cc
appropriately titled The Future >> and the Challenges Facedis
by Public Higher Education. We have a distinguished panel of
four folks who are going to offer some remarks, and then
we're going to have a discussion.
The first speaker is Bettsey
Madison Area Technical College Barhorst, the president of
She's been president since in Madison, Wisconsin.
being named president at Madison November 2004, and prior to
Hawkeye Community College in College, she was president at
in leadership positions during Waterloo, Iowa, and also served
Central College in Peoria, her 25 years with Illinois
Then we're going to hear from Bill Tracy, professor and chair
in the Department of Agronomy at
He was interim dean of the UW Madison.
Sciences from January 2011 College of Agriculture and Life
tumultuous period that's been referenced so many times during
the conference. He received his PhD in plant
breeding from Cornell University, and his research is
in the area of corn breeding and
Kathy Cramer Walsh is an genetics.
Department of Political Science and the Morgridge Center for
Public Service Faculty Research Scholar.
Her work focuses on deliberative
political communication, and democracy, public opinion,
It was her work that was civic engagement.
Berry yesterday in the referenced repeatedly by Todd
Idea. diSo she's that Kathy Cramerin
Walsh.
the John D MacArthur Professor And we have Adam Gamoran who's
of Educational Policy Studies ofand former chair of the UWer
Madison Department of Sociology.
National Academy of Education and was appointed by President
Obama to serve as a member of the National Board for Education
Sciences. He is the head of the Wisconsin
Center for Education Research.
going to speak for, I think I said, five to eight minutes or
somewhere in there. Hopefully leaving plenty of time
for discussion amongst the
you, the audience. panelist members as well as with
us for the two days, and let's So thank you for sticking with
Bettsey Barhorst: Okay, go ahead thank you.arhorst.
Future and challenges of public higher education, of course my
expertise and my experience is
and that's what I'm going to mostly at the two-year level,
colleges across the country and also in Wisconsin where we have
a sort of different system than the rest of the world, I think.
And here I would talk more about
rather than a community college system, even though our college
is a community college. So, if you can follow that.
First of all, what is the biggest problem in the future,
the biggest challenge?
else. IIt's the lack of resources.ne
It has been very, very important
especially during the great recession, because, as you know,
states experienced tight budgets
reasons, as in lower taxes and for a number of reasons, many
a bigger chunk of what the things, but also healthcare took
states. K-12 education expenditures have
taken more. Not to mention the proliferation
of prisons that also comes from the area that money for the
community colleges would come from.
So that's one thing.
bubble and the fact that most Andcommunity colleges, and itng
depends upon the state, but most
taxes. of them rely a lot on property
property went down, then that caused more resource issues for
those community colleges. And then, of course, at the same
time, and I'll talk a little bit
same time that the resources more about that later, at the
was growing and growing, in many were diminishing, the enrollment
So that caused a problem. In fact, just this morning I was
reading about in the Chronicle
Community College, which is well this morning, Santa Monica
really top school, and it has knotremendous facilities. a
It is, however, in California.
closer to the idea of community colleges, which came from the
Truman commission in the 1940s
community colleges, the idea was right after the GI bill that
open access. that they would be free and have
that there would be, the first And Truman's idea was really
would be available across the country within an hour of where
people lived. And that made all kinds of
things occur, especially in the '60s when they were building a
community college, one a week,
told. iAnd so California kept to theas
idea that tuition was supposed
And they're right at $37 a to be free or very low.
today. semester hour right now, even
the Chronicle about Santa Monica So this morning I'm reading in
summer school and for the classes that people really want,
they're going up to $150 an hour, which is close to, that
isn't even as high as we are or will be by this summer.
But, nevertheless, it's more
So I think that's just another like the rest of the country.
resources kind of changed the idea of open admissions and
accessibility for everyone. So, it's been really tough to
take in more students without additional resources.
Now, what happened in Wisconsin?
technical college system here, Well, the state support for the
a little bit. There are 16 technical colleges.
Three of those are the more traditional community colleges.
Two of those can now give more
All of them are trying, not all of tbut almost all.rses.
So it's kind of a strange situation here.
But, nevertheless, of those 16, 30% of the state funding was
lowered in this biennium budget.
Madison College, we only get Now, for schools like Madison,
state which is, as you about 8% of our budget from the
which is the opposite. mentioned, I came from Iowa
It's 63% from local taxes, local We get 8%, approximately, here.
example. property taxes, in Iowa, for
I think it's more like 3%-4% It's the other way around.
because of the large farms. from prThat makes sense. that's
So anyway, but here that's the
So, that didn't hit us a whole way it is.
time we were going around lot, bsearching for abouto this
$10.5 million that we had in between what we thought
we had for a budget.
enrollment in the tech colleges went up dramatically from the
beginning of the recession. So that caused a problem.
Now, locally, here in Madison,
us because we don't have as much as I said, it's not so bad for
school and we have good property because we're such a large
down a lot here. valuation, and it did not go
we figured it, just a little I think last year we were, where
than 1%. below where we had been, less
problems with the local taxes because of the levy phrase that
the governor put on us. And what that meant is that for
our operational funding,
that all the colleges there's ahave to keep.mill rate
That was a cap that was put on
Some schools, five of them, already are at that cap.
So it actually didn't make any
do. For us, we've been very careful
not to tax locally if we didn't have to.
And so, therefore, we were at 1.34, I believe.
And so because that cap was put on, the money that we could levy
for and we had planned on was capped.
Now, that's supposed to sunset
was supposed to sunset in the nexmiddle '90s and it's still it
there.
So that was a big issue for us So we don't know.
Because it was at the same time that we passed a big referendum
for capital for buildings.
of building nine big buildings, So and we had planned on thenow
operation for that, but then the
So we're in a dilemma, although we'll continue to work on it.
So when people say, what are you
you don't have any money, it's doing with those buildings when
capital. that it's operating versus
operating over here and capital As I waover here.efore,
So those are some of the big
is facing that. The other one is about the kinde
of students and the enrollment
I can see the time, so I'll make issues that we're dealing with.
Alright, here's the thing, not it faster.
they are asking more of our students, both in the technicalt
fields where we train for people
because so many students come to to have jobs right away and also
school, and we've always tried us to then access a four-year
rigorous there. So now we have to do both
because the employers are telling us that's what they
want. In fact, if you read the book, I
just happened to reread a chapter last night, and I
thought, boy, this hits,
And I'm sure you've been Friedman's That Used to Be Us.
and Crowded and the other one folltoo, but listen to this.at,
He says, "So what do employers
And I'll end with this quote. "They're looking for workers who
can think critically, who can tackle non-routine complex
tasks, and who can work collaboratively in teams."
And then he goes on to say, "And that's just to get
an interview."
skills in reading and writing and mathematics and science and
all the things that we've been
And what he says, of course, trying to do for so long.
We must raise our standards. is that we must do this.
problems we have. And I'll pass to the next
person.
William Tracy: While Sara is changing the slides,
I want to say that I've been here for the entire time,
and it's really been great. I'm an agronomist.
And as an agronomist, I'm completely over my head here.
Every one in the room knows more
So when that happens to you, about the subject than I do.
naive. fall back and be idealistic and
approach. So, a different angle than
the community college,
And UW Madison was created in 1949 for education to the.
citizens of the state.
moment in 1862, a lot progressive things happened
then, land-grant universities were created.
And they were created in order
practical education of the to promote the liberal and
pursuits of life. indThere's something reallyal
interesting to me, mainly because of its agricultural
focus, but this is a really interesting historical document.
On September 30, 1859,
to the Wisconsin State Abraham Lincoln gave an address
And it's a wonderful read because it has Lincoln's humor,
but also he was campaigning.
campaigning at this time. And I'm mainly going to read the
things that are in bold just so I can move through this fairly
quickly.
doesn't expect the people in the He does mention here that he
flatter farmers although he believes farmers are flattered
more than others and the reason is that I cannot perceive unless
it be that they cast more votes than any other.
And, of course, that's changed
That was about 60% of the population were farmers then,
and today 1.7% which actually may address some of the issues
that we have in terms of funding land-grants.
But this is the part that's interesting, and I think a lot
of you will find this interesting.
Remember, he was saying this in 1859.
A lot of people believe that
else owning capital somehow by nobody labors unless somebody
him to do it. They further assume that whoever
is once a hired laborer is fixed
And this is called the mud-sill in that cotheory. for life.
But another class of reasoners
relationship between capital and holds there is no such
They hold that labor is prior to labor.
that, in fact, capital is the and indefruit of labor.tal, and
Now, education and labor. By the mud-sill theory, it is
assumed that labor and education
practical combination of them is are incompatible, and any
The education of the laborers is impossible.
and dangerous but free labor not only useless but pernicious
And so, he says here, "I have so says no.
of mud-sill and free labor far stated the opposite theories
of my own between them." without declaring any preference
"On an occasion like this I ought not to declare any.
I suppose, however, I shall not be mistaken in assuming the fact
that the people of Wisconsin
its natural companion, prefer free labor, and with it,
So that's the beginnings of this great university and this
great state.
not created to duplicate private So land-grant universities were
The land-grant university was only one of many progressive
ideas that were enacted by
Lincoln. Congress in 1862 and promoted by
investments in the future. And all of these things were
Department of Agriculture, there The transcontinental train, the
income tax implemented then, and was actually a progressive
were progressive that happened a number of other things that
And, of course, UW Madison was at that time.
higher education to everyone in Wisconsin regardless of income
or class. So that's a little history
lesson. And here we see that just this
last year or so the amount of support for undergraduate
education has shifted, or tuition revenue has overtaken
state appropriation.
the state invested more tax Anddollars into supportinglly,
education than tuition revenue. This is another point I want to
make on this slide is that, and a number of you have heard me
say this, that we've been making
education, especially in a really bad mistake in higher
universities, telling the state that they're only giving us 15%h
of our revenue. Or 10% or 20%.
These two lines here pay 100% of
Not 15% or anything like that. undergraduate education.
including the billion dollars we When we say it's 15%, we're
for research. gSo we're telling the state wet
don't need them when we say we're only getting 15% of our
income from them. We need that $400 million.
It's about $400 million, and we need it to support affordable
education for the students of Wisconsin.
And we need to get that message out.
That's an incredibly, critically
Obviously, as tuition goes up, important message.
wanted to show you this slide. access goes down, and I just
This iper non-farm job.rnings
This is the number that you should be most interested in
here is that today the rural
is true in Wisconsin, paWisconsin is a little bithis
higher, but the rural part
of what the metro areas do. So, in this case, we're always
talking about people who don't
community that access is have access, this is another
And, given my recent role as declining for.
Ag and Life Sciences, this is a interim concern to me.llege of
So, about the future. Well, what happened in 1862 to
have that spasm of
It actually was because half the progressiveness?
happened to be the conservative Congress wahalf.out, and it
And it left the progressive northerners to actually do
things they wanted to do because
there. the southerners were no longer
there was a consensus. And at least among that group
talk to yesterday, And this is what I tried to
with Cory Mason. for those of you who were here,
anymore about what our mission We don't have a consensus
supporting increased access, is, whether we should be
we should have a high tuition more affordamodel., or whether
There's not consensus.
Krugman's, one of his blogs, And today, in one of Paul
And this is the trust in science this graph appeared.
Many of you have probably seen and the trends since 1974.
these are people who describe themselves as liberal, the trust
hasn't changed. For some reason the moderates
really dropped off very quickly here, but the moderates haven't
changed.
self-described conservatives as changing and losing their
interest in science.
the only part or thing that we And I know that science isn't
but this indicates a lack on do at a university like this,
I think that's my last slide.
Kathy Cramer Walsh: Good
It's really an honor to be a afternoon, everybody.
thank you for inviting me to part of this panel, and, Sara,
So, the title of the panel, as I participate in it.
the Challenges of Higher understand it, is The Future and
the major challenges we face is demonstrating to the public our
relevance and establishing that relevance.
So to that end, back in May of
receive a grant from the Baldwin 2007, I was very fortunate to
conduct research on perceptions Wiamong the public of theto
UW Madison. And I want to emphasize that to
say the funding for my research came from the university.
So it's just one indication, to me, of how much concern there is
among people on campus, including the administrators,
about how we can better connect with the public.
So what I did was to sample 27 communities from across the
state, which you see plotted up here somewhat anonymously.
And these communities were
cross-section of the state, but to provide a wide variety of
Wisconsin communities.
place, I called up the UW Extension office in the county
in which those places fell, and I said where in such and such
Wisconsin do people get together
probably get access to? oAnd so they pointed me towards
gas stations and McDonald's and restaurants and cafes.
And so ever since May of 2007,
the conversations of 36 groups I've been inviting myself into
The first time I went to such and such a place, a gas station,
I would walk in and say, hi, I'm
of Wisconsin Madison, do you Kathy Walsh from the University
They would laugh and look at me mia little crazy and then sayng?
sure. And I would then proceed by
saying I'm a public opinion scholar at the University of
Wisconsin and I sincerely want
issues going on in our state as well as what you think about the
university. So I asked them, with respect to
the university, what do you think we do well?
What do you think we do not so
And what do you think we should be doing in your community?
I want to emphasize, as you can probably tell already, the data
I'm talking about are not great for describing what
Wisconsinites, in general, think
Instead, their value lies in a about UW Madison.
people think what they do. deeper understanding of why
the university, what kind of When we hear resentment towards
bringing to bear when they think considerations are people
When we hear pride, what kind of about it?
what kind of experiences are things are they drawing upon,
So here are some of the things they drawing upon?
I did hear a lot of pride towards the university.
Our alumni are notorious for
attachments to this place. having very strong emotional
the university across a wide But I also heard pride towards
A lot of times it came in the form of very, what do you say,
vehement Badger sports fans.
people did not know I was going Ato show up on a given day,
they'd be in their Badger sports
much they loved men's football, gmen's basketball, so on and so
forth, and the marching band and
about research from time to Utime, not always and typically
stuff that's appearing in the news, but people were proud of
the university as a research
as institution where it's a great place to get an education.
It has that reputation out
But when I heard resentment, there, which we know.
People would express concerns that were inaccessible and that
were out of touch.
heard folks saying it costs too Meaninmuch to go there.again I
How do you all expect me to send
It's too hard to get in. my kid to UW Madison.
throughout high school and Johnny Smith had A-plus grades
But it also showed up in terms couldn't get into your school.
And, mind you, the conversations of faculty.
me, said in front of me after tI've given people a businesso
card that said I'm a member of
They know who I am, and yet they the faculty.
And perhaps their attitudes were many times did not hold back.
on that they say, oftentimes, sfaculty as lazy, liberal, andg
elitist.
classes. You don't teach your own
the work for you. You Liberal in the sense of all
political liberalness.
during my conversations. We talked about politics a bit
There were concerns with am I Bgoing to send my kid, in whom.
I've instilled these great--
Am I going to send my kid, Oh, sorry.
values, and they'll come back in wa godless communist.reat
That's an extreme version.
I did hear that from time to That's not all that common, but
But elitist, I think that's an time.
define in that there were many important thing that I need to
that people on campus earn in concomparison to the averageries
Wisconsin worker. And so there's elitism kind of
in a social class sense, but
campus are elitist because also a perception that folks on
average Wisconsinites. they're out of touch with
in rural areas where people in And in particular, I heard this
Madison and Milwaukee, don't metro areas, the M and Ms,
to live in a rural area, to try hato make ends meet in a ruralke
area. So those are some of the ways in
which these attitudes of
feelings about us being out of resentment were related to
But it wasn't just about faculty touch.
campus, it was also about the meminstitution as a whole. on
And I think it's important to note that when people talked
about feeling distant from the
in, oftentimes, the same university, they expressed that
from government in general or conversatiofrom HMOs.ing distant
There's a broad swath of people who feel as though major
institutions that govern our
don't have any understanding of what it's like to be an average
person. So we're sort of bound up in
many people's understandings
institutions in the state and in with other important
One last thing I want to say the country and in the world.
is the relationship of the with the last few minutes I have
attitudes about public attitudes toward UW Madison with
So, most of my fieldwork was employees.
elected, but after things sort done before Governor Walker was
to go back to many of these ecommunities and listen to what
they had to say about what was
And from those conversations, but primarily from the
conversations in the three or four years leading up to that,
I heard many people talk about
were unaware of how good they public emplhave it. people who
So, here's a typical
People, in especially a rural area, would talk about how
difficult they work, how hard they work, how much they get
their hands dirty, unlike those people down in Madison who sit
behind desks and have these great pensions and great
healthcare benefits.
working extremely hard, I can't afford healthcare, I can't
actually afford to get my tooth fixed that's been hurting me for
five years, and I'm paying big
get big pensions and healthcare. taxes so that those folks can
context, we're well aware of And so that, in the current
employees, and I think it's important to keep in mind that
some of the animosity toward
intertwined with these attitudes public higher education is
private workers. about public workers versus
So[APPLAUSE]u.
Adam Gamoran: I have
As you heard in the previous just few things to add.
transition in public higher remarks, education.a time of
It's a transition from a period of relatively high state funding
and relatively light
low state funding and high accountability to a period of
We've witnessed a deliberate accountability.
public higher education, at changleast at the four-year for
university level, from state
I think we see this reflected in support to tuition support.
state that Kathy reported that the remarks from around the
is a reflection of choices made, this shift is not accidental but
our citizens. nAnd this is comparable to many
areas in which individuals are
to put the burden of services on choosing to pay fewer taxes and
We saw in one of Bill's slides a those who use the services.
tuition is now paying a greater historshare of the cost ofwhich
undergraduate education than the
But Wisconsin has more support state subsidy.
states. Some states have seen a shifty
from a time when one-third of the cost was born by tuition and
two-thirds by the state to a
cost of undergraduate education now paid for through tuition and
one-third by the state. So this is a really profound
shift in the organization of
And both as a result of these changes and in reflection or
coinciding with these changes,
pressures within higher we are education.ng many
There are pressures on
such as this one which compete compensation as universities,
and staff, are facing pressure in a global market for faculty
levels that allow us to maintain in maintaining compensation
bring in that billion dollars of the faculty and scientist who
The situation with staff extramural funding.
as we've had to pay more toward shealth insurance and towardse
pensions, since those have been across the board charges, they
fall more heavily on those with the lowest salary levels,
particularly are lower paid academic staff and our
classified staff. We've seen a reduction in
benefits and an increase cost in
pressure on our efforts to benefits, and this puts further
workforce. maintain a competitive
same time, dramatically increased administrative burdens
due to increased regulations
state levels, especially from cominthe federal level. and
So activities such as effort
subjects regulations, other kinds of safety regulations andn
compliance have dramatically
burden at a time when we have inot been able to afford toe
increase our investments in administrative services.
Finally, there is increased interest, as I mentioned at the
beginning, increased interest in
And this is a national trend. aIt's affected the private.
for-profit institutions most of all and rightfully so, in my
opinion.
us in public higher education. But it's also affecting those of
core remains strong. Nonetheless, in my judgment, our
We have a number of attributes Our situation remains strong.
respond successfully to these that are hchallenges.onfront and
First of all, as Chancellor Ward
perhaps he mentioned in his remarks to this conference, we
have extraordinary breadth and
strength. Public four-year universities
that emphasize research have
different areas, and this university is distinctive among
those board universities in that
particular are, like the medical our strength comes not from one
sciences or the physical school or the biological
certainly in all the divisions sciences, we have strength
many of the departments within of the university and in many,
Whether it's medical research or those divisions.
humanities or biological and social sciences or arts and
strengths in all of these areas. physical sciences, we have
couple of reasons. And that is a great virtue for a
research becomes increasingly Firinterdisciplinary, we atge
Wisconsin have local colleagues that we can call upon with whom
to collaborate. So we don't need to collaborate
with other institutions to the
institutions might because we've same degree that other
many different fields right got world clhere.cholars in so
Our breadth is also a strength
every student. because we've got something for
we've got something for a lot, a That may be an exaggeration, but
we can contribute to attract a lot, a lot of students, and so
many diverse intellectual binterests, and that is also ah
source of strength for us.
rises and falls in the It also cushions us against
resources. availability of outside
but more funding from the So,Department of Energy, ouring
billion dollars remains secure
getting funds from NIH and the because we have people who are
for all the different federal and private funding sources to
which we respond. So breadth is a strength for
many reasons. Second reason we remain strong
is the strength of our
Despite the skepticism with which we are regarded in some
part of the state, here in
we have tremendous populations Madison we're well regarded, and
As you know, the composition of our student population has never
been more extraordinary.
both the graduate and Theundergraduate levels iss at
exceptional on a par with many
the world, let alone in the of the lUnited States.ities in
As the pressure to enroll in
institutions has increased, University of Wisconsin Madison
has become more and more
And so the intellectual depth of selective.
particular, is just our underextraordinary.ation, in
I interact with faculty in many departments, so although my next
remark is anecdotal, it's an
experience. anAnd I can report that theed
faculty remains strong, particularly in our junior and
our younger faculty members, our
senior faculty. We have extraordinary faculty
members who, I am confident,
generation of outstanding will cascholarship.nother
So community is the second
at least at this university, is reason that bright. the future,
A third is investments in research.
Despite the pressures on the
recent times, because of the federal budget, actually, in
there have been great prinvestments in research in at,
wide range of areas, and we are well positioned to capture those
investments.
was a great boom to the University of Wisconsin Madison
because we managed to bring in
funds. to capture our share of those
federal investments in research have been something that we've
been able to take advantage.
unending uncertainty about the Now, there is, of course,
dire predictions of what may federal budget, and the most
negative consequences for us. haSo there's reason to beery
concerned, but so far so good.
of taking advantage of We've been extremely successful
funding. opportunities for research
bright because we have untapped Fourth, I potential.future is
And in my judgment, we have untapped potential in two areas.
First is philanthropy.
education institutions, UW Madison is latecomer to the
importance of philanthropy. We have not viewed philanthropy
as a source of our core operating funds, but we should.
We should be moving in this direction We have many
successful alumni who are extraordinarily loyal and
committed to the University of
need to be asked. So I think we're moving in thatt
direction.
the Commission on Faculty AsCompensation and Economicred
Benefits. We had two jobs.
One, to figure out how to fix the situation with faculty
salaries, and those of staff as well.
So we had some suggestions in that realm, but we also had
suggestions in the areas of generating the resources that it
would take to put those strategies for faculty
compensation into place.
was let's stop funding buildings And one of our major suggestions
And that argument got a very and start funding people.
UW Foundation, with the UW administration, with the
leadership of the UW Alumni Association, and so I'm
optimistic that we'll move in that direction.
We also have untapped potential in tuition.
Right now, UW Madison is a great
We are, according to Kiplinger, ewe're the 13th best value in
education in the country. We have room to maneuver,
particularly in non-resident
tuition. tuition and in differential
will move in that direction. And my expectation is that we
can see that we have been doing that, and I think we will in the
future. Finally, I would suggest that
there are things we can do to take advantage of the
opportunities that I've been
And I'll mention four areas in addressing.
of opportunities. wFirst, we need to broaden oure
collaborations. We need to be reaching out to
people both inside and outside
One reason we need to do this is this institution.
importance of interdisciplinary collaboration in the area of
research. This is not a new statement.
I could have said it 10 years ago and made the same statement,
but, nonetheless, it's true.
continues to be the wave of the Interdiscfuture.y research
We can do more of it, and so we need to broaden
those collaborations. The second way in which we need
to broaden our collaboration is through global partnerships.
We exist increasingly in a
resources for which we compete global world in both the
lay before us. and in the opportunities that
collaboration globally as well We need to broaden our
Second, we need to be more as nationally.
I'm speaking about research entrfunding.ial.
Not only from the public sources
successful, but from private from which we've been so
UW Madison is not a leader in corporate funding for research.
I think this is an area that
There's a great deal of skepticism here about corporate
funding for research. I think that skepticism is well
grounded for a couple of
One, our challenges over the reasons.
Who owns the intellectual property when corporations are
sponsoring research?
reluctant to pay for the Second, corporations are often
the way the federal government overhead of running a university
So that's a challenge as well. does.
We also need to be more entrepreneurial globally and in
areas of interdisciplinary work,
And we need to be more as I was saying a moment ago.
about new models of technology entrepreneurial in thinking
Those of you from the School of Education have certainly heard
about the Wisconsin Center for
which is a new nonprofit Friends Education Products and Services,
that was created to facilitate of the University organization
educational products and the commercialization of
marketplace. services to the K-12
need to grab the momentum. In the area of accountability we
outcomes and measures on our We need to define accountability
paper and pencil assessments terms rather than having narrow
size fits all that fit for all that's are supposed to have one
We need to make measures of learning specific to programs
and courses of study. Of course, we need to continue
to monitor graduation rates,
economic and social background retention rates, and gaps by
to come up with new measures in these rates, but we also need
motivation. thAre we inspiring joy innd
discovery among our students? Do they go on to careers in
public service and contributions
condition? to the betterment of the human
our students obtaining, not just What kind of career outcome are
long-term? in the short-term, but in the
capture the momentum. Finally, we've been discussing
engaged scholarship on this campus in a number of forums.
I think that's another area where we need to take advantage
of opportunities. Researchers still need a strong
disciplinary foundation to be excellent research, but given
that foundation, they can make
that could be developed further contribthan they are now.in ways
Thank you.
you. >> Okay, thank you to all of
I hope that you'll watch on Wisconsin Public Television thet
talks that we've had over the last couple of days.