All right. It's time to call this meeting to order. Do I hear a motion to adopt the agenda? So second. All in favor? All right. Approval of the minutes, October six minutes. Are there any corrections to these minutes? Do I hear a motion to approve? Second. With a seconds go up. Olin favor? Okay. Very good. Before I turn the floor over to Provost enrich for remarks, the presentation, I'm responsibility based budgeting. I'd like to call the Senate's attention to a newly posted up-to-date organizational chart. I was gonna put it up here, but it's better for you to go and explore. Look unto the provost section of the Senate page to get your copy of the organizational chart please printed off. I would we've had more than a few changes across the campus in this past year. And the Senate has met some of the new faces. But there's many new faces that we are not familiar with, and so many of them support our roles. So I'm going to challenge you this year to fill in the chart. Some of you will say, ooh, fill it. It took me a long time to get through that chart. Even with Google, the search engine doesn't give you the names. I was thinking for all of your tech people that attend all the tech pieces that we can have a clicker quizzes May and just put their pictures up. Okay, alright, maybe not. This past year we met Michael Gilbert, the vice president for student life. I had the fortunate meeting of Dr. George browse for the new dean of students this past month. And he provides services that promote the academic success of all students and serves as a great advocate for us and students. He is the senior administrator office officer for student life in the absence of Dr. Gilbert. And I'd like to call them up to come and meet you. >> Well, thank you for inviting me. Sammy said, my name is George browse for them that the Dean of Students. I'm one of the new changes onto your charter. If I'm not there, please alert me cuz I like to make that make sure that that gets up there. And I was asked to speak for a few minutes about my job. And I will tell you hard time speaking about my job for a few minutes because it's like my favorite thing to talk about. I really do enjoy what I do and I'm very pleased to be here, but I'll give you a little bit of background, talk, a little bit about the job, and then we can talk about ideally, what I can do to help you in your jobs. And then we'll sum up with what you can do to help me and mine, which is near and dear to my heart. I spent the last 21 years at Rowan University and a number of different jobs. I had six different jobs while I was there for the last six or seven years, I was in addition to the dean of students, I was the Associate Vice President for Student Affairs since I've done this for quite some time. In addition to that of the last 32 years I've been in the field. I lived on a university campus for 30 of those years. And so when we have an opportunity to ask questions, I'll ask that you speak very clearly. I know that I have had significant hearing loss from living next to college students for the last 30 years. So did the student's job. And for those of you who have heard me describe this, I apologize because you're going to hear it again. The best way that I can explain the Dean of Students job to you is that somewhere right now in your kitchen, you have a drawer. And when you don't know where to throw something, that's where it winds up. We're probably has dead batteries in it. It's got bent silverware and maybe some rubber bands and things like that. That's pretty much my job. Whenever something doesn't fit into the normal procedures at the university, those things normally wind up on my desk. It really is the meat of what my job is about. And in addition to all the other things, the supervising of staff and and the working on policy and things like that. But the real meat of the job is working with students when they're issues do not fit the normal realm of what the university provides, the normal policies and procedures. I also respond to emergencies on campus. It's a 24-hour day, seven day a week. Kind of a commitment. A little difficult for me right now, is right now I live in southern New Jersey and I commute in every day, but we're going to be my family and I have been relocating down here as soon as possible. It's not horrible commute, but I'm not going to miss it. >> So what can I do with students? >> My job really amounts to providing advice, talking about policies and how to address things. Being an advocate for the student with the university, problem-solving, most importantly, listening. Very often just having a student be able to talk to somebody and talk through an issue. Student really develops their own solution to many of the problems that we talk about. We'd like to try to, to work with students to create solutions and to do it in a kind of a creative way for faculty and staff. I think one of the things that I can do is be a confidential sounding board when you have a concern about a student and you don't know who else the call, please call my office. And let's talk about that student. I think I can assist you in solving problems with students. >> Problems that students are experiencing or probably you're experiencing with a student. >> One of the things that I can do is have conversations with students about what they're doing outside of the realm of Judicial Affairs. So if there's a student, for example, that might be a disruption in your class and you'd rather not send the student through the normal disciplinary procedures, you can certainly ask me to call that student in and I will and we'll have a conversation. Those kinda things tend to work out very well. What you can do for me, I really do need you to be sending me students when you feel it is appropriate. >> And that's really what I enjoy doing. >> And, and the more students who've come through the door, the more effective I'll be able to be in my position. That's the basic just of my job. Of the things that I do. Do you guys have any questions for me? >> Anything that you'd like to know? >> Okay. >> I'm over and we'll add Hall on the first floor. >> Please give me a call. My number there is 7242 and I'm in Room 120. And I would certainly welcome any phone calls, any conversation, and certainly any students that you'd like to send my way. >> Thanks again for easy, without question. >> The next person that I would like to, to bring up is David Braun. I think we've all noticed the path of prominence and that there's been many changes in the way we look across campus. David Brown, the new vice president for communications and marketing. You're going to see is picture edge clicker quiz has responsibility for the development and implementation of the university's communication activities and the development of institutional relations. And these are critical to the marketing strategies of the University. >> David, luckily, it's not going to be that hard. >> So for the next few minutes, I just want to talk a little about what our role is in communications and marketing. And maybe then give you an example at the end about how we go about working on a particular project that might bring a little bit closer to reality for you. Basically what we're trying to do is we are the old Office of Public Relations. And when I got here, I realized that we do a little bit more than just public relations when it comes to the website and communications and overall marketing strategy for the university and media relations, helping with research and graduate communications and so on. And this mission statement really boils down to promoting the actions, activities, and achievements of the university. We are the spokespersons for the university, for the officer presidents, for the media, and so on and so forth. Bottom line, our objectives, we are really focusing on trying to build closer ties to the colleges and other units within the university. I've highlighted certain keywords here that I'm going to drill down a little bit later in the presentation. We talk about put counsel and support, how we've gone about doing that across the university, trying not to be just a resource where you can call us. And we'll be getting a little bit closer to the colleges and the key stakeholders including athletics, including Alumni and Development. And of course, the colleges, as I mentioned, enhancing local state, statewide awareness as well as regional, national, international awareness. The work that we're doing here, the work that you're doing here needs to be heard. And our goal is our charge is to make sure that people are aware that the one and only hire so far that I've hired today has been a national media coordinator. Our task is not to focus on Delaware media, or task is to focus on media outside of this marketplace, regionally, nationally, internationally. And we're gonna give you a sense about how we're going about doing that in a moment. Likewise, we also want to highlight protect the university brand. When that we refer to that is, is somebody would say, well, what is the university brand? And that's a very good question. And that's something which we are going to do some exploring on with some outside consulting support to look at what is our brand today? What should our brand B, not just the people who are our friends and our alumni and our supporters, but to the people who don't know us, what do they think about the University of Delaware and also protecting the brand has to do with our trademark licensing beyond athletics and so on. That the Spirit where that people wear by the bookstore, the 510 and so on, all is policed through art of our office. And just as a point to that, I will mention that a little bit later. There is some revenue that is generated because of that. And lastly, this is probably the most important objective is this one, this concept of one-stop-shop. When I got here six months ago and I looked at what some of the work that was being done in and how we needed to have a focus on one voice, one brand, one way of thinking about things. We need to have a focus on being one-stop-shop. So from the standpoint, with the support of others and administration, you can come to the office of Communications and Marketing and access our services? And our answer is yes. Our answer is yes, that we hope to support you and how to get you your work, your, your, your information out to the public. And that public might be the public of legislators, might be the public of other deans, might be the public of the media, our community, and so on. This is how we're organized, have kinda covered most of these topics. You'll see the different various areas. We have associate directors and directors of different different areas. I'm not going to bore you with an organizational chart, but just to tell you that I mentioned strategic communications. We are currently recruiting the high-risk speech writer for the Office of the President. There will be, help us to be one of the writers on our staff. I mentioned trademark licensing royalties, which we generated last year. We had our best year ever. We generated $212 thousand and trademark royalties struggles back into scholarship funds for students this year. Despite a tough economy, we're actually up 5% from last year, thanks to Under Armour right now. We also have a Creative Services. Web Communication's probably the one focus all of you've probably seen. If you've been to our website, you've seen a change in our website, u del.edu, as well as blue hands.com. We do not only whole website, I would say that individuals on the website, colleges on the website we do is we own the brand on that website. We own the idea of what the website should look like, the functionality that website, the calendar portion of the website, how that works within the different colleges and so on, and how we're portraying ourselves. Likewise, you do number of we have a separate division now focused on graduate research and global communications. It should not go over your head. The fact of why do we have that? When you think about the path, the prominence, you think about the focus of President Harker spat the prominence and having a director and division that's focused on the work at every nurse is doing and the work that Havana is doing and the work of the group of people that support them. And what we're trying to do to be supportive of that. Likewise, publications, media marketing, and advertising, several of the things that we do, we are actually at selling ad sales. Our offices also involved with supporting the campus directory, supporting the messenger magazine, and so on. And we do sell to that unless they just overall marketing administration and the UD mascot, which are my friends believe that's what I do here day in and day out. So a couple of our recent ongoing accomplishments, we did establish a Udi Marketing Council. This is probably one of my smartest things I've done, which is actually bent intake individuals from the different colleges and create a dotted line responsibility between our office as a university-based office, and some of the key stakeholders, such as an individual from all the seven colleges on the marketing council, is an individual from athletics, is an individual from the libraries, is an individual from Alumni and Development relations, a way of fostering communication so that they know what we're doing and we know if they're doing it, is to create an atmosphere where they don't have to call us about things because we know what's going on. And the individuals reside in the colleges, in the athletics department, in libraries, and they know what's going on and they can communicate with us, the licensing and advisory committee to some individuals on that who just assist us with some of the decisions when we go on and making. And you'd be amazed at some of the decisions that we have to make in what we're going to be licensing. And that licensing, what we're going to put our name on and not put our name on what's important to us and what's not important to us. We're currently involved with the officer Provost and admissions and working on marketing. Our commitment to double variance. When you think about the path to prominence and the number times, I'll keep referring to the path departments during this little talk. That's Delaware first. And the idea that right now we have 75 thousand brochures waiting to be mailed out to every single household in the state of Delaware who has a sixth through 11th grader, because we want them to know about our commitment to Delaware ends. And that's part of the process of how we go about marketing the university. It's not just marketing it from a brand standpoint, marketing from a real product standpoint, and a real idea about what the limited awareness is, which is more than just a financial commitment early notification process. This year, and certainly the academic roadmap, the brand research study I've alluded to. And another opportunity we had, thanks to Ralph beg letter, was producing great decisions TV. Great Decisions TV is a type of opportunity with We look forward. It's produced land previously produced in conjunction with Georgetown University and prior to that by Sunni. That is something that didn't cost us anything to produce that, which will generate about $250 thousand worth of advertising revenue, in-kind advertising revenue, because it's going to be in 65 to 68 markets around the country. That is produced in conjunction with university Media Services, Uranus department And it's features are our media services, personnel, and the all the promotions or in conjunction with the University of Delaware, the closed circuit television channel. Coming soon, we're going to upgrade ours closed circuit TV on campus, were continually looking for ways that we can be communicating. Your rule of marketing is spaced repetition. And we're trying to continue to communicate so that those individuals who don't happen to look at new daily, how are they being communicated? Perhaps by having a better closed circuit TV, which actually feature cspan and has a crawl on the bottom of the screen. It tells people what's going on that day. That day on this campus might be something which more people will be entertained with. And lastly, this is the cover of the next messenger. Messenger will look a little bit different. The messenger is mailed to a 140 thousand alumni and friends. This next issue, the messenger which is coming out after the election. Yes, we're holding it just in case we are holding it's after the election. To add that paragraph, we have both paragraphs written and it's actually we mailed in conjunction with the report of private support. We're doing that to save on some postage costs, as well as to begin to push both products more sustainable. The size of the messages changing, you'll notice that the word Messenger is a little bit de-emphasized. And there's another word that's emphasized quite a bit more that goes back to our branding. It's the University of Delaware messenger. So a little bit about how we measure our success. And I'll give you an example and then I'll answer any questions. These are just two examples of some measures of how we're going about measuring what we're doing. This first on the left hand side is, is one of our targets for this use increased page views to u del.edu by 5%. This is what our homepage currently looks like. And I didn't take the maps Google Analytics, but a statistics down below the, the figure are actually from our from Google Analytics. And one of the things that we're trying to do is we are really trying to measure. It's not just enough that I stand up in front of you and tell you the things that we're planning on doing. But I'd like to be able to come back to you on a periodic basis and tell you how we're doing it. >> And I'd like to be able to say is that we measure what we're doing. >> So even something as simple as why we're investing in the website, more and more people are, as you all aware, are searching for things on the website. And we're tracking our website activity. Currently, our page views are up. And I will tell you that our pages are up, not just because we refresh the website or page views rough, because the way that we're working on search engine marketing techniques and opportunities thinking. One of the things that faculty can help us versus when we have opportunities with other organizations is one of the key things that we can be doing is linking with other quality organizations. People want to link with us because we're a.edu website and we're highly thought of. And so how do we link with others? Rapid organizations on the right hand side is another measure. What we're trying to do, unfortunately, I can't give you used statistical information from previous years because we never used to measure this. But this is from a new software system we purchased called Focus, which allows us to help track where our media is being picked up nationally and even internationally. Also the media service guy that allows us to find out what medium, individuals in different markets, what they're working on. And these little squares and circles represent the different markets. And interestingly, I clicked on one of them, and when you're in the website and you can look at it and so on. So in Denver, the Denver Post picked up something about University of Delaware. And just to show you the level of detail it gets, there was an individual who was a student who was 62 years old who died of complications of heart disease. And in his obituary It was mentioned that he was in 1967, graduate chemical engineer graduate of the University of Delaware. Now you might not think that's important, but that mentioned in that and there was an head value towards that which we can quantify. And also that's something important when you start to think about the importance of that to our development officer Alumni Relations Office. And knowing about that early, I can also tell you that we calculated the value of the fact that Joe Biden was named the Democratic vice president nominee. And during the months of September and October, it generated $4.1 million worth of add value. That's not a number you go home and write about, but that's the number that quantifies. If we were to place the media in publications like The Wall Street Journal and The New York Times, CNN, that's about the equivalent of what we'd have to purchase to get that same sort of value standpoint. So we're tracking this, and I point this out to you only because from a standpoint of the other part of marketing is measuring our success. Lastly, an example. This is not quite live yet, but it's an example of how the offs communication and marketing does coordinate certain things. A couple of professors, Chief Scientist Craig carry, and he's working with Eric Womack. This is really a virtual field trip, which is being presented by the University of Delaware with support from the National Science Foundation. It's a virtual field trip that is exploring deep sea hydrothermal vents in the Pacific Ocean. At present, urban schools from all over the world, literally Sunday, a couple new schools as of today, Great Britain, Costa Rica, and a request from Tanzania has come in. This is a good example of how graduate students were involved in putting the content together. The Office Communications and Marketing is, is jelly myths together to create this virtual field trip so that it will connect to students via an interactive website with blogs, dive logs, video clips, and so on. And it's portraying our research and our faculty in the most positive light as possible. So that's my presentation, that's the overview, and I'll be glad to answer any questions. Thank you, John. >> There's a question till after I thought of it literally, yes. >> You're in my previous life when you have arbitraries and creating new names and new ideas and new thoughts. You can trademark concepts after I was here for a couple of weeks and I saw that name being pushed out a lot. And I I called University Secretary's office and talk to Deb half and I said, hey, let's see if we can trademark that. And we do actually ON THE trademark for that About the comments I should also mention to you or to one of the things I'm really excited about. The other big news for us today, this is big news for us, maybe now it's big news for you. But as of today, we have a new central public relations and media relations phone number for our press. We are now at 247 operation Udi one news at 6397, 24-7 during office hours. Of course, it's answered by our office and is a member of our media team. Some of the people you, Mike now, Neil Thomas, John Brennan, Andrea boil, myself, what these individuals are on call 247. We rotate that. So that allows us to have any sort of issues we might have with students, with faculty or otherwise were available. 247. You can call us anyone in our office at any time. Our answer is always yes. It might not be yesterday, might be yes tomorrow, but it will be yes. And we look forward to working with everyone. Yeah. Thanks. >> Okay. >> I got some news from Provost rich. He asked me to save the best for last. He'd like his remarks in the RGB presentation to be at the end of our meeting is correct and saving the best for last. Okay. So I'm going to move on to my announcements. And there are a few announcements for our student guests. I'm hoping that you went to the faculty website and found out what the Senate does. Because we act for the entire faculty, coordinating faculty governance at UT, and exercising our responsibility in educating you. Each of the Senators that you see here is elected by the faculty of their unit. The monthly agendas, I think everybody's getting them or going out to all faculty one week ahead so that everybody is aware of what the issues are and what's coming up on the Senate floor in hopes that they lean on their constituents and tell them what they think the vote should be. You will see yellow cards. Yellow cards are voting cards and bluer non-voting cards. And senators, again, fix it. >> If we have something wrong on your card. >> At our next meeting in December, which is December first, we should receive a report from the Senate Ad Hoc Committee on the breadth requirement. This is one of the reports that we've been waiting for is come as emotion from the floor. And they're working very hard. I know they're meeting the fifth. Okay. The fifth, an African can't wait to present the results in December. He's the chair. I would now like to invite Matt Robinson up in. This is your surprise piece of my announcements to give us a preliminary report and the new Residence Life Program. The evaluation report should follow. In February, Matt >> Thanks, Amy. >> As as was required of the student life committed faculty senate from last year. >> And the, uh, the process we went through in the development and approval, ultimate approval, the faculty senates of the Residence Life program. >> Our status right now is we're required to do an evaluation in December of the of the program. And what we've worked out with the Residence Life staff and Michael Gilbert and student life is that we'll do a survey in December, as well as open forums with students at all the residence halls with the ultimate goal of presenting report at the February meeting. >> Student life uses an instrument, the educational benchmarking instrument, that's sent out to the students to assess the overall residence life experience. And then based on that instrument, you're allowed to develop ten specific questions that are unique to your university. >> And Michael said that we can use those ten questions for, for our purposes to get student feedback in regards to their experience with the residency program in the fall semester. >> And then we felt that we had a lot of success doing the open forums last year emulation to last year's program to we decided to replicate those. >> And again, I think the goal is that on December seventh will be holding for four to five different at different locations to make it accessible as possible to the students in the residence halls to come. >> And each member of the committee will lead one of those open forums to get feedback on the student experience. And then again, if, if everything works timewise, the the information that supposed to come back from EBI is usually mid January so that we can meet as a committee, review that information, had the information from the form, and then make presentation at the February meeting when the experience for the students this past fall. >> Any questions? >> And again, want to recognize Michael and his staff and the Residence Life staff for for other cooperation as we move through this process. >> You want your card yet? Can't be losing cards. Okay? There was emotion from the floor at our last Senate meeting to sending internal transfers policy to committee. I would like to report that it has gone to the Undergraduate Studies Committee and we'll come up through coordinating before it comes back to Senate. And I also, this is kind of an off the, off the topic, but tomorrow is to get out and get voting. Wait. In line DE, we have two professors who are on the states and that ballot, and I just want to mention their names. Dr. John McKenzie from Food and Resource Economics is District Six. And Dr. Bethany, How long is district ten? She's from nursing. Ok. Last but not least, I would like to thank Fred Hofstetter for his resourcefulness. He was a big help to the Senate, at least to me. And I wanted to just thank him. And you can ask them later what that's about. We're going to move to the consent agenda. We have announcements for challenge is none I finally learned how to do this. It's only the third meeting. Okay, on the regular agenda, we have one resolution. It's a recommendation from the Faculty Senate Committee on rules with the concurrence of the executive committee to amend the faculty handbook section one organization or the handbook organization to the faculty by laws and regulations of the university faculty senate, the standing committee system of the faculty. And it's set at gena General Education Committee. Whereas the charge of the Standing Committee on general election states this committee shall consist of 15 members, including the Director of the Office of Undergraduate Studies. And whereas the position of the director of Office of Undergraduate Studies has been eliminated. And whereas the Faculty Senate Committee on Rules recommends the provost or designate replace the Director of Office of Undergraduate Studies as is stated in the senate committee on undergraduate studies. Be it therefore resolve that the charge of the general education committee be amended to read provost or designate? Do I have a motion to approve? Second. All in favor say this was an easy, easy meeting. Okay. Was there anybody that wants to put up there? There are negatory vote now. Ok. We have no all business, no new business so far next month. I expect this to be much busier. And now I'm going to call for the introduction of new business. Keep in mind that such items may come before the Senate, but no motion can be introduced under the new business except to refer to committee. Do I have any new business? >> Yes, that's right. Or university raising graduation. >> That's an excellent question. Who would like to answer that? Apparently, not. There you go. Do I have any other questions or anything to bring to the floor? Yes. >> Doe horse post implementation review, I think for me. >> Okay. That sounds fair to me. Okay. So we could do that in the February meeting, get an update so that you know the status of the daily courses. Any other new business? Yes. I don't know what to do with that. Karen Goes goes to the registrar so I can send it to the registrar? >> Yeah. Okay. >> I got my answer. >> Any other new business? >> And your name was Debbie Andrews? >> Ok. >> I'll make sure I CCU on my email. >> Okay. >> Now I'm going to turn the floor over to the thanks, Shameek. >> Happy Election Eve, seven AM. That's when the, when the voting booths open. And you can all go and help david Braun pick which paragraph to put in the messenger. You know, whatever. Either way we're exercise, after all, we are at the epicenter of politics. Isn't that designation. We got our major discussion is on RPP, responsibility based budgeting. And I will surely turn this over to Rob spectra, our vice president for finance. And we have some other very highly qualified colleagues here to talk about it. And Peggy butter fuzzy, a system Provost and Kerouac budget director. A lot of other folks have been working on the Deans and others have been on working on this for a long time to answer questions before we do just two things. One is not on budgeting. All foia first-year experience, we've been working on a pilot. We have 23 sections of this pilot of all with university studies students and have it on encouraged me to tell you a little bit about the experience. I think we've actually been finding that it is truly a pilot. I'm looking at, I write average, truly it, but we are learning a great deal every week. And, and I know this I have to send good authority because I'm doing one of those sections and we're finding out things that we hadn't anticipated and some other things that we know we need to prove. This is the pilot that he's trying to take. The expectations we have for having this first-year experience help our students both navigate the university effectively begin to engage very early on in a, in a broader dialogue on ideas beyond their particular area of specialization and interests. All the students and all the sections all read the same book over the summer. Richard lose last-child woods, I recommended. It's an interesting, fascinating book. And the focus is on not on the experience of nature. And the range of the sections range from 1and, I'm doing one on globalization. There's one on our foxes. To anyone on spirituality and nature. We have every, pretty much every discipline you can imagine. So far. The experience has been, I think, a very productive from the standpoint of the students and And also from the faculty. We've had some interesting challenges I should consult with, with my friend Freda over sky and portfolio arrangements. And you'll get a full report at the Senate after we complete this round and the kinds of changes we hope to make in the future. So that's that update. Now RB be budgeting. So, so let me set a stage, no pun intended, in the stages. This, this university, this interval institution, had until relatively recently in its history, a very highly centralized budgeting system. How centralized? Pretty much a situation where up and up through the 19 eighties in particular, any decision that was going to be made on the allocation of resources tend to find its way back up the tree, usually to the then provost office. And, and, and that's where the allocations took place. Highly, highly centralized. Who was also one, which was my terms rigid and brittle. Rigid and brittle it mantra, you got the money how to use for this purpose, you used for that purpose, you had a certain amount of time to use it. You didn't use it that way. You can use it any other way. >> And if you didn't use it, you lost it, right? >> So we had all sorts of strange behaviors that went on. I'm looking at my friend Carol rally at the end of the budget year. If you didn't use it, you lost it. And it was an amazing number of paperclips that were purchased in the last day in June before the end of the fiscal year. Very rigid. So we're all the way on one side, pretty much okay, of, of a centralized system. And there are a couple of exceptions to that are too small colleges like when was submarine studies and urban affairs. We had certain levels of discretion. But at that time, those of that level of discussion was precluded. Any other colleges on-campus. 990s, 697. It was a transition for a whole year. We went through a lot of changes. We, we took half of the colleges at the university and we figured them into two new colleges. We also restructured the budgeting system and we move from a highly centralized system to a moderately, moderately, maybe 1 third of the way towards decentralization. And that's the system that you've all been operating under since 1997. It's a block budgeting system for the college ism. Each allocated funds to the beginning of the year. You well, if you understand, you carry ME over. If you overspend, you get a phone call as to where are you going to take the balance. Okay? Meant that there were certain incentives in terms of the way we handed over handle overhead return. And there were benchmarks reach college. And then after the benchmarks were met, that the funds above the benchmark where retained by the college and reinvested for other uses and some other features. They went a certain way towards decentralization. And when a certain way towards reducing the rigidity that was in the previous system. Were now about to embark upon the next stage. Movement and I'd say moving about another third case. >> So we are going to move another third more towards a decentralized. >> So this time we tilt towards a more decentralized system without a 180 degrees across. But we tell towards a decentralized system. It will remove additional limitations on the way funds are, are utilized. It'll also track some revenue sources with the actions that generate. Those were avenues including tuition, okay? And increasingly sponsored activity, research and other forms of sponsored activity. And it'll move, it'll have width it coming with it. A concomitants set of policy changes. We're not gonna talk too much about that today, but at a future meeting, I'd be happy to discuss that with you. And I can see the dean sort of nodding, okay? Because when you change the flow, finance, the financial system, the budgeting system, you also want to change the decision-making system that's, that relates to it. There's no sense in keeping a more centralized decision-making system on say purse. Now, if you're going to decentralize the responsibility for the investments in personnel within some within some bounds. So will be making a can accommodate change. >> There were moving another third of the way. >> They're so it's a dramatic movement and it's a, it's a movement though in the same direction in which this university has been moving since the early 19 nineties. And it is one that many people, some of whom are in this audience and hear today advocated for some time. So I don't want you to think that particular model has been developed in the last year or so. But up at the concept of moving towards greater decentralization, what this will do is, is enhance both the authority and the responsibility of those making decisions at ETL, at the college level in particular, and then within the colleges at the academic department. So two things further, three, actually, if you bear with me. First is we're going to initiate this new system on July first, 2009. Starts July first, 2009. I, it's got a lot of algorithms of features and some of which Rob will go over. And if you want to stay a couple of weeks, he can go into the detail with you. And we were working on buddy, but here's the thing. That's the beginning, not the end of the transition. The beginning up to now, we've been modeling, gathering data to having discussions, having disagreements, resolving them on how to organize this. We've been in this modeling, we're producing a model. We're going to start implementing that model July first. That's when we really start doing what this institution is dedicated to doing best. And that's learning will learn principally from what our experiences with this budgeting system. And by the way, let me say as an old head here, that's exactly what happened in 1990 to 1997, we had a model, all sorts of things were claimed about the model. >> Ok. >> Some good, some bad. Most of them not accurate, most of them not accurate. And we've continued to refine that model over the last 12 years, almost 11.5 years. And I am confident that that's exactly what will happen with our bb. In fact, those of you who were at the faculty meeting prior to the last senate meeting. You'll recall that's exactly what Pat Harker said, that we're on a mission, we're going to start because that's best way for us to learn and we know we're going to keep changing. We had a visitor here from the University of Michigan, one of the institutions that uses our Beebe not too long ago, a guy named Jim Murdock and I it's imbedded. It's imprinted on my my I remember him saying Okay, and they've been at it for ten years. Rob is I write 1010 years and he said everything they started with. They've now changed to some degree that has just by using it, they learned how to improve. It didn't say they jettisoned if what they learnt how to improve. And I expect that that's process. So I hope you'll engage as you as you listen to Robin and others today, that that's the process we're in another beginning, this transformation. And we're going to have to keep this conversation going. And let me just say that the deans have been engaged in this continuously and I'm seeing some smiles. I think their smiles, some expressions. Anyway, continuously from the outset, the chairs had been engage. We gave the same presentation. Pretty much it you're going to get almost was given the chairs workshop not too long ago. And the chairs have gotten detail. They're meeting again the chairs caucus later this week. Rate. Okay? And they want to, they don't even want the presentation. They now want a whole bunch of questions answered. So Ravel give the presentation. You have to answer the questions there. So this is going to be going on throughout the campus. What do we achieve? A hopefully what we achieve system which is much more flexible, much more responsive to the university substantive priorities. By enabling those who are to be held accountable in a positive sense of that, who are the experts in another sense of that, in regard to those priorities to be able to make the decisions about the use of, of the resources available to my mind. It's pretty simple. You ideally want to have decisions made as close to the point of expertise as possible. And those are generally not decisions that can be made in a centralized fashion, almost by definition, they have to be made as close as you can match to those who have the knowledge of how best to utilize the resources we have. We also want a system that's pretty flexible, doesn't lock in, and that has within it at least the attempt to support and, and provide encouragement, some call it incentives, I say encouragement to, to those activities that we've already defined as the priorities of the university. That's what we're, that's what we're striving for. What we know for sure is that there's no way that all of us collectively Going to be so smart that we're going to have it right on July first, 2009? No way. Okay. We all know that. Ok. And if we ever sense that, we might forget it. We can think of what Jim Murdoch told us about the University of Michigan. A lot of smart people there too. So this is a work in progress, but it's a very important work for the success of the university on the path to prominence. With that, then I turn to my good friend Rob specter. Rob, Rob is vice president for finance. You'll find him somewhere on that organization chart as well. >> I'd like to thank Dan for essentially making my presentation for me. I'll be happy to take your questions when you are a financial officer at an institution as complex as the University of Delaware. The last couple of months have given me lots of opportunities to lose sleep. So my wife and I talked it over. We decided to buy a couple of puppies since we're losing sleep anyway. And the point of this introduction is, is simply to remind you in case you had forgotten that tomorrow is indeed our national election day. And whatever your preference, be sure that you take time out from your activities to vote. So let's talk about responsibility based budgeting. What is our BB? It's a philosophy of financial management purely and simply, it's a philosophy and it's designed to help us achieve our mission in ways that we had, at least not in some circles considered achieving our mission before. As Dan pointed out, it helps us frame our decision-making about resource allocation. And it allows decentralization of decision making to the level as we're implementing here at the UD, to the level of the dean of the college. And ultimately and lastly, it aligns, if it is used properly, it aligns accountability, authority together in a fashion that that ties to our mission, the resource allocation decisions. And it considers both the expense side, which we do now in our black budgets, with the generation of the revenues that support those expenses. So why would we do this here? Well, there are a number of reasons, but, but incentives really are the name of the game. This is a financial model that follows a philosophy that is driven by incentives. This is a revenue incented financial model. And the idea is that if we match our and expense budgets by tying to them decisions about how we raise revenue that we will have properly aligned our incentives to raise money in the achievement of our mission. Inherent in this is the expectation that will not only be effective in what we do, but will be efficient in doing it. And you probably all know and would be concerned about. I think focus solely on efficiency is counterproductive in any organization, but especially at a university. If we're only worried about efficiency but not effectiveness, we can save a lot of money but provide very poor quality service to our, to our students. And that's not what we want. We want to provide the highest quality services to our students. And in so doing, be as efficient as we can in that delivery. So as, as we thought about how to organize this work, we identified our direct stakeholders. And I'll point out that there are of course, indirect stakeholders, such as the general public, who are not mentioned on the slide. But we wanted to identify the internal stakeholders and we very prudently and cautiously alphabetize them so as not to anger any one particular constituency group. But we do want you to realize that there are many individuals who have a stake in the successful implementation of whatever budget allocation scheme we derive. And initially we started with, with the seven college deans, representation from my office, budget office, and of course, assistance at the highest level from the provost's office and began to work on this. We started out by looking at other universities who have successfully worked in this realm of what is generically referred to as Responsibility Centered Management and what we referred to as responsibility based budgeting. In our version here at UD, very quickly, other members of the provost executive council expressed interest and ultimately, we expanded our advisory work to include that group. And this group's role, as you would expect, was to, to help guide the development and the goals for the model. To help look at the implications, both intended and unintended of application of real time data to the model to see just what would happen if we were to move in a certain direction or different direction and to identify the issues and concerns that we would all be worried about as we morph and ultimately to find solutions to those concerns. And over the course of quite a number of evolving conversations, we identified an initial set of about 32 major issues that we needed to hammer out and worked through. There are many, many minor issues that are still related to this yet to be worked through. But, but the major ones we believe we at least have an understanding of, if not a handle on Now, simultaneously, we engaged a group of professional staff, some of our smartest and longest in service, who really understand the university well, who could help us work out the nuts and bolts of how to actually implement a new budget Program at the University. And so that group undertook these kinds of activities and has continued to do so, not the least of which is, is helping staffs in colleges as well as in administrative units learn what this is all about and make the most of their skills in order to help guide decision-making both in the colleges and administrative units. So the basics, we have a unit we call responsibility center. And in plain English, that simply means any unit that has a budget. And the way that we're implementing here, as I mentioned, is where decentralizing by moving revenue and expense responsibility to the level of the college deans. So that's really the level we're talking about here. And we not only move the revenue out, but which is unusual because as Dan pointed out, our history was that revenue was a consideration of central administration, not of revenue generation was for the basic budget, was not a consideration of the deans, but for other budgetary aspects, most assuredly was and and to match that revenue comes an allocation of expense. And so expenses not only for the direct provision of instruction and faculty expenses, et cetera, but also things that in the black budgets we had not particularly been concerned about before, such as the cost of administrative units that, that are not within the academy per se, but are fundamental to the academy's success. So the president's office, the budget office, human resources, facilities, and the like. Also, those expenses need to be charged out to the locale where the revenue is, which is now in the purview of the knee. And before I change the slide, I'll just point out it's clear that this is a homegrown version of Responsibility Centered Management. So, so this is being created in the context of decision-making in our traditions at the University of Delaware. And the idea here is that if we are effective and if we are reasonably frugal, we should be able to create net revenues that exceed our expenses. And that would represent the flexibility that deans would have to invest in new programs, investment faculty startups to invest in, in new services for students. So under our Bb, the academic units received the income. They are allocated cost there also allocated a portion of of the the relative portion at they occupy of rent and utilities. And it's a proxy because we don't We don't have a an electric meter or utility meter on every single building. And some buildings are shared by multiple academic units. So it's a little bit tricky, but we went through and we figured out who occupied what space. And we made some are relative cost assignments because some space is more expensive to operate than other spaces. And so we wanted to make this reasonably fair without without making it so fine and picky that it would be impossible to administer. And what we see here is the places where the, where the revenue comes from and the places where it would go. On the left side, see a long list, loved to see it longer, of our revenue sources. And on the right side you see the seven colleges along with something at the top we refer to as strategic initiatives fund. This is a portion of revenue that is earmarked specifically for President Harker. Two allocates for various strategic initiatives as he sees appropriate all the remaining revenue and it is by far the lion's share goes out to the colleges. Similarly, expenses have to follow those revenues. So you see on the left side, the very same set of colleges who will receive the expenses and then the list of illustrative expenses on the right. I want to point out just one item here and there are many worth pointing out, but I want to be respectful of your time. At the very bottom of the list is reserves. Reserves as something that has, is becoming much more prominent in the lives of a fiscal administrators. After the last couple of months of market volatility, we, we run certain risks associated with reserves. And I won't spend a lot of time on this, but I do want you to think about this. There is risk of too little reserve being kept. And that's a fairly obvious risk. That's where the Deans and other vice president say. While the Vice President for Finance is a smart guy and he's not going to let us down. He's going to keep some reserves for rainy day. And so I don't need to worry about that in my budget. And of course, it's true that I will keep reserves, but they are for the general protection of the unforeseen and the uncontrollable at the university level. But at every level, there needs to be some degree of reserving, especially given the uncertainties associated with enrollments and and other parts of the revenue stream as we go forward. What I want you to think about though, is there is an equal challenge of or risk of over reserving. This is when everyone, all the way down in budget management is so concerned about reserves that each party, each budget manager reserves a little bit too much. And the result, if you think about it in the aggregate, is that the university potentially could not be spending the resources it has available to it to the best and highest use for all of our students benefit if we are all trying to reserve too much. So the conversations about the appropriate level of reserves is a conversation that will continue to have and continue to work on. I simply want you to understand that there really is more than one dimension to the risk. So all of this sounds like a lot of work and believe me it is. We've spent about a year on this. Why bother doing this? While very straightforwardly, the reason that we're doing this is because we believe that, that the speed and the distance on our path to prominence as a university can be enhanced by a budget Program that provides incentive for revenue production by meeting our mission in a most frugal manner and by putting the decision-making in a decentralized way to the dean level. So some fundamental questions of always come up. And that is first, is RB Going to set our priorities? And as you can see, no or BB doesn't set our priorities, but it does influence our behavior as we go after those priorities. So there will never be a time when a budget program determines the priorities. And that's really important because at some point, somewhere along the line in the evolution of our, of our budget program, someone is going to say, when you are offered the opportunity to speak up and advocate for a program or service that you feel would be appropriate. Someone is going to say, oh, we can't do that. I'd like to do that, but we can't do that because our bb won't let us. Now that's just not true because our bb isn't a decision-maker. It's an influence on decisions, but it doesn't make decisions. Indeed, what the reality is, is you have a very good idea, but it may not be quite as good as the five or six ideas for which there is enough funding in the program to fund. Its not say it's a bad idea, but it doesn't compete well with the idea. So in the marketplace, have good ideas. There is a price tag attached to some of them because we have limited resources. So when you do here that are BB won't let you do something. Just remember this part of our conversation. And at the minimum, you'll know and, and, and you may even smile. Now we have a special mission as a land-grant Sea Grant Space Grant, urban grant university here. And that mission is, is, is fundamental to our very character, is a program for the budget that's, that's like I'm describing, appropriate for this kind of university. And the answer absolutely is yes. In fact, I can't imagine a budget approach that would be more appropriate in our history of land-grant universities in this country, we have aspire to and been proud of providing a wide variety of services to many different internal and external constituencies were very proud of that. We should be as resources become more and more constraint. And it's our reality over the last couple of decades. And there's no sign that that's going to change as we go forward. As resources become constrained, it becomes absolutely impossible. Not just not a good idea, but absolutely impossible to become all things to all constituents And so we have to have mechanisms to force us to reconsider the use of our funds, whether we'd been doing particular program for a long time or a short time, there should not be in our own mind the concept of entitlement of programming. And instead, we should be critically analyzing the relevance, the importance, the contribution that our programs and services provide our constituents and our society. And this program of budget assists and incense that kind of behavior that allows us to do that. Now we have certain activities and quite a few of them which do not produce revenue. And as I said, this is a revenue production model in terms of incentives. So what about those? What does, what does RB be mean for those really important things that we do that don't necessarily make money. In fact, cost money, welfare starts, you'll see on the slide that low revenue priorities, we're starting with priorities by their very nature, they're things we want to do. So we've already taken out of the conversation things in our priorities, things that we don't want to do. These are the, these are the priorities that we do wish to do. And again, I'll just mentioned that are BB doesn't make the decisions for us, we have to make those decisions. And ultimately there'll be a series of conversations. And these conversations have gone on for years and will continue under the new program. It's really not new of critically analyzing the importance of what we're doing in whether or not we want to spend money on, and it's really that simple. This slide probably sums up RB be better than any on the vertical axis, we have quality of program and fit with our mission. And the higher you go on that axis, the better the quality and the closer the fit. On the horizontal access, access, we have revenue production from low on the left to high on the right. And the place, the sweet spot where we want to be is in the green disk in the upper right quadrant. That's where we have really good quality programs and services that perfectly correlate with our mission. And they produce revenue. Teaching undergraduate sections where undergraduates are contributing to our revenue streams through tuition is a perfect example. It's, it's exactly what we want to be doing. Now, if you look to the left, you'll see in the pink desk other important activities, but they don't produce revenue. These would be funded through intervention. Intervention very straightforwardly is a, is a, it's a carve out of the operating budget for the university as a whole. It represents just a little bit less than 10% of the anticipated fiscal ten budget. And and it's fixed going forward and it would be allocated in a fashion that is reasonably fair, we believe in our modelling. And it's designed to fund the activities or at least support funding for activities in the colleges which don't produce their own revenue stream. In the lower right is an area that I would urge caution. It's what I referred to as diversion. It produces high revenue but has poor fit and possibly poor quality associated with our mission. These are bake sales. You can make money at them, but they really don't have anything to do with our mission. And we want to be careful that if we engage in these, that we do so thoughtfully, so that we are always aiming to get into that upper right quadrant and don't
2008-2009/facsen-20081103.mp3
From Joseph Dombroski May 06, 2020
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