended not as a list of future construction projects, but as a set of principles and recommendations that would guide the future development of the campus. The Board of Trustees and the College's administration will establish priorities for implementation of the Master Plan and make decisions concerning future development of the campus. The Board of Trustees issued the following five guidelines to guide development of the master plan: a) That Kenyon is a walking campus. b) That the center of the Village of Gambier be addressed, as an important component of a vital college and village life. c) That all academic facilities on campus be located in the academic core of the campus, south of Wiggin Street. d) That the integrity of the Gambier community be sustained and strengthened, both during the planning process and as a result of the plan. e) That green spaces on campus will be preserved and created. The scope of the charge to Gund and Associates included a. a plan for student housing, including a needs assessment and evaluation of site options; b. a plan for campus parking; c. a plan for campus signage; d. a program and plan for a new fine-arts building and a new academic building; e. a feasibility study for the conversion of Bexley Hall on the north end of campus to other uses; f. a feasibility study for aesthetic and land-use improvement in the Village of Gambier, particularly along Chase Avenue, including for Farr Hall; g. pathway options to the new center for fitness, recreation, and athletics. The process of developing the Master Plan was lively; its initial implementation livelier still, as it has sparked conversation and controversy not so much over first principles (the five guidelines above) as over how those principles should be enacted in practice. During the development phase, in September and November or 2003, the College hosted a series of meetings with campus and village groups during visits to the campus by Gund and his associate, Youngmin Jahan. In all, there were twenty-eight meetings and other events, attended by several hundred village citizens, including members of the administration, faculty, staff, and student body. These early meetings raised a number of issues. Among these were the fondness many faculty members and students feel for the former faculty homes in which several departments are housed (Sunset Cottage, Horowitz House, Seitz House); the desire to locate the art department closer to the hub of other academic activity on campus; the need to address issues of accessibility; the concern for preserving the livelihoods of village merchants while enlivening commerce in the village; and the fervent hope that Kenyon will do its best to maintain existing green spaces and create new ones, in accordance with the fifth principle. In April of 2004, Gund presented the Master Plan to the campus in two public meetings held during Common Hour (11:10am-12noon) in Rosse Page 10 of 56 Hall. In April of 2004, the Board of Trustees approved the plan "as a set of principles and recommendations" to guide future campus development. Among the changes envisioned by the plan: A greater concentration of student housing in the south campus and the village. In addition to townhouses in the center of the village, four new residence halls were proposed on the south campus. Bushnell and Manning would be demolished, as would the New Apartments, the Bexley Place Apartments, Gund Residence Hall, and possibly Caples Residence. Bexley Hall would be converted to special-purpose housing. Virtually all students would be able to walk from their residences to class in less than ten minutes. A reconfiguration of academic spaces. A new quadrangle behind the libraries would include a fine-arts building, a building housing a gallery and museum, an administration building, and an academic building. Various college houses would be moved to new locations, among them Sunset Cottage, which would move to a site near Palme House. Elevators for handicapped accessibility would be added to Ascension Hall, together with new lounges, classrooms, and offices. The promotion of greater density and more activity in the center of the village. The plan proposes two new commercial buildings, an expansion of the Kenyon Inn, and townhouses for junior faculty and visiting professors. The gas station (likely rebuilt) would remain in its current location, but the fire department would move. The elimination of many parking areas in or near the heart of campus, and the addition of two lots on the periphery, one in the south and one in the north. The academic core would be served, in part, by an underground lot beneath the new quadrangle. The current "south parking lot," on the hillside below Bolton and Hill theaters, would revert to green space. The processes of implementing elements of the Master Plan illustrate how quickly events can overtake strategic planning. While the Master Plan continues to guide development of the campus, its specific recommendations are often subject to drastic revision as they come up against fiscal realities, geographical limitations, and the resistance of various stakeholders. The first issues surfaced almost immediately as plans to build remote parking lots in areas adjacent to campus quickly came up against vocal resistance from village residents who were not thrilled at the idea of parking lots in their back yards. As plans for the building of the fine arts quadrangle were finalized, major changes to the plan were required for many of the same reasons. Moving the old college houses as the plan called for proved financially infeasible. Wing Center and Walton House were subsequently demolished and a new house, O'Connor House was built to house interdisciplinary programs and the newly created Center for the Study of American Democracy. A new building was also constructed as a part of a complex of English buildings that will encompass Sunset Cottage (which will not be moved), Bailey, the new Lentz Building, and Finn House (housing the Kenyon Review), a considerably revised version of the Master Plan. After considerable discussion with the departments affected by the move, the academic art building and museum were re-sited. While still located on the southwest end of campus, the original idea of creating a new quadrangle was abandoned. However, during the summer before construction was to begin on the new art buildings, there was stiff resistance from members of the community who circulated a petition asking for a moratorium on construction until there had been further Page 11 of 56 discussion about the destruction of the grove of trees between the Library and Cromwell House and of the trees behind the cemetery, all slated to come down in order to construct the new buildings. The petition was signed by fifty-nine members of the community. This conflict offers a good example of the ways in which various principles of the Master Plan come into conflict. The benefit of relocating the art department to south campus and upgrading facilities for the arts came into conflict with the desire to preserve the natural beauty of the campus and its green spaces. In the end, although the Board decided to move forward with the construction, by fall of 2008 the project was put on hold because of uncertainties created by the national financial crises of 2008-09. As of this writing, the college is moving forward with bids on the art history building and museum (Art History Gallery Building), while the studio art building is still on hold. Discussion of Residence Halls For yet another example of how dynamic planning can be at Kenyon, we turn to a consideration of plans for the building and renovation of residence halls, which made up large portions of both the Master Plan and Campaign planning. Overcrowding and shabby conditions in student housing, as we noted in Working Paper #1, present a challenge for the college that figured in both the 1990 and 2000 reaccreditation site visits and over the last decade much judicious planning has gone into thinking about both the ideal size of the college and how to alleviate crowding in residence halls through a combination of new construction and renovation of existing structures. That planning has had to be flexible enough to take into account increases in student enrollment, changes in the financial outlook of the college, and the needs and desires our constituents and stakeholders, especially students. Enrollment Planning Committee, Report on Ideal Size Several years of large recruiting classes, has resulted in a student body that is perhaps larger than the college can physically accommodate. While this over-enrollment has been good for our budgets, it has resulted in overcrowding, especially in residence halls. In 2005, a task force was appointed to examine the ideal size of the Kenyon student body, consistent with the College's central goal of providing high quality educational opportunities to its students (document on file). At that time actual enrollment was 1611, while enrollment was budgeted at 1520. The Task Force considered the impact on all aspects of the college of increasing enrollment by 100 students. To determine both benefits and costs of growth, the committee considered the question of growth by taking into account national demographic forecasts for the upcoming twelve years and by constructing operations models from every division of the college that imagined the impact of an increase of 100 students from 1600-1700. Citing a strong desire to keep the college comprehensible and community-oriented, the task force ultimately recommended that the College aim for an opening enrollment of 1550 to 1600 students, to decrease rather than increase the size of the college. This recommendation took into account the number of faculty and staff, the residence hall and apartment spaces available on campus, the size and variety of other facilities available for academic, recreational, and co-curricular activities, and the size of the community in which we are located. The college budget model was adjusted for subsequent years to reflect a ramping Page 12 of 56 down to meet that ideal enrollment goal, so that the reduced income from tuition would be folded into our financial planning. Figure 3 Student Enrollment However, in spring 2007, the need to renovate residential spaces resulted in a decision to hold enrollments at the 1630 to 1650 level for three to five years, in order to accumulate funds from tuition to augment money being raised for student housing needs as part of a capital campaign. Consequently, overcrowding remains a problem in residential units; however, for the first time in over twenty years, a plan is in motion for addressing this issue with substantial new construction, after which the College will resume its efforts to ramp down the number of students to match the task force enrollment recommendation. We turn now to a discussion of planning for the construction and renovation of residence halls. Page 13 of 56 Enrollment (Source: Common Data Set Year # of Students # of FT Students 1577 2000-2001 2001-2002 1587 2002-2003 1576 1612 2003-2004 2004-2005 1634 1621 1661 2005-2006 1647 2006-2007 1647 1636 2007-2008 1663 1653 2008-2009 1644 1639 Figure 4 Enrollment per Common Data Set Residence Hall Planning The Master Plan had recommended a two phase building program; phase one called for two new residence halls and the conversion of Bushnell and Manning from primarily double rooms to single rooms. Phase two recommended the eventual demolition of Bushnell and Manning (see map) and the construction of two more residence halls. In addition, plans were included for the construction of townhouse residences in the village center. One year later, in 2005, the Residential and Student Life Campaign Planning committee affirmed Kenyon’s commitment to a residential campus and to the goal of housing all of its students in College-owned facilities (enrollment numbers in recent years have created a situation where a small number of seniors are housed off campus each year). Their recommendations were consistent with the Master Plan, although they did suggest some changes: Page 14 of 56 a. Construct two new residence halls on the south campus, as suggested in the campus master plan. b. Construct the student townhouses in the western portion of the village center, also as suggested in the campus master plan. The group recommends, however, that consideration be given to moving the faculty townhouses proposed for this area to the current site of the Acland Apartments. c. With the completion of the first two projects, convert triple rooms to doubles in all residence halls. d. Renovate Bexley Hall for use as a living-learning community, as envisioned in the master plan. e. Renovate Bushnell and Manning halls to convert all rooms into singles. The group views this as an intermediate measure for providing more single rooms on campus while new residence facilities are being built. f. Proceed with the remainder of the master plan’s suggestions for residence facilities, largely in accordance with its three-phase schedule of construction, renovation, and demolition, as needs arise and funds permit. When the Campaign for Kenyon launched in 2007 it included among its priorities a goal of raising $12,000,000 for student residences, including 2 new residence halls sited on south campus (see The Drive for Excellence Prospectus), townhouses on the west side of the village for upperclass students, a renovation of Bexley Hall with residential space for forty students (see The Campaign for Kenyon). At the 2007 February Board of Trustees meeting, then Dean of Students, Tammy Gocial, presented a report, ―Overview of College Housing Issues Relative to Housing Units and Residential Life Program,‖ to the Buildings and Grounds Committee. As a result of that presentation, the Board agreed to fund a consultant to study the college's housing needs and a separate firm to determine the structural ―fitness‖ of existing housing facilities. Both studies were completed prior to the 2007 April Board meeting). The Residential Facilities Plan (document on file) inventoried the existing residential space (1567 beds for roughly 1600+ students), facilitated six student focus groups, and, on the basis of this information, offered a plan to increase the number of beds to 1650 in two phases. This document did not contain plans either for townhouses in the village or for the renovation of Bexley, although these had appeared in earlier plans. As a result of this study, the college contracted with Gund Partnership to design two South Campus residence halls in accordance with the College Master Plan. During the course of the 2007-08 Academic Year, the Board decided to move forward cautiously with the planning and design of only one residence hall on the west side of south campus. Design documents were created and the college moved on to construction documents. These plans one again generated some controversy about the destruction of green spaces on campus and once again a petition circulated among members of the community (document on file). However, at the 2008 October Board meeting, the Board ―paused‖ all construction on campus. At their April 2009 meeting, the Board shifted its attention to the north-end of campus, moving forward with plans for the construction of Page 15 of 56 apartment-townhouses for seniors at a cost much less than the proposed south-end residence hall. The north-end housing is currently in the design phase, while the south- end construction remains ―paused.‖ This is very much a long range plan in process. Technology Planning at Kenyon Staffing and Governance Technology planning and spending for Kenyon is centralized in the Library and Information Services division (LBIS). Various groups within LBIS have responsibility for the planning and daily operation for technology services: Group Responsibilities SPACES Team Classroom technology, computer labs, helpdesk Faculty and administrative personal Desktop Support Team computers and printers Operations Team Network and server management Administrative Computing Team Administrative database applications Telecommunications Team Telephone switch management Figure 5 Technology Staff Responsibilities Coordination for these groups takes place during a weekly Information Systems meeting. In addition, two special teams made up from members of the other teams address more strategic issues. The Desktop Computer Configuration Team (DCCT) establishes standard software and hardware configurations for computers campus wide. The Information Security Team (INSECT) develops comprehensive security plans for the campus network, consults with other technology staff on security issues, develops security training, and responds to reports of possible security issues. Communications Communication on technology issues and requirements is done through several channels. In LBIS, specific staff members are assigned as liaisons to academic and administrative departments. These staff members work daily with the departments they support [click here for liaison assignments]. Page 16 of 56 More formal structures also exist. The Curricular Policy Committee (CPC) of the faculty has an oversight role for all library and computing issues. The Vice President for Library and Information Services and the Director of Information Resources are the LBIS members of this committee. The CPC also convenes a technology subcommittee to address technology issues more deeply. The subcommittee work is structured so that both faculty concerns and LBIS issues are discussed. The CPC meets twice a month. To address academic and curricular directions for library and technology at an even more strategic level, the Vice President for LBIS and the Director of Information Resources and Director of Library Services meet approximately twice a semester with the Provost and the Associate Provosts. These meetings have no set agenda but have evolved into sessions to consider the implications that strategic plans in the curriculum and in faculty development may have on the library or on Kenyon’s technology infrastructure. The library and technology subcommittee of the Academic Affairs committee of Student Council is the primary formal structure for discussing technology issues with students. The meetings generally focus on changes—changes suggested by the students and changes proposed by LBIS—that will affect students’ life and work. LBIS convenes two special working groups for technology areas that affect a large number of campus constituencies: the Banner User Group and the Campus Web Team. The Banner ERP system is used by almost every administrative department, so LBIS convenes a Banner User Group (BUG) of representatives from each administrative division in the college. The BUG discuss workflow issues, set schedules for patches and upgrades, and discuss potential configuration changes with the administrative computing staff. The BUG meets once a month. The Campus Web Team (CWT) has permanent members from the Public Affairs staff (which is responsible for the management of the main Kenyon website) and the LBIS staff. The CWT focuses on the support and management of the Ingeniux Content Management System, the platform for most of the campus web pages. CWT also reviews the structure and support for other campus web implementations, including web forms, wikis, and other web pages and applications outside the CMS umbrella. The CWT meets twice a month. Feedback and Reporting The opportunities for feedback and reporting, both formal and informal are numerous. The following is a list of just some of the most important: The Vice President of LBIS submits items for the President’s Senior Staff agenda. LBIS reports technology information to the faculty as part of the FacPac, an electronic packet of reports and data submitted to the faculty prior to each faculty meeting. In each Page 17 of 56 faculty meeting, time is allotted for faculty to query the Vice President of LBIS on the report or any other technology issue. Administrative computing liaisons should have at least monthly meetings with representatives from administrative departments to report on the progress of technology initiatives and to set task priorities. LBIS compiles an annual report for the President and senior staff, and then posts the bulk of the report on the website for campus access. All campus constituencies participate in the Merged Information Services Organizations (MISO) survey every three years. The MISO survey provides a comprehensive review of the importance to, use of, and satisfaction with library and technology services provided by LBIS. Mechanisms on the LBIS website provide a way for anyone to request, to complain about, or to suggest changes to LBIS services. Fiscal Management The annual LBIS budget contains resources for technology repairs and for ongoing software and hardware licensing and support contracts. Money for new initiatives and for the replacement and refresh of all campus technology, including personal computers, classroom technology, central servers, and network hardware, is controlled by the senior staff through an annual allocation process. Each year, LBIS prepares a report indicating technology replacement and upgrade needs across all these areas. The report is prepared in consultation with the academic and administrative departments. In this way, the senior staff have direct control over major technology initiatives and can judge them in the context of the overall resources needs of the institution. Planning Kenyon's Place in a Multicultural Society The Diversity Task Force The 2006 report by the Trustee's Task Force on Diversity has been a major planning document in the college's efforts to enact its ―deep commitment to diversity‖ by creating specific and measurable goals for increasing diversity. The Task Force's work resulted in "Kenyon's Statement on Diversity and Commitment to Cultural Pluralism" and several recommendations for action to realize the aspirations of this statement. We will address results from the Task Force's report on student recruiting and retention later in this working paper and will address other areas of the report (faculty, administration and staff, and curriculum) below and in other working papers. In this section, we will outline recommendations designed to create oversight and leadership on diversity issues at Kenyon and to coordinate both planning and action. One Task Force recommendation that was immediately realized was the creation of a Trustee Committee on Diversity to provide top-level review, oversight, and advice on Page 18 of 56 diversity issues. In addition the recommended position of Assistant Director for Multicultural Admission and Affairs, designed to link efforts in admissions and student affairs, has been filled. This position coordinates the work of recruiting and retaining underrepresented students at Kenyon. The committee's recommendations to create a Dean for Diversity and Institutional Equity and to establish a Junior Administrator of Color program (on the model of the Yarbrough Dissertation Fellowship) have not been implemented, although they are revisited annually to assess whether funds can be made available. The recommendation to create an executive position was finally eliminated based on the current belief that diversity should be everyone's responsibility; it should not be isolated in a single administrative position. Instead, a Diversity Work Group consisting of 12-14 members selected from on campus constituencies (faculty, administrators, and students) was created to oversee implementation of diversity policies and to collect data on the effectiveness of these policies. This group is co-chaired by Associate Provost Ric Sheffield and Vice-President for Admissions and Financial Aid Jennifer Delahunty, the senior staff liaisons to the Trustee Diversity Committee, so that the campus committee is connected to the Trustee committee. In spring 2009, the Diversity Task Force began the analysis of the retention and graduation rates of students of color; this report has not yet been finalized and is currently in the data collection phase. As part of its work, the 2006 Trustee Task Force on Diversity examined the experiences at Kenyon of students of color, first generation, gay/lesbian/bisexual, and international students. In working paper 5, we will report on retention, graduation rates, and the focus group that explored students' experiences of diversity. The Task Force's work on admissions, however, focused on the recruitment of students of color. The committee found that Kenyon trails its overlap colleges in recruiting students of color. At the time of the report, Kenyon ranked 18 of 21 among our overlap institutions in the percentage of minority students in the student population. In 2005, with 8.4 % students of color in the overall student body, Kenyon finds itself close to some of our top 10 overlap institutions- -Bates (7.9%) and Denison (9.9%), but far behind those colleges we consider our peers-- Bowdoin (21%), Carleton (18.5%), and Middlebury (16.4%) (See Figure 4). Page 19 of 56 Although the applicant pool of students of color has grown from 262 in 1998 to more than 500 in 2005, yield has not changed proportionately (see Figure 5). The subcommittee suggests that the reason is lack of funding and prestige (students admitted to Kenyon are also admitted to more selective schools with more diverse populations). The subcommittee looked at current diversity recruiting practices as well as the best practices of comparable institutions. Bridge programs that facilitate recruiting at Kenyon include the Kenyon Academic Partnership (KAP) and summer-KAP programs, as well as the KEEP program, or what was then called the Silverweed Program, and the Howard Hughes Medical Institute Summer Math and Science Workshop (HHMI) (see working paper #3). Recruiting programs aimed at increasing diversity in the student body include alumni (ae) outreach, travel grants for both prospective and admitted students of color, multicultural visit days, diversity scholarships (Trustee Opportunity Scholarships) and community agency partnerships. Best practices at other institutions that the committee noted include a larger staff in Multicultural Affairs (Carleton; see working paper #3); participation in nationwide programs like Posse (see working paper #3) or like programs at Carleton that, unlike the Kenyon Academic Partnership (KAP), recruit nationally; bringing larger numbers of minority students to visit campus (Bowdoin); and campus programs involving service learning or themed housing (Oberlin). Page 20 of 56 Figure 7 Enrollments of Students of Color Since the report was issued, several of these recommendations have been realized. A $10 million campaign gift from alumni Paul Newman established the Newman's Own Foundation Scholars program aimed at guaranteeing a loan-free education for selected students with the greatest need and a record of achievement from historically under- represented backgrounds, including students of color and first generation college students; SKAP/KAP students are eligible for this program. In the fall of 2008 (Class of 2012), 44 students were admitted, yielding a class of 21 students, and recognized as Newman scholars in the first year of this scholarship program. The goal of this program is to support 100 students in the four currently enrolled classes. The success of this program in terms of increasing the diversity of the student body will be evaluated within the context of the normal evaluation of data that occurs in the admissions office. The Kenyon Educational Enrichment Program (KEEP) recommended by the task force was implemented in the summer of 2007 as an extension of the Silverweed/HHMI Page 21 of 56 program to ensure that this diversity recruitment and retention effort was not lost when funding grants for Silverweed/HHMI expired in 2008. KEEP is now a fully funded budget item in the College's annual expenditures that supports students beginning in the summer prior to their freshman collegiate year and extending throughout the four academic years while at Kenyon. Currently the KEEP program offers two one-quarter- credit summer courses (expository writing & data analysis) to a select group of entering Kenyon students, as well as on-campus internship opportunities with various members of the faculty and administrative staff. In addition, each KEEP student is awarded $1,400 in their first academic year. This money serves as an incentive to choose KEEP over summer employment, as well as providing funds for textbook purchases in the school year. While the intention is to create a more comprehensive advising program for the duration of the undergraduate career, it is currently the summer experience of KEEP that is well established based upon the tradition of the Silverweed/HHMI program. Academic year activities include varied experiences such as resume-building workshops, social gatherings and regular one-on-one meetings with the Assistant Director of Multicultural Admissions and Affairs. Admissions interviews are conducted with SKAP II students while they are on campus during the summer program. These students, who are rising seniors in high school, receive personal interview experience with members of the Kenyon Admissions office. In addition, SKAP 2 students attend application and college essay information sessions during their stay on campus. SKAP 2 students are contacted on a regular basis throughout the academic year by the Assistant Director of Multicultural Admissions and Affairs to serve as a resource during the college application process. SKAP 2 students are also invited to campus for Cultural Connections Visit Program in the fall. SKAP I students (rising juniors) receive encouragement and guidance to maintain academic performance in the classroom, in a rigorous course load, so that they will present a more admissible profile to Kenyon at the application stage. The Admissions office has expressed some concern over the admissibility of SKAP students and is working with SKAP administrators to enroll more admissible SKAP participants, thereby increasing the likelihood that these students will apply to, and be accepted at, Kenyon. A new initiative, Trustee Opportunity Weekend, was held in February 2009. This program coincided with Alumni of Color weekend and served to introduce likely high- profile academic students of color to members of Kenyon's alumni, fostering a sense of community and history between prospective students and the graduates of the College. 46 students were brought to campus via funds provided through the Trustee Travel Grant program on this weekend; 9 students who attended the program have enrolled with the Class of 2013. Cultural Connections visit programs, held in November and/or December of each year, are tailored specifically to the recruitment of diversity students. In the 2009 cycle, 51 students visited campus in November for a multi-night residence hall stay and program, and 10 yielded as members of the incoming class. Page 22 of 56 The Trustee Travel Grant program, which covers 90% of the associated travel costs for prospective diversity students, brought 39 students to campus for individual overnight visits, in the most recent recruiting cycle. Of these, 16 chose to enroll at Kenyon. The Admissions Office has reintroduced MACKS (Multicultural Admissions Counsel of Kenyon Students), which employs the use of current diversity students in yield activities aimed at enrolling admitted students of color. This program, managed by the Assistant Director of Multicultural Admissions and Affairs, encourages individualized telephone contact each April from current to prospective students. The Admissions Office has partnered with thirteen community-based organizations in an effort to promote greater communication between Kenyon and the organizations in support of the students they represent. These groups, located in various cities across the county, provide guidance and counsel to high school students in an effort to lead them to, and support them through, college. These foundations include: A Better Chance (New York, NY), LINK Unlimited (Chicago, IL), Prep for Prep (New York, NY), The TEAK Fellowship (New York, NY), The Wight Foundation (Newark, NJ), Foundation for a College Education (East Palo Alto, CA), Daniels College Prep (Colorado), Daniel Murphy Scholarship Foundation (Chicago, IL), College Track (Oakland, CA), Admission Possible (Minneapolis, MN), Bright Prospect (Pamona, CA), Advanced Placement Strategies (Houston, TX), and Highsight (Chicago, IL). REACH In the most recent recruiting cycle, students of color represent 18.7% of the incoming class of 2013. First generation college students represent 9.5% of this class. Planning for Demographic Shifts and Diversity Admissions and Financial Aid Planning Given the college's tuition dependency, there is necessarily a very tight feedback loop between financial planning (budgeting) and planning in Admissions and Financial Aid to ensure that tuition income is sufficient to maintain college programs and balance the budget, but also to ensure that financial aid funds are judiciously awarded, attracting the best students we can, while also making a Kenyon education more accessible to a more diverse group of prospective students. This planning aims to produce desired outcomes in the number of students enrolled, the quality of the student body, and its diversity. The Admission and Financial Aid division has frequently relied on external consultants to supplement its own planning and data collection. These consultants have evaluated recruiting practices and made suggestions for improving both the college's selectivity and diversity, while maintaining current enrollment numbers. Figure 3 below presents some important admissions benchmarks for a five year period between 2004 and 2008 that we will refer to in this section. Page 23 of 56 Figure 8 Admissions Dashboard A 2002 report on "Differentiating Kenyon" by Lippencott and Margulies used interviews of faculty, students, and recent graduates and focus groups to suggest ways of distinguishing Kenyon from similar small liberal arts colleges in an increasingly competitive marketplace. The report recommended ways to improve perceptions of the college, suggesting how distinctive characteristics could be communicated to targeted audiences. They concluded that, to attract those students most likely to benefit from a Kenyon education, Kenyon should improve perception of the school’s selectivity by increasing the percentage of early decision; be more consistent in communications and focus on what differentiates the college; be less defensive about the college's rural location in Gambier, Ohio, and instead feature the beauty of the campus and outdoor activities. They recommended that in communicating with outside constituencies we should stress that Kenyon is both seriously intellectual and fun. They recommended that Kenyon adopt the following "positioning statement" as a means Page 24 of 56 of presenting the college consistently across all communications channels: One of the nation’s finest and most selective liberal arts colleges, Kenyon is not for everyone. Students who thrive here are self-motivating and creative. They are looking for a demanding, vibrant, intellectual community that fosters an atmosphere of collaboration. By learning in a community that values and nourishes friendship, students gain the confidence to discover their own strengths. They develop the ability to think independently, to solve problems, and to write and speak effectively. In fact, in 2008, when Public Affairs introduced graphic identity guidelines designed to present the college's identity consistently to external audiences, it contained the following description, similar to the above recommendation, which identifies Kenyon's distinctiveness: Kenyon College is a nationally prominent liberal arts college offering 1,600 students an academically challenging curriculum in a close-knit community. The College is distinguished by the high quality of its faculty and student body, its small classes, many opportunities for collaborative faculty- student research, and the exceptional beauty of its historic campus in central Ohio. Founded in 1824, Kenyon counts among its alumni such notable figures as President Rutherford B. Hayes, poet Robert Lowell, and actor- philanthropist Paul Newman. Arguing that Kenyon ranks below many of its peers in overall selectivity and yield, the Lippencott report specifically recommended that one means of increasing the college's selectivity with limited resources was to increase the number of early decision admissions from 22% (for the class of 2005) to 40-50%. Figure 6 above shows that the college's early admissions rate has risen over the last five years and hovers around 40%. The college's selectivity, as measured by the percentage of applicants who are admitted, has also increased. In 2005, 38.4% of students who applied were admitted; in 2007 only 29.2% were admitted and in 2008 31.3%, while entering numbers have hovered consistently between 450 and 460 (see Figure 3), significantly above targeted numbers. A 2007 report "Preferences and Attitudes Among Students in the Kenyon College Admissions Funnel" by Neustadt Creative Marketing analyzed statistical data to determine whether the Admissions and Financial Aid division at Kenyon is planning for demographic shifts in the college-aged population from which we recruit. The report concluded that "there appears to be a fundamentally good fit between the values and priorities of students in the Kenyon admissions funnel and the college. In its admissions efforts, Kenyon seems to be working with the right kinds of students – there are not large grouping of students at any point in the admissions funnel who pop-out as bad fits for the institution – either because they place excessive emphasis on bottom-line-cost, want a fundamentally different kind of institution, or for any other reason"(p. 33; document on file). Kenyon appears to be recruiting and getting applications from the kinds of students most likely to apply and enroll at the college. The dramatic growth in applications at Kenyon over the last few years, they conclude, has been made not by increasing the pool of inquiries, but almost entirely through higher conversion of inquiry to applicant (see Page 25 of 56 Figure 3 above). On the other hand, the Lippencott report notwithstanding, "Kenyon does not appear to be strongly differentiated from other institutions in this universe. The logistic regression analysis was unable to distinguish factors that would predict whether a student would attend Kenyon versus another institution" (p. 33). Kenyon has increased applications because it is "fortunate enough to be situated in a national market for prestigious, highly- selective private colleges and universities where applications have grown. Through good, effective practices in the admissions area, Kenyon has been able to take advantage of this circumstance. The continuity in school type preference, gender, and geography from inquiry to enrollee in the survey groups is evidence that the admissions systems at Kenyon are working well to move prospective students from inquiry to applicant to enrollee" (p. 33). In 2007, the Admissions and Financial Aid division presented to the trustees the results of their own study of data from the classes that enrolled between 2000 and 2003. The goal of the study was to determine which factors best predict student success. The study asked whether admissions’ academic ratings are a good predictor of: Academic performance as measured by GPA? Those who will receive college honors? Retention? Data collection for this study was plagued by information systems that did not communicate well and missing data; however the report suggested some preliminary conclusions about the fit between admissions criteria and academic performance at Kenyon, specifically, Academic profile is a bit depressed by full-pay students There appears to be a disparity between how students from independent and public high schools perform at Kenyon, with public high school students dramatically outperforming private high school students. Stronger curriculum in high school leads to stronger performance at Kenyon College High school GPA correlates strongly with Kenyon GPA A 2008 report by Hardwick-Day, "A Financial Aid Optimization Analysis", examined the results of the 2008 recruiting cycle and the application of financial aid resources for student enrollment. Highlights of the cycle made by Hardwick- Day include: o Decrease in discount rate from 27.2% to 27.1%. o Net tuition revenue increase by $680,000 to $13.4 million. o Maintained gender balance (54% in '07 to 52% in '08). Page 26 of 56 o Improved representation of domestic students of color. o SAT average score maintained (1330 in '07 vs. 1331 in '08). In its examination, Hardwick-Day pointed to the competitive pressure from other schools that employ broader merit awards as a cause for lower yield rates among the middle ranks of admitted students. Despite Kenyon's "generous" financial aid policy, the weakest yields came from the neediest students: "This suggests competitive pressure from "no- loan" colleges" (Hardwick-Day, 8). "This improved the financial outcome, but cost economic diversity and probably reflects the economy, the capital markets, and competitive pressure from colleges giving even better (no loan) packages or the public sector offering essentially free education." (Hardwick-Day, 18). In a year in which the national trend for private colleges was to witness lower yields from non-aid applicants, Kenyon saw a rise. The report went on to conclude that Kenyon experiences further competitive pressure for top, merit-worthy students from institutions with deeper merit programs. For Kenyon, merit aid is concentrated in the top quintile of student performance, whereas other institutions offer merit to less qualified students equivalent to Kenyon's students ranked "3" and "4." (Hardwick-Day, 11). 2 The Hardwick-Day report also showed a decrease in the yield of Ohio students from 2006 to 2007. In 2008 increased attention was given to the applications of Ohio students and more admits were allocated to the Ohio-based applicant pool in an effort to increase yield in Ohio. In the 2009 recruiting cycle, admissions and financial aid altered merit policy for highly academic ranked Ohio students; "7A" and "7B" ranked students from Ohio were awarded a $5,000 Distinguished Academic Scholarship (DAS). The department is mindful of the fact that Kenyon is a national liberal arts college and wants to maintain geographical diversity, while also having a solid presence in Ohio. Diversity students ranked similarly were also awarded a $5,000 DAS in this cycle for the first time. Separate from the work suggested by external sources, the Office of Admissions uses historical application and enrollment trends to plan annual recruitment travel by admissions directors. Officers may also call upon data in the Enrollment Planning Service supplied by The College Board. This data is used to identify high schools offering high populations of strong performers on the PSAT as well as high populations of diversity students from high schools that may not historically direct students to Kenyon. In the 2009 cycle, representatives of the Office of Admissions (including both directors and alumni volunteers) attended 694 recruiting events (college fairs and high school visits) in 39 states and 11 countries. Page 27 of 56 Planning for Global Citizenship The college's planning recognizes that it is vitally important for students to learn how to understand and to navigate an increasingly interdependent world. We take seriously the need to prepare our students for global citizenship and for the challenges that globalization presents. According to NAFSA, the leading organization for international educators; intercultural learning is ―critical to the education of American college students and, over the long term, to the ability of the United States to lead responsibly, collaborate abroad, and compete effectively in the global arena. Such learning includes foreign language skills, cross-cultural understanding, and an appreciation of our diverse and interconnected world – essential tools of citizenship and leadership in the 21st century‖ ("Strengthening Study Abroad: Recommendations for Effective Institutional Management for Presidents, Senior Administrators, and Study Abroad Professionals") Global education at Kenyon consists of several interrelated components: the Office of International Education (OIE), the International Studies (INS) major and its study- abroad program, and the Modern Languages and Literatures (MLL) department. The planning process for the current campaign included a Work Group on Student Citizenship and International Programming specifically to examine ways to prepare students for lives of engagement with their communities and the world. The campaign cites international education as a priority, attempting to build on our current strengths by advancing an ideal of citizenship that embraces international perspectives and engagement in the local community. Because cultural immersion has proven to be among the most effective strategies for increasing students' global literacy, campaign goals include initiatives that would expand resources to prepare students for study abroad and to integrate that experience into their field of study. Of critical importance in meeting this goal are faculty positions that would enrich the curricula in the International Studies program and the Modern Languages and Literatures department. Office of International Education Self-study The Office of International Education (OIE) serves a dual function: it oversees Off- Campus Study and is responsible for supporting international students and scholars. For OCS, the office advises students about off-campus study opportunities, collects OCS applications, coordinates the review and selection process, and maintains contact with students and program providers throughout every stage of the OCS process. In addition, it administers three Kenyon programs (Kenyon/Exeter, Kenyon/Honduras and Kenyon/Rome and Florence), prepares students to understand cultural difference and on issues of health and safety, and works with all aspects of Kenyon co-curricular programs taking place overseas. For international students and scholars coming to Kenyon, the office works on both immigration and cultural issues, provides an orientation and helps with adjustment to college and US life. The office also serves as a general international resource to the campus and local community. Over the last decade, OIE has engaged in rigorous self-assessment, planning, and reorganization that has included an external Page 28 of 56 evaluation of the office in 2002 and a self-study in 2008, both of which allowed the OIE staff the opportunity to reflect on its core mission and to engage in important planning processes (documents on file). Revision of International Studies Major The International Studies major and the Modern Languages and Literature department are the primary (though not only) loci in the curriculum for international issues. In spring of 2008, faculty associated with the International Studies major, as a result of their most recent external review, reconsidered the requirements for the major. The major draws from existing departmental courses for most of its curriculum. Based on the external review, faculty in the program concluded that, because of their large number of majors, the program no longer provided adequate guidance to students on how best to organize their academic interests. They undertook a substantive reform of the major that preserves key elements of the International Studies major – including language expertise, study abroad, and a common sophomore course and senior seminar – while offering students a much more rigorous and guided course of study that ensures breadth and depth of knowledge. Under the new requirements, students wishing to major in International Studies must complete one of four well-defined interdisciplinary ―tracks‖: development, transnationalism, the global environment, or cultural studies. Each track covers a critical approach to studying the world; brings the program’s curricular structure in line with student interests and student practice; and expands the range of important and timely subjects covered by the major (document on file). Language Proficiency Requirement However, international education is not a priority only for International Studies majors, international students, or students who study abroad. Our goals for general education specifically state that student will learn to understand a wide diversity of cultures. To realize that goal, the college requires students to demonstrate a level of proficiency in a second language equivalent to one and one half year of college study. The faculty believes this requirement is important because language study provides insight into other cultures and cultural difference and because language study enables students to function in a global context. We will assess the impact of the language proficiency requirement, now nearly a decade old, in working paper #5 as part of our discussion of criterion 3. We will discuss below the ways in which the academic division planned for the growth in faculty that resulted from the addition of the language proficiency requirement. Kenyon supports innovation and change where possible. Planning for innovation is limited by the budget. What new programs or innovations are implemented must be carefully thought out. Because we do not, as a rule, reallocate resources, fiscal discipline requires a tight feedback loop as new ideas are advanced. Institutional grants have provided a one of our most important mechanisms for innovation, Page 29 of 56 especially for support of new programs. Major awards from the Howard Hughes Medical Institute (HHMI) have supported major innovations in both pedagogy and curriculum in the science division. Examples of innovations that have been supported by HHMI include: New interdisciplinary tenure-track positions in bioorganic chemistry (Mo Hunsen), mathematical biology (Drew Kerkhoff), and biological physics (Jan Kmetko) New student project websites: Biomolecules at Kenyon, MicrobeWiki, EvoHistoryWiki (see http://biology.kenyon.edu/HHMI/index.htm) New major equipment: Confocal microscopy, laser lab, NMR, real-time PCR, fluorimeter, intro biology physiology workstations, biological physics lab, neuroscience PC lab and HPLC Computers: Half the new computers in the original Science Center; since then, several computer classroom upgrades, plus two classroom sets of laptops (Bio & Chem) and a set of student loaner laptops for Biology, Chemistry, Molecular Biology, and Biochemistry majors. New QR courses: Biology in Science Fiction, Size and Scaling, IPHS 225: Galileo to Einstein Math and Science Skills Center Summer Math-Science Workshop, which has morphed into the KEEP Data Analysis Workshop (see above). Middle School Outreach: Three teacher-training workshops, plus classroom sets of networked laptops for every middle school in MV and Knox County Undergraduate research programs: Microarray collaboration with U. Wisconsin-Madison (led to six publications so far) and the International Summer Research Fellows program (student research in Australia and in Mexico) Assessment and evaluation: see publically available assessment documents for KEEP (document on file), MSSC (document on file), Summer Science, and teacher workshops. Kenyon also participated in the annual SURE (Survey of Undergraduate Research Experiences) and CURE (Classroom Undergraduate Research Experiences) survey. The Burton D. Morgan Foundation awarded a three-year grant of $246,600 to Kenyon to create the Burton D. Morgan Emerging Leadership Program. The College will provide matching money to fund the pilot program at $300,000. Through several activities, from a lecture series, to a retreat, to small business grants given directly to students, students discover how they might apply the skills they learn from a liberal arts education to entrepreneurship. The Center for the Study of American Democracy was established through "We the People" Challenge Grant from the National Endowment for the Humanities in 2007, with matching funds being raised through Kenyon's current campaign. The center will organize conferences, lectures, and seminars with the goal of stimulating nonpartisan civic and political discourse, provide teaching and research opportunities for faculty and students, and in the future promote student internships in Washington. A $600,000 three year grant from the Andrew W. Mellon Foundation launched a new approach to interdisciplinary studies at Kenyon. Teachers Teaching Teachers (TTT) funds projects designed to encourage faculty to teach each other across disciplinary lines and create fresh content. To date 15 grants have funded a range of interdisciplinary projects, including Page 30 of 56 seminars on transnational feminism, world literature, sustainability, global cities, the history and culture of the Gullahs, and sacred space from antiquity through the Middle Ages. The seminars will culminate in the creation of new courses like Transnational Feminism or Sacred Space and new interdiscipinary initiatives like sustainability, as well as revisions to courses already part of the curriculum. The Ohio Department of Alcohol and Drug Addiction Services (ODADAS) provide grants for the purposes of alcohol and drug prevention. An annual grant from ODADAS enabled Student Activities to hire a half-time Late Night Activities Coordinator. Of course, the college cannot support every good idea and so procedures are required to vet new ideas. In 2006, CPC created guidelines and a process to govern the creation of new majors and programs. Given the increasing willingness of faculty to seek outside funding for new programs and innovations, the Faculty Affairs Committee introduced at the December 2008 Faculty Meeting a revision to the Faculty Handbook of the section dealing with individual and institutional grants. The revisions were designed to clarify the college's procedures for approving such requests, especially in the case of institutional grants that require from the college either financial oversight or a financial commitment (Faculty Handbook, section 4.11). The faculty voted to accept the revisions at the February 2009 Faculty Meeting. Core Component 2 b: Kenyon's resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future. Revenue The College's financial health has historically depended upon three revenue streams: endowment, student fees, and gifts. Figure 8 shows the breakdown of these budgeted revenues for 2008-09. Kenyon's response to the recent downturn in the economy demonstrates that the college's planning processes enable us to respond to unanticipated events. Planning has been hampered for all institutions by the impossibility of predicting the impact the current recession will have on higher education over, say, the next five years. In this period of uncertainty, Kenyon's history of frugality and fiscal conservatism and the tight feedback loop between the numbers of students admitted and budgeting should serve us well. Page 31 of 56 Figure 9 2008-2009 Budgeted Revenues Fiscal Policy The College’s track record of 39 consecutive balanced budgets (the only streak at Kenyon that exceeds men’s swimming’s 30 consecutive NCAA Division III championships) is not only impressive but critical to our future. The College is heavily dependent on student fees to operate and that is not expected to change, perhaps not for a very long time. For example, at our current endowment spending rate of about 4.75%, to support the budget by an additional $10 million (about 10.0% of the budget) would require additional endowment of about $210.5 million. The College is realistic when it comes to financial resources. To maintain our competitive position will require ongoing strategic allocation of resources and budgets must balance. We have little room for error in that regard. Senior management, the faculty and administrators all have a clear understanding of the importance of balancing the budget. Budget managers embrace their responsibility and execute oversight of their budgets with great care. Endowment and Investment policy Kenyon’s endowment remains small in comparison with other leading national liberal arts colleges. During the last five years the endowment had grown to a high of $200 million; however, the current market value is $149,055,000 (Figure 9 shows Endowment per FTE student within our comparison group for 2007) In 1999, endowment per FTE student was $70, 485, compared to an average among our comparison group of $235, 311 per student. In Page 32 of 56 June of 2008, endowment per FTE student had grown to $113,741, but the average among our comparison group had grown as well. While the College has historically viewed its relatively small endowment as a competitive disadvantage, in the current economic environment, the relative size of the endowment has been an advantage. In the current economic climate, colleges with much larger endowments that support a significant portion of their operating budgets are facing a much more challenging spending environment precisely because they have relied so heavily on their endowments. Kenyon's Endowment supports approximately 7.0% of the Operating Budget. Accordingly, even though we are forecasting an aggregate loss of approximately 20.0% in endowment for the fiscal year ended June 30, 2009, we were able to keep our payout to the budget consistent with our plan. Figure 10 Endowments per FTE Student within 2008 Comparison Group The College’s current investment policy statement (document on file; "Investment Committee Statement of Purposes and Policies") addresses both the Endowment and a special purpose investment program that we call the Operating Budget and Capital Reserve Fund (OBCRF). Because the OBCRF is an absolute return low volatility strategy, targeting a specific return (7.0- 8.0%) regardless of the conditions of the market, it is significantly different from the Endowment total return objective; discussion here will be limited to the Endowment Program. Page 33 of 56 For the ten years ending June 30, 2008 and for several trailing ten year periods prior, Kenyon’s endowment has been a top decile performer in the annual survey published by the National Association of College and University Business Officers. This performance was largely driven by a significant allocation to alternative investments. While comparison data are not available for the fiscal year ending June 30, 2009 (we will add later), our expectation is that we will remain a top decile fund despite annualized returns correcting down to the 6.0% range. Despite the significant challenges of the current financial markets and the economy, the College plans to continue to be aggressive in managing the portfolio. Investment policy and asset allocation are continually reviewed with the Investment Committee of the Board of Trustees and adjustments will be made as opportunities in the market present themselves. The College is coping with the current investment environment by temporarily adjusting the risk profile of the portfolio. This includes eliminating long only public equity exposure (a temporary move while we are redeeming several hedge fund positions) and taking an exposure across the credit markets. The College’s investment policy is both focused and flexible. Like most endowments, we have asset allocation targets and ranges. What is less common, but extremely helpful in these unique and unprecedented times in the financial markets and economy, are two features of our policy allocation. The first is that all of our ranges are fairly wide and all begin with a zero allocation. This allows us to be both strategic and tactical in the oversight of the portfolio. The second is that we have an allocation to what we call ―Opportunistic‖ investments. This allows us the ability to invest in strategies that don’t fit neatly in a traditional allocation bucket. While we are never happy to have negative returns, this flexibility allowed us to do a good bit of damage control in the portfolio in 2007 and 2008. The Cost of a Kenyon Education If our small endowment has become a relative asset in the current economic environment, Kenyon is much more dependent than well-endowed colleges on the comprehensive fees paid by students and their families. As the figure 8 shows, approximately 75% of our operating budget is funded by those fees. When measured by comprehensive fees, including tuition, room and board, Health and Counseling Fee, and student activity fee, the cost of a Kenyon education for the last decade has remained comparable to that of peer institutions (see figure 10 ). Figure 11 shows the rate of increase in total fees over the last eight years in relation to our peer group of 16, illustrating that the rate of increase has been consistent with our peer institutions. School Annual Tuition Connecticut $49,835 Bates $49,385 Vassar (8) $49,250 Page 34 of 56 Middlebury (2) $49,210 Colgate $49,170 Bowdoin (7) $48,700 Hamilton $48,410 Oberlin (1) $48,150 Carleton (3) $48,039 Dickinson $47,834 Williams (9) $47,530 Kenyon $46,830 Macalester (6) $44,976 Colorado College $44,940 Denison (5) $44,130 Grinnell (4) $43,700 The College of Wooster $42,420 (*) Indicates Top 10 Admissions Overlap School Figure 11 Cost of Education Comparison Figure 12 Rate of Increase in Total Fees Page 35 of 56 Gifts A summary of the progress of the current campaign, "We are Kenyon," is provided above. The goal of this campaign, however, was not only to raise funds. The current campaign has aimed to build a more robust culture of giving that will serve the college in the future. Three initiatives are important: a multi-year reunion giving program, which has dramatically increased gifts from reunion classes; the "Fifty Under Fifty" program, which has enlisted the support and energies of younger alumni (ae); and a revitalized planned giving program, an area in which Kenyon has not been as active as it should be. Expenses 2009-2010 Operating Budget In preparing the budget for 2009-2010, Senior Staff worked with two principal objectives in mind: protecting our core mission of teaching and learning and protecting our people. At a time of economic crisis, our effort was to keep all of Kenyon's employees. While some other colleges are laying off staff members, reducing salaries, or requiring employees to take "furloughs" to reduce expenses, we wanted to avoid such measures, if at all possible. Because our budget is largely driven by the fees students pay, the primary measure of our financial health in the current economy is families' ability to afford a Kenyon education. This is not something we can easily predict. Consequently, for 2009- 10, the Trustees adopted a budget which intentionally maximized the contingency funds available to meet a downturn or shortfall--for example, a need to offer more financial aid. If we do not face such a situation in the coming year, those contingency funds will then be available for other College priorities. On the revenue side, this budget contained the the lowest comprehensive fee increase in 30 years (3%). On the expenditure side, it maintained all staff salaries at their current level, but did not increase them. The only exception is that it included a wage increase of 5.0% to honor the terms of a collective bargaining agreement negotiated in 2007 and merit raises for approximately 19 faculty members. Because faculty members are only eligible for merit increases at specific intervals during their careers, we tried not to penalize the cohort whose eligibility happens to fall this year. The College maintains its current contribution to employee health care, which covers 73%-84% of health care costs, depending upon the staff member's choice of plan and salary level (with the College paying the highest percentage for employees with the lowest income). The projected rise in costs--which are entirely outside our control--will be borne equally by the College and the insured employee. Facilities The College currently owns 1,192 acres of land and 128 buildings, with 1,432,844 gross square feet under roof. Over the past decade, Kenyon has invested heavily in new facilities in the sciences, in music, for athletics and recreation, while striving to sustain the architectural integrity and historic look of the college. New facilities in music Page 36 of 56 (Storer Hall) and in the sciences (Hayes Hall for math and physics, Tomsich for Chemistry and the new Fischman wing for Biology, and a newly renovated Sam Mather for Psychology and Neuroscience) have improved instruction in those areas. The Kenyon Athletic Center (KAC) and the new renovations to Peirce Hall, the college's most recognizable landmark, have greatly improved student life. O'Connor House opened in 2008 on the southeast side of campus to house the Center for the Study of American Democracy and several interdisciplinary programs. Lentz House, opening in 2009, will form part of a group of buildings accommodating the English department; these include Sunset Cottage, slated for renovation in the future, and the newly renovated Finn House which houses the Kenyon Review. In the course of processes such as credit rating reviews, Kenyon boldly proclaims ―we have no deferred maintenance‖ which we would qualify as follows. The infrastructure of the campus is taken care of. There are no leaking roofs and, if a roof develops a leak, it is repaired immediately. All mechanical systems on campus are functioning in accordance with design engineering specifications. Any repairs that are needed are fixed as soon as the problem is diagnosed. If a system fails and its useful life has expired, it is replaced. All gutters and downspouts are also functional. This said we concede that there are some floor coverings that may be past their life that are still in use and there may be cosmetic care such as fresh paint that is past due. While Kenyon has allocated sufficient resources to maintain the physical plant and avoid all but minor deferred maintenance issues, the College will be greatly challenged to maintain this condition going forward. Most of north campus was developed in the late 1960s to accommodate the admission of women. These facilities have never been upgraded in any meaningful way and the time for that is upon us. With credit markets closed to us, donor appeal for such work being almost nil and operating dollars hotly competed for, we will have to be very creative to keep these facilities in use and be at least in a minimally satisfactory condition. In addition to major renovations, new facilities are needed in studio art and art history and to alleviate overcrowding in residence halls. While most, if not all, will be financed with new gifts, the challenge will be to phase the cost of operation for new facilities into the budget such that other needs for operating dollars are still met. Our use of surplus funds to help phase in operating costs has worked well in the past and will likely be our plan to deal with this in the future. Land Management In locating Kenyon College on a wooded hilltop in Knox County, Ohio, Bishop Philander Chase envisioned a serene rural environment that would promote serious thought and good conduct. For 180 years the College, and those who have found their way to it, have valued this setting. In recent years as farm auctions, land sales, pell-mell subdivision and commercial development have accelerated; it became clear that continuing interest and timely action were required. The threat of unchecked development to Kenyon and its surroundings led to the foundation of the Philander Chase Corporation (PCC) in early 2000, following a recommendation made in a study commissioned by the Board of Trustees of Kenyon College entitled "Rural Vision: A Plan to Preserve and Maintain the Page 37 of 56 Open Spaces, Scenic Views, and Characteristic Landscapes Surrounding Kenyon College and the Village of Gambier." It is a separately-incorporated 501(c)(3) nonprofit entity with a 15-member board of directors. The president of the College is an ex officio member. The PCC seeks to engage Kenyon College and interested local partners in the surrounding community in an effort to preserve the beauty and rural character of Gambier and the lands around it. The goals, objectives and initiatives of the PCC serve the goals of Kenyon College by engaging the community, enhancing its reputation, broadening academic horizons for students and faculty, and providing leadership, direction, and supervision in preserving the environment. But in serving the College, the PCC also serves the non-College residents of Gambier, farmers and other residents of College Township, other townships, and all of Knox County. The PCC is not solely a College agent; it is part of a lively and growing alliance. Working with the Brown Family Environmental Center, the Philander Chase Corporation board developed a Land Management Plan for all College and Philander Chase property outside of the Village. Discussions with the local farming community led to a modified hunting plan which recognizes that community’s need for animal control and the College’s desire for a safe environment for students and staff. Using funds generated by the Claiming Our Place Campaign, the PCC has acquired and retained ownership of more than 230 acres. In addition, three properties were purchased and resold subject to conservation restrictions. Protecting one of these properties - the 168-acre Prescott farm between Gambier and Mount Vernon - was especially important to the College because it is the source of Wolf Run Creek which flows into the Kokosing at the Brown Family Environmental Center. The PCC formulated a creative plan that received much public notice and support. It agreed to acquire and resell the farm to the Knox County Park District subject to the condition that the District obtains State funding to acquire the property to establish Knox County’s first park. Since State funding required matching funds - funds the District did not have - the Mount Vernon Community Foundation and the County Commissioners were persuaded to donate land they owned adjacent to the farm to satisfy the matching fund requirement. The plan worked. The Park District got the funding and purchased the property from the Corporation; Knox County has a new 300 acre ―Wolf Run Regional Park‖; and the source of Wolf Run Creek is forever protected from development. The PCC has been a leader in Knox County in assisting farm owners in applying for a new State program called the Agricultural Easement Purchase Program (AEPP). Under this program, the State pays farmers an amount of money equal to the difference between development prices and farmland prices. In return, farmers are bound to keep their property agriculturally-productive. During the first three years of the program, the PCC has submitted over 50 applications for 2000 acres of farmland surrounding Gambier. As of 2005, three farms totaling 350 acres have been accepted into the program. The PCC has also been an active participant in Knox County and Local Township planning, especially in the area of land use policy. A new comprehensive plan for College Township that is congruent with the PCC’s vision was proposed in early 2005, and is expected to be adopted by the Township Trustees before the end of the year. Page 38 of 56 Altogether, both in partnership with others and alone, the PCC has protected over 1700 acres of land surrounding Gambier in perpetuity. The PCC’s success, and the experience it has gained during its first five years of operation, gives its directors great confidence that with continued support from the College, it can and will continue to make great strides toward its goal: the permanent preservation of the open spaces, scenic views, and rural landscapes surrounding Kenyon College and the Village of Gambier. Human Resources Growth in Number of Employees This section analyzes the growth over the last decade in faculty and staff, a growth that parallels growth in enrollment, illustrating the ways in which Kenyon College uses its human resources to meet current and future needs. Hiring and Growth in Faculty The chart below illustrates a significant growth in the faculty in the last 10 years. In 2008 there were 188 faculty compared to 155 in 2000, a 21% increase. There are five factors that significantly influenced this growth. 1. The transition from 6 course to 5 course teaching load. In 2001-02 the faculty teaching load was reduced from 6 courses a year to 5 courses a year (three courses in one semester, two in the other). This strategic move was designed to improve the quality of teaching at Kenyon by providing more time for class preparation and scholarship. Seven faculty positions were added in anticipation of that change. 2. Added curricular requirements In 2002 the curriculum review committee completed its work and suggested that the college add two requirements to the curriculum: A quantitative reasoning requirement and a second language proficiency requirement. To satisfy the quantitative reasoning requirement a student must take one course at Kenyon designated as “QR.” Students need to demonstrate second language proficiency when entering Kenyon or else take a year of language study at Kenyon (usually taught in an intensive format that offers 1.5 units of credit, the equivalent of 3 semesters). Four positions were added in languages (three in modern languages and one in classics) to help staff the language requirement. 3. Sabbatical Replacement Positions Page 39 of 56 Across the 10 year time period, 6 tenure-track positions were added to the budget as "sabbatical replacement" positions. In large departments there is someone on sabbatical every year who is typically replaced by a visiting faculty member. For those departments with sabbatical replacement positions, the first person on sabbatical is not replaced due to the extra position. With the addition of these 6 positions, 8 departments now have such positions which cuts down on the amount of hiring for visiting positions. 4. Grants Across the 10 years, 5 positions were added through initial grant support. Two were added through grants from the Howard Hughes Medical Institute (HHMI), 1 through a grant from the Luce Foundation, and 2 from a grant from the Mellon Foundation. 5. Faculty Partner Hiring Much of the growth in faculty has occurred in part-time hiring. While full-time positions increased by 15%, the number of part-time positions increased 56.52% over the ten year period. Much of this growth represents attempts to offer faculty partners guaranteed, part-time employment. Kenyon is located in a small rural community where opportunities for qualified academics are few; the college has attempted to ameliorate this difficulty where possible. There were 23 part-time faculty in 2000 and 36 in 2008. During this period, a review procedure was developed for Part Time Limited Appointments (almost always faculty partners), providing a mechanism for evaluating and renewing these appointments. When a part-time faculty member completes a successful review, they are offered 4-year contracts until the next review period (see procedures for reviewing Part Time Limited Appointments) The Resource Allocation and Assessment Subcommittee (RAAS) of the Executive Committee is responsible for approving both new and replacement positions created by retirement or resignation. It has generally been the case that faculty who have retired or resigned in the last ten years have been replaced by new tenure-track faculty. In 2009 RAAS developed written guidelines for this process that can be accessed by the faculty through the provost‟s website (see "Procedures for FTE Allocation," http://www.kenyon.edu/x11974.xml; document on file). These procedures require department chairs to submit materials to RAAS including information about enrollments, curricular justification for the position, and advice about the position and department available from the departmental external review process. Page 40 of 56 Hiring and Growth in Staff and Administration Change in the growth of all employee groups between 2000 and 2008 is shown below. Across all employee groups there was a 14.69% increase in positions. The most growth occurred in the administration with a 48.03% increase. Some of this growth was due to staff positions converted to administrative positions; there was a 12.57% decrease in staff positions. The number of union positions remained about the same. Finally, as indicated above, there was a 21.29% increase in the faculty from 155 in 2000 to 188 in 2008. Change in Number of Employees Across Time Group 2000 2008 % change Administrator 152 225 48.03% Staff 167 146 -12.57% Union 91 89 -2.20% Faculty 155 188 21.29% Total 565 648 14.69% Figure 13 Change in # of Employees The increase in staff has not been equally distributed across the divisions of the college as the next chart demonstrates. The most growth has occurred in the dean of students‟ office, which has primarily been the result of the effort to have all varsity athletic teams coached by a dedicated head coach (who is not head coach of another team). (The exceptions occur in sports with both women and men participants; there is one head coach for both women‟s and men‟s cross-country, women‟s and men‟s swimming, and women‟s and men‟s tennis.) All head coaches have another significant responsibility in the department such as assistant coach of another sport, an administrative position, or a facilities and/or game management position. Page 41 of 56 Key: ACAD = academic division; ADM = admissions; BUS = business services (includes bookstore and safety and security); CR = college relations (alumni office, development office); DOS = dean of students; FIN = finance division; KREV = The Kenyon Review; LBIS = Library and Information Services; MAINT = maintenance; OH5 = Ohio-5 Consortium office; PRES = president’s office. Figure 14 Number of Employees by Department All new positions that are permanent additions to the college need to be approved by Senior Staff. The vice president of the division brings the position request to other senior staff members during the process of developing the budget for the next year. Vice presidents of the various divisions can hire temporary staff without senior staff approval, if their budget allows. Compensation Salary increases In the last ten years the average percent increase per year across all employee categories was XXX. All categories of employees get a cost of living increase, which has tended to be the same amount for all non-union employees across time, except for a couple of years when special efforts were directed at faculty salaries (see below). The chart below shows the increases across time by employee group. For the 09-10 budget years there were no salary increases except for those mandated by faculty legislation tied to the review process (see below). Page 42 of 56 Figure 15 % Increase in Salary Other Compensation Kenyon contributes 9.5% of the employee‟s salary to a TIAA/CREF retirement fund. Employees can contribute an additional 5% of their salary. The college is self-insured for health insurance coverage and offers a “low” and “high” plan in terms of coverage for either a single person, a single person +1, or a family. The percent of the employee‟s health insurance that Kenyon covers varies from 73% for the highest-paid employees, to 84% for the lowest paid. The college also offers and pays half of the cost of dental insurance. Finally, the college contributes $860 per year to each employee‟s Emeriti post retirement health savings account that can be used to purchase a national insurance product that will supplement Medicare during retirement. Faculty Salaries Compared to the AAUP The academic administration compares faculty salaries to national guidelines. It has been a goal of the college for faculty salaries to be in the top quintile of the salaries of all 4-year colleges as published by the American Association of University Professors (AAUP). Up until 2003-04, our average salary for each rank of faculty was in the top quintile group. However, by 2004-05 only professors‟ salaries made it into that group, and by 05-06 we had dropped out in all categories. Special efforts were made to increase salaries in the last couple of years. However, because of the current recession only faculty up for review received any salary increase for 09-10, so progress towards that goal has slowed. In the current system faculty who are up for a review for tenure or promotion to full professor have access to a 6% pool of salary increase. Faculty who stand for Page 43 of 56 a pre-tenure review or faculty performance review (which can occur once per sabbatical cycle) have access to merit increases that comprise 4% of the faculty salary pool. The chart below shows the average salary by rank across years, compared to the value that defines the top quintile for the AAUP. Figure 16 Faculty Salary Comparison Faculty Satisfaction with Compensation The faculty HERI survey administered in 2008 indicated that 57% of the faculty were “satisfied” or “very satisfied” with their salary, which was significantly higher than the percent of the faculty at all schools who took the survey (46.4% indicated satisfaction). A smaller percentage of the faculty were satisfied with their health benefits compared to the group, though, with 42.3% of Kenyon faculty and 59% of the faculty at all colleges indicating satisfaction. Support Staff Salaries Consultants were brought to the college in 2003-04 to study the salaries of Kenyon support staff. The results of this report by “Powers and Straker” (document on file) indicated that support staff salaries compared favorably to those of other liberal arts colleges and those published by the Ohio Chamber of Commerce survey. In addition, Kenyon support staff were generally paid better than those who work for the nearby Mount Vernon Nazarene University. However, the consultants also recommended that a more transparent classification Page 44 of 56 of jobs was needed, and that there should be higher minimum salary levels associated with the new ranks that were created. This resulted in 19 people having their positions upgraded with one-time salary increases, leading to a total budget increase of $51,740. (Although quite a few support staff already earned more than the maximum recommended in the new ranking system, it was suggested that maximum values should not be enforced so that nobody‟s salary would decrease as a result of the review.) Another change in the system of pay instituted after this review was that a market increase as well as an increase associated with progression in rank was instituted, eliminating the possibility of “merit” raises which had been unevenly administered across different divisions of the college. It is hoped that this new system will prevent compression of salaries. Administrator Salaries Administrative salaries are monitored on a yearly basis by Director of Human Resources Jennifer Cabral who evaluates our competitiveness with external markets, and examines internal equity as well. She obtains comparative salary data from CUPA-HR (College and University Professional Association for Human Resources). Over 1,300 colleges and universities participate in this study and provide salaries by specific position. (There are always a few positions that are hard to match Kenyon's job description with that provided by CUPA-HR, but we do our best to obtain comparative data for as many positions as possible.) Kenyon subscribes to a "data-on-demand" feature that allows us to drill down to specific comparison groups. We normally use the GLCA/ACM schools as our comparison group. When salary spreadsheets are given to each division head in preparation for the annual salary increase process, the comparative salary from the GLCA/ACM group is listed for each Kenyon administrative position. The division head can see in a glance if our salary is competitive with our chosen peer group and they normally confer with Ms. Cabral to determine if any administrative adjustments need to be made. In addition, the Director of Equal Opportunity reviews administrative salaries for internal equity on an annual basis and will make recommendations for adjustments if needed. Powers & Straker conducted a review of administrative salaries using this same method described above, and made a few recommendations for adjustments. This is a statement from an email they sent to Ms. Cabral, “Most Kenyon administrative salaries compare well with those of the top 50 liberal arts college. Some, however, do not, and require further review. We also made a comparison with GLCA and ACM colleges. Not surprisingly Kenyon positions compare somewhat more favorably with this group of colleges. Salaries, however, that are low compared to the top 50 colleges are also generally low compared to the GLCA and ACM colleges. Those salaries that do not compare favorably with the top 50 colleges or with GLCA and ACM colleges might compare well with colleges clearly comparable to Kenyon in terms of number of faculty and staff or Page 45 of 56 endowment... “These particular salaries were examined on an individual basis and adjustments made when warranted. Coaches Salaries Powers & Straker also conducted a specific analysis of coaches‟ salaries. They concluded that with some exceptions,” Kenyon head coaches‟ salaries are generally lower than those of the colleges surveyed if NESCAC colleges are included in the comparison. If the comparison is limited to non-NESCAC colleges and years as head coach are factored into the comparison, however, Kenyon‟s head coaches‟ salaries are competitive, especially with some modest adjustments.” Adjustments were made to various salaries and a more transparent system of salary administration was instituted due to some concerns among coaches that the system might be biased on the basis of gender or type of sport. Powers and Straker found no evidence that salary differences were the result of gender discrimination, and that the few salaries that were higher than those in the comparison group were due to the longevity of the coach or market forces (e.g., football coaches are paid a higher salary at many institutions compared to other coaches). Athletics and Recreation uses two independent surveys, the Powers and Straker salary survey (extrapolated over time) and the North Coast Athletic Conference staff salary surveys (completed once every two years) are used to assess salary comparisons with peer institutions for ‘like’ positions. The NCAC has also taken an interest in diversity of staffing and surveyed the member colleges as to the demographics of staffing along with providing workshops to promote diversity initiatives in member colleges. Staff and Administrator Satisfaction with Salaries and Job Classification The administration and staff survey that was administered in 1999 and again in 2009 shows significant increases across time in employee satisfaction with salaries and job classification as shown below. Page 46 of 56 Figure 17 Staff Satisfaction with Salaries & Evaluation Process to Approve new positions (2008-09) Core Component 2c: Kenyon's ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that informs strategies for continuous improvement. Kenyon's administrative structures provide an array of processes for evaluating programs, personnel, and facilities and for assessing student learning and satisfaction where appropriate. We will deal more fully with the assessment of student learning in academic programs in working paper #5 on criterion 3. This section will explore processes for evaluation and assessment of non-academic and co-curricular programs. These include ongoing long-term assessments as well as processes recently introduced and short term projects that serve a specific purpose. Some of evaluative activities have been directed centrally (i.e. the directive to balance the budget or the target goals for numbers of entering students). More indicative of our institutional culture, however, are evaluation activities that emerge as a result of local, indigenous initiatives that are then directed and coordinated at those levels and which result in improvements at the program level. We offer some examples below Student Affairs In an effort to high quality programs and services that lead to enhanced educational experiences outside of the classroom, the Division of Student Affairs routinely assess program, services, and learning outcomes. Specifically, assessment is used to identify and Page 47 of 56 clarify student needs, future planning, the quality of programs and services, fiscal management objectives, and overall goals and objectives of the division. Mission Statement The Division of Student Affairs, as a partner in the educational enterprise, enhances and supports the mission, goals, and objective of Kenyon College as a residential college of the liberal arts. In this role, the staff of the student affairs division has a diverse and complicated set of responsibilities: to advocate for the common good while championing the rights of the individual; to encourage intelligent risk-taking while setting limits on behavior; to promote independent thought while teaching interdependent behavior. The extent to which the College is successful in creating a climate in which these contradictory ends can coexist is reflected in how well students are able to recognize and deal with such contradictions both during and after their college experience. The Division of Student Affairs is committed to assisting students and the Kenyon community as they seek to meet the challenges inherent in balancing these complex and often competing goals. Student Affairs Assessment Instruments The table below illustrates the range of instruments used by various departments within Student Affairs to assess student satisfaction. Currently different offices use a variety of methods, especially surveys. Both national surveys like the CIRP Freshman Survey and the CSS Senior Survey, as well as a number of internally devised surveys, are used, but there is little coordination among the various departments. Such practices risk survey burnout and overburden administrators charged with analyzing the data and making recommendations based on the data. It is not always clear that data from these assessments inform decision making. For these reason, the Student Affairs division has decided to participate in the Student Affairs Assessment Consortium. Page 48 of 56 Figure 18 Student Affairs Assessments Student Affairs Assessment Consortium Because the Student Affairs division covers many complex departments and programs, it is sometimes difficult to gauge its overall level of effectiveness and assess opportunities for improvement throughout the division. For this reason, the Student Affairs Division will be participating in a three year external review process of all departments and major student leadership opportunities. The National Association of Student Personnel Administrators (NASPA) sponsors a new initiative called the Student Affairs Assessment Consortium. This is a program of assessment studies that provide a campus-wide view of student data, benchmarking analyses, and linkages to campus and divisional strategic efforts from a student affairs perspective. This Consortium will provide programs for data collection and also offer scholarly reports edited by experts in each respective student affairs area. Kenyon will begin in fall 2009 and be fully assessed by June 2012. Each year NASPA will choose three of student affairs (in 2008-09 they examined Student Activities/Government/Leadership Opportunities; Campus Safety and Security/Student Conduct; and Campus Climate/Diversity/Multicultural Issues. For each area there are three assessment events: 1. A fall survey administered to staff focusing on operational and benchmarking data, Page 49 of 56 trends, issues and best practices. 2. a survey administered to students on key issues for that area, including issues identified in the fall survey. 3. During the summer, a "white paper" will be released on each subject matter providing benchmarking, trend, and issue analyses, as well as identifying best practices in each area. This process should enable the student affairs division to redesign their assessment procedures to make them more efficient and useful. Athletics, Fitness, and Recreation Athletics and Recreation encompasses the following areas: Varsity Athletics (22 sports), Recreation, and Fitness, Physical Education and Facility Management. Although it is part of the Student Affairs Division, because of its size and the large number of students it serves, it makes sense to look at assessment in Athletics, Fitness, and Recreation separately. Mission Statement The primary purpose of Kenyon Athletics is to enhance and develop values that foster leadership, self-discipline, and teamwork while providing successful, quality, competitive experiences that mirror the academic excellence of the institution. As students in the classroom strive for academic excellence, so do they on the athletic field in preparation, commitment and outcome. Co-curricular programs are developed for the purpose of supporting and enhancing the institution's basic missions of education and development, and the policies, practices and procedures of the Department of Athletics, Physical Education, and Recreation are designed to be consonant with those missions. The activities sponsored by the Department are designed to enrich the lives of our students, provide the necessary training ground for life growth, enhance the image of the institution, and build upon the academic mission of the College. Within its resources, the Department is expected to provide a broad range of recreational and competitive programs for all in the college community who wish to participate: varsity athletics, physical education classes, club sports, intramurals, and use of facilities for personal fitness. These activities are intended most directly to benefit those community members (students, faculty, staff, and alumni) who participate in our programs. Holding paramount the ideals of amateurism, sportsmanship, and fair play, Kenyon College athletic programs are administered by the National Collegiate Athletic Association and the North Coast Athletic Conference. At Kenyon Page 50 of 56 College, the student-athlete experience is important, outcomes are important, as is the health and welfare of the students. To this end, student-athletes and teams are encouraged to excel on the playing field, and in the community, the same way they are encouraged to excel in the classroom. This is achieved with a focus on academics and a necessary balance in co-curricular activity. The Department strongly supports the pursuit of academic excellence and a healthy, vigorous lifestyle, and believes that its student-oriented programs make strong contributions toward this goal. The Goals and Objectives of the Department of Athletics, Physical Education, and Recreation: 1) To support and enhance the educational mission of Kenyon College. 2) To support and enhance the character of residential life for the students of the College. 3) To know and maintain all standards and regulations governing intercollegiate competition. 4) To contribute to the recruitment of qualified students to the College. 5) To represent the College well, and to insure that students in designated areas of responsibility represent it well. 6) To offer effective coaching to the students who participate in intercollegiate athletic competition. 7) To offer effective instruction in physical education and fitness to the students of the College. 8) To handle all matters of organization, scheduling, and equipment necessary for the effective functioning of designated College teams. 9) To participate fully in the general life of the Department of Athletics, Physical Education, and Recreation. Assessment Plan Athletics and Recreation uses a variety of measures to evaluate the effectiveness of its programs, which includes 22 varsity sports: 1. Annually the Athletics department submits two reports; the Equity in Athletics disclosure report to the Department of education as required by law and the NCAA/Equity in Athletics report as required by NCAA regulations. Both reports are designed to assess the level of support for programming and to evaluate the gender equity as related to funding, facilities and resources. 2. Every 5 year college participates in an National Collegiate Athletic Association (NCAA) Institutional self study guide that examines several areas of programming to determine the viability of the student experience and the areas of detail that are required to run an effective Intercollegiate program. The most recent ISG is on file. Page 51 of 56 3. The NCAA requires in addition that colleges verify their sports sponsorship annually including demographic information on students. 4. Internal Assessment tools used to gauge the programs in operation and the student experience, quality of teaching/coaching consist of the following; Student Athlete (web based) surveys are completed at the end of each season (document on file). These surveys evaluate program success, quality of coaching, standard of facilities, athletic training, administration support, academic/athletic balance and community involvement. Direct athletic program success is measured in NCAA post season appearances, NCAC conference performance, the NCAC all sports standings, the NCAA Director Cup standings. A combination of the Coaches self evaluation (which is an adapted version of the standard H/R form) and the End of Year report from each program gives a view to direction of the program, taking into account past performances and future goals. Academic performance of teams and individuals is held in high regard during the evaluation phase. Supporting the academic mission of the college is a key component of the programs in athletics. 5.The physical spaces used for competition, practice and recreation by students, faculty, staff and users is evaluated for safety and compliant equipment by the insurance agents each year as well as the Associate Athletic Director who oversees the facility use and operation. 6. The NCAA requires annually at the beginning of each academic year that the institution certifies that Drug and Alcohol, NCAA rules and Sportsmanship education has been performed for all participants in intercollegiate athletics. Students sign off on Buckley amendment rights as they consent to limited academic information being used for sports information purposes and that the student consent to Drug testing when required by the NCAA and the Kenyon College random drug testing program. 7. The department uses Campus Reports to collect data pulled from the student information system about student academic performance. This information includes schedules and final grades. While no public report is created using this information, the department uses it to track the academic progress of student athletes and to ensure that they make satisfactory progress toward graduation. 8. The department analyzes financial aid data comparing awards to student athletes to awards made to the rest of the student body. Page 52 of 56 Library and Information Services LBIS Mission Statement Kenyon's Library and Information Services (LBIS) provides the Kenyon community with convenient and user-friendly access to a broad array of library and technology resources and services. It is a merged information services organization that combines both library and computing services into a single unit. LBIS manages both facilities and services that serve the entire campus community. It also provides services targeted specifically to faculty, staff, and students. Facilities include the library building and all of its spaces, classrooms, computer labs, and multimedia facilities. Services run the gamut from the college wireless network, course management systems, instruction in both computing and library research, to administrative computing and telecommunications. A complete listing of all LBIS facilities and services can be found on the website at http://lbis.kenyon.edu/about/what. LBIS is organized into five departments: information access, information systems, information resources, collection services, and institutional research. In addition, there are a set of cross-functional teams that design and deliver services that require skills from across the departments. The division uses a rolling assessment plan to evaluate the effectiveness of these services. Annually across the division, advisory groups help set priorities and evaluate progress toward stated goals. Each year, in consultation with these advisory groups, the division establishes a set of goals, which are pursued through a set of projects large and small (see LBIS website for the LBIS assessment plan). Setting Goals Each year at a summer retreat, members of the division set a fairly extensive and ambitious set of goals for the upcoming academic year. Setting new goals begins by reviewing the previous years' goals and the progress made on each. New goals are proposed by looking at feedback from various surveys, including the Merged Information Services Organizations survey (MISO),3 HERI, and NSSE (when available), user statistics, and reports written by the liaisons (examples on file). In addition, LBIS staff discuss with the provosts annual reports from academic departments where they raise issues relevant to LBIS. Below is an example of LBIS goals for 2008-09: Campus-wide Initiatives a. Improve communication within LBIS & between LBIS and its constituents b. Continue re-engineering of HelpLine, including HelpLine's web presence and communication with campus. c. Evaluate and decide upon call-tracking software, implementing new software if necessary. d. Revise circulation student training and develop a Moodle site for managing and supporting circulation student workers. e. Re-engineer Interlibrary Loan Page 53 of 56 f. Convene a Multimedia Team to centralize support for work with digital images, video, and audio at Kenyon. Students a. Study the future of the student residential network. b. Select and implement new antivirus software for student-owned Macs. Faculty a. Evaluate our faculty support model, with an eye toward making improvements. This will include in-depth discussions with faculty about their needs, goals, and satisfaction with the current model, examining the efficacy and efficiency of our current practices, and discussing faculty support with external groups such as other schools and former LTCs. b. Engage in a large outreach campaign in support of Moodle. This will include showcasing faculty work and organizing discussions about various approaches to course management systems in liberal arts education. c. We will expand our departmental Collection Development Statements. We will try to write at least four new policies, and formally review and edit at least seven existing policies. d. Establish process for regular review of LBIS as part of external department reviews as a means of gathering feedback about how LBIS services align with departmental goals/needs. e. Establish "Divisional Advisory Groups" to enhance regular communication between LBIS and the academic divisions. Administration a. Develop an easily usable web site as a repository for institutional data. Include longitudinal and cross-institutional data for comparison, and incorporate modeling tools as well. b. Improve electronic feedback for applicants and admitted students to assist Admissions in keeping the most desirable students in the fold c. Implement the fixed assets module in Banner to track Kenyon resources more effectively. d. Investigate a purchasing card system to streamline the campus purchasing process e. Investigate the expansion of the web time entry system for hourly employees f. Participate in the Kenyon web redesign process. g. Implement a web-based hiring system, especially to improve the faculty hiring process. Page 54 of 56 Collections a. Work to ensure the library catalog interacts properly with subject pages and the databases. b. Continue to evaluate collaboration and changes in the Kenyon/Denison Technical Services Work Redesign Project including processing and other related activities. c. The Archives will start two digitization projects. One will focus on The Kenyon Collegian, and the other on images from the Archives. Connected to this, we will recommend a course of action for Kenyon's future digital collections, including an institutional repository of scholarly work. d. With the President's Office, create a Kenyon collections taskforce to study and plan for the future of the Kenyon Library collection. Facilities & Infrastructure a. Continue to modify the campus network to permit innovative uses of computing for the curriculum, but avoid weakening the protections in place to keep sensitive information private. Modifying the campus network security plan to address this tension may be our most difficult challenge. b. Explore and implement methods to increase lab management efficiency. c. Improve laptop and desktop security by making Kenyon laptops "safe to lose" with encryption and other privacy safeguards, and by configuring desktops to make it more difficult for viruses and hacker tools to be installed. d. Improve the reliability of critical computing resources. e. Plan server resources so that a hardware failure, network failure, or disaster such as a building fire, will have only minimal impact on critical servers. This includes backup hardware, redundant network paths, and "virtualization" of servers. f. Identify consortial sharing opportunities that would allow Kenyon computing resources to operate in the event of a larger disaster. g. Engage a space planner to develop ideas for library space re-organization. Assessment of Goals During the year those goals are achieved through a series of both large and small projects. This list of goals above is an ambitious list and it is likely that many of these goals have carried over from the previous year and will likely remain on the list for next year making this is a rolling assessment plan. To give one example of what a project might look like, goal 7 under facilities and infrastructure is to develop ideas for library space reorganization. Library use by students is up 15%, but space is limited and the library can be a noisy place to study. There is not enough seating to accommodate every student who wants to use the library. The lighting is not always good and there aren't nearly enough plugs for laptops. To get a better sense of what kinds of spaces students prefer, LBIS designed a survey which they administered to students currently on campus (classes of '09, '10, '11, and '12; document on file). The results, which allowed for Page 55 of 56 written feedback as well as Likert scale responses, will help to guide the reorganization of space in the library. The annual report written at the end of the year summarizes progress on the years' goals and begins the process of articulating goals for the new year during the annual summer retreat. LBIS's goals tend to be specific and task oriented; as a result their assessments tend to be useful for planning resources and services. Focused External Evaluations Academic departments and programs routinely undergo external reviews every eight years designed to evaluate the quality of the department's curriculum and major, as well as enrollment patterns, staffing, ambitions for the future, and adequacy of resources. We will address these more fully in working paper #5. External reviews have been more sporadic in other areas of the institution. It has not been financially feasible to set up a mandated system of regular external reviews for all non-academic and co-curricular programs. Such external evaluations have tended to take place in response to particular issues, questions, or situations. Buildings and Grounds In the 2000 Reaccreditation Self-Study, maintenance was singled out as a focus of campus wide dissatisfaction. The Steering Committee noted that it "has heard more complaints about maintenance and minor repair services than about the work of any other department except computing services" (114). There were complaints that services were slow and costly; morale in maintenance was low, with staff complaining about nepotism, favoritism, unproductive workers, and poor morale. In 2004 the College retained Support Service Group, LLC to assess the operations of Buildings and Grounds. Maintenance, skilled trades, custodial and grounds were included in the assessment. The report offered several recommendations in the form of an operations improvement plan that included suggestions on systems, training, communications, recommended performance metrics, and other miscellaneous projects; a suggested table of organization in relation to new KAC staffing; and a performance metrics summary. The review seemed to have little effect on operations in this division and many complaints remain. Career Development Center In 2007, in response to a perception that the Career Development Center was reactionary rather than proactive and that the time was right on campus to focus more attention on the careers of Kenyon students, the then new Dean of Students, Tammy Gocial, initiated an external review of the CDC. The reviewers made several detailed recommendations related to image, staffing, programming, communications, collaborations with faculty, staff, and alumni (ae), facilities, and technology. They also recommended that the CDC assess its work through regular online student satisfaction surveys, focus groups, and program evaluations. Page 56 of 56 OIE – 10/1/2002, self study 2008 HR Powers and Straker – 6/9/2004 CDC – Spring, 2007 Health and Counseling – April, 2006 ODADAS – 3/28/2008 BFEC—9/9/08 Core Component 2 d: All levels of planning at Kenyon align with the organization's mission, thereby enhancing its capacity to fulfill that mission. summarize by discussing how we try to balance history and heritage with innovation and change planning processes center on the mission documents that define vision, values, goals, and strategic priorities flexible enough to allow for reprioritization of goals when necessary because of changing environments awareness of the relationships among educational quality, student learning, and the diverse, complex, global, and technological world in which the organization and its students exist internal constituents and, where appropriate, external constituents. � � . Strategic planning must be understood in the context of this working paper as a process rather than a single document. � � . For an explanation of academic ratings assigned by Hardwick-Day and Kenyon, please refer to the document "" found at P:\Accreditation2010\Office Pages\Admissions & Financial Aid. � � . MISO is a web-based quantitative survey administered by Bryn Mawr College designed to measure how students, faculty, and staff use and evaluate the services and resources of colleges and universities with merged library and computing units.
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