Task Force for Program Advancement
NASULGC 2003 Panel Presentation
Human Sciences Programs: Challenges and Opportunities
Presented to the Members of the Board on Human Sciences
By Marjorie Kostelnik
University of Nebraska - Lincoln
November 16, 2003
The administrators, faculty, and constituents created the new
College of Education and Human Sciences at the University of Nebraska
(UNL). This paper describes significant issues dealt with over two
years, provides information regarding the process of creating
a new college rather than merging two colleges, and illustrates
the organizational structure of the College of Education and Human
Sciences.
We enjoyed a good experience at UNL, reflecting our decision to
be proactive in positioning the human science departments (in the
former College of Human Resources and Family Sciences) for the future.
There were three goals when we first began looking for allies across
campus to help the human sciences remain vibrant in Nebraska:
1. We wanted to keep the departments intact;
2. We wanted to keep the human science units together in order
to benefit from the synergy of the related content; and,
3. We decided to take the initiative in finding ways to expand
our influence on campus and in the state. We wanted to remain
a college. We were not threatened at UNL. However, we could see
what was happening around the country to other smaller units such
as ourselves and we knew UNL was going to experience significant
budget reductions.
The partnership with (the former) Teachers College has helped us
to achieve these aims. Both units focus on enhancing people's quality
of life - just in different ways. The process started with the two
deans talking about how to strengthen each college through increased
projects. What we quickly realized was that the best way to strengthen
each was to enter into a partnership so that we could have a shared
mission. The two deans talked to the Chancellor and he agreed to
support exploration of creating a new college. We then presented
the idea to faculty and staff in each of the colleges. They were
surprised - some were instantly excited, and some were horrified.
We took more than months to explore the idea with faculty, staff,
students, alums, emeriti and stakeholders throughout Nebraska. It
took a lot of communication in person, through letters, and through
our website to address the questions and thoughts that many people
shared. We also communicated with our colleagues in the field. Hence
I wrote letters to the American Association of Family and Consumer
Sciences and Board on Human Sciences organizations immediately.
We wanted to cast this planning process in a positive light, not
in the negative light as others had experienced.
My perceptions of the key strategies to getting off to a reasonable
start are as follows:
- Proactive stance
- Focus on a partnership to create the new college - not a merger
- Communication, communication, communication (a website, many
in-person meetings, frequent written bulletins, white papers,
a concept paper describing the potential for a new college, etc.)
- Surveying faculty and staff and our alumni boards, but not asking
for a yes/no vote
- Helping people get to know each other and find common ground
at many levels
- Forging a temporary mission soon after the recommendation that
we move forward. The mission statement was accomplished with leadership
by a respected committee that took the two founding college's
missions and combined the common ideas). This served as a concept
paper throughout the early discussions
- Inviting Janet Johnson from Virginia Tech (VT) to visit campus
and talk to each college together and separately. She also spoke
with our senior administrators. VT had gone through a similar
merger five years earlier and she had many good lessons to share.
- Dean Kostelnik talked with Nancy Hartley from Colorado and Virginia
Clark Johnson from NDSU, since they lead colleges with similar
configurations. She talked with administrators at the University
of Tennessee-Knoxville since we were both going through the same
thing. It was comforting to know that we were not alone.
- Having a Transition Committee made up of faculty, staff, students
and administrators to monitor and guide the process. This committee
was charged with developing ways for college members to explore
the potential partnership and with making a final recommendation
to the deans in January as to whether we should move forward.
The Transition Committee also helped us create the proposal we
needed to complete in order to get through the UNL governance
system. This paper had multiple authors and was widely distributed
for comment. It garnered much interest and served as a good way
to consolidate our ideas.
We quickly created a website on which we posted all minutes, notes,
white papers, etc. It also gave folks a place to post comments.
People referred to this often and we did get some interesting
comments from students, faculty, staff and alums.
- Fifteen (15) groups of self-selected faculty and staff met
(hosted by one faculty member from each of the founding colleges)
to explore potential mutual interests. These groups wrote white
papers describing who was there, what people were doing in relation
to the issue now, how they saw their agendas blending, and whether
or not they perceived promise for the future if we came together.
These were posted on the website and were a major factor in our
decision to move forward with the new college. Some issues people
explored included: student teaching and practicum supervision,
rural communities, immigrant families, distance education, basic
research, etc. Some topics revolved around content, others focused
on processes.
- Reaching out to constituents across the state - visiting formal
organizations affiliated with both colleges - talking to alumni
groups - talking to clubs, union groups, educational units, etc.
The fact that there were two deans, both supporting the proposal,
was a big help. People saw that we both envisioned many benefits.
We were also open to people expressing their concerns and warning
about potential mistakes. We tried to deal with concerns and ideas
quickly.
Four well-respected faculty members created a brief set of procedures
for operating during the transition period (based on the two sets
of by-laws of the two founding colleges). If we don't have a new
policy, we simply function in whatever the old way was. This has
alleviated a lot of stress that comes from not knowing how to proceed.
We dealt with Promotion and Tenure issues right away, and agreed
to maintain two separate tracks until we had a new document approved.
We also agreed that once the document for the new college
was approved, faculty could determine whether they wanted to be
judged in accordance with the old or the new document for at least
a year or two. This eased many fears and allowed people to feel
comfortable discussing other issues.
In 2003, we hired an outside facilitator to help us develop a new
mission, vision and values for the CEHS. We are also developing
a strategic plan that we will vote on next fall.
Of course, there's much more because forging a true partnership
is not easy. However, it is very rewarding. We have tremendous energy
within the college and a sense of optimism about the future. In
spite of the fact that we have suffered significant budget cuts
at UNL and within our college, we are finding common ground we never
expected. We have sponsored joint teaching and research projects,
with good results. Most importantly, the concept of
focusing on individuals, families, schools and communities systemically
makes good sense, not only to us, but also to most people with whom
we come in contact. That is very heartening and keeps us slogging
through all the details that come along with creating a new college
and a thriving partnership.
Appendix A
New Configurations in Academia
Education & Human Sciences at the University of Nebraska-Lincoln
History
Idea suggested by 2 sitting deans - met weekly for one year following
proposal to faculty, staff, alums and students
Faculty, staff, students, stakeholders and alums included in the
exploration process
Steering Committee oversaw the process to determine whether to
move forward or not and developed paperwork for University Governance
requirements
Choices provided - opportunities to discover common ground - survey
- white papers - web-based feedback - faculty, staff and alums voted
on name
Goals were to strengthen our ability to address problems faced
by Nebraska
citizens, maintain identities of professions, create a new college
(not just a merger)
Seed Money to Start the New College - on new position, remodeled
space for research center, seed grants for teaching, seed grants
for research, small amount for moving
Outcomes
Partnership approved
Named the College of Education and Human Sciences
Seven (7) departments created from original eight (8)
New mission, vision, values
Doctoral and Master's degree programs approved
Central Advising adopted for all undergraduate programs
Relocation of 2 units on different campuses to enhance channels
of communication
Operating Principles
If we don't have a new policy in place, do it the old way
We don't have to have everything done in one year - but, we need
a plan for how to proceed
Standardize processes; keep individuality in the details
Focus on developing social capital and a common culture
Respect for the past - eye on the future
Maintain internal focus before planning for more outward activity
next year
Keep friends apprised
Focus on Integration
Combined budgets - took one year to fully achieve
Central advising was adopted for all units
Strategic Planning completed by August 2004
New research policies developed
New by-laws in place
New promotion and tenure document - 2 then 1 in two years
New technology plan
Combining college awards and college recognition events
Developing a signature course
Centralizing our approach to assessing student learning and collecting
faculty accomplishments data
Challenges
Budget reductions, reductions in force
Not getting the cart before the horse -delay gratification, willing
to wait to accomplish many tasks - keeping people involved more
important than immediate products
Keeping people informed
Blending cultures
Dealing with issues - many of which have nothing to do with the
new college per se but rather normal academic concerns such as promotion
and tenure, how to distribute resources, etc.
Appendix B
THE COLLEGE OF EDUCATION AND HUMAN SCIENCES
University of Nebraska - Lincoln
The New College. The College of Human Resources and Family
Sciences and Teachers College joined forces to create the College
of Education and Human Sciences (CEHS) commencing on August 18,
2003. The proposal to create a new college was initiated by the
2 sitting deans at the time and eventually had the support of faculty,
staff, students, and alumni within the two founding colleges. Units
outside the college and college stakeholders were also supportive
of the initiative.
Mission. The College of Education and Human Sciences is
committed to improving the lives of individuals, families, schools
and communities and to strengthening the relationships among them.
Unique Niche. CEHS is a one-of-a-kind college in Nebraska.
No other institution of higher education in the state combines the
fields of consumer science, teacher education, educational leadership
and administration, educational psychology, individual and family
development, nutrition and health, special education and communication
disorders, as well as textiles, clothing and design into a single
college dedicated to improving people's lives.
Structures. The College is comprised of seven departments:
Educational Administration; Educational Psychology; Family &
Consumer Sciences; Nutrition & Health Sciences; Special Education
& Communication Disorders; Teaching, Learning & Teacher
Education (formerly Curriculum and Instruction); and, Textiles,
Clothing & Design. It is home to 2,600 undergraduate students,
1000 graduate students, 176 permanent faculty members and 90 permanent
staff.
Teaching, Outreach, and Research Programs. The College of
Education and Human Sciences offers 24 undergraduate programs/options,
each administered by one of the seven departments. Graduate students
have a choice among 8 departmentally based and one interdepartmental
master's degree programs. Graduate faculty members have jointly
developed proposals for the doctoral majors and specializations
to be offered through CEHS. In addition, faculty in Nutrition &
Health Sciences, in conjunction with faculty in Animal Science,
Food Science & Technology, and the University of Nebraska Medical
Center, will administer an intercollegiate M.S. and Ph. D. in Nutrition.
CEHS has an active extension program that impacts citizens in every
Nebraska County. Building on its strong roots in the state, many
of these extension programs are well supported through competitive
grants and contracts. Major extension programs in CEHS contribute
to action plans. The programs are: Building Strong Families, Nutrition,
Health and Food Safety, 4-H and Youth Development, Community Resource
Development, and Community and Residential Environments.
CEHS faculty and students are involved in a variety of research
programs locally, regionally, nationally and internationally. Currently,
the new college has $18 million in external grant funding.
Graduates. CEHS graduates work with people in and across
a variety of settings including: homes, schools, health and clinical
settings, community agencies and institutions, aesthetic environments,
business, industry and government.
A View of the Future. CEHS intends to be a national leader
in important work for our society. Instructional programs, research
and outreach will reflect the values and unified content of the
college. The college will be mission driven, holistic, and interdisciplinary.
It will produce distinctive graduates who are skilled in inquiry,
able to establish connectedness where they work as professionals,
and experts in the teaching-learning-creating processes. It will
produce scholarship that will bring new understandings to the work
of strengthening families, schools, and communities.
Some emphases will remain the same as they have been. For example,
the College of Education and Human Sciences continues to emphasize:
- The integrated nature of physical, psychosocial, intellectual
and economic development in people's lives
- The importance of teaching and instruction, development and
learning, creativity and inquiry
- High quality teacher preparation programs
- Clinical and laboratory work/science
- Preparing professionals for leadership roles in the field
- Making connections between theory and practice
- Research on teaching, learning, physical functioning, behavior,
attitudes, values, culture and product development
- Community-partnerships
- High standards and accountability
- Meeting the needs of Nebraska citizens
As the new college forms, we will increase our emphasis on:
- Holistic approaches to enhancing the lives of people in families,
schools and communities
- Examining issues of education throughout the lifespan
- Creating new solutions to the practical, perennial problems
people face at home, at school, in the workplace and in the community
- Professional interactions across systems
- Finding new ways for families, schools and communities to work
together and support one another.
CEHS Leadership. The dean of the College of Education and
Human Sciences is Marjorie Kostelnik. She was previously the dean
of the College of Human Resources and Family Sciences. Her background
is in early childhood education and she comes to the role with a
variety of experiences involving families, schools and communities.
Associate deans are Jim Walter and Fayrene Hamouz. Dave Wilson serves
as Graduate Studies Coordinator and Nancy Betts is the CEHS Research
Liaison. Jim O'Hanlon stepped down as Teachers College Dean last
summer, but remains on the CEHS faculty.
Locations. The College of Education and Human Resources
spans three University of Nebraska campuses: City Campus, East Campus
and Omaha and incorporates all the buildings and sites currently
used by the two founding colleges. You can reach the College of
Education and Human Sciences by calling 402-472-2913. The address
is 233 Mabel Lee Hall, UNL, Lincoln, NE 685
Transitions. The creation of the College of Education and
Human Sciences was coordinated by the CEHS Transition Team throughout
2003 and 2004. A variety of Task Force Groups met to establish structures,
policies, and procedures for the new college. Among these are groups
focused on:
Academic Governance
Advising and Recruiting
Business and Finance
Graduate Education
Launching Event for CEHS
Mission/vision/strategic plan for CEHS
National Campaign to Introduce CEHS to Nebraska/USA
Research Policies
Technology
Tenure and Promotion Policies and Practices
Undergraduate Education
Alumni Organization. Officers from the two former alumni
board groups have joined forces to create a single alumni organization
for the College of Education and Human Sciences. This group has
adopted a new mission statement and recently approved by-laws as
well as new procedures for operating.
For more information about the new college visit the CEHS website
at CEHS.unl.edu
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