impacts being addressed, and it would appear that the adoption of goals consistent with the Kyoto Protocol for limiting greenhouse gases would be an appropriate and achievable goal. Adoption of the Talloires Declaration (copy attached) is probably also a good starting point.
The proposal submitted by Richard Haskell deals with the educational element. This proposal focuses on the non-educational elements and on the need to integrate both with a coherent plan. It would seem most appropriate to convene a committee representing the various constituencies to discuss and formulate a coherent set of high-level of goals and policies which could then be implemented as appropriate at each level of activity in the college.
Diversity How do we attract and retain students, faculty, staff, administrators, and trustees from groups traditionally underrepresented in science, math, and engineering? What steps would be necessary to help ensure the success of students who are bright and motivated, but whose high school could not provide the same preparation as many of our current students? How can we make our campus more embracing of diverse backgrounds, heritages, lifestyles and beliefs? How can we educate ourselves on a continuing basis about issues pertaining to diversity?
Popping the Mudd “Bubble” How can we serve our community and beyond? What opportunities exist to incorporate service learning into our curriculum? What opportunities exist outside of the classroom to foster student motivation for community service, activism, and leadership? When students take the initiative to undertake significant acts of service, such as the group that traveled to the Gulf Coast over spring break, how can we best support them?
Teaching Facilities Given the increased student enrollment in recent years, to what extent have we already outgrown our current classroom space? What does the classroom of the future look like? What technology can we incorporate into our classrooms to aid instruction? How can the physical arrangement of classrooms be optimized for use with modern teaching pedagogy that emphasizes active and collaborative learning as opposed to traditional lectures?
Continuing our push for diversity Should HMC continue to increase the diversity of its student body, faculty, and board of trustees? If so, how? There are a number of reasons for HMC to continue to move on the diversity front. The first is that demographic trends among the college age population and sociological trends with respect to choice of major and profession suggest that if HMC is to continue to attract a reasonable fraction of the most able students entering STEM disciplines, it will have to become continuously more attractive to women and underrepresented minority students, for they are becoming an increasingly large fraction of our potential applicant pool. Furthermore, our graduates will increasingly be called to work for clients and with colleagues from diverse backgrounds, and an experience of diversity while at HMC is likely to improve their ability to navigate in that environment.
To the extent that HMC has long sought to focus its efforts on the public good as well as private interests, considerations of social justice and what some feminist scholars have come to call "strong objectivity" in the sciences suggest that we should be trying to increase the representation of women and underrepresented minorities in the STEM disciplines. After substantial successes in attracting women students in the late 1990's and through 2003, we have seen a decline in the number of matriculating women in the past couple of years. Underrepresented minority recruitment has raised the fraction of underrepresented minority students from around 6% in the early 1990's to 18% in the class of 2010. How can we reverse the trend among women and continue our successes among minority students, and how can we improve the retention gap between that for white male students and others.