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System Strategic Planning Committee
Room 238, Smith Memorial Center
Portland State University

July 21, 2000


Committee members present: Herb Aschkenasy, Shawn Hempel, Leslie Lehmann (arrived at 8:10), Phyllis Wustenberg, Jim Willis

OUS staff present: Philip Bransford, Shirley Clark, Vicki Falsgraf, Ruth Keele, Ben Rawlins, Lynda Rose, Diane Vines, Holly Zanville

Others: Sara Hopkins-Powell (SOU), George Kartsounes (OIT), Neil Kunze (SOU), John Minahan (WOU), Bruce Shepard (EOU), Kathryn Tetrault (PSU)

Call to Order

The meeting was called to order at 8 a.m. by Chair Willis.

Approval of Minutes

Ms. Wustenberg moved and Dr. Aschkenasy seconded the motion to approve the June 16, 2000, minutes as submitted. The motion was unanimously approved.

Program Proposals

M.S., Applied Psychology, SOU
Vice Chancellor Clark presented the proposal on behalf of SOU. She explained that the new master's degree would offer specializations, or "tracks," in the areas of mental health counseling, group facilitation and training, and human services, and would expand the role that SOU already has in preparing students to qualify for Oregon licensure as professional psychologists.

Ms. Wustenberg asked why the external review team suggested moving away from the child and family specialization counseling track. Dr. Clark stated that the team felt there was more demand and faculty expertise in the multicultural area. SOU President Hopkins-Powell added that, when members of the review team considered the diversity of the SOU faculty, they saw an opportunity for a multicultural specialization, and brought it to the attention of department staff.

Endorsement, ESOL/Bilingual, SOU
The goal of the endorsement, explained Dr. Clark, is to enable teachers to move students with limited English proficiency to full English proficiency.

Dr. Aschkenasy expressed concern that the "Career Ladder Program" (one of the two main components of the endorsement) would prepare the students for lower level careers. Dr. Hopkins-Powell clarified that the Career Ladder Program is not intended for students, but rather for instructional assistants, in order to teach them to assist with bilingual education in the schools.

B.A./B.S., General Social Science, UO
In her explanation of the UO proposal, Dr. Clark indicated that a good deal of planning had taken place between UO and Central Oregon Community College to fill a much-needed niche for a social science program at the Central Oregon University Center.

Mr. Lussier asked how the program differed from the typical undergraduate sociology degree. Dr. Clark explained that the program would utilize courses from several of the social sciences rather than one particular area. She noted that it would also include research methodology courses to teach students analytical and statistical tools, and thus would be a broader major than any one of the specific social science programs.

Resolution Regarding Classified Information for the U.S. Department of Defense, PSU

Board Secretary Vines presented the item, stating that it was a continuation/update of a 1999 resolution, stating that Board members will not have access to classified information from the PSU project with the U.S. Department of Defense.

Dr. Aschkenasy moved and Mr. Hempel seconded the motion to refer the resolution to the Board for final approval. Chair Willis clarified that the motion and second would be to approve all items on the consent calendar (including the program proposals). The items were unanimously approved.

OUS Diversity Report: The Benefits of Diversity on Campus and Beyond

Vice Chancellor Clark pointed out that the report was developed by Dr. Yvette Webber-Davis, who was unable to present due to illness. OUS Director of Legal Services Ben Rawlins suggested that this report moved the emphasis from statistics and numbers to how programs are structured, which reflected a focus on specific goals and objectives to identify the individual, institutional, and societal benefits of diversity. Immediate results of this work include a broadening in the way diversity is viewed--once only defined in racial terms, it now includes gender, national origin, age, bilingual abilities, educational status, and handicap status.

Dr. Clark highlighted some important data points, including an increase in the total percentage of OUS students of color from 12.2 to 12.5 percent, the percentage of full-time faculty of color remaining the same at 9.5 percent, and the percentage of staff of color [first data available] at 8.3 percent. She suggested the need, at some point, for a five- or ten-year-period report, to gain a larger perspective on the data changes.

Dr. Aschkenasy asked Dr. Clark about the long-term objective for the OUS student of color population versus the overall minority population in Oregon. Dr. Clark explained that the objective was always to gain as much diversity as possible, and that even though the 12.5 percent student of color population at OUS appears to be larger than the 11.2 percent minority population in Oregon, it may be more accurate to consider how the population compares to that of students of color in the K-12 system. Mr. Willis suggested that the Oregon population may be a useful comparison in terms of benchmarks, but not in terms of targets.

Citing the high school population of students of color in Marion and Polk Counties as approximately 26 percent, WOU Provost Minahan explained that, while WOU may be ahead of the curve in terms of state population, the University may be underrepresented in its service area, an important consideration for staff when determining objectives. Adding another campus perspective, EOU Provost Shepard emphasized the importance of diversity for all students to help prepare them for the workplace and the world. "The extent to which we can enrich all of our student body with diversity in many ways--in the classroom, in the residence halls, on the athletic fields and emphasize people working together in teams--that better prepares our students and is another reason for diversification."

Ms. Wustenberg suggested the need for diversity not only in terms of color, but in terms of urban and rural, women and men, etc., and that it should always be a part of education. She asked if there were any specific goals in terms of gender diversity. Mr. Rawlins stated that there is no particular goal for gender as an individual category, but it is an important factor when measuring how well a program is encouraging and recruiting a diverse population. The specific categories in the report, he added, are not intended to encompass all minority groups but rather to serve as a barometers to help indicate total diversity in a population. Upon inquiry from Mr. Hempel, Dr. Clark noted that the report does not break down the percentage of students of color from other states or countries, but that it would be possible to examine it in the future.

Ms. Wustenberg emphasized the importance of equal pay as a step toward equality and diversity for all. EOU Provost Shepard noted data from a study of OSU graduates that cited women as earning $4,000-$5,000 less than men in the same field. "I think that's only part of what it's all about. It's not just that perception, but also the perception on color, race, size, age, and all those things that make up all the multiple little discriminations that we suffer in our society. We try to change this by moving toward getting people together and learning different things," agreed Mr. Willis.

Follow-Up Program Reviews Conducted in 1999-00 of Selected Programs

Vice Chancellor Clark explained that the follow-up review process came from a decision of the Board approximately ten years ago, when members decided they wanted to learn about the status of previously-approved programs.

Commenting that she was impressed with the review materials submitted by the campuses and the ability of the programs to adapt to changing circumstances, Dr. Clark said campuses have succeeded despite less money than they had hoped to have to run the programs. Further, campuses have secured grants, made changes in the programs based on the students' needs and the current national standards, and found the creative solutions needed to make the programs work. Ms. Wustenberg agreed that adaptability is a valuable aspect of higher education in general.

Status of the Western Undergraduate Exchange Program (WUE)

Dr. Clark stated that, unlike most of the past ten years, Oregon experienced a net gain of WUE students in 1999-00, with more WUE students coming into Oregon than going out. This gain, she predicted, may plateau in future years due to the recent decision under the new budget model to provide less funding to incoming WUE students, who generate less tuition than other non-resident students. She said that from a student perspective, WUE is attractive because it expands their choices, but from an OUS perspective, it raises enrollment management issues with respect to whether the System will lose potentially good students to other WUE states.

Responding to a question by Mr. Willis regarding entry into the WUE program, Dr. Clark explained that each campus has its own limit on WUE students, based on its need and capacity to attract students from other states. Continuing, she said that other states have different policies that may make it easier or more difficult to participate.


The meeting adjourned at 9 a.m.