September 20, 1996


The meeting of the State Board of Higher Education was called to order at 9 a.m. by President Herb Aschkenasy.

On roll call, the following answered present:
Ms. Diane Christopher
Mt. Tom Imeson
Ms. Gail McAllister
Ms. Esther Puentes
Ms. April Waddy
Dr. Jim Whittaker
Mr. Jim Willis
Ms. Phyllis Wustenberg
Dr. Herb Aschkenasy

Mr. Mark Rhinard arrived at 9:10 a.m. and left after the Graduate Education report. Mr. Swanson was absent due to a conflict in schedule.


The Board dispensed with the reading of the minutes of the July 19, 1996, meeting of the Board. Ms. McAllister asked for a correction to indicate that Dr. Stenard is located at EOSC, not SOSC. Mr. Imeson moved to approve the minutes as corrected, and Ms. Christopher seconded the motion. The following voted in favor: Directors Christopher, Imeson, McAllister, Puentes, Waddy, Whittaker, Willis, Wustenberg, and Aschkenasy. Those voting no: none.


Recognition, M. Rhinard

Dr. Aschkenasy announced that Board member Rhinard was awarded a Rotary Scholarship to Cambridge starting September 1997.

President Aschkenasy welcomed Board members to the first meeting of the academic year and commented on the significance of meeting in the State Capitol. He commented on the great celebration, the evening before, recognizing the service of two outstanding Board members: Bob Bailey and Rob Miller.

Rep. J. Schoon

State Representative John Schoon addressed the Board on the issue of changing the college designation of OSSHE institutions to universities. He indicated that this is occurring nationwide and that it positively influences enrollment. "I am having a bill drafted to make the change," stated Representative Schoon, "but it would be more appropriate for you, the Board, to pre-session file a bill to achieve this." Dr. Aschkenasy responded that he felt certain this would be a discussion topic in a future Board meeting. "Name changes are the easy part. An institution frequently responds to a name change by wanting to be what the name implies; this focuses on graduate education, which is expensive." Dr. Aschkenasy suggested that the Board needs a different, perhaps closer relationship with the legislature so these issues can be addressed in a broader context.


In reporting on a meeting this summer of higher education system officers, Chancellor Cox indicated that, in addition to the benefits of mutual support and sharing of ideas, he is also reminded that Oregonians frequently think that what is happening in this state is unique and different. At the meeting he attended, he realized again that this is not the case and that frequently Oregon is ahead of others in the nation. This is especially true in several areas such as accountability and working with industry and economic development groups; partnership with the community colleges; and the accomplishments of SB 271. Dr. Cox highlighted three areas of marked improvement as a result of the Higher Education Administrative Efficiency Act: streamlined hiring processes; more efficient and timely collective bargaining; and the major element, which is 1,000 additional resident undergraduates funded entirely from savings (i.e., without additional state subsidy). The Chancellor noted that he had met with 11 editorial boards and visited many legislators and potential legislators and is pleased that the message that higher education is key to Oregon's future is permeating the state.

Search, Vice Chancellor for Finance & Administration

Dr. Cox reported that the search for a Vice Chancellor for Finance and Administration is well underway and a list of semi-finalists is being formulated. He commended Ron Bolstad for his guidance of the committee, adding that the caliber of the applicant pool is exceptional.

Resignation, T. Griffin

Chancellor Cox announced that Tim Griffin, Vice Chancellor for Corporate and Public Affairs, has accepted a position with the private sector in Denver. He will direct the national marketing for Internet starting mid-October.

Restructure Chancellor's Staffing Roles

Dr. Cox asked Board members to consider possible restructuring of the Chancellor's staffing in terms of how responsibilities are split among Portland, Salem, and Eugene. "I have at the present time, due to demography, roughly a 16 to 17 percent turnover of staff. This is an opportunity to step back and think about long-term implications."


Chancellor Cox congratulated Dr. Youngblood for a $9 million Department of Education grant awarded over four years. The grant will be used to create a national service center for blind and deaf education. The Center will have branches in New York City, Atlanta, and Kansas City.

The Chancellor also acknowledged the work of Dr. Van de Water and the International Education faculty, who will inaugurate this fall the Oregon Global Graduate Grant. This $4 million grant will expand international education opportunities for students. "Our first group of interns will be out this fall, and we have great interest from foreign business and governments. We are exploring a relationship with a university in Thailand. Also, OSSHE and Pacific University have discussions underway with several Vietnam institutions."

Dr. Cox commended faculty from engineering and computer science across the System who, together with OGI, the Software Association, and the American Electronics Association, will launch a pilot software engineering program in January. He underscored that the Board first heard about the program in May and it was put on the fast track. Clearly, it is a model for the future.

Finally, Chancellor Cox congratulated President Ramaley and PSU for receipt of a four-year grant from the Kellogg Foundation. He also indicated that they are a finalist for the Pew Foundation National Award for Leadership in Undergraduate Education.

IFS Report

Dr. Paul Simonds, vice president of the Interinstitutional Faculty Senate (IFS) addressed the Board. Building on last month's remarks by IFS President Sargent, Dr. Simonds reiterated faculty commitment to working with the Board and administration in seeking solutions to challenges facing higher education. He indicated that IFS is ready to work diligently in the coming year. "Alumni associations and friends outside the System can actively advocate for or against measures and funding proposals. The IFS and other faculty can fill two roles: educational and expertise."

Dr. Cox added that the Governor's intention is to bring together, for the first time in composite, an investment in the education budget with elements of K-12, community colleges, and higher education. Chancellor Cox expects to meet with Commissioner Bassett and Superintendent Paulus within two weeks.



In the summer and early fall of 1995, in response to concerns voiced by the graduate deans of the three OSSHE universities regarding escalating graduate tuition, the "Graduate Education and Research 2010 Advisory Panel" was formed by the Chancellor. This group was charged with conducting a thorough examination of the status of OSSHE graduate education; not since 1978 had such a comprehensive effort been launched. The Advisory Panel's work had just begun when the State Board of Higher Education, in December, commenced a comprehensive strategic planning effort. These two processes were merged and the Advisory Panel was restructured as the "Board Task Force on Graduate Education and Research" -- one of four study and advisory groups assembled in Phase I of the planning process. The task force was directed to furnish the Board with a "situational analysis" of graduate education and research and to identify relevant issues which then might be used as input to future stages of the planning process. Along with the other task forces, the Graduate/Professional Education and Research Task Force presented relevant issues to the Board in April 1996. Following the April Board meeting, the task force continued working on its comprehensive report, the results of which are presented in summary today. The completed report will present a comprehensive review of graduate education, a more modest review of research within OSSHE, and will identify issues pertinent to: institutional mission, academic programs, students, faculty, and research.

Graduate/Professional Education and Research

Programs. Graduate education consists of advanced study beyond the baccalaureate. The report addresses graduate education primarily in terms of master's- and doctoral-degree programs, but also includes individual courses and post-baccalaureate certificate programs. Graduate programs are both research focused (preparing scholars/researchers, emphasizing individual creativity and original research efforts) and professionally oriented (providing preparation for advanced levels of professional practice). Doctoral education, normally requiring evidence of original creativity (research), is characterized by a mentoring relationship between faculty member and student, and student programs that are tailored to individual graduate student needs. Graduate education supports other educational services, including undergraduate education (graduate students are utilized in the teaching of undergraduates and are at the forefront of producing new knowledge that is taught to undergraduates) as well as K-12 education (K-12 teachers and administrators commonly are educated not only at the bachelor's-degree level but at the master's and doctorate levels). Also, virtually every aspect of contemporary technological society is affected by graduate education and research. Benefits to the individual include substantially enhanced career earnings commensurate with the degree earned; societal benefits include the expansion of local and regional economies by enhancing the quality of the workforce and through technology transfer. Beyond economic measures, there are many practical contributions for the common good in new knowledge created in such diverse fields as agriculture, medicine, music, art, literature, science, ecology, engineering, and economics.

High-quality graduate programs enable universities to attract and retain exceptional faculty: they directly and indirectly enrich undergraduate programs. Graduate programs serve as a base for the strong research capabilities of our universities. Of all the levels of education, it is at the graduate level that the United States is clearly the global leader. U.S. colleges and universities serve as a world-class model, attracting talent from countries around the world as well as growing numbers of American students. Within a context of undisputed national quality and accomplishment in both advanced education and research, Oregonians can be proud of their state universities which have strong reputations at home and abroad. The OSSHE institutions are even more remarkable given the historically low level of public funding provided to them.

In OSSHE, as elsewhere, graduate courses and programs are now delivered to students in both traditional (classroom lecture and discussion) and nontraditional (e.g., video, web-based) modes. OSSHE offers a total of 394 full-degree programs (master's, doctoral, and professional) with most of this activity taking place at the three universities: University of Oregon (UO, a liberal arts and sciences university offering master's, professional, and doctoral programs), Oregon State University (OSU, a land- and sea-grant institution offering master's, professional, and doctoral programs) and Portland State University (PSU, an urban university offering liberal arts and sciences study as well as a preponderance of master's-level professional programs). Additional graduate education, primarily master's programs in education, occurs at the regional colleges: Western Oregon State College (WOSC), Southern Oregon State College (SOSC), and Eastern Oregon State College (EOSC). In fall 1995, Oregon Institute of Technology (OIT) implemented its first master's program. The Oregon Health Sciences University (OHSU), an affiliated university, offers master's, professional, and doctoral programs in specialized, health-related fields.

Faculty. Of the 2,366 full-time instructional faculty in the State System, almost 80 percent are employed at the three university campuses (UO, 675; OSU, 773; PSU, 412). Virtually all of the university faculty are engaged in both graduate and undergraduate education. Seventy-two percent of the universities' faculty members are tenured. Seventy percent of full-time members are male, and 7.6 percent (182 total) are from racial/ethnic minority groups.

The quality and expertise of these faculty are the key to graduate program quality. At the universities, graduate faculty are selected on the basis of academic training, experience, demonstrated potential for creative work and scholarly research, and evidence of skills essential to directing and supervising graduate students in their pursuit of advanced knowledge. In addition to the full-time faculty, institutions often use external experts as adjunct faculty to enhance graduate capacity and provide different perspectives in particular fields of study.

Students. In 1994-95, of the 12,258 OSSHE graduate students, 50.4 percent were women, most (52.7 percent) were older than 30 years of age, and 65.7 percent were Caucasian. The majority pursued full-time study (68 percent of all master's and 78 percent of all doctoral students). And about 15 percent were from 114 other countries, reflecting the esteem in which OSSHE graduate programs are held internationally. Once enrolled, most graduate students (84 percent) are classified as Oregon residents (for fee purposes nearly all students on teaching or research assistantship appointments are considered to be residents). Student demographics differ from one institution to another. For example, PSU has a markedly older and more part-time graduate student cohort population than do UO and OSU.

Graduate education is expensive. OSSHE tuition has risen dramatically in recent times: 42 percent for residents and 51 percent for nonresidents in the last four years. Graduate students finance their education from university sources (teaching and research assistantships), savings accounts, family resources, off-campus employment, and student loans. The level of debt incurred for students is sometimes massive in nature, often as much as $20,000 or more, even at the master's level. The average student debt for a veterinary medicine graduate at OSU is twice this figure.

Graduate enrollments and degrees awarded vary by institution. For example, in 1994-95:

PSU graduated 855 students with master's degrees, while OSU graduated 669 and UO 796.

Master's degrees in education accounted for a significant portion of all master's degrees: 28 percent (243) of PSU master's, 28 percent (188) of OSU master's, and 22 percent (173) of UO master's.

Of the 188 doctorates produced at OSU, 31 percent were in the physical and biological sciences, 16 percent in education, 13 percent in engineering, and 11 percent in conservation/natural resources.

At UO, 22 percent of the 192 doctorates were in education, 21 percent in the physical and biological sciences, and 15 percent in the social sciences.

At PSU, 33 percent of the 30 doctorates were in education, 27 percent in systems science, and 20 percent in social sciences (public affairs).

WOSC graduated 173 with master's degrees, SOSC graduated 103 with master's degrees, and EOSC graduated 27. Most of these master's degrees were in education: WOSC, 81 percent; SOSC, 50 percent; EOSC, 100 percent.

OHSU produced 82 master's degrees and 20 Ph.D.s, in addition to the 87 medical and 68 dental professional doctoral degrees awarded.

Among the professional degrees awarded, UO graduated 133 in law and OSU graduated 33 in veterinary medicine.

Research. Universities are in the knowledge business -- its discovery, integration, synthesis, application, and dissemination. Correspondingly, the work of faculty is diverse in nature and generally involves teaching, research, and service. Effort expended in any one area tends to support the others. A faculty member involved in cutting-edge research strengthens the quality of his or her teaching in both undergraduate and graduate classrooms in content and methods. Research equipment purchased with grant and contract funds is often made available for laboratory and classroom use by students.

Faculty at Oregon's public higher education institutions are recipients of many research grants from the federal government, foundations, and private interests, which further the development and creation of knowledge and its application. In 1994-95, the total expenditures at OSSHE institutions from gift, grants, and contracts amounted to $280 million, demonstrating the productivity of OSSHE faculty as researchers. In fact, Oregon faculty ranked fourth highest among all 50 states in federal dollars per faculty member (at public, four-year colleges and universities). In some disciplines this federal financial support is available to conduct research of widespread interest (such as in the physical and biological sciences, medicine, and engineering), whereas in other fields (e.g., humanities, social science, education) the external support for research is much more limited. When compared to that of most other states, state support of research and of the necessary infrastructure at Oregon's public universities has been, at best, modest. And by any standard, the investment in research by the private sector in Oregon is very limited.

Despite the substantial investment in research by the federal government historically, such support is expected to decline. In an effort to balance the federal budget, Congress has mandated that federal research and development funding decrease from $34 billion in fiscal year 1995 to an estimated $28 billion in 2002. Consequently, the gifts, grants, and contracts that support research at OSSHE institutions are expected to shrink.


The work of the task force has surfaced many issues that must be addressed to maintain and enhance graduate education and research in OSSHE. Many of these issues involve both graduate and undergraduate education, particularly with reference to faculty support and to institutional infrastructure. The issues, discussed briefly below, generally relate to quality, cost/price, and access.

Faculty. A high-quality faculty is absolutely essential to first-rate graduate/professional education and competitive research programs. This is a major issue in Oregon's environment of low salaries and a deteriorating infrastructure (facilities, equipment, and other support).

Students. Attracting the best-qualified students to OSSHE graduate programs is an issue. Limited resources put OSSHE institutions at a competitive disadvantage in recruiting such students. Other issues pertaining to a healthy graduate student body include ethnic and gender diversity and balance, student indebtedness, time to degree and retention, high tuition, changing job prospects, and an increased demand in the workplace for advanced degrees.

Programs. Program issues are not those of duplication but of quality, distribution -- especially with respect to the greater Portland area and to remote areas of the state -- critical mass, and demand. Issues include the need for program broadening to prepare students for career changes, recognition of the value of nonwork-related programs, need for nondegree-related courses, strategies for maximizing and deploying scarce programmatic resources, delineation of OSSHE-wide criteria/standards, and review mechanisms for quality assurance, program value to society, and effects on undergraduate education.

Infrastructure. Adequate infrastructural support for faculty, students, and programs is critical. Inadequate, and/or deteriorating libraries, computers, equipment, and facilities undermine the ability to develop and maintain high-quality graduate and research programs.

Access. At issue with regard to access is the availability of programs geographically and temporally, and the affordability of such programs to the student. Are courses and programs offered when and where students need them, in formats that attract them, and at a price they can afford?

Cost/Price. Major issues include needed investments to move targeted programs from "good" to "great" quality, escalating costs of new programs and their required supporting infrastructure, high tuition, and diminishing federal and state support for graduate education and research. If high-quality graduate education and the research vital to those programs and to the state's economy are to be developed and maintained, cost/price issues must be resolved.


High-quality graduate education and research are essential to the vital and well-balanced educational effort within OSSHE. Although graduate education serves as a model of student-focused education, it can be improved. Time to degree can be shortened; the seams between undergraduate/graduate career can be erased; new modes of delivery can be developed; and programs can be broadened. Regardless of what improvements are made, it is clear that graduate education will be increasingly important as a base for other elements of learning and development systems.

Board Discussion

Dr. Byrne began by thanking and commending Vice Chancellor Clark and her staff and the graduate deans for their work on this task force. He then summarized the highlights of the report. President Aschkenasy asked if there was an objective way of rating programs. Dr. Byrne said the Board could decide to raise those programs already nationally recognized to a higher status. Or the Board might prefer to bring new programs into the spotlight, targeting investments to raise more programs to national recognition. Perhaps a small group could identify criteria, and then institution leadership could provide the Board with nominations according to those criteria. Vice Chancellor Clark added that examining and modifying criteria of other states may be useful, with established standards for that review process. Dr. Byrne observed that rankings tend to be fairly subjective in nature. Vice Chancellor Griffin reminded the Board that several solution teams are already in place that could respond to the Board's concerns, specifically President Frohnmayer's solution team for long-term direction and goals and President Ramaley's team on Portland concerns.

Board discussion turned to issues of funding. Vice Chancellor Clark suggested that, with federal dollars declining, "we should look at OSSHE overall, its viability in relation to its size and what our goals might be to attract research dollars. In the near future, federal support for research is predicted to decline by approximately 25 percent. Although we expect to remain competitive, we will nevertheless face the potential of significant decline in this area. We were interested to learn that Oregon is producing a much larger proportion of master's degrees than doctoral degrees, and that is very directly related to workforce directions in the state. We are modest players relative to our university institution peers with respect to the production of doctoral degrees. So as we look at OSSHE overall, the viability of graduate education and research should be viewed in relation to its size and our goals, and to our ability to attract research dollars." Dr. Aschkenasy stressed that he wanted staff to recommend how graduate education in this state should be structured under two scenarios: increased and deceased funding. Ms. Christopher added that she was concerned about links with private money and community support.

(No Board action required)


Staff Report to the Board

The Oregon Department of Transportation has made a request to purchase a small parcel of land on the OSU Eastern Oregon Agriculture Research Center, Section 5 Station. The deeding of the land (approximately 7,425 square feet, or .17 acres) is required to allow for improvements to the highway including the construction of a new bridge. OSU officials have indicated that the new bridge will benefit the station because potential flooding will be diminished. The Oregon Department of Transportation has determined the value of the land to be $250, based upon recent land appraisals in the adjacent area. OSU officials have indicated their concurrence for the sale of this small parcel of land.

Staff Recommendation to the Board

Staff recommended that the Office of Finance and Administration be authorized to sell the 7,425-square-foot parcel to the Oregon Department of Transportation.

Board Discussion and Action

Mr. Willis moved and Ms. McAllister seconded the motion to approve the staff recommendation. The following voted in favor: Directors Christopher, Imeson, McAllister, Puentes, Waddy, Whittaker, Willis, Wustenberg, and Aschkenasy. Those voting no: none.


Staff Report to the Board

The Oregon Department of Fish and Wildlife has made a request to purchase a small parcel of land on the OSU Malheur Experiment Station property. The Oregon Department of Fish and Wildlife (ODFW) owns a small parcel of land that is surrounded on three sides by the Malheur Experiment Station property. The deeding of the land (approximately 7,000 square feet, or .16 acres) would allow ODFW to expand their facilities to meet their needs. OSU officials have indicated that the transfer of the small parcel will have no negative effects on current or future operations of the station. The $850 value was determined by an appraisal. OSU officials have indicated their concurrence for the sale of this small parcel of land.

Staff Recommendation to the Board

Staff recommended that the Office of Finance and Administration be authorized to sell the 7,000-square-foot parcel to the Oregon Department of Fish and Wildlife.

Board Discussion and Action

Mr. Willis moved and Ms. McAllister seconded the motion to approve the staff recommendation. The following voted in favor: Directors Christopher, Imeson, McAllister, Puentes, Waddy, Whittaker, Willis, Wustenberg, and Aschkenasy. Those voting no: none.


Staff Report to the Board

The Board has general powers to assign missions and roles for the institutions under its jurisdiction. The Oregon Revised Statute states that:

...the State Board of Higher Education, for each institution, division and department under its control, shall: supervise the general course of instruction therein, and the research, extension, educational and other activities thereof. [ORS 351.070(2)(a)]

Since fall 1995, WOSC has been involved in an extensive planning effort. An initial part of the process was a review of the mission assigned to WOSC by the Board in 1987 and subsequent revision of the mission to more accurately reflect the current and future focus of the College.

The proposed mission statement follows:

Western Oregon State College provides a comprehensive higher education experience, including teaching and research activities, personal growth and cultural opportunities, and public service. Campus-based, outreach, and continuing education programs prepare students to make personal and professional contributions to the economy, culture, and society of Oregon, the nation, and the world.

Undergraduate, graduate, and continuing education programs in the School of Education and the School of Liberal Arts and Sciences are distinguished by close student, faculty, and staff interaction; interdisciplinary teaching; undergraduate research opportunities; and internships with business and the public sector. A core curriculum in the liberal arts and sciences provides the foundation for excellence in degree programs in creative arts, natural sciences, mathematics, humanities, and social sciences, as well as in professional degree programs in teacher education, business, computer science, criminal justice, and fire services administration.

National leadership in research and policy development is provided through the Division of Teaching Research, the Regional Resource Center on Deafness, and the National Clearinghouse for Deaf-Blindness.

Located near Oregon's capital, Salem, Western provides specialized preparation in public service careers and fosters partnerships with state and local governments. The campus-based Oregon Military Academy and Oregon Public Service Academy are models for the mutually beneficial sharing of facilities and support services.

Cultural offerings, athletic programs, and educational resources enhance campus life and enrich the lives of mid-Willamette Valley residents. Responding to the challenges Oregonians face in career changes, life transitions, and adapting to new technologies, Western provides lifelong learning and professional growth opportunities.

Western Oregon State College has had a tradition of excellence since 1856. This tradition, built on strength and leadership in academic programs, student life programs, and support services, will continue to meet the challenges and opportunities of public higher education in Oregon.

Staff Recommendation to the Board

Staff supported President Betty Youngblood's request for Board approval of WOSC's Mission Statement, which has been approved by the faculty and staff of WOSC.

Board Discussion and Action

President Youngblood and Provost Gary Hunt summarized four general areas: purposes and components of the mission review; campus review process; highlights of the revised mission statement; and transition from mission review to strategic planning on campus.

By way of introduction, Dr. Youngblood pointed out that mission statements across the country have moved from broad statements that allow for new programs and initiatives to more focus and differentiation as resources tighten. Knowing that the mission statement would need to be specific to guide activity and market WOSC, basic questions were asked: What are the purposes of WOSC? What is WOSC's philosophy of education? What does WOSC have in common with other institutions and, more importantly, what are its distinguishing characteristics? The balance between serving a specific geographic region and serving the state, between liberal arts and professional programs, and between delivery off campus and on campus were some of the areas that guided discussions.

Provost Hunt described the process on the campus whereby community and campus input, across the board, was sought and incorporated into the final version of the mission statement. He indicated that this version has been broadly discussed and endorsed.

Distinctive features of WOSC's mission include a strong emphasis on core curriculum, lifelong learning, significant undergraduate research opportunities, and individual learning experiences such as internships. There is strong emphasis on liberal arts and science, and upon education. Dr. Youngblood indicated that WOSC intends to reassert its national leadership in the field of teacher education. She also noted that public service is a priority for WOSC and cited such examples as the Regional Resource Center on Deafness, the Division of Teaching Research, and the Public Services Park. Dr. Hunt added to President Youngblood's remarks, indicating that WOSC is involved nationally in the discussions on teacher education and school reform. "We're presently investigating the impact of teachers on student learning. We have data collected on more than 700 teachers and 17,000 students from the last eight years, trying to build a model about the way teacher behavior influences student learning. Through this research grant, about 300 leaders nationally involved in teacher education will convene in Portland for a conference to discuss teacher and school redesign." Dr. Cox emphasized that not all of the research being done in Oregon is happening on the doctoral-granting campuses. Internationalization is also a focus at WOSC. Currently there are two initiatives -- one in Mexico and one in Ghana.

Dr. Youngblood indicated that when she was hired, it was made clear that strategic planning was expected. A significant part of the preparation for that planning effort was the review of the mission statement and drafting a revised statement. A strategic planning conference was just launched the previous week at WOSC that was very well attended. During those two days, goals were developed and prioritized.

Ms. Christopher asked why teacher education was specifically highlighted in the revised statement. Dr. Youngblood responded that while it continues to be a strong part of WOSC activity, it is integrally tied to strong liberal arts programs and public service activities. No longer the Oregon College of Education, WOSC is a comprehensive institution, with teacher education being one very strong facet of the whole. Provost Hunt added that another way of emphasizing WOSC's role in teacher education is the way research investments are made in that area.

Dr. Aschkenasy inquired about Dr. Youngblood's opinion of the earlier discussion about a university designation -- if it would harm, advance, or have a neutral effect on WOSC. Dr. Youngblood responded that "the name change would acknowledge what the institution is, because I don't really see that there's any 'becoming.' The institution is called a university, recognized as an institution for what it is. The same thing could be said for EOSC and SOSC. The real issue goes back to the distinction between a doctoral-granting campus as the university in a comprehensive institution, which offers an array of baccalaureate programs and educational offerings through the master's degree. In other words, whenever the name 'WOSC' is changed, for example, based on that name change, you will not find the Provost and me returning to ask you to alter the mission of the institution. That is absolutely unnecessary because the name change would simply recognize us for what we are today -- with approximately 85 percent of the institutions in the country with enrollments from 2,000 to 6,000, and with missions similar to WOSC already being designated as universities."

Ms. McAllister moved and Ms. Wustenberg seconded the motion to approve the staff recommendation. The following voted in favor: Directors Christopher, Imeson, McAllister, Puentes, Waddy, Whittaker, Willis, Wustenberg, and Aschkenasy. Those voting no: none.


Staff Report to the Board

The Board has general powers to assign missions and roles for the institutions under its jurisdiction. The Oregon Revised Statute states that:

...the State Board of Higher Education, for each institution, division and department under its control, shall: supervise the general course of instruction therein, and the research, extension, educational and other activities thereof. [ORS 351.070(2)(a)]

As the Board's strategic planning effort has progressed, the System institutions have been engaged in a parallel process. Many have reviewed their mission statements and have refined or changed them. Additionally, some have added further defining vision statements.

For the Board's information, the institution mission statements follow. Indications have been made as to whether the statement currently in use has been approved by the Board and, if so, when that approval occurred. Those that have not been approved will be brought to the Board for action within the next several months.

Eastern Oregon State College

Eastern Oregon State College's mission is to serve the educational, social, cultural, and economic needs of the ten eastern-most counties of Oregon through high-quality programs of instruction, research, and service.

(Board approved 1987)

Oregon Institute of Technology

The mission of Oregon Institute of Technology, the only institute of technology in the Oregon State System of Higher Education, is to provide degree programs in the applied technologies that will prepare students to become effective participants in their professional, public, and international communities. Therefore, Oregon Institute of Technology is committed to the following objectives:

(Board approved 2/92)

Oregon State University

Oregon State University serves the people of Oregon, the nation, and the world through education, research, and service.

Oregon State extends its programs throughout the world and is committed to providing access and educational opportunities to minorities and to challenged and disadvantaged students.

Oregon State has an inherent commitment to provide a comprehensive array of high-quality educational programs in the sciences, liberal arts, and selected professions. The University encourages students, both on and off campus, to develop an enriched awareness of themselves and their global environment.

Through research, Oregon State extends the frontiers of knowledge in the sciences, liberal arts, and in all aspects of natural, human, and economic resources. Oregon State contributes to the intellectual development and the economic and technological advancement of humankind.

As a Land Grant, Sea Grant, and Space Grant university, Oregon State has a special responsibility for education and research enabling the people of Oregon and the world to develop and utilize human, land, atmospheric, and oceanic resources. Unique programs of public service throughout Oregon supplement campus-based university teaching and research.

(Slight modification from Board approved 9/87)

Portland State University

The mission of Portland State University is to enhance the intellectual, social, cultural, and economic qualities of urban life by providing access throughout the life span to a quality liberal education for undergraduates and an appropriate array of professional and graduate programs, especially relevant to the metropolitan area. The University will promote actively the development of a network of educational institutions that will serve the community and will conduct research and community service to support a high-quality educational environment and reflect issues important to the metropolitan region.

(Board approved 9/91)

Southern Oregon State College

Southern Oregon State is distinctive in the State System of Higher Education in being Oregon's principal small public institution with a primary mission of providing excellent and thorough instruction in the liberal arts and sciences. These complement the College's selected professional and graduate programs. The campus combines many of the best features of both the private and public college: small enrollment classes; teachers who know and work directly with their students; and a faculty and staff fully committed to education, both in and beyond the classroom, on and off campus. Southern Oregon State is designated as a center of excellence in the fine and performing arts.

The College principally serves students from Southern Oregon, but increasingly attracts them from the West and Northwest. It brings students of all ages together in traditional undergraduate programs, education for the professions, graduate education, and lifelong learning programs. Through the College's general education curriculum, students share in a common intellectual enterprise, mastering specific information and applying critical thinking skills they have learned in community and international settings. Students are encouraged to engage in significant undergraduate research. They also become technologically literate, learn to communicate clearly and effectively, and explore ethical issues and define social and personal values.

Six Elements Are Central to This Mission:

(not approved)

University of Oregon

The University of Oregon is a comprehensive research university that serves its students and the people of Oregon, the nation, and the world through the creation and transfer of knowledge in the liberal arts, the natural and social sciences, and the professions. The University is a community of scholars dedicated to the highest standards of academic inquiry, learning, and service. Recognizing that knowledge is the fundamental wealth of civilization, the University strives to enrich the public that sustains it through:

(not approved)

(No Board action required)


Dr. Cox recognized State Representative Jane Lokan, who introduced her guests from Brazil. She explained that 12 members of Rotary from four cities in Brazil are here as guests of the Rotary Club in Milwaukee.


Referring to staff commitment to the Board at the July meeting, Vice Chancellor Clark indicated that a brief proposal had been brought before two of the interinstitutional councils -- Academic Council and Student Affairs Council. A small team of knowledgeable, experienced people will be invited, probably during winter term, to visit every campus and talk with campus representatives about campus diversity plans, goals, progress (or lack thereof), and strategies for addressing specific challenges campuses face.

(No Board action required)


Chancellor Cox directed Board attention to solution team planning charts in their packets, as well as a memo regarding approximate timelines for reports back to the Board. Anyone is welcome to attend the solution team meetings. President Aschkenasy thanked Board members for their willingness to serve as liaisons on these solution teams.


Joint Boards Working Group

Dr. Thompson indicated that a meeting of the Joint Boards Working Group was scheduled immediately following the Board meeting.


Mr. Imeson reported that his role as representative to the OHSU Board was scheduled to begin in November.

Mr. Willis inquired about the tuition waiver for Native Americans that was discussed at the June Board meeting. Dr. Cox responded that legal counsel (Melinda Grier and the Attorney General's office) has identified legal issues and is exploring that proposal.

Mr. Willis stated he was pleased that the issue of name designation had been raised. Vice Chancellor Clark noted that the Carnegie classification was included in the Graduate/Professional Education and Research report.

Mr. Imeson asked for a calendar of solution team meetings rather than individual notices.

Ms. Christopher remarked that J.D. Hoye from the Department of Education appeared on the Miss America pageant and received recognition for her work in school-to-work programs.

Ms. Puentes commended President Ramaley for her presentation to the Hispanic Chamber of Commerce, noting that she did an excellent job representing higher education and responded to difficult questions and comments from the participants. In addition, Ms. Puentes expressed her anticipation for the October Board agenda item regarding diversity.


The Board meeting adjourned at 11:40 a.m.

Virginia L. Thompson, Secretary of the Board

Herbert Aschkenasy, President of the Board