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Members
| Charge
Members of the Steering Committee/Task
Force
Co-Chairs:
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Bobby Gempesaw, Vice Provost, Academic Programs and Planning
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Michael Middaugh, Assistant Vice President, Institutional
Research and Planning
Members:
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Gretchen Bauer, Assistant Professor, Political Science and
International Relations; also member Task Force #6
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Martha Carothers, Professor and Chair, Art; also member Task
Force #8
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Kathryn Goldman, Associate Dean of Students, Dean of Students
Office; also member Task Force #2
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Michael Keefe, Associate Professor, Mechanical Engineering;
also
member Task Force #4
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Peter R. Kolchin, Henry Clay Reed Professor, History; also
member Task Force #3
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Madeline Lambrecht, Director, Division of Special Programs,
College of Health and Nursing Sciences; also member Task
Force #7
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Leila Lyons, Director, User Services, Information Technologies;
also member Task Force #4
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James L. Morrison, Professor, Consumer Studies; also member
Task
Force #5
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Gregg Silvis, Librarian and Assistant Director for Library
Computing Systems, Libraries; also member Task Force
#5
Resource support staff:
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Karen DeMonte, Institutional Research Analyst, Institutional
Research and Planning
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Marcia Watson-Whitmyre, Assistant Director, Academic Programs
and Planning
Task Force
Charge
The Steering Committee will function in the dual role
of Task Force #1 in re-examining the University's Mission, Goals, and Objective.
The 1990 Middle States Self-Study traced the evolution of two major planning
activities at the University of Delaware. "Project Vision" was a major
campus-wide planning initiative that was prematurely aborted during a presidential
transition in the late 1980's. President David Roselle put the process
back on track in 1990 as "Focused Vision Implementation." One of the major
products of these two activities was the articulation and affirmation of
a University mission statement. The following statement of institutional
mission for the University of Delaware appeared in the 1990-91 Middle States
Self-Study:
| "Chartered as a college in 1833, the University of Delaware
has evolved into a comprehensive land-grant, sea-grant, space-grant, and
urban-grant institution. The University stands for excellence in the education
of its undergraduate and graduate students, in scholarship and service
to its state and to society. The relative emphasis placed on these three
elements varies among units, yet all share responsibility in each. To accomplish
its mission, the University maintains an environment where creativity,
critical thinking, free inquiry, and respect for the views and values of
others flourish. University governance is conducted in a spirit of openness
and cooperative interaction among the trustees, administrators, faculty,
staff, and students. The University strives to make all people feel welcome,
regardless of their cultural, ethnic, or religious backgrounds, or of their
race, color, gender, or sexual preference. Balance between the liberal
arts and technical and professionally oriented disciplines, and between
undergraduate and graduate education is a University goal.
The University reaffirms its historic mission to provide
the highest quality education for its undergraduate students. The faculty
are responsible for helping students to learn to reason critically and
independently, gain knowledge of the diverse culture and environment in
which they live, and develop into well-informed citizens and leaders. To
accomplish these goals, the University provides a learning setting enriched
by undergraduate student research, experiential learning, and study-abroad
programs. The University places high priority on the education of qualified
Delaware residents, and provides opportunity for a diverse group of citizens
to participate in postsecondary education. Since the University is located
in a small state with a small population, providing programs of quality
and diversity requires a community of student-scholars that reaches beyond
the boundaries of the state, and that reflects the nation's racial and
cultural diversity.
The University of Delaware also aspires to excellence
in graduate education, the heart of which is scholarship and research.
The creation, application, and communication of knowledge is a primary
goal of the institution and of every faculty member, providing the substance
for creative, informed teaching. Research is typically based on cooperation
between faculty and students, whereby faculty mentors teach students to
conduct independent research and to master problem-solving techniques.
Through involvement of undergraduates in faculty research, the University
creates a special bond between its undergraduate and graduate programs.
The University is also committed to providing service
to society, especially in Delaware and the neighboring region. Public service
is a responsibility of every academic unit. In addition, each faculty member
is responsible for service to the University Community and to his or her
profession. The University emphasizes practical research, provides extension
services, and works to solve problems confronting the community.
The University of Delaware is an intellectual and cultural
center for its community and for the citizens of Delaware and the surrounding
region, providing lectures, exhibits, performances, and athletic events
and facilities. Central to the scholarly and intellectual life of the campus
is the University Library, a resource for both the University and the state.
Excellence requires selectivity and focus. Institutional
vitality depends upon maintaining and building from existing strengths,
and judging new proposals according to the University's resource base and
mission. Priority is given to programs that meet the needs of society,
in particular those of the state and surrounding community, or that build
on the University's particular strengths and demonstrated excellence. In
the development of graduate and research programs, we will continue to
reflect our state's and our region's globally oriented economic base, its
internationally recognized cultural institutions, and its particular geographical,
social, and ecological environment." |
The University's Mission Statement, and a series of related
goals and objectives growing out of the mission statement, was given broad
based affirmation during a series of campus hearings during the 1990-91
self-study process. Mission statements are, by design, non-transitory.
They can and should provide an ongoing philosophical grounding for institutional
practices and operations. Goals and objectives related to mission statements
may be altered over time to reflect changing emphases in programs and environmental
conditions, but they too, if appropriately developed, should be stable.
The purpose of the Steering Committee's activity in examining the University's
mission, goals, and objectives is to test that stability; i.e., to ensure
the ongoing viability and relevance of their component statements. Self-study
at a mature institution is not an occasion to re-invent the wheel simply
because 10 years have passed. Rather, it is an occasion for ongoing introspection
to ensure that the University remains on its charted course.
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