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Comment 4: Accounting for ROI

In reference to #4 on Page 3 -- it may also be advisable to be able to calculate ROI for "clusters" of majors. There are some disciplines that must be represented in the curriculum for certain majors -- but there may be no corresponding major or the major is not in high demand. Nonetheless, the service courses must be provided and so the marginal cost of some majors is quite low.

K. McCarville

Comment 5: Faculty and Student Exchange Programs

Regarding #6 on page 4.

The item notes that differences in calendars and life schedules present barriers. They may also present opportunities...

One way to overcome short term scheduling differences is to use a longer period as the basis for exchanges -- six months or a year.

Audio-video conferencing across widely separated time zones is possible. There are sometimes very narrow time slots when participants can reasonably be expected to be available. It has been my experience that the most effective uses of audio-video conferencing are among people who have already met face-to-face.

Pay scale differences are noted in the plan document. Workload expectations are likely to be at least as significant as pay-related differences, and potentially more difficult to solve. Solving pay scale differences requires primarily money, adjustment of workload expectations is not trivial.

K. McCarville

Comment 6: Strategic Importance of "Seamless Movement"

The seamless movement area is of strategic importance because it offers the opportunity to align administrative and operational activities with ACADEMICS (which are, after all, our core business at UIU). One of the important defining factors that sets UIU apart is our focus on providing higher education to students who are balancing their educational activities with other priorities in their lives.

Clearly the interface between students and faculty is central, if we are putting students and their academic needs first. Then, provide the operational and administrative functions and activities that enhance the academic success of students and support faculty efforts.

K. McCarville


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