On Thursday, October 30, I participated in a live online chat with faculty and staff.  Below is a transcript of the questions and answers. 

I look forward to continuing the conversation.

Question: Some people became very nervous after your message to the community about the economy. Can you give us more details about this issue?

Answer: This is an important question. We are monitoring key variables on almost a daily basis. Because the economy remains both dynamic and fragile, I think the most prudent course of action is to diligently review the current budget and create as much savings as is possible. Those savings will be used to support students who struggle to meet their financial obligations to the University. I believe this will both protect our student body and our faculty and staff. Let me be specific, by doing this I believe we best protect everyone’s position at the University. Currently our financial position remains very strong. 

Question: Ok….so its now 2013….what is your vision of the University?

Answer: US News and World Report, date, September 2013 “Because of the notoriety of Philadelphia University as the ‘model professional university’ US News and World Report has added a ranking category titled Professional University. In this category, by acclamation of the Academy, Philadelphia University has been ranked number 1. The University has redefined the intersection between professional and liberal arts education. Their graduates are getting jobs at a record pace and salaries.”

Question: In what ways do you anticipate that the current economic situation in the US will impact Philadelphia University and our strategic plan?

Answer:   The current economic environment forces us to focus on the key elements of the plan and in many ways accelerates the requirement for implementation. The most significant impact of the current economic situation will be a demand by parents and students for a clear value proposition from colleges and universities. Our strategic plan confronts that issue head on. Having said that, I realize that philanthropic giving may be affected and we will have to be very specific to match our plan with donor intent.

Question: With a successfully executed strategic plan, how do you envision the campus’ growth/expansion in five to ten years - both in enrollment and the campus’ physical structure?

Answer: Our plan clearly requires this University to grow. Undergraduate population will grow consistently in small increments, maybe 10 to 50 new students a year. Graduate education will grow at a faster pace. We hope that will be 40 to 60 per year. Facilities contemplated are: a science facility, a signature DEC building and residence halls. I hope that’s just a start.

Question: What kind of addition will there be to the faculty and staff with this expansion?

Answer: The specific programs will be dictated by the individual schools through their deans. Therefore, additional faculty and staff will mirror the requirements outlined in the programs. We will continue to follow the model that balances academic and professional faculty. 

Question: When do you anticipate that the new residence hall will be constructed? 

Answer:   We believe we have a need for 500+ additional beds. We have a special committee of the board, led by a real estate expert currently formulating a plan to add those beds within the next 5 years. Clearly the state of the economy will effect pacing of the acquisition or construction of those beds. 

Question: Will any programs be phased out in light of the new DEC proposal?

Answer: The phasing in and phasing out of specific programs is recommended by the UEC and GEC, respectively. The DEC strategy does not require either addition or subtraction of any specific program. It is a framework for disciplinary integration and that is the requirement.

Question: Are we going to be closed tomorrow for the Phillies parade?!!?!?!

Answer: I do not feel comfortable canceling classes without a long and serious discussion with the faculty. For example, closing classes for the Day of Service was a month-long debate and was approved by the faculty because they believe learning objectives were enhanced. The only exception to this rule is in crisis. While I celebrate with you the Phillies victory, I cannot in good conscience call it a crisis.

Question: William R. Brody, outgoing president of Johns Hopkins University, recently said: “Being a university president is like being a cemetery caretaker: You have thousands of people under you, but no one listens.” Your opinion?

Answer: Thank God I’m not at Johns Hopkins University. We had over 160 people speak loudly in strategic planning committees over the last year. I think being a university president is better categorized as being a part of the community with a clear mission to make peoples lives better. I’m not sure I could ask for more. 

Question: Philadelphia is a bit unusual. What do you feel are good benchmark institutions that we should be looking at or aspiring to emulate?

Answer: I have struggled with this question for the past 14 months. Because Philadelphia University uniquely blends liberal arts with professional education and collaborates across disciplines so robustly, we have a highly differentiated culture. Because of that culture we are a rare institution. That is why the model professional mantra has emerged. We do have baseline institutions we benchmark in relationship to size, faculty, salaries, programs, etc. But the whole is different than the sum of the parts.

Question: At one point, a bridge over Henry Avenue at the intersection of School House Lane was being considered. Is this plan still on the table? 

Answer: Managing the pedestrian and automobile traffic is an issue we are constantly striving to answer. While the bridge is still an option, funding is difficult and therefore unlikely. We need to continue to explore other options.

Question: Have you read Big Man on Campus: A University President Speaks Out on Higher Education by Stephen Joel Trachtenberg? 

Answer: After reading this book I called Dr. Trachtenberg. He is a delightful man. As a follow-up to our telephone conversation, I invited him to Nantucket and he graciously accepted. We spent most of the day together discussing the hot issues in higher education. A couple of bits of advice I remember clearly: never take your eye off of enrollment. No matter what your endowment you will grow your budget to use the resources. Without consistent enrollment an institution falters. Second, after discussing the mission of Philadelphia University, he stood in the middle of the restaurant and applauded. You would assume correctly that I paid for dinner.

I recently experienced my first “charrette.”  For those of you unaware of the charrette pedagogy I quote wikipedia,

“The word charrette may refer to any collaborative session in which a group of designers drafts a solution to a design problem. While the structure of a charrette varies, depending on the design problem and the individuals in the group, charrettes often take place in multiple sessions in which the group divides into sub-groups. Each sub-group then presents its work to the full group as material for future dialogue. Such charrettes serve as a way of quickly generating a design solution while integrating the aptitudes and interests of a diverse group of people.”

At Philadelphia University we have expanded the concept to include the cross disciplinary charrette.  Design and Entrepreneurship students mixed.  Interestingly, business and design faculty formed a charrette team also.

The process usually starts with a problem briefing.  We called it an “opportunity briefing”. Our opportunity was to create a product or service that incorporated the principles of “cradle to cradle” sustainability.

Three hours later we had 11 products.  My favorite idea was an herb company whose natural packaging was embedded with the seed of the herb in the container.  When finished, the empty package could be “thrown away” by planting it in your garden and growing more fresh herbs.

The profs wanted to start a company that would would outfit kitchens with appliances on a lease arrangement; installing, maintaining, upgrading and modifying (want more temporary cooking tops for Thanksgiving…no problem!) appliances.

The “Opportunity Charrette” can be a powerful tool.

Today I had lunch with Mo Meidar, Philadelphia University alumnus and highly successful entrepreneur.  We engaged in a far reaching discussion.  But, Mr. Meidar stunned me with his succinct and articulate description of what he saw as the mission of higher education. 

He said he believed that learning can occur primarily in three places; at home in the family, on the streets and in school.  Today homes and families are being split at record rates.  The streets are becoming more and more dangerous.  Therefore the last refuge of learning is the campus.  And, they must be safe, challenging and relevant.

Mo’s proposition sets forth a clear mission, measurable strategy and clear outcomes.

Are colleges and universities becoming the binding agent of our communities?”

Convocation is an embedded tradition in many colleges and universities. The community assembles for the purpose of beginning the academic year. At some institutions it is perfunctory Momentum will start the year, why gather to state the obvious? Being respectful of the tradition I have attended many, but have seldom been excited by a convocation ceremony, until now.

Joanna Berwind delivered a convocation lecture that was interesting, heartfelt and empowering. 24 hours after the address I have heard Joanna quoted a half dozen times on campus. She made three key points:

1. Be true to yourself first. Think of a bull’s eye with two additional concentric circles. The bull’s eye is you. The next circle is family and the outer circle is society Being true to yourself means understanding the core and then understanding the other circles of influence.
2. Take risks. Being an entrepreneur I thought this was particularly interesting because Joanna’s take on risk was different than most. She talked about risk aversion sometimes morphing into success aversion. If you are successful then expectations rise (especially from the outer circles) and you run the risk of disappointing others. Therefore people don’t try hard to be successful so that expectations can be managed. They feel safe. Don’t be afraid to succeed!
3. The Power of And will keep you centered and not selfish. Listen to others and learn…and be true to your own beliefs. An “either or” world is divisive and diminishing. You can and should be influenced by others and stay true to yourself.

To listen to Joanna Berwind’s entire speech go to

http://www.philau.edu/today/audio/joannaberwind082108.mp3

I walked into our wonderful Kanbar Campus Center this morning and quickly observed two design professors intensely engaged in discussion.  Professorial kindness forgave me the interruption.  “What has captured your attention so raptly”, I asked.  “Curiosity”, they responded in unison.   “This year we are making a theme out of curiosity. The students will be rewarded for their abilities to find the range of ‘what and why’ answers to design problems. We will take every opportunity to celebrate and foster curiosity!”

Sfumato - a willingness to accept ambiguity, paradox, and uncertainty

Corporalita - the cultivation of grace, ambidexterity and poise

Arte/Scienza - the development of the balance between science and art, logic and imagination

Dimostrazione - a commitment to test through experience, persistence and a willingness to learn from mistakes

Connessione - a recognition and appreciation for the interconnectedness of all things and phenomena

Curiosita - an insatiably curious approach to life and an unrelenting quest for continuous learning

“One more question Professors. What endeavor doesn’t need this kind of thinking?”

“Exactly”, they answered.

 More great curriculum from Philadelphia University.

I approached our Disaster Medicine and Management Exercise with ambivalence.  I left the six hour experience energized, aware and educated.

Almost 700 volunteers, faculty, administrators, students and 14 city, state and federal agencies gathered on our campus.  A simulated hostage taking event, 18 months in planning, ensued.  Diverse authorities like the Philadelphia and Chester Police, FEMA and Homeland Security, shadowed by our masters students, made real time decisions in a highly dynamic environment. 

While I learned a great deal about disaster management, the startling revelation came in the dramatic validation of Philadelphia University’s philosophy that the university of the 21st century must deliver cross-disciplinary education that is intimately connected to the real world. 

The University leadership team was told there would be a disaster exercise and we were to treat it as a real event and make decisions as facts were revealed to us.  We had to quickly analyze the data and make decisions. 

We witnessed law enforcement in a similar process.  The activity was intense and felt real.

Students and faculty shadowed decision makers and medical personnel and volunteered as hostages.  Some students collected data and will write scholarly analysis of the event.

The debrief was fascinating.  Each decision making constituency talked about their processes and learning…and what they learned from interaction with other groups.  We talked about the power of teamwork.  We learned what we knew and what we had to do better.

 This was a powerful experience.

At Philadelphia University we believe “innovation” needs curricular structure to optimize learning. For over ten years our faculty have engaged in formal interdisciplinary coursework.  The teaching culture here began to recognize creative leverage in multidimensional perspectives on problems and problem solving.  That is, varying academic disciplines bring a different lens to our view of life.  We see problems more clearly.  This clarity helps us conjure interesting solutions to both simple and complex circumstances. 

 We are particularly focused on the intersection of design, engineering and business.  The discussion between the business people and the engineers is one that many seek to mediate.  The attempt is made to link the science of the engineered product (or problem solution) with an economically viable business model.  Philadelphia University has found that the “design” field is the coalescing ingredient in a highly effective three way discussion.  Design is the art and science that speaks to the differentiation that creates value.

Is the integration of Design, Engineering and Business the breakthrough educational structure that helps define innovation?

Pride drives the creation of this blog entry.  The Philadelphia University Women’s 8 crew team finished 4th in the nation at the recent NCAA Division II championships.

Our team’s reaction to this experience inspires greater content.

I received a number of wonderful communications from the women on the team as the process unfolded; anticipation on the flight to California, focus and intensity during and following the preliminaries, exhilaration at making the finals, reflections and learning after finishing fourth in the nation.

The comment that inspires me is how the total rowing experience; pre-season conditioning, 5am practices, competition, disappointment, teamwork and bonding, achievement, fulfillment; this cauldron of actions, events and emotions formed a permanent (I think) compass within each individual that will guide them in future decision making and actions.  The “true north” arrow is not necessarily a quantifiable or even recognizable list of what it takes to be successful.  

Is it the tuning of one’s gut that motivates the impossible effort?

I attended my first graduation celebration on Sunday.  I speculated about what would be interesting, exciting, inspiring and…boring.  As the event progressed I was comforted by my ability to prognosticate; until the students walked across the stage and I gave them their diplomas.

I was committed to looking each of them in the eye, shaking their hand and saying something to every graduate.  What I didn’t expect was the sheer joy I saw in each of the 692 faces.  I am not exaggerating…joy in every face.  It was the most inspiring part of the ceremony for me — and, maybe the most enduring. 

Personal accomplishment was manifested in each individual, yet the collective excitement and sense of community was palpable.  The glow of achievement, multiplied 692 times, creates powerful energy.  I can’t remember a similar experience in my life.

Coming from a background in business and as a business school professor I use (too much) business lexicon to describe everyday experiences.  For example, I am fond of saying that seeing a former student succeed is the “capital gain” of teaching.

Philadelphia University senior, Shaheed Abdulhaqq, will receive his diploma next week.  I never taught Shaheed.  However, my role as President leverages the “capital gain” analogy to a far greater audience. 

Shaheed’s father died when he was young.  His mother died during his 1st year in college. He was gathered in by an aunt and uncle.  Shaheed also found his way to Philadelphia University.  Taking the most demanding science courses, his academic career took off.  On Saturday he will recieve one of what I expect will be many honors in his life.  Shaheed Abdulhaqq is Philadelphia University’s valedictorian, graduating with a perfect 4.0 GPA.  He is deciding which med school to attend of the many that accepted him.

Oh yes, the “Type III” title to this entry.

Shaheed’s fertile mind authored a science fiction novel titled, “Type III”, published this past December by Dorrance Publishing in Pittsburgh.