Category Archives: Building on Excellence

Many Identities – One SDSU Community

Recent events at the University of Oklahoma and UCLA have highlighted something that, in our hearts, we already knew. We have a long way to go in achieving fair and equal treatment of every person on our college campuses. To the good, there has been near-universal condemnation of the blatant racism at Oklahoma and of the anti-Semitism at UCLA. Further, many students, faculty and staff have emphasized that these hateful and discriminatory actions represent the views of only a very small minority on our campuses.

Yet, these atavistic, insular hatreds persist. They are part of a powerful set of forces that are dividing Americans and our university campuses into ever smaller groups based on our race, ethnicity, religion, gender identity, sexual orientation and their intersections. Such divisions reinforce old hatreds and create new ones. For example, cultural appropriation, in which one group mocks the cultural identity of another group, and identity politics, in which groups support political positions based solely on their identity, further divide us.

In this maelstrom of separation, we all lose. We lose Dr. King’s vision that, despite the injustices of the past and present, we can all share a common future – that “the sons of former slaves and the sons of former Quest for the Best winners 2015slave-owners will be able to sit down together at a table of brotherhood.” We lose the benefit of our rich diversity in which we come to appreciate the value of each other’s unique identities. Perhaps most troubling, we lose the ability to act as one SDSU community – which is essential to all of our successes.

There is a way forward. We must embrace and respect each other’s identities, both individually and as groups, in all of their complexities. We must also recognize that these diverse identities can come together to support one SDSU community – a community that is defined by shared values, shared aspirations and shared experiences. This is the promise of our diversity. Our “One SDSU Community” initiative – part of the implementation of our strategic plan, “Building on Excellence,” – attempts to realize this promise. The initiative is a multi-faceted effort to foster shared experiences, shared values and shared aspirations in our community. Three major programs were initiated or expanded this year. The Aztec Unity Project brings together diverse student organizations to work on community service projects and reflect on their experiences. Integrative diversity workshops, conducted in partnershipAztec Unity Project participants with the National Conflict Resolution Center, help student leaders develop skills to communicate about and resolve conflicts related to diversity issues. Campus Collegiate Dialogues bring students together to discuss and reflect on the challenges facing our diverse society. Hundreds of students have participated in these experiences this year with plans to expand our efforts in the coming year.

Our campus’ rich diversity and our substantial diversity programming provide us with a special opportunity to create a distinctive new model for higher education – one in which diversity is embraced, common humanity recognized and shared experiences and values build One SDSU Community. This is the path to greatness. For, as we know from 118 years of our university’s history, we can accomplish anything when we work together as one community.

Greek Awards winners

 

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Spring Brings New Initiatives in Research and Creative Endeavors

Detail from a visual art piece depicting a bacteriophage.The arts and sciences present complementary ways of understanding and engaging the world, but both enhance our quality of life and the meaning of our lives – from the powerful insights and emotional experiences produced by great works of art to the profound impact of scientific theories and discoveries in applied disciplines like engineering and medicine.

SDSU has strong traditions in both the arts and sciences, and an innovative group of artists and scientists is taking important steps by exploring the synergies between the two.  A great example of these efforts was the recent Phage-Infused Evening of Art.  Spearheaded by our distinguished Professor of Biology, Forest Rohwer, this event brought together renowned researchers and artists for a showcase of students’ music and art inspired by the molecular structure of bacteriophages (viruses that kill bacteria).  In a scene reminiscent of a SoHo opening – seen in the video here – the University Art Gallery displayed multimedia visual art inspired by phages’ molecular structure, and Professor Joe Waters Two musicians perform music inspired by bacteriorphages' molecular structure at the University Art Gallery at SDSU.conducted an original composition based on the fractal patterns in phages’ DNA.  The visual art and musical compositions were innovative, dramatic and provocative.

The evening was a fitting start to a spring semester in which we will pursue significant new initiatives in research and creative endeavors.  These efforts, part of the implementation of our strategic plan, reflect our community’s ethos that vibrant programs in the arts and sciences are essential elements of the exploration, both of knowledge and ourselves, that characterize a great public university.

These efforts are truly “Building on Excellence.”  In the last year alone, Rob Edwards and his colleagues discovered a virus that affects digestion in half the human population, Robert Quimby received the Breakthrough Prize in Fundamental Physics for work demonstrating that the expansion of the universe is accelerating, and Ralph Axel-Mueller and Inna Fishman discovered brain pathways implicated in autism.  Similarly, our efforts in the creative arts advanced with a visually stunning performance of “Les Misérables in Concert,” starring Broadway legend Ivan Rutherford, and our Arts Alive SDSU initiative is on track to present visual art, poetry and pop-up concerts to an audience of over 100,000 by the end of the academic year. (In the fall semester alone, more than 50,000 faculty, staff, and students engaged in the arts at SDSU.)

This spring, we take the next steps.  We are recruiting a significant cohort of new faculty in the arts and the sciences.  These efforts include the Conrad Prebys Chair in Bio-Medical Research, faculty in our areas of research excellence – viromics, clinical and cognitive neuroscience, climate and sustainability, and human dynamics in a mobile age – and artists in musical theater, music, dance and visual art.  These new faculty will bring energy and cutting-edge ideas – the lifeblood of the university – to advance our academic and co-curricular programs.

We are also pursuing program innovations and enhancements.  These include expanded opportunities for undergraduate students’ research and creative endeavors, new support for faculty in securing grants, enhancement of research facilities and many additional opportunities to highlight our creative work.  The Phage-related art at the University Art Gallery through Feb. 5.phage exhibit runs through Feb. 5 at the University Art Gallery.  The Thousand Plates exhibit of food-related art and design will be at the SDSU Downtown Gallery from Feb. 19 through March 30, and our Arts Alive SDSU initiative will bring creative work to the entire campus throughout the semester.

Further, we continue with planning and fundraising for our most ambitious project – the construction of our new Engineering and Interdisciplinary Sciences Complex.  The construction process will begin in July.  This project will transform our campus by creating facilities to advance our research, as well as the Thomas B. Day Quad/Courtyard – a central gathering place for our community.

While it is common to highlight the methodological and epistemological differences between the arts and sciences, the deeper commonality that makes both essential is more important. (SDSU artists and scientists discuss that concept in this video.) The arts and the sciences stem from the same fundamental desire to understand and characterize the world, to unlock its mysteries and to capture truths about ourselves and our environment.  It is this powerful spirit that guides our efforts in the arts and sciences.  I look forward to the excitement and achievement this spring will bring to our campus.

Phage-Infused Evening of Art at the University Art Gallery at SDSU.

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Holidays Build SDSU Community Ready to Conquer Challenges

During the holiday season, the days are a little shorter, the light a little less brilliant and, even in San Diego, the temperatures are a little bit colder.  So, as people have done for thousands of years, we gather together to share our warmth, light and generosity.  The last several weeks have been a time for communal gatherings, large and small.  Our Department of Geography celebrated its 100th anniversary.  We came together for our “Get Together, Give Back” event in support of our military and the Monarch School community.Les Miserables production at SDSU in December 2014.Our School of Theatre, Television and Film and our School of Music and Dance collaborated on an extraordinary concert production of “Les Misérables,” and our athletic teams inspired us with a conference title in women’s soccer, a fifth consecutive bowl game in football and a national ranking in men’s basketball.  Add countless department and office celebrations across campus and you appreciate the flurry of activities that accompany the holiday season.

These gatherings illustrate the essential role of community at San Diego State. During the formulation of our strategic plan, “Building on Excellence,” the theme of community and its many meanings arose again and again.  People recognized the benefits of strengthening our campus community, the necessity of building relationships with our alumni community and the importance of supporting our regional community.  As we have moved forward with implementing “Building Get Together, Give Back event at SDSU in December 2014.on Excellence,” we have initiated the “Get Together, Give Back” program to support faculty and staff morale, the Aztec Mentor Program to bring alumni and current students together, and the Sage Project in National City, in which over a thousand students, faculty and staff work on community projects.

Each of these programs – and others like them – is an important effort in its own right, but each also serves a larger purpose in building our community. Through community, we bring a diversity of perspectivesAztec Mentor Program participants at SDSU. and talents to address our challenges. Equally important, each of our individual efforts takes on a deeper meaning and purpose when it is tied to the common efforts of friends and colleagues in our community. This shared purpose is essential to the Aztec spirit – resolute and indefatigable – with which we meet our challenges, large and small.

The three central themes of “Building on Excellence” are Student Success, Research and Creative Endeavors, and Community and Communication. While we have critical goals in all three areas, our ability to achieve all of our goals rests on our ability to work together as a community.  In fact, given the strength and scope of the Aztec family, no aspiration and no goal is beyond our reach when we concentrate our efforts and work together.  While life presents many challenges, both to individuals and to universities, this fundamental truth, the power of community, is always essential to addressing them.  I look forward to working with all members of our community to continue to make progress and move our university forward in the spring semester.

Best wishes to all for the holiday season and the New Year.

SDSU football team singing the fight song after a victory in 2014.                          SDSU women's soccer team celebrates their conference championship in 2014.

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Filed under Athletics, Building on Excellence, College of Arts and Letters, College of Professional Studies and Fine Arts, Community, Strategic Plan, Uncategorized, Undergraduate Studies

Global View Strengthens SDSU

In prior blogs, I described some of the experiences of international students at our university and more about our international partners, and here I would like to talk more about why international programs are essential to our students and to SDSU’s future. Xiamen University Day at SDSU 2014

If there were any doubts, today’s global health crises, political upheavals and interconnected economy make it clear that a quality education is one with a global focus and international opportunities.

At San Diego State, our goals and aspirations for international programs are articulated in our strategic plan, “Building on Excellence.”  They build upon foundations created by President Emeritus Stephen Weber and Provost Emeritus Nancy Marlin, who recognized the strategic advantage of our location at the gateway to Latin America and the Pacific Rim, as well as the fundamental role that international efforts play in the success of our educational and research programs.

The international initiatives in “Building on Excellence” have three facets.  First, reflecting our belief that we must prepare students for professional and civic responsibilities in a global future, we have set an ambitious goal that 30 percent of our graduating students have international experiences – 2,100 students studied abroad last year.  We already rank in the top 25 in the nation, and reaching our SDSU student in Veniceambitious goal will place us in the top 10.  More important, our students grow intellectually and personally from these experiences.

Second, we are focusing our research on international challenges.  A broad range of areas, including climate change, economic prosperity, national security and public health, must be addressed from a global perspective.  Our researchers work with colleagues around the world to solve society’s pressing problems.

Third, we are recruiting additional international students, who now constitute 6 percent of our undergraduate population.  These students bring perspectives and knowledge that broaden the education of all our students and help build the bridges of friendship that tie nations together.

These international efforts are already gathering philanthropic support.  Alumni Keith Behner and Cathy Stiefel recently created a $2.5 million endowment to support our international programs with Brazil, a nation with the world’s seventh-largest economy.  This funding will support student exchanges, joint faculty research and strengthened relations between our two nations — advancing all three of our international initiatives. SDSU student in Brazil Alumni Jack McGrory and Terry Atkinson – both members of The Campanile Foundation Board – are among those supporting study-abroad scholarships for students who need financial support. Chinyeh Hostler and her late husband, Ambassador Charles W. Hostler, have made significant contributions to our international programs and to the Charles W. Hostler Institute on World Affairs.

In our 117- year history, SDSU has continually evolved with the times.  Today, carrying out our educational, research and service missions requires us to take an international perspective.  This perspective, in turn, will convey benefits closer to home for our region, state and nation and further our goal to become a top-50 public research university.

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Special Moment to Establish SDSU as Leading Public University

As I have shared in a number of blogs, the academic year has its own unique seasons.  The year kicks off with our All-University and New Student and Family convocations and the first day of classes.  It is a time filled with excitement, “welcomes,” promise – and some measure of anxiety. SDSU band marches through campus to collect students for New Student and Family Convocation.

This year brings special opportunities to our university. Universities are not fixed in their missions or identities. They are dynamic institutions, evolving and changing over time.  In the last 117 years, and especially in the past 40 or so when Brage Golding, Tom Day and Steve Weber served as our presidents, we have developed an extraordinary tradition of achievement.  At All-University Convocation, I described many of our achievements in the past year in SDSU student at the Great Wall of China.international programs, entrepreneurship, student success, community engagement, research and creative endeavors, and athletics, among other areas.

More recently, our campus has undergone another fundamental change, beginning with the Great Recession in 2007.  As I described in a prior blog, we have gone from being a state-supported university to being a university that is a public-private partnership.  In this latter model, our funding is dependent on multiple public and private sources.  The combination of our tradition of achievement and our recent transition to a public-private partnership funding model – one that includes philanthropy – creates a unique moment in our history.

As envisioned in our strategic plan “Building on Excellence,” the resources provided by our new funding model create powerful opportunities to support the communal aspirations of our students, faculty, staff, alumni and community supporters.  To capture it in a sentence:  This special moment allows us to establish ourselves as one of our nation’s leading public universities.

This fall, we will pursue 42 initiatives as part of the second year of the implementation of our SDSU strategic plan.  These initiatives will support student success, provide our students with transformational educationalLab, laserborder experiences, advance research and creative endeavors, enhance our campus facilities and bring us together as one SDSU community.  In short, they will move us forward as a leading public university.  At the same time, we will continue to build the infrastructure to support the revenue initiatives in our new financial model – initiatives that, in turn, will support further efforts to enhance our programs and our campus.  Our success in these critical areas will lay the foundation for SDSU’s future and determine our progress as a leading public university.

While there are many ways to measure our progress (e.g., our goal of ranking in the top 50 of public universities by U.S. News & World Report), the foundational issue is who we can be and what we can accomplish as a leading public university.  We can continue to establish ourselves as a university of the highest quality where all students achieve success, where faculty, staff and student researchers address pressing societal challenges, where we come together to experience the beauty and power of the arts, and where we harness our knowledge and our talents to serve our community and the broader society.

Thank you to our entire community for supporting our university and our aspirations.  I look forward to a great year.

SDSU campus with Hepner Hall in the background.

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New Model: Public-Private Partnership

At a recent reception, an elderly gentleman approached me.  With some urgency, he grabbed my arm and told me a story similar to one I have heard thousands of times since arriving at SDSU three years ago.  Each of these stories is unique and powerful, and they generally begin with a proud memory of San Diego State.  In this case, the retired faculty member told me how proud he had been to teach at a university where attendance was free (or close to free) and open to students from many different backgrounds. Students climb a canyon path to Hepner Hall at SDSU in 1934. He told me about a time when his department, in a spirit of grassroots activism, came together to build a community garden.  I could see him and his smiling colleagues tilling the soil on a sun-drenched afternoon.

The story then shifted, becoming darker.  The man recounted how, over the years, a series of state budget reductions led to fewer faculty members in his department, a bigger workload and fewer program opportunities for students.  At this point, many of those recounting similar stories share suggestions regarding how the university should move forward given reduced support from the state.  These suggestions are very helpful – and many have already been implemented. In this case, however, the former professor simply asked plaintively, “What are we going to do?”

The answer is simple:  We are adapting and evolving.  We will control our own destiny so we can continue our traditions of excellence, diversity and grassroots engagement.  We will create new generations of proud memories.Hepner Hall at SDSU in 1957 included parking in front.

We are creating a new model, and this process of adaptation and evolution has moved dramatically forward in the last three years.  The need began with decades of reduced state support – the early 1990s, the 2007-13 period and the recent changes in capital funding – but it cannot end with our simple acceptance of the negative effects of lower state support.

Rather, we must move from being a university that depends solely on substantially reduced state support to being a university that is a public-private partnership.  There is simply no other option:  Our state appropriation is now less than 20 percent of the total budget of the university and its auxiliaries.  If we relied only on state support, we would close.

So, what does it mean for San Diego State University to be a public-private partnership?  This concept is well-understood for individual projects, such as a mixed residential and retail development in which a public university might provide land and a private entity constructs the development with the two parties sharing in the responsibilities and revenues.

Moving the entire university to a public-private partnership model goes far beyond this project-based approach.  It means that the core financial model of the university is based on funds from both public and private sources.  A university that is a public-private partnership affirms its relationship with the state and its public mission.  It works collaboratively with elected officials to increase funding support for the university, as well as funding for need-based scholarships like Cal Grants.  The university also recognizes and embraces the critical role of the federal government, both in funding research and in supporting student access through the Pell Grant program.

This type of university, however, differs from most traditional state-supported universities in California.  Funds from private sources are combined with public funds to create a financial model that can support our academic and communal aspirations.  These private sources include philanthropic support from alumni, community supporters and corporate partners.  They also include tuition and fees paid by individual students and their families, from California and beyond. Revenues from auxiliary organizations, such as Aztec Shops, that provide services to students and community members also support the university’s academic mission, as do revenues from continuing education programs that operate without state support.

Our public-private partnership model has made dramatic progress, succeeding in two important ways.  First, our private revenue initiatives have grown significantly.  For example, our fundraising Campaign for SDSU raised a record $90 million in the 2013-14 fiscal year. Other revenue initiatives have also been successful, and combining these funds with public support has allowed us to make major investments in the academic and co-curricular programs identified in our strategic plan “Building on Excellence.”Students study at the SDSU Commuter Center, opened in 2013-14.

We have hired faculty and staff and launched initiatives to support student success, such as the Commuter Center, the Pride Center, the Writing Center and the Honors College.

Second, and equally important, the public-private partnership model has allowed us to build on our campus traditions.  While a commonly voiced fear is that reductions in state support and a movement to a public-private partnership model reduce our commitment to the socio-economic diversity of our students, this has not occurred.  Financial aid allocations have increased by 67 percent in the five years from 2009-10 to 2013-14, and the proportion of enrolled students who face significant financial challenges (as measured by Pell Grant eligibility) was higher in 2013-14 than in 2009-10.  Similarly, one might fear that the impact of reduced state support would reduce access to a degree.  In fact, our six-year graduation rate in 2013 was more than 10 percent higher than our six-year graduation rate in 2007.

None of this is to say that the transition is complete or that a public-private model raises no quandaries.  There are complex issues of policy and planning that must be resolved.  Foremost among them are the complicated relationships that arise between the exercise of authority by the state, the CSU system and the university and the implicit and explicit accountability requirements of our private partners.  Similarly, our reliance on multiple revenue streams substantially complicates all of our financial planning and risk mitigation efforts. There are many issues to be resolved, but we are on our way.  We are already investing revenue from our new public-private financial model to support the excellence of our programs and the success of our students, faculty, staff and community.

No, things will never be the same.  But if we do it right, we will, like prior generations, create proud memories that our community shares for decades to come.

Today's students in front of Hepner Hall at SDSU.

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Fees and Student Success: Historical Context, Current Process, Future Impact

In the “Master Plan for California Higher Education: 1960-1975” and the associated Donahoe Higher Education Act, Californians created an ambitious framework for public higher education in the state.  A central tenet was that the state would support educational programs, while student fees would support services such as housing, food and recreation.  The critical implication was that California residents would not pay tuition for educational programs.

Students in SDSU classroomPractical problems confronted this framework from the start, and they continue to this day.  Understanding these challenges provides perspectives that help us understand the role of tuition and fees at San Diego State today.

First, it was not possible to implement the Master Plan’s no-tuition policy. Rather, tuition and fees were characterized by a staircase pattern in which they did not increase for an extended time (reinforcing the view that there should be no tuition or at least no tuition increases) and then rose dramatically (raising ire that the promise of no tuition had been betrayed). This happened multiple times. For example, from 1975-1980, tuition and fees at my alma mater of UCLA increased from $600 to $685, an average modest increase of 3 percent per year.  However, from 1980 to 1985 tuition and fees increased from $719 to $1,245, an average increase of 15 percent per year.  An identical pattern occurred from 1995 to 2005, when tuition and fees actually decreased an average of 2 percent annually from 1995 to 2000, only to increase a dramatic 16 percent annually between 2000 and 2005.

Second, the fundamental distinction between educational programs and ancillary services slowly, but inexorably, eroded.  This challenge was clear at the outset when course materials, such as laboratory pipettes, were excluded from state funding although they were clearly necessary to the educational program. Technological and academic innovations, such as increasingly powerful and sophisticated computers and Internet connectivity, exacerbated the challenge.  A variety of technology and “instructionally related activity fees” were created across the California State University to support these and other academic program needs.

In 2011, former CSU Chancellor Charles Reed issued Executive Order 1054 to provide a rational structure to understand the “share of the educational costs to be assumed by students and their families,” as well as the putative “state’s fiscal responsibility for providing funding for student access.”  The Executive Order codifies five different categories of fees.  Within these, Category I fees are “systemwide mandatory tuition fees” under control of the CSU Board of Trustees.  Category II fees are “campus mandatory fees,” and each campus president is responsible for ensuring a consultative process prior to the chancellor’s approval of a Category II campus fee.  The president must establish a Campus-Fee Advisory Committee with substantial student representation that includes the democratically elected student body president.  The university president must seek the recommendation of this committee prior to making any recommendation to the chancellor.  To gather student input, the committee may use a referendum or an alternative consultation process that includes campuswide distribution of information and outreach.

Recently, I forwarded, and Chancellor Timothy White approved, a Category II student success fee.  The motivation for this fee, as with most of the fees since the Master Plan’s adoption, stems from limited resources.  Between 2007 and 2011, San Diego State’s state appropriation decreased from $221 million to $103 million.  Since 2011, our state appropriation has increased to $143 million, and we are grateful for this renewed support.  Nonetheless, our state support is still $78 million, or 35 percent, below its 2007 level.  We have addressed this challenge by seeking cost efficiencies and increasing revenues from diverse sources, including private fundraising, non-resident student tuition and our auxiliary organizations.

Our new strategic plan, “Building on Excellence,” recommends the university “work collaboratively with Associated Students to establish a university excellence fee.”  This process began this fall. Following initial meetings and student surveys, the Campus-Fee Advisory Committee recommended that we consider a student success fee through alternative consultation. Ninety percent of the revenues from this fee would support the hiring of tenure-track faculty and the addition of course sections.  The remaining 10 percent would support co-curricular academic opportunities for students.  The committee’s rationale for using alternative consultation, in contrast to a referendum, was that the complexity of evaluating the proposed fee required a full exposition of the benefits and costs of the fee rather than a simple solicitation of a “yes” or “no” vote.  I concurred with the recommendation.

The advisory committee – which has a majority student membership – created information materials and worked with faculty, staff and administrators to host 39 public forums for a broad range of student groups and the University Senate.  They also distributed a variety of letters, pamphlets and videos to inform the campus of the alternative consultation process and to encourage attendance at the public forums.  At the conclusion of each forum, students in attendance were asked whether they endorsed a fee and, if so, at what level –  $200, $300, $400, or $500 per semester.  Over 1,000 students attended forums, and feedback forms were received from 1,015 students.  Of those, 64 percent voted for a fee of $200 or more.  The average fee recommended was $318 per semester.  Following consideration of this input, the committee voted 12-0 (with one abstention) to recommend a $200 fee per semester. Although the primary purpose of the fee is to support the hiring of tenure-track faculty members, the Staff Affairs Committee also supported the fee.  The primary rationale for these votes was that the benefit to students of additional faculty members and co-curricular opportunities outweighed the costs.

The advisory committee members were both sensitive to, and mindful of, the traditions of excellence and access that stem from the Master Plan and have greatly benefited California.  Two important steps were taken to help students whose ability to enroll at SDSU might be impacted by increased fees.  The fee increase will be implemented over a four-year period.  For next semester, tuition and fees will increase by $50 – less than a 1.5 percent increase given our current semester cost of $3,383 for tuition and fees.  In addition, we are creating a hardship fund for the coming year in collaboration with Associated Students – to ensure that no student has to leave San Diego State due to increased fees.  The Office of Financial Aid and Scholarships will implement a “hardship exception” process, and non-state funds will be used to cover the fee for any students for whom the fee constitutes an undue hardship.  Moving forward, the Division of Academic Affairs will conduct student surveys and interviews on curricular and co-curricular needs that will guide and inform how the fee money is spent.  The Campus-Fee Advisory Committee will develop guidelines for the co-curricular process.

Our campus has had a robust discussion on the student success fee and many of the historical and policy issues that still arise from the Master Plan.  Three principles should guide our future discussions.

First, we must continue to ensure that students from all backgrounds have access to California’s universities.  San Diego State is a national leader in ensuring that students from all economic backgrounds succeed academically. We will continue to lead because this tenet is essential to the success of our society.

Second, we must recognize that the financing model can, and must, differ for students with different financial resources.  Some students and their families will finance their own educations.  Other students will rely on private scholarships. Still others will use a mix of private scholarships, government scholarships and loans.  A variety of models are possible and beneficial.

Third, there must be continued support for, and increases of, Pell grant and CAL grant scholarship programs from the federal and state governments.  Support of, and increased funding for, these programs will ensure the viability of a variety of financing models, as well as the rich socioeconomic diversity of our university.

There is, of course, a sense of sadness that the aspirational framework of the Master Plan faces continuing challenges.  The spirit of California is, however, innovative, and the same spirit that crafted the Master Plan can pursue new approaches.

Let’s move forward. There is much to do.

 

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