How to Write a Good End of Year Report and Future Projections for the Upcoming Year by sde35783

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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.
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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.
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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:
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• 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
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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
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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
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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
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    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
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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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