President’s Report to the Faculty

1. President’s Report to the Faculty May 21, 2010

2. 2009-2010 Achievements! • Enrollment Surpasses 2000 in both fall and spring semesters! • Operating Surplus Establishes Strong Basis for Academic Center Financing • Launching Concept Design for Academic Center • Launching Second Century Campaign • Favorable Publicity and Greater Visibility

3. 2010 External Environment • Opportunities and Threats to Traditional Higher Education • Most intense/complex regulatory environment ever • IRS Regulations/Higher Ed Act Regs --- more disclosures and more investigations • Conflict of Interest Rules Closely Watched • Teacher Education Under Fire • States by-passing traditional institutions in favor of private entrepreneurs • Proprietary providers getting favorable treatment • Accreditation regulations becoming more onerous • Emphasis on improving completion rates will lower quality of outcomes • Increased conflict of purpose between true education and job training • Shortfalls in Pell Grant funding looming in future years

4. 2010-2011 Operating Goals • Continue enrollment strength • Complete Academic Center concept design • Secure Lead Campaign Gifts • Continue Strong Financial Performance • Middle States Periodic Review Report • NCATE Self-Study and Team Visit • CCNE Accreditation Review

5. Strategic Assessments/Initiatives • PRR requires assessment of strategic plan and updating of goals and tactics • Each academic unit will have specific areas of assessment + strategic focus • Comprehensive institutional assessment and areas of strategic focus

6. Faculty Development and Assessment • More explicit focus on development of next generation of faculty with clear emphasis on understanding distinctive Trinity mission, values and expectations across units, degrees and type of faculty position • Emphasis on faculty ability to develop pedagogies and assessment methodologies that incorporate appropriately rigorous standards at each grade and degree level • Focus on Faculty Assessment pre-tenure and post-tenure, completion of Rubrics Project, analysis of the effectiveness of Third Year Review Project • Specific attention to preparation for tenure and promotion • Development and Assessment of Adjunct Faculty • Faculty Handbook Development: key policy sections aligned with specific issues in faculty personnel for the collegiate units, programs and degree levels; addressing long-term contracts and issues in types of faculty personnel necessary for new circumstances

7. Faculty: Community of Trinity Scholars • Ensuring the distinctive “Trinity Faculty” commitment to overall institutional mission and values as we grow larger and more diverse in programs and students • President and Provost Colloquium series in 2010-2011 for faculty education and dialogue around topics arising from mission and values: • sustaining both access and academic excellence in a diverse community of students and faculty; • embracing the historic emphasis on women’s leadership as a platform for leadership development for diverse populations of women and men across academic units and in the distinctive professions; • deepening faculty confidence (authority, in a good way) around the Honor System as a means to teach ethics across disciplines as well as to develop improved classroom management and skills to challenge students to exhibit more mature and disciplined behaviors; • understanding “the Catholic thing” at the center of Trinity’s mission as a broadly shared commitment to reflect and respect concepts in social justice, spiritual formation, ecumenical and interfaith religious cooperation; • considering opportunities for all disciplines to demonstrate greater integration of mission concepts as well as promoting a more global perspective for Trinity students and faculty in relation to the major economic, social, political and cultural issues of contemporary society.

8. College of Arts & Sciences • Continuing emphasis on strong general education and FYE as platform for success, continue assessment of these programs and expand to upperclass • Major Program Reviews and Assessments • Strategic Vision for Mathematics and the Sciences • Relationship to Health Professions • International Perspective • Women’s Leadership Focus

9. CAS takes the lead: FOCUS ON WOMEN’S LEADERSHIP • Trinity retains primary mission commitment to the education and advancement of women • CAS is the women’s college, but women’s education and advancement should not be limited to CAS • CAS can provide models and opportunities for all other faculty and students to adopt methods for women’s leadership emphases

10. Focus on Women’s Leadership • General Education: Skills building for women’s empowerment, essential skills for future leadership • Making what’s implicit more explicit: knowing how to write well, speak well, calculate and analyze are essential for women’s empowerment; conducting one’s responsibilities with integrity and honor are equally essential, hence, learning how to avoid plagiarism and adopting a rigorous stance on cheating are part of women’s educational development; developing personal discipline and good professional conduct are also essential, hence, Trinity’s faculty should insist on appropriate conduct as part of our pedagogical toolkit for developing women’s leadership potential • Program Review: how does each major program incorporate learning objectives for women’s education and advancement reflecting Trinity’s mission and goals? • Co-Curricular Collaboration: how should academic programs relate to co-curricular women’s leadership structures and opportunities, e.g., student government, off-campus opportunities, service learning, etc. --- should we have a more formal design for these activities? • Emphases: Women in politics/government; Math & Science, Health Care; New Media; Entrepreneurship; Global Concerns • Manifestations: beyond coursework and programs, how does the academic life of Trinity specifically around women’s leadership development appear to the world beyond Trinity, and how can we make a more pronounced and lasting impact?

11. Women’s Leadership Sources • The White House Project: Benchmarking Women’s Leadership http://benchmarks.thewhitehouseproject.org/ • World Economic Forum: Global Gender Gap Report 2009 http://www.weforum.org/en/Communities/Women%20Leaders%20and%20Gender%20Parity/GenderGapNetwork/index.htm • International Women’s Forum http://www.iwforum.org/executive_development_roundtable.aspx

12. School of Professional Studies • Strengthening general education for SPS undergraduate students • More distinctive focus on the outcomes and opportunities of the Trinity experience • Building a culture of assessment through all degree levels • Program Review: ensuring academic quality in every degree program • Graduate Education: developing a distinctive emphasis on more scholarly outcomes with a possible thesis requirement or other rigorous summative work-product for all graduate level programs • Faculty: strategic development of full-time faculty size and expertise in relation to strategic program initiatives • Faculty: creation and implementation of more robust and systematic process for adjunct faculty hiring, adjunct education, assessment • Student Advising: assessment of the effectiveness and quality of student advising, consistent application of academic policies • Student Services: development of a more systematic plan for organization and delivery of student services to SPS students

13. School of Education • Strategic analysis of status and future for teacher certification in DC and other jurisdictions • Alignment of graduate curricula for teacher preparation and school administrators with new requirements of school systems • Identification of research and scholarship opportunities • Expansion of continuing education program via online opportunities • Identification of program niche or expansion opportunities in teacher education, school leadership, counseling and related fields • Development of new strategic plan in tandem with self-study and NCATE processes • Faculty: strategic analysis of current and future full-time faculty size in relation to program initiatives • Faculty: creation and implementation of more robust, systematic process for hiring, education and assessment of adjuncts

14. School of Nursing and Health Professions • Recruiting dean and program leaders • Development of strategic plan for each academic discipline in the unit, including plan for specific program requirements, space and equipment needs, clinical affiliations, faculty and staff requirements • Development of RN-MSN online program, other graduate-level programs • Development of faculty (full-time, adjunct, clinical) including orientation and ongoing education, incorporation of NHP faculty into Trinity more consistently • Development of academic governance processes consistent with other academic units • Assessment of Nursing Program • CCNE self-study

15. Faculty Salaries by Rank and Total Comparing Cohort Average and Trinity Source: AAUP Annual Faculty Salary Survey

17. 2010 Graduation Survey Preliminary Results