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A NEW AMERICAN UNIVERSITY
WHITE PAPER FROM THE
OFFICE OF THE PRESIDENT
ARIZONA STATE UNIVERSITY
ONE UNIVERSITY IN MANY PLACESTRANSITIONAL DESIGN TO TWENTY-FIRST CENTURY EXCELLENCE
The President’s Response to the University Provost’s Recommendations Regarding the University Design Team Report
AP R I L 2004
Table of Contents
Introduction: One University in Many Places . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
1. Arizona State University: Who are we? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
i. ASU is one of the largest public universities in the United States
ii. ASU is located in one of the fastest growing and most rapidly diversifying
metropolitan regions in the United States
iii. The State of Arizona is the largest investor in ASU
iv. ASU is the sole research university in one of the nation’s emerging major metropolitan areas
v. ASU’s organizational structure is based on the traditional academic model
vi. The university’s operations are distributed across four primary locations
2. ASU: What do we need to become? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
i. Aspirational peers: public metropolitan research universities
ii. Aspirational goals: design imperatives for a New American University:
3. University design process: the college/school-centric model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
i. Financial considerations of the design process
ii. Implementation of the design process
iii. Many places: the university campuses
Appendix A: The New American University Design Imperatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Appendix B-1: A Summary of the President’s Response to the University Provost’s Recommendations to the University Design Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Appendix B-2: The President’s Response to the University Provost’s Recommendations to the University Design Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Appendix C: University College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Appendix D: School clusters and campus summaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Appendix E: Timeline for ASU at the Capital Center campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Appendix F: University Design Team roster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
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Introduction: One University in Many PlacesThe objective of the reconceptualization of Arizona State University (“design process”) is to build a comprehensive met-ropolitan research university that is an unparalleled combination of academic excellence and commitment to its social,economic, cultural, and environmental setting. As it evolves into the New American University, ASU is poised for thenext step of its rapid and unique development as one of the nation’s premier public research universities. This report pro-vides the blueprint for the design process that will accommodate the demands and needs of the Phoenix metropolitan areaand the State of Arizona. While there may be a variety of approaches that might be taken by ASU to accomplish its objec-tive, there can be little disagreement about the challenges to address in the ASU design process:
• Rapid socioeconomic change in the metropolitan region and state (metropolitan Phoenix area is experiencing oneof the nation’s highest rates of population growth, a trend projected to increase and continue indefinitely);
• Rapid cultural diversification (unprecedented transformation of regional demographic profile requires ASU tooffer access, promote diversity, and meet the special needs of underserved populations);
• Projections of the number of high school graduates seeking a college education by 2020 indicate increasingdemand and enrollment growth;
• Limited higher education infrastructure in the region (ASU is an emerging but not yet fully evolved institution,and the only major platform of university higher education in one of the largest cities and metropolitan regionsin the United States);
• Underperforming Pre-K–20 educational system;
• Limitations imposed by ASU’s evolutionary history and present design;
• Physical constraints on the original ASU campus;
• Limited public and private support for the university (declining state government investment in ASU, when meas-ured on a per student basis);
• Increasing competitiveness among research universities for limited funding and resources, i.e., intellectual capi-tal (imperative for academic excellence);
• The need for research-driven knowledge-based economic development in metropolitan Phoenix.
In the face of such challenges, the response of most universities would be to retreat and rely on the elite, historical mod-els of the past. ASU will instead set out to find ways to operationalize the vision of a New American University. In doingso, the single biggest question faced by the university is: How do we operate the university of today while working tobecome the university of tomorrow? This report identifies the first of many steps in the design process that will be nec-essary to create the New American University.
In an organization as large and complex as a major public research university operating in one of the fastest growing
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1 “Design process” refers to the planning, realization of final design, and implementation strategy for each of the activities identified in this report.
regions in the nation, there are sure to be many obstacles, problems, issues, and concerns to confront. While planningadjustments and course corrections will certainly need to be made along the way, the university must think and behavestrategically. The university must identify new partners, continue to press its case to its investors, seize unexpected oppor-tunities, remain responsive to changing conditions, deploy its resources in ways that empower its many component parts,and prepare to advance in unexpected ways. As set out in this report, ASU will undertake these tasks as an organizationthat focuses on the building and operation of a federation of unique colleges and schools (sometimes large and sometimessmall), academic departments, and interdisciplinary research centers (academic units henceforth generally referred to as“colleges and schools,” with colleges being a particular amalgamation of schools).
The university design process will focus on building strong and entrepreneurial colleges and schools, encouraged to growand prosper to the extent of their individual intellectual and market limits. Through the creation of a federation of uniquecolleges and schools, ASU will lay the foundations of the premier public metropolitan research university of the twenty-first century.
The key to ASU’s transformation and success will be college and school empowerment. Success will be driven by increas-ing academic excellence, fostering creativity, and enlarging the social, economic, and cultural impact of the university.Such excellence, creativity, and impact are attained when communities of students and scholars are driven to compete atthe highest level. Such competition is nurtured and enhanced by close-knit organizations with focused missions and highdegrees of freedom. In the case of a major research institution, these characteristics are associated with smaller academ-ic units, such as colleges and schools.
College and school empowerment will help overcome historical physical and fiscal constraints through ownership of thecompetitive academic process at the level of each college and school. Devolving intellectual and fiscal responsibility tothe level of colleges and schools will encourage each to excel, allowing them to articulate new designs and embark in newdirections, as well as to set higher standards to ensure national competitiveness.
The reconceptualization seeks to produce a model of differentiation to transform ASU into a leading major research insti-tution. Rather than pursuing models from the past which, due to ASU’s current historical, financial, and environmentalsituation, are not likely to succeed, such as a replication model that would attempt to reproduce the organization of suc-cessful major research universities, or a trajectory model that would guide the development of the institution accordingto linear extrapolation from the current structure and dynamics of ASU, the model of distinctive differentiation will buildon existing strengths to produce
• Unique colleges, schools, interdisciplinary research centers, and departments;• Nationally competitive interdisciplinary traditions;• A cooperative environment with complementary academic units in pursuit of excellence;• Strong and deep linkages to the community;• Distribution of programs throughout the community.
The design process will guide the creation of a unique institutional profile to position ASU as one of the premier publicmetropolitan research universities of the twenty-first century, an institution committed to teaching, discovery, and serv-ice to the community (university as social enterprise).
The university greatly appreciates the work of the University Design Team on which this report is based. The UniversityDesign Team members evinced ceaseless dedication, tremendous creativity, and patient thoughtfulness in their work. Themembers of the University Design Team are identified in Appendix F.
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1. Arizona State University: who are we?
i. ASU is already one of the largest public universities in the United States
ASU has achieved recognition for its teaching, research, and public service, attaining university status in 1958, and theconferral of Research I status granted by the Carnegie Foundation in 1994. ASU today enrolls nearly 60,000 undergrad-uate, graduate, and professional students on four campuses in metropolitan Phoenix, maintaining a tradition of academicexcellence in core disciplines while gaining recognition as an important global center for innovative interdisciplinaryresearch. ASU currently ranks third among public universities in its enrollment of freshmen National Merit Scholars.
ii. ASU is located in one of the fastest growing and most rapidly diversifying metropolitan regions in the United States
The transformation of ASU from a territorial teachers college to a major research institution parallels the transformationof metropolitan Phoenix from a frontier settlement to a dynamic and emerging global city. The explosive populationgrowth and rapidly changing demographic profile of metropolitan Phoenix and the state of Arizona present unique chal-lenges to ASU. Arizona was the second fastest growing state in the nation between 1990 and 2000, increasing 40 percentin population. And since 1990 the population of metropolitan Phoenix has grown by 54 percent, representing the sec-ond largest increase for a metropolitan area in the United States. The population of the metropolitan region is projectedto double during the next two decades, from the present 3.3 million to 6 million by 2030, and eventually to 7 or 8 mil-lion.
Arizona’s demand for higher education will continue to increase. In 2001-2002 the number of high school graduates inArizona totaled 46,774. That number in 2017 is projected to be 72,697—a 55.4 percent increase. This increase—sec-ond only to Nevada in projected growth—is anticipated despite Arizona’s low high school graduation and college partic-ipation rates. Currently in Arizona, for every 100 ninth grade students, 59 graduate from high school and 29 go on topost-secondary education. The national averages are 67 and 38 respectively. Arizona has fewer college graduates, lowerper capita income, and a greater percentage of the population living below the poverty line than the national average. Thenational average of low-income students who attend post-secondary education, for example, is 23.1 percent. That per-centage in Arizona is 15.7 percent.
The burgeoning enrollment of ASU parallels the unprecedented growth of metropolitan Phoenix and the state of Arizona.ASU has experienced an enormous increase in enrollment during the past several decades. Whereas in 1975 ASU enrolled35,000 students, the university today enrolls nearly 60,000 students—more than the University of Arizona and NorthernArizona University combined. Consistent with increasing statewide demand for higher education, enrollment levels atASU are projected to increase dramatically in the decades ahead. In 2000 Governor Hull’s Task Force on Higher Educationestimated that by 2020 over 200,000 students would be enrolled in Arizona’s community colleges and over 150,000 stu-dents would be enrolled in the state universities.2
The demographic profile of ASU is changing dramatically, reflecting the demographic transformation of the region. Thepast decade has witnessed an 88 percent increase in the Hispanic population of our state, for example, and today one ofevery four Arizonans is of Hispanic origin. Half of the population under 18 in both Phoenix and Tucson is now Latino.3
It is estimated that within the next 20 years, Latinos will make up over one-half of the homegrown labor force. At thesame time the economic gaps between the “haves” and the “have-nots” is growing in Arizona. During the decade of the
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2 Fall 2003 enrollment figures for the three state universities total 113,450 (ASU enrollment: 57,543; University of Arizona enrollment:37,083; Northern Arizona University enrollment: 18,824)
3 “Five Shoes Waiting to Drop,” a report from The Morrison Institute, Arizona State University, Oct. 2001
1990’s Arizona ranked fifth among the 50 states in the growth of the income gap between the top fifth and bottom fifthin family income.4 Many Latino immigrant families as well as African American and Native American families fall intothat bottom fifth. At the same time, Arizona is attempting to move from a service economy to an economy powered bytechnology. Providing access to higher education to minority populations and ensuring their success may well prove tobe the difference between economic growth and economic decline in Arizona’s future. ASU champions diversity, andminority enrollment at all ASU campuses hit an all-time high of 22 percent of the total student body this year, up from10 percent in 1985 and 15.5 percent just ten years ago, a trajectory the institution is committed to accelerating.
iii. The State of Arizona is the largest investor in ASU
The State of Arizona is the primary investor in ASU,5 but to a degree rarely appreciated, major research universities,whether public or private, function in a fiercely competitive environment, and in such a context, each must operate with“real-world” entrepreneurial speed and ingenuity. In order to become competitive, a relatively young institution that doesnot yet have the endowment resources of a more established university, and has had to rely heavily on its annual stateappropriation, must focus on acquiring sufficient resources, both financial and physical. ASU will become competitive tothe extent that the faculty, staff, and students embrace a culture of academic enterprise. It is essential that the universitycommunity discard the paradigm that ASU is an agency of the state government. ASU is an enterprise responsible for itsown fate, an enterprise that the state government charters and empowers, and in which it invests.
Comparisons to other major research institutions demonstrate the extent to which ASU is not economically competitive.Rankings of universities by sources of revenue (tuition and fees, state appropriations, federal grants and contracts, all othergrants and contracts, gifts, investment income, other income sources) place ASU far below peer institutions. The situa-tion becomes untenable when one takes into account sources of revenue per FTE student.
iv. ASU is the sole research university in one of the nation’s emerging major metropolitan areas
ASU is the sole research university in a metropolitan region characterized by explosive population growth and unprece-dented demographic transformation. As a result, ASU bears the responsibility to educate students and advance knowl-edge, as well as to improve the quality of life and quality of place in metropolitan Phoenix and the region. In other met-ropolitan regions, this responsibility is shared by a number of educational institutions. Major research universities in themetropolitan Los Angeles region, for example, include UCLA, USC, and Caltech, with UC Santa Barbara, UC Irvine, UCRiverside, and UC San Diego within close proximity. A host of other institutions—public (several California StateUniversity campuses) and private (Occidental College and the prestigious Claremont Colleges and Claremont GraduateUniversity)—complement these national universities.
A comparison between the number of enrolled students and number and variety of academic institutions in metropolitanPhoenix and metropolitan Philadelphia, both with current populations of approximately 3.5 million, offers a glimpse ofone dimension of the strategic situation confronting ASU academically. In addition to a number of prestigious institutionssuch as the University of Pennsylvania, Bryn Mawr College, Swarthmore College, and Haverford College, 214,000enrolled students in metropolitan Philadelphia are able to choose from over thirty recognized educational institutions. By
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4 As cited in “Arizona at Risk,” a report of the Governor’s Task Force on Higher Education, Dec. 20005 During the past few years the people of Arizona have made an unprecedented commitment to university science and technology research that willcontribute to a knowledge-based state economy. The approval of Proposition 301 in November 2000 represented public recognition of the need toinvest in the future prosperity of our region by providing a long-term funding stream for science and technology investments. And the passage ofthe research infrastructure bill by the state legislature in June authorizes $14.5 million of annual state appropriations starting in fiscal year 2007–2008for lease-purchase capital financing of approximately $185 million of important new research facilities.
contrast, metropolitan Phoenix, with approximately 180,000 enrolled students, supports few institutions apart from ASUand the Maricopa Community College System.
Metropolitan Phoenix lags behind the top cities in the nation with the highest percentage of educational attainment inadults aged 25 to 34. A comparison between the number of college graduates as a percentage of the adult population insuch metropolitan areas as San Francisco-Oakland (53.4 percent), Boston (51.2 percent), Raleigh-Durham-Chapel Hill(45.2 percent), Austin-San Marcos (38.9 percent), Denver-Boulder (38.1 percent), Portland, Oregon (31 percent), andPhoenix (24.6 percent) reveals another dimension of the challenge facing ASU as it prepares the workforce of the regionfor the knowledge economy of the twenty-first century.6
v. ASU’s organizational structure is based on the traditional academic model
ASU is a relatively young but rapidly evolving institution of higher education in the United States. Although ASU tracesits origins to the territorial teachers college established in Tempe in the nineteenth century, its trajectory as a compre-hensive research university does not begin until 1958.7 The present reconceptualization of the design of the universityrepresents the most recent stage in the continuing evolution of an institution.
ASU is currently based on the traditional model for institutions of higher education. Like most major research universi-ties, the organization of ASU is based on an historical prototype. The distinctively American model of the research uni-versity came into being in the nineteenth century when the German model of the elite scientific research institute offer-ing specialized graduate training was “grafted” onto the traditional American undergraduate liberal arts college. Followingthe lead of Johns Hopkins University in Baltimore, fifteen American institutions came to define the American researchuniversity.8 Such has been the influence of these fifteen institutions that, to this day, every university in the nation meas-ures itself according to their standards. Although these universities represent the gold standard, it is the gold standard ofthe past.These universities are considered definitive prototypes, and their disciplinary departments are the departmentsby which all others are judged. But because academic departments tend to structure themselves to resemble the mosthighly ranked departments in their respective disciplines, academic departments tend to resemble one another across thenation. The model for the New American University proposes a rethinking of the static organizational paradigms ofAmerican research universities.
Over the course of centuries universities became organized into a rigidly codified hierarchy of academic departmentsbased on the traditional disciplinary affiliations of scholars. Knowledge does not fall within strict disciplinary categories,yet American research universities maintain an institutional organization that derives from the medieval academy. But the
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6 U.S. Census Bureau, Geographic Comparison Table (GCT-P11: Language, School Enrollment, and Educational Attainment: 2000 data set)7 The origins of ASU are traced to the teachers college that was established in Tempe in 1885 by an act of the Thirteenth Territorial Legislature. Thecore of the historic Tempe campus was a twenty-acre cow pasture in the late nineteenth century, donated by leading citizens who sought an institu-tion to train public school teachers, and provide instruction to their sons and daughters in agriculture and the mechanical arts. The name of the insti-tution changed three times during its first fifteen years, becoming the Normal School of Arizona in 1901. Subsequent changes were associated withexpansions of the curriculum and degrees offered. In rapid succession Tempe State Teachers College became Arizona State Teachers College, and, in1945, Arizona State College. By 1958 the college performed all the functions of a university, and received authorization by an act of the governorto become Arizona State University. Basic and applied research preceded attainment of university status in 1958, but the development of new aca-demic programs and library holdings, and the conferral of doctoral degrees in the 1960s led the Carnegie Foundation to grant ASU Research I sta-tus in 1994.8 Some of the institutions formative in the development of the American research university are private, such as Harvard, Columbia, Cornell,Princeton, and Yale; others, state and land grant universities, such as the University of Michigan, the University of Wisconsin, the University ofIllinois, and the University of California; still others, new universities made possible by private bequests, such as Stanford, Caltech, MIT, and theUniversity of Chicago. These institutions have produced the vast majority of Ph.D.’s in the nation for the past one hundred years.
traditional disciplinary organization of universities may not be the optimal way to organize the institution, or to organizeknowledge itself, or to teach students, or to address the social, economic, and technological challenges that face us.Although we build on the bedrock of traditional disciplines, if we are to advance knowledge in the face of its rapidly chang-ing nature, and come to terms with the explosion of new knowledge that characterizes the academy in recent decades, anew and more fluid organization is urgently required. Because it is no longer sufficient to neatly categorize knowledgeinto disciplinary-based academic departments, the design of ASU must accommodate the establishment of interdiscipli-nary research centers construed across the university.
The design and implementation of new colleges and schools and the rethinking and redesign of existing colleges andschools provides opportunities to break out from the confines of traditional disciplinary organization, and to actually buildthe kind of interdisciplinary programs needed to institutionalize and implement intellectual fusion. And because of exter-nal pressures of enrollment and demographic change, ASU will have flexibility to better serve the needs of its manydiverse constituencies. The evolving design of ASU permits both internal flexibility and allows the university to addressthe challenges and serve the needs of the region.
vi. ASU’s operations are distributed over four primary locations
ASU is spatially distributed across the fourteenth most populous metropolitan region in the nation. Although a single andunified institution, the academic units comprising ASU are distributed across metropolitan Phoenix in four differentiated“academic complexes,” i.e., campuses (“One University in Many Places”). In addition to the historic Tempe campus, theuniversity comprises two newer campuses with more specialized missions: the West campus, in northwest Phoenix adja-cent to Glendale, and the Polytechnic campus, in Mesa. The conceptualization and design of the Capital Center campusin downtown Phoenix is presently underway.
There are currently weak and uneven relationships between and among the ASU campuses. ASU is a single institutionwith units geographically distributed across metropolitan Phoenix. The present organization of ASU, with a campus des-ignated “Main,” two tiered secondary campuses, and a nascent downtown campus, does not represent effective planning,nor does it serve to advance the institution from its present regional status to that of a national university. The currentorganization of the university lacks clear definition of campus identities, and perpetuates unnecessary duplication of pro-grams and resources. The structure of the university does not encourage interdisciplinary collaboration of programs con-strued across the campuses. The present design discourages the emergence of capable enterprise-building units.
Consistent with the ABOR Changing Directions Initiative, planning efforts by the administration of ASU led to the for-mation of the University Design Team (UDT), charted to explore bold and innovative thinking about how the universityshould prepare for its new and expanded mission. UDT has determined that the missions of each of the anchor campus-es and the extended campus must be redefined so that the sum of the parts will more effectively and efficiently serve theexpanded mission of ASU conceived as a prototype New American University. As specified in the president’s conceptpaper “Changing Directions” (October 2003):
ASU must reorganize and focus the anchor campus offerings as a means of increasing flexibility and coordina-tion and promoting beneficial synergies and cost effectiveness. It is already clear that the plans will call formoving some programs from the main campus to the east campus and perhaps the west campus, consolidat-ing some programs, redirecting some existing programs, developing some new programs, and differentiatingprograms that are common to the three anchor campuses.
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2. ASU: What do we need to become?
i. Aspirational peers: public metropolitan research universities
ASU is a public metropolitan research university, and, as such, the profile of our student body, the character of ourresearch enterprise, and the scope of our community engagement must differ from that of other institutions. Peer insti-tutions in the United States—large public metropolitan research universities—represent a unique institutional type, dis-tinct from most land grant universities and other comprehensive academic institutions, as well as technical institutes,medical schools, and state colleges. Prominent among this category of institution are the University of California, LosAngeles (UCLA); the University of Washington; the University of Texas, Austin; the University of Minnesota; and OhioState University. Each draws on the unique advantages of being situated in the heart of a diverse urban environment, andeach contributes to the prosperity and advancement of their regions.
ASU is striving to become competitive as a national university. Its success in attracting the best faculty and students, com-petitive research funding, and greater levels of private investment would be enhanced by attaining recognition as a nation-al research university. The national standing ASU seeks can only be attained by improving our ranking in comparative cat-egories, such as those utilized by the Association of American Universities (AAU) and the National Research Council(NRC). We must measure progress not against our past performance, but against the objective standard of the accom-plishments of national research universities.
The Lombardi Program on Measuring University Performance, commonly referred to as The Center, is a respected insti-tutional research group based at the University of Florida. In their annual report, The Top American Research Universities,the group gathers and compares objective data about the top private and public American research universities in nine cat-egories: total research support, federal research support, endowment assets, annual giving, faculty membership in thenational academies, faculty awards, doctorates granted, postdoctoral appointees, and median SAT scores. Among publicresearch universities in the second tier (26-50) that receive over $20 million in federal research funding, ASU ranked inonly three categories: faculty awards, private support, and the number of doctorates granted.9 ASU did not achieve asingle superior ranking in the most recent evaluation of graduate programs produced by the National Research Council(1993), and in categories established by the AAU, ASU is recognized only for the quality of its faculty.
Increased potential for ASU to attain national status comes from dramatically increasing research infrastructure in allfields, from the arts to the humanities to the sciences to engineering. With current plans to add over one million squarefeet of research space within the next few years, space on the crowded Tempe campus is at a premium. With projectedenrollment increases, ASU can only accommodate additional students at the other campus locations. Greater researchproductivity will also be facilitated by a flexible university design that encourages the formation of interdisciplinaryresearch groups. ASU will also attract better faculty and students with new facilities that can be built at sites other thanthe Tempe campus.
But as the only major research university in the heart of one of the most rapidly urbanizing metropolitan areas in thenation, a region marked by explosive population growth, unprecedented demographic change, rapid development, andenvironmental trends that threaten its sustainability, ASU bears the additional responsibility of providing leadership for aregion that lags far behind comparable metropolitan areas in several leading indicators. Numerous measures of educa-tional performance and outcomes in metropolitan Phoenix and Arizona are not only below average, but rank near the bot-tom nationally. Arizona ranks last for the rate of high school completion, for example. And in terms of the educational
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9 Lombardi Program on Measuring University Performance, The Top American Research Universities (University of Florida, 2001), 46-47[http://thecenter.ufl.edu/publications.html]
attainment of its adult population, Arizona lags far behind most metropolitan regions. The regional economy has yet toevolve to an appreciable degree from one that is resource-based and service oriented to one that is knowledge-driven andcompetitive. And the long-term environmental sustainability of the region remains in serious jeopardy.
As a consequence of investment in research infrastructure, a dramatic acceleration of the research enterprise, and therecruitment of prominent faculty, the contributions of ASU are expected to receive increasing national and internationalrecognition in the coming decades. The attainment of such recognition is sought because it increases access to federalfunding and private investment, possibilities for collaboration with top tier institutional partners, as well as the ability ofthe university to attract and retain the best students and faculty. Along with other honors, the consummate institutionalrecognition that comes with election to membership in the Association of American Universities (AAU), the prestigiousassociation of 62 leading North American research universities, is therefore an explicit institutional goal.
ii. Aspirational Goals: Design Imperatives for a New American University
ASU is one of our nation’s youngest major research institutions, and is positioning itself to emerge as a prominent nation-al university. The transformation of ASU from an important regional university to one of our nation’s leading public met-ropolitan research universities is guided by the vision of an institution that measures its academic quality by the educationthat its graduates have received rather than the academic credentials of its incoming freshman class; one at whichresearchers, while pursuing their scholarly interests, also consider the public good; one that does not just engage in com-munity service, but rather takes on major responsibility for the economic, social, and cultural vitality of its community.These tenets, first proposed in the inaugural policy paper, “A New American University: The New Gold Standard,” guidean effort to spur the evolution of an institutional form rooted in the past.10
In response to a new era marked by unprecedented demographic change, and quantum leaps in scientific discovery andtechnological innovation, ASU will endeavor to create a unique institutional profile and serve as a model for other largeresearch universities. The concept of the New American University serves as a new model for the American research uni-versity, one that breaks the mold that has constrained these institutions. The reconceptualization of ASU will be consis-tent with the vision of the institution as a prototype for the New American University
The eight “design imperatives” of the inaugural policy paper represent new standards—or guiding principles—by whichto measure the progress of the institution (Appendix A). The reconceptualization of the university must be consistentwith the design imperatives of the New American University, intended to advance the status of the institution to the ranksof research universities of national standing.
As more fully set out in Appendix A, the design process of the university will serve to foster teaching, research, and pub-lic service that
(1) leverages the location of the university in a burgeoning metropolitan region in the American Southwest (“ASUmust embrace its cultural, socioeconomic, and physical setting”);
(2) underscores the role of ASU as a preeminent catalyst for societal change to transform society, improve thehuman condition, foster sustained social advancement and economic growth, and promote responsible plane-tary stewardship (“ASU must become a force, and not only a place”);
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10 “A New American University: The New Gold Standard,” Office of the President, Arizona State University (November 2002; rev. ed. forthcom-ing, 2004).
(3) promotes the intellectual capital of ASU as both the source of the institution’s potential to transform society andits economic prosperity through the commercialization of its research (“a culture of academic enterprise”);
(4) balances the need for, and importance of, continuing basic research, i.e., fundamental discovery, with a researchagenda focused on addressing actual and immediate problems (“Pasteur’s Principle”);
(5) focuses on outcome-determined excellence (“a focus on the individual”);(6) advances knowledge through interdisciplinary scholarship (“intellectual fusion”);(7) assumes major responsibility for the economic, social, and cultural vitality of the region (“social
embeddedness”);(8) promotes international collaboration, exploration, and understanding (“global engagement”).
As a New American University, ASU will be an institution that offers openness and access to as broad a segment of thepopulace as possible. ASU will foster creativity and generate new knowledge, and disseminate that knowledge as widelyas possible, serving students, the local community, and the larger national and global communities. ASU will be an insti-tution that is inclusive rather than exclusive, and its success will be measured not by who the university excludes,but ratherby who the university includes.
The objective of the reconceptualization of the university is to build a world-class institution here in the AmericanSouthwest, one that will prove of lasting value to the state and nation in the centuries ahead. In seeking to become a majorresearch institution of national rank, ASU will serve as a prototype for the New American University.
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3. University design process: the college/school-centric model
The key to ASU’s transformation and success will be college and school empowerment. The objectives of the universitydesign process based on the “college/school-centric” model are:
• To build the university around strong entrepreneurial colleges and schools (the enterprise model);• To devolve intellectual and entrepreneurial responsibility to the level of the college and school;• To create a design that allows colleges and schools to grow and prosper to the extent of their intellectual and mar-
ket limits;• To create a federation of unique colleges, schools, academic departments, and interdisciplinary research centers
(“colleges and schools”) as the foundation of the premier metropolitan research university of the twenty-first cen-tury.
The evolving design of ASU is essential, not only to achieving academic excellence, but to serving the metropolitan regionand state, and meeting the challenges of the decades ahead. In order to become nationally competitive,ASU must increaseoverall academic excellence. This becomes possible by increasing the excellence of the academic units that comprise theuniversity—building the university around strong entrepreneurial colleges and schools. ASU must become a universitythat is structured around outstanding colleges and schools (designating academic units, whether colleges, schools, aca-demic departments, or interdisciplinary research centers) free to grow and prosper to the extent of their individual intel-lectual and market limits. A college or school is a unit of intellectual connectivity between faculty and students organ-ized around a theme or objective. Towards this end, our objective is to create a single institution with programs distrib-uted across metropolitan Phoenix in which all academic units have the potential to achieve excellence. In this concep-tion, ASU is a federation of unique colleges and schools with no implicit hierarchy or “tiering.”
The key to ASU’s transformation and success will be college and school empowerment. Success will be driven by increas-ing academic excellence, fostering creativity, and enlarging the social, economic, and cultural impact of the university.Such excellence, creativity, and impact are attained when communities of students and scholars are driven to compete atthe highest level. Such competition is nurtured and enhanced by close-knit organizations with focused missions and highdegrees of freedom. In the case of a major research institution, these characteristics are associated with smaller academ-ic units, such as colleges and schools.
College and school empowerment will help overcome historical physical and fiscal constraints through ownership of thecompetitive academic process at the level of each college and school. Devolving responsibility to the level of colleges andschools will encourage colleges and schools to excel, allowing each to articulate new designs and embark in new direc-tions, as well as to set higher standards to ensure national competitiveness.
A college/school-centric model for the university assumes an institution in which each college and school competes forstatus, not with other colleges and schools within the university, but with peer colleges and schools around the countryand around the world. Each college and school will have an opportunity to gain its own competitive status within its ownsphere. And colleges and schools within the university will have the opportunity to complement and leverage one anoth-er. In this model, the School of Technology at ASU Polytechnic, for example, has the potential to become a leading schoolof technology, linked to a leading school of engineering on the Tempe campus, comprised of programs with studentsappropriately placed, ensuring mechanisms for maximum success.
The college/school-centric model of ASU is predicated on devolving intellectual and entrepreneurial responsibility to thelevel of the college or school. The president of the university and administration will endeavor to create the optimumenvironment for success, acquiring operating resources, and helping to strategically ally the institution and its academic
ON E UN I V E R S I T Y I N MA N Y PL AC E S
AR I Z O N A STAT E UN I V E R S I T Y 11
units. But the university will advance primarily through small groups of faculty working with students to advance theirintellectual agendas to become nationally competitive.
In this college/school-centric model, each college and school is unique in conceptualization and driven by its own intrin-sic requirements, with the caveat that it must integrate with other elements within the university. The colleges and schoolsare the competitive units by which the university advances, each college and school advancing on its own. It is the respon-sibility of the leadership of each college and school to articulate aspirations, advance conceptualizations, and finalize nuts-and-bolts designs.
Because ASU is a single institution with multiple campuses, the design process does not give precedence to the historicTempe campus. ASU will not be comprised of a flagship campus and tiered secondary campuses. The evolving design ofthe university transcends the campus-based model. We must build one university in which the academic quality of unitsdifferent in kind is uniformly high, all are treated fairly and equally, individuals are free to advance their creativity, and themerit associated with their work is recognized.
i. Financial considerations of the design process
The ability of the university to enhance academic quality by building colleges and schools of national and internationalrank, while continuing to provide access to the people of Arizona, is directly tied to the university's ability to attractinvestors and grow investments. Over the past decade the investment of the State of Arizona has not kept pace with theuniversity’s growth and increasing complexity. Accordingly,ASU must overcome its fiscal constraints by developing newpublic and private funding partners, as well as making a better argument for investment in the institution with the stateof Arizona. In the public sector, for example,ASU must work to develop enhanced partnerships with the cities in whichit is located. In addition, ASU must work to attract new investment from the research funding agencies, private sector,philanthropic organizations and foundations, and alumni. Only with new and enhanced investment will the university beable to hire the faculty, build the facilities, and develop the campuses necessary to advance the quality of the colleges andschools in the manner described in this report.
ii. Implementation of the design process
This report sets out a design that will require the complex set of implementation activities and interactions identified inAppendices B-1 and B-2, a process that will continue well into the future. First, as indicated above, there are importantfinancial considerations to be addressed. Second, as indicated in the University Provost's recommendations, the imple-mentation of the design will incorporate principles to facilitate the orderly transition and migration of programs, schools,and colleges. Third, ASU will need to initiate or expand new partnerships and alliances with the public and private sec-tor including the City of Tempe, the City of Phoenix, the City of Mesa, the City of Scottsdale, other city governments,the Maricopa Community College District, and the private sector. Finally, as one of three state universities, the imple-mentation of the design set out in this report requires collaboration with the Arizona Board of Regents to obtain inputand approval as appropriate.
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12 AR I Z O N A STAT E UN I V E R S I T Y
iii. Many places: the university campuses
The essence of a great university is not only in its libraries, laboratories, studios, and classrooms; its irreducible core isthe human relationships within its scope. Although it is inconceivable to imagine a great university without its librariesand research infrastructure, the physical manifestation of universities remains secondary to the community of students andscholars who are its spirit. This said, universities are often identified with their campuses, and, in this context, the designprocess seeks to break new ground in defining the relationships between campuses, the university community, and aca-demic programs.
The operational concept of “campus” must be distinguished from the academic processes that comprise the entities termed“colleges and schools.” Because ASU is a single institution that owing to historical circumstance has become distributedspatially across metropolitan Phoenix, it is nearly inevitable that a hierarchical model developed, with the historic cam-pus perceived as the flagship, and tiered subsidiary campuses offering duplicate programs conceived primarily for expe-dience and convenience. From its inception, ASU East (now the Polytechnic campus), with a focus on applied science,technology, and business, has largely been an exception to this model.
The college/school-centric model embraced in the design process will instead produce a deliberate and planned cluster-ing of programs on each “campus” around a related theme and mission. The empowerment of colleges and schools will beenhanced by the judicious relocation and clustering of existing colleges and schools or, in the future, the placement of newcolleges and schools according to an integrated and thoughtful plan. The imposed spatial distribution of the universityoffers extraordinary opportunities, to depart from the traditional model and create academic complexes with distinctidentities, and to better embed the university in the diverse communities of the metropolitan region. The plan is alsomotivated by limitations of space on the Tempe campus, and the commitment of the university to provide access and servethe entire metropolitan region.
Appendices D-1 through D-4 introduce the design concepts of each of the four campuses of ASU.
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AR I Z O N A STAT E UN I V E R S I T Y 13
APPENDIX AA SUMMARY OF DESIGN IMPERATIVESFOR THE NEW AMERICAN UNIVERSITY
ASU is developing a new model for the American research university, creating an institution that measures its academicquality by the education that its graduates have received rather than the academic credentials of its incoming freshmanclass; one at which researchers, while pursuing their scholarly interests, also consider the public good; one that does notjust engage in community service, but rather takes on major responsibility for the economic, social, and cultural vitalityof its community. These tenets, first proposed in the inaugural policy paper, “A New American University: The New GoldStandard” (November 2002), represent a new way of thinking about the fundamental objectives of a university—teach-ing, research, and public service.
The eight “design imperatives” represent new standards—or guiding principles—by which to measure our progress. Thedesign imperatives were never intended to represent hard-and-fast categories—most of the accomplishments of the uni-versity do not correspond neatly to a single design imperative, but rather cut across many. And because the research inter-ests of ASU scholars are so diverse, not all design imperatives could possibly be relevant to any given individual or team.The objective of the design imperatives is to spur new thinking, suggest new possibilities, and unleash the creative poten-tial of our academic community. The overarching objective is to transform ASU into one of the nation’s leading publicmetropolitan research universities.
DESIGN IMPERATIVE 1: ASU MUST EMBRACE ITS CULTURAL, SOCIOECONOMIC, ANDPHYSICAL SETTING: LEVERAGING PLACEAcademic institutions leverage place by embracing their cultural, socioeconomic, and physical settings. Colleges and uni-versities are situated in regions with particular heritages, cultures, and aspirations, and scholars at these institutions areuniquely positioned to address the problems of their regions, and to offer perspective on the distinct historical, cultural,social, demographic, political, economic, and environmental forces shaping these regions. A focus on place means learn-ing from local knowledge, as well as considering the local relevance of research. If an institution is socially embedded,meaningful and productive relationships between the university and its surrounding community, region, and state willflourish. Not least among these is the role of the research university as a primary driver for regional social change, socialand cultural learning, and appropriate economic development.
DESIGN IMPERATIVE 2: ASU MUST BECOME A FORCE, AND NOT ONLY A PLACE: SOCIETALTRANSFORMATION Research universities are the preeminent catalysts for societal change—no institution possesses more potential to trans-form society, improving the human condition, fostering sustained social advancement and economic growth, and provid-ing us with the tools we need for better planetary stewardship. No corporation, no industry, no government agency canrival their scope and impact, because universities alone exist solely to produce and disseminate knowledge. Never beforehas the impact of knowledge been greater, and no academic institution has had, or continues to have, more influence thanthe research university. ASU is one of only 300 major research institutions in the world, and, as such, has the potentialto generate new knowledge that may influence almost every aspect of our future.
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14 AR I Z O N A STAT E UN I V E R S I T Y
DESIGN IMPERATIVE 3: A CULTURE OF ACADEMIC ENTERPRISE:ASU AS KNOWLEDGE ENTREPRENEUR Enterprise takes many forms in the academy—it is the signal characteristic of the drive and passion that informs allgroundbreaking scholarly and creative endeavor. Enterprise inspires inquiry, and fosters the originality and independenceof mind that make new knowledge possible. Intellectual capital is the wellspring of a great university, and the source ofits potential to transform our world. It is also the source of an institution’s prosperity—those who conduct ground-breaking research, developing new knowledge and new products with commercial application, have the capacity to gen-erate significant revenues for the university, and to encourage investment in our product. To the extent that we make anoriginal contribution to our disciplines, or, indeed, break free from conventional disciplinary or organizational constraints,our work may be said to exhibit enterprise.
DESIGN IMPERATIVE 4: PASTEUR’S PRINCIPLE: USE-INSPIRED RESEARCH The complexity of the challenges for global success that are ahead of us makes it mandatory to balance the need for, andimportance of, continuing basic research (fundamental discovery) with a research agenda focused on addressing actual andimmediate problems. Much university research is necessarily esoteric because we are involved in the discovery of funda-mental knowledge, but we must integrate the advancement of knowledge with the transformation of society. If academ-ic research is to be a force for societal transformation—if we are to improve the human condition—we must considerthe social implications of our research, and harness our knowledge for maximum societal benefit. This is an approach toscholarship that could be termed use-inspired, and will increasingly guide the ASU research enterprise.
DESIGN IMPERATIVE 5: A FOCUS ON THE INDIVIDUAL: OUTCOME-DETERMINED EXCELLENCE / A COMMITMENT TO INTELLECTUAL AND CULTURAL DIVERSITY Our nation’s research universities are concerned with a certain academic profile in their student body. They have definedtheir academic excellence by the academic qualifications of their incoming students—an input-driven model. ASU focus-es instead on outcome-determined excellence—that is, we admit students with differing interests and indicators of intel-ligence and creativity, even different levels of high school preparation. There is no single profile to which a student seek-ing admission to ASU must conform. The university will not be limited exclusively to the verbally and mathematically gift-ed, nor the most intelligent children of the most successful families. We welcome these gifted students, but seek greaterdiversity in our student body. And we will judge the success of our university by the success of each student on a case-by-case basis. Implicit in our focus on the individual is a commitment to intellectual and cultural diversity.
DESIGN IMPERATIVE 6: INTELLECTUAL FUSION: INTERDISCIPLINARY /MULTIDISCIPLINARY / TRANSDISCIPLINARY / POSTDISCIPLINARY If we are to advance knowledge in the face of its rapidly changing nature, and come to terms with the explosion of newknowledge that characterizes the academy in recent decades, a new and more fluid organization is urgently needed.Intellectual fusion is the cognitive norm in scholarship, whereas the fragmentation imposed by disciplinary categories isan historical social construct, however useful. Knowledge does not fall within strict disciplinary categories, yet we clingto an institutional organization that derives from the medieval academy. It is no longer sufficient to neatly categorizeknowledge into disciplinary-based academic departments—the core disciplines are but one element of our intellectualidentity. Accordingly, the New American University encourages teaching and research that is interdisciplinary, multidis-ciplinary, transdisciplinary, and post-disciplinary, leading, where appropriate to a convergence of disciplines, an approachthat might more accurately be described as intellectual fusion.
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AR I Z O N A STAT E UN I V E R S I T Y 15
DESIGN IMPERATIVE 7: SOCIAL EMBEDDEDNESS: PUBLIC SERVICE / COMMUNITY ENGAGEMENT / OUTREACHPublic service—or community outreach—is intrinsic to ASU’s mission as a public metropolitan research university, andcentral to the vision of a New American University that is linked to its region and the needs of its day; that balances itscommitment to teaching with world-class research conducted for the public good; and that takes on major responsibilityfor the economic, social, and cultural vitality of its region. Public service has long been a defining characteristic of ASU,and we expect that commitment to grow with each coming year. Because our approach to public service is comprehen-sive, and because we conceive of public service in such broad terms, the extent of our commitment to the communityand region is perhaps best conveyed by the concept of social embeddedness.
DESIGN IMPERATIVE 8: GLOBAL ENGAGEMENT: TRANSNATIONAL / TRANSCULTURALBecause research universities bear partial responsibility for the future of our planet, there is no aspect of our teaching,research, or public service that does not possess global implication. ASU faculty are members of an international com-munity of scholars, and through our scholarship and creative endeavor we implicitly address a global audience. Even serv-ice to the communities immediately surrounding our campuses can have worldwide application—through the develop-ment of innovative approaches to universal societal problems,ASU can establish programs and practices with applicationanywhere in the world. If we are to position the institution as a leading public metropolitan research university, we mustforge partnerships with peer institutions around the world, and make an institutional commitment to global engagementthat is thoroughgoing.
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16 AR I Z O N A STAT E UN I V E R S I T Y
APPENDIX B-1SUMMARY OF THE PRESIDENT’S RESPONSE TO
THE UNIVERSITY PROVOST’S RECOMMENDATIONS TO THE UNIVERSITY DESIGN TEAM
Implementation of the design process initiated by the University Design Team and further refined and enhanced by theUniversity Provost’s Recommendations will include the following:
1) ASU will implement and develop a “college/school-centric” model of academic organization and advancement;
2) ASU colleges and schools will be located on four campuses in the Phoenix metropolitan area, including developmentof a new Capital Center campus;
3) Each campus will have a different mission that unites the design and activities of the colleges and schools located onthat campus;
4) Moving to the new Capital Center campus in downtown Phoenix are:
• The College of Nursing, which will also offer programs on the ASU Polytechnic campus in the East Valley andthe ASU West campus;
• The redesigned Public College (formerly the College of Public Programs) will be comprised of the School ofPublic Affairs; the School of Community Development and Service; the School of Social Work; and the MorrisonInstitute for Public Policy;
• KAET (Channel 8), ASU’s PBS television station;
• The Walter Cronkite School of Journalism and Mass Communication, which will become a stand-alone schooland have facilities contiguous with KAET;
• The School of Health Management and Policy;
• The new University College will house a new School of Interdisciplinary Studies, the Community CollegeAlliance, the Extended Education programs, and will sponsor or offer relevant programs in education, businessand communications.
5) In addition, several colleges and schools on the Tempe campus will expand their programs to other campuses:
• The College of Architecture and Environmental Design will offer select programs to students on other campus-es on a distributed basis;
• The Herberger College of Fine Arts will develop an arts presence on the Capital Center campus and on thePolytechnic campus.
• The Del E.Webb School of Construction will continue to be headquartered on the Tempe campus within the Ira.A. Fulton School of Engineering; the school will offer a construction management program on the Tempe cam-pus, and a construction technology program on the Polytechnic campus.
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AR I Z O N A STAT E UN I V E R S I T Y 17
6) Enhancements to the Polytechnic campus include:
• A general engineering program will be developed on the Polytechnic campus;
• The Real Estate program will be moved there from the Tempe campus;
• The Physical Education Program will relocate to the Polytechnic campus;
• A School of Industrial Administration will be developed on the Polytechnic campus.
7) Enhancements to the West campus include:
• The Criminal Justice & Criminology Department at the West campus will become the School of Criminal Justice& Criminology with administrative responsibility for applied programs in criminal justice;
• The Recreation and Tourism Management Program will be enhanced at the West campus;
• The College of Education on the West campus will be renamed the College of Teacher Education and Leadershipto reflect its mission and strengths, including teacher preparation and school administration.
8) ASU will redesign existing colleges and schools or create new ones focusing on the following areas: anthropology andsocial change; earth sciences; global studies; global health and technology; sustainability; and family and human develop-ment.
9) Other significant decisions include:
• The College of Law will continue to explore alternate program opportunities. It should also consider opportu-nities for its existing programs as part of the planning and development of the Capital Center campus;
• The Hugh Downs School of Human Communications will remain on the Tempe campus. With the relocation ofthe College of Public Programs to the Capital Center campus, the school will become part of the College ofLiberal Arts and Sciences;
• Justice Studies on the Tempe campus will become the School of Social Inquiry and will decide if it should relo-cate to the Capital Center campus or become part of the College of Liberal Arts and Sciences on the Tempe campus.
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18 AR I Z O N A STAT E UN I V E R S I T Y
Prov
ost’
s Rec
omm
enda
tion
sPr
esid
ent’
s Res
pons
e
Uni
vers
ity
Des
ign
Team
Rep
ort
Phas
e I R
ecom
men
dati
ons
1. T
he a
dmin
istra
tion
shou
ld a
ccep
t the
all
univ
ersit
y co
re e
lem
ents
and
val
ues a
s def
ined
by
the
desig
n te
am.
The
core
ele
men
ts a
nd v
alue
s tha
t are
cen
tral
to a
ll ca
mpu
ses i
nclu
de: a
) offe
r deg
ree
prog
ram
s at t
he b
acca
laur
eate
, mas
ter’
s and
doc
tora
l lev
els b
) con
duct
pro
gram
s of r
esea
rch
and
crea
tive
activ
ities
; c) o
ffer p
rogr
ams l
eadi
ng to
pro
fess
iona
l deg
rees
at t
he b
acca
laur
eate
and
pos
tba
ccal
aure
ate
leve
ls d)
pro
mot
e co
ntin
uing
and
ext
ende
d ed
ucat
ion,
and
enc
oura
ge fa
culty
and
staf
fto
be
enga
ged
with
the
grea
ter m
etro
polit
an re
gion
; e) s
erve
the
need
s of w
omen
, min
ority
,di
sadv
anta
ged,
disa
bled
and
non
-tra
ditio
nal s
tude
nts;
f) se
ek ra
cial
and
eth
nic
dive
rsifi
catio
n of
the
stud
ent b
ody
and
facu
lty a
nd st
aff;
g) su
ppor
t act
iviti
es d
esig
ned
to p
rom
ote
econ
omic
, cul
tura
l, an
dso
cial
dev
elop
men
t of t
he su
rrou
ndin
g ar
eas a
nd th
e st
ate;
h) c
omm
it to
stud
ent s
ucce
ss in
all
aspe
cts
of a
cade
mic
and
per
sona
l dev
elop
men
t.
ASU
will
refle
ct th
e “a
ll un
iver
sity
core
ele
men
ts a
nd v
alue
s” a
rtic
ulat
ed b
y th
e U
nive
rsity
Des
ign
Team
as w
ell a
s the
New
Am
eric
an U
nive
rsity
des
ign
impe
rativ
es. T
he “a
ll un
iver
sity
core
ele
men
ts a
nd v
alue
s” a
nd th
e N
ew A
mer
ican
Uni
vers
ity d
esig
n im
pera
tives
will
be
cent
ral
to th
e de
sign,
pla
nnin
g an
d de
velo
pmen
t of c
olle
ges,
Sch
ools
and
prog
ram
s at A
SU a
s wel
l as t
oth
e id
entit
ies o
f al
l uni
vers
ity c
ampu
ses.
As n
oted
bel
ow, i
n im
plem
entin
g th
e “a
ll un
iver
sity
core
ele
men
ts a
nd v
alue
s” a
nd th
e N
ew A
mer
ican
Uni
vers
ity d
esig
n im
pera
tives
, car
eful
cons
ider
atio
n m
ust a
lso b
e gi
ven
to th
e co
ordi
natio
n of
pro
gram
s bet
wee
n an
d am
ong
the
cam
puse
s.
2. T
he a
dmin
istra
tion
shou
ld a
ccep
t the
cam
pus i
dent
ities
as o
utlin
ed in
the
repo
rt to
serv
e as
plan
ning
gui
des.
It i
s also
reco
mm
ende
d th
at e
ach
cam
pus b
egin
the
proc
ess o
f dev
elop
ing
miss
ion
stat
emen
ts th
at in
corp
orat
e th
ese
iden
titie
s. M
ore
thou
ght a
nd w
ork
need
s to
occu
r to
conc
eptu
aliz
eth
e D
ownt
own
Cam
pus.
ASU
col
lege
s and
scho
ols w
ill b
e lo
cate
d on
four
cam
puse
s with
iden
titie
s con
siste
nt w
ithA
ppen
dix
D o
f thi
s Rep
ort.
Impl
emen
tati
on: E
ach
cam
pus w
ill p
repa
re a
miss
ion
stat
emen
t for
subm
issio
n to
the
Uni
vers
ity P
rovo
st a
nd P
resid
ent.
Impl
emen
tati
on:
The
Uni
vers
ity P
lann
er w
ill c
oord
inat
e th
e de
sign,
pla
nnin
g an
dim
plem
enta
tion
of th
e C
apita
l Cen
ter c
ampu
s. A
tim
elin
e fo
r the
dev
elop
men
t of t
he C
apita
lC
ente
r Cam
pus i
s set
out
in A
ppen
dix
E.
3. T
he a
dmin
istra
tion
shou
ld m
ove
quic
kly
to in
itiat
e a
proc
ess t
o de
velo
p a
nom
encl
atur
e th
at d
oes
not u
se th
e te
rm “M
ain”
for t
he la
rges
t cam
pus.
In o
rder
to re
flect
the
fact
that
ASU
is “O
ne U
nive
rsity
in M
any
Plac
es,”
the
univ
ersit
y w
illdi
scon
tinue
its u
se o
f the
term
“Mai
n” w
hen
refe
rrin
g to
the
ASU
cam
pus l
ocat
ed in
Tem
pe,
Ariz
ona.
Whi
le th
e ca
mpu
s loc
ated
in T
empe
, Ariz
ona
will
rem
ain
the
larg
est o
f the
ASU
cam
puse
s and
will
reta
in it
s hist
oric
al id
entit
y as
des
crib
ed in
App
endi
x D
of t
his R
epor
t, us
e of
the
term
“mai
n” c
ampu
s dist
ract
s the
uni
vers
ity a
nd o
ther
s fro
m th
e m
ore
appr
opria
te fo
cus o
nth
e un
ique
cha
ract
er a
nd c
ompe
lling
miss
ion
of e
ach
scho
ol o
r col
lege
whi
ch c
ompr
ises A
SU.
Impl
emen
tati
on:
The
Vic
e-Pr
esid
ent o
f Pub
lic A
ffairs
will
con
vene
an
impl
emen
tatio
n te
am(in
clud
ing
repr
esen
tativ
es fr
om e
ach
of th
e fo
ur c
ampu
ses,
the
Prov
ost’s
offi
ce, a
nd th
e O
ffice
of
Uni
vers
ity U
nder
grad
uate
Initi
ativ
es) t
o de
velo
p a
com
preh
ensiv
e un
iver
sity
wid
e pu
blic
affa
irsst
rate
gy a
nd im
plem
enta
tion
plan
. Th
e st
rate
gy a
nd p
lan
will
refle
ct th
e co
llege
/sch
ool-c
entr
icm
odel
and
“One
Uni
vers
ity M
any
Plac
es” t
hem
e di
scus
sed
in th
is R
epor
t.
APP
END
IX B
-2PR
ESID
ENT’
S R
ESPO
NSE
S TO
TH
EU
NIV
ERSI
TY P
RO
VO
ST’S
REC
OM
MEN
DA
TIO
NS
stra
tegy
and
impl
emen
tatio
n pl
an.
The
stra
tegy
and
pla
n w
ill re
flect
the
colle
ge/s
choo
l-cen
tric
mod
el a
nd “O
ne U
nive
rsity
Man
y Pl
aces
” the
me
disc
usse
d in
this
Rep
ort.
4. T
he a
dmin
istra
tion
shou
ld a
ccep
t the
prin
cipl
es d
esig
ned
to g
uide
pro
gram
reor
gani
zatio
n. I
nsu
mm
ary
they
are
: a) C
entr
ality
to a
cam
pus i
dent
ity m
ust b
e th
e pr
imar
y re
ason
for a
pro
gram
or
indi
vidu
al fa
culty
mem
ber t
o be
mov
ed fr
om o
ne c
ampu
s to
anot
her o
r for
a n
ew p
rogr
am to
be
initi
ated
on
cam
pus;
b) M
ovem
ent o
f fac
ulty
or w
hole
pro
gram
s mus
t enh
ance
the
goal
s of t
here
ceiv
ing
cam
pus a
nd th
e pr
ogra
m th
at m
oves
; c) I
nter
disc
iplin
ary
depe
nden
ce fo
r bot
h fa
culty
and
stud
ents
mus
t be
cons
ider
ed in
any
reor
gani
zatio
n ef
fort
s; d
) With
sim
ilar p
rogr
ams t
here
shou
ld b
eap
prop
riate
diff
eren
tiatio
n on
the
cam
puse
s; e
) Int
erca
mpu
s col
labo
ratio
n on
sim
ilar p
rogr
ams s
houl
dbe
enc
oura
ged.
The
prin
cipl
es in
Rec
omm
enda
tion
Num
ber 4
and
Rec
omm
enda
tion
Num
ber 5
will
be
refle
cted
in th
e de
sign
and
adm
inist
ratio
n of
col
lege
s, sc
hool
s, a
nd p
rogr
ams a
t ASU
.
5. T
he fo
llow
ing
prin
cipl
es sh
ould
also
be
obse
rved
and
thes
e ar
e ba
sed
prim
arily
on
writ
ten
inpu
tan
d op
en fo
rum
com
men
ts: a
) The
goo
d of
the
grea
ter u
nive
rsity
shou
ld b
e th
e pr
imar
y dr
iver
for
any
reor
gani
zatio
n. T
he g
oal i
s to
mak
e an
y po
tent
ial i
ndiv
idua
l or p
rogr
am m
ove
as a
ttrac
tive
aspo
ssib
le a
nd e
nabl
e in
divi
dual
s and
pro
gram
s mor
e op
port
unity
to e
nhan
ce su
cces
s. T
hese
enh
ance
dop
port
uniti
es m
ight
incl
ude
the
prov
ision
of m
ore
spac
e an
d re
sour
ces,
gre
ater
cen
tral
ity to
the
miss
ion,
opp
ortu
nity
for m
ore
varia
ble
wor
kloa
ds a
nd o
ppor
tuni
ty to
bui
ld b
) Any
pot
entia
l mov
esh
ould
occ
ur o
ver a
suffi
cien
t per
iod
of ti
me
so th
at u
nder
grad
uate
stud
ents
cur
rent
ly e
nrol
led
in a
prog
ram
will
hav
e th
e op
port
unity
with
in a
reas
onab
le ti
me
fram
e to
com
plet
e th
e pr
ogra
m o
n th
eca
mpu
s with
whi
ch th
ey a
re p
rimar
ily a
ffilia
ted.
Sim
ilarly
, fac
ulty
and
staf
f will
hav
e tim
e to
mak
epe
rson
al d
ecisi
ons a
bout
thei
r fut
ures
in te
rms o
f em
ploy
men
t, ho
usin
g, e
tc.
The
prin
cipl
es a
rtic
ulat
ed in
Rec
omm
enda
tion
Num
ber 4
and
Num
ber 5
will
be
refle
cted
in th
ede
sign
and
adm
inist
ratio
n of
col
lege
s, sc
hool
s, a
nd p
rogr
ams a
t ASU
.
6. T
he a
dmin
istra
tion
shou
ld a
ccep
t the
pro
gram
org
aniz
atio
nal f
ram
ewor
k as
def
ined
by
the
Des
ign
Team
. Th
at is
, pro
gram
s on
all t
hree
cam
puse
s can
be
orga
nize
d as
pro
gram
s tha
t are
uni
que
to a
part
icul
ar c
ampu
s, p
rogr
ams t
hat a
re si
mila
r on
two
or m
ore
cam
puse
s (va
riant
) but
not
iden
tical
and
prog
ram
s tha
t are
adm
inist
ered
from
one
cam
pus a
nd d
istrib
uted
to o
ther
cam
puse
s. I
n ad
ditio
n it
isre
com
men
ded
that
we
cons
ider
the
poss
ibili
ty o
f sha
red
prog
ram
s.
The
orga
niza
tiona
l fra
mew
ork
offe
red
by th
e U
nive
rsity
Des
ign
Team
is a
ccep
ted
: (a)
Col
lege
s,sc
hool
s, a
nd p
rogr
ams w
ill b
e de
signe
d an
d or
gani
zed
in a
man
ner t
hat i
s uni
que
and
that
dist
ingu
ishes
eac
h fr
om o
ther
col
lege
s, sc
hool
s, a
nd p
rogr
ams o
n ot
her c
ampu
ses o
f the
univ
ersit
y; (b
) Eac
h pr
ogra
m sh
ould
refle
ct th
e id
entit
y of
the
cam
pus o
n w
hich
it is
loca
ted;
(c)
Col
lege
s, sc
hool
s, a
nd p
rogr
ams w
hich
are
sim
ilar b
ut n
ot id
entic
al, m
ay b
e lo
cate
d on
two
orm
ore
cam
puse
s; (d
) Col
lege
s, sc
hool
s and
pro
gram
s may
be
adm
inist
rativ
ely
head
quar
tere
d on
one
cam
pus b
ut o
ffer p
rogr
ams a
nd se
rvic
es to
oth
er c
ampu
ses (
‘dist
ribut
ed p
rogr
ams”
); a
nd (e
)C
olle
ges a
nd sc
hool
s on
diffe
rent
cam
puse
s may
coo
pera
te in
the
desig
n an
d es
tabl
ishm
ent o
fsh
ared
pro
gram
s (“s
hare
d pr
ogra
ms”
).
7. T
he a
dmin
istra
tion
shou
ld a
ccep
t the
reco
mm
enda
tion
that
all
cam
puse
s will
hav
e a
com
mon
gene
ral s
tudi
es p
rogr
am a
nd th
at se
amle
ss tr
ansfe
r of s
tude
nts a
mon
g th
e ca
mpu
ses w
ill o
ccur
.Th
e un
iver
sity
will
est
ablis
h a
com
mon
gen
eral
stud
ies p
rogr
am fo
r all
univ
ersit
y ca
mpu
ses.
Impl
emen
tati
on:
The
Uni
vers
ity P
rovo
st w
ill c
onve
ne a
n im
plem
enta
tion
team
to d
efin
e a
com
mon
gen
eral
stud
ies p
rogr
am fo
r all
univ
ersit
y ca
mpu
ses a
nd to
revi
ew u
nive
rsity
adm
inist
rativ
e pr
oced
ures
to a
ssur
e th
e ab
ility
of A
SU st
uden
ts to
regi
ster
for c
ours
es (f
or w
hich
they
are
qua
lifie
d) a
t any
cam
pus.
8. A
rchi
tect
ure,
the
Scho
ol o
f Des
ign,
the
Scho
ol o
f Pla
nnin
g an
d La
ndsc
ape
Arc
hite
ctur
e fo
r the
nea
rte
rm, s
houl
d re
mai
n in
tact
and
con
tinue
to b
e ho
used
adm
inist
rativ
ely
at th
e m
ain
cam
pus.
Bot
h th
eup
per a
nd lo
wer
div
ision
offe
rings
shou
ld c
ontin
ue to
be
offe
red
on th
e m
ain
cam
pus.
It m
ight
be
wor
th e
xplo
ring
crea
ting
a un
ique
des
ign
prog
ram
at t
he e
ast c
ampu
s to
crea
te m
ore
optio
ns fo
r the
man
y st
uden
ts w
ho h
ave
an in
tere
st in
the
desig
n di
scip
lines
. Th
e en
tire
Scho
ol o
f Des
ign
grad
uate
sbe
twee
n 60
and
70
Bach
elor
s stu
dent
s a y
ear o
ut o
f 700
stud
ents
who
exp
ress
an
inte
rest
in th
ede
sign
disc
iplin
es.
It is
also
reco
mm
ende
d th
at se
vera
l pro
gram
s fro
m th
is co
llege
hav
e a
dow
ntow
npr
esen
ce.
The
Col
lege
of A
rchi
tect
ure
and
Envi
ronm
enta
l Des
ign
will
rem
ain
loca
ted
on th
e Te
mpe
cam
pus.
How
ever
, the
Col
lege
of A
rchi
tect
ure
and
Envi
ronm
enta
l Des
ign
will
exp
lore
way
s of
offe
ring
prog
ram
s to
stud
ents
on
othe
r cam
puse
s on
a di
strib
uted
bas
is.
Impl
emen
tati
on: T
he U
nive
rsity
Pro
vost
and
the
Dea
n of
Arc
hite
ctur
e an
d En
viro
nmen
tal
Des
ign
will
reco
mm
end
prog
ram
s tha
t can
be
offe
red
by th
e C
olle
ge o
f Arc
hite
ctur
e an
dEn
viro
nmen
tal D
esig
n on
a d
istrib
uted
bas
is in
clud
ing
prog
ram
s whi
ch w
ould
hel
p ad
vanc
e th
ede
velo
pmen
t of c
olle
ges a
nd sc
hool
s on
the
Poly
tech
nic
cam
pus o
r whi
ch c
ould
be
offe
red
from
the
Cap
ital C
ente
r cam
pus.
9. T
he n
ew A
rts,
Med
ia a
nd E
ngin
eerin
g gr
adua
te P
rogr
am sh
ould
rem
ain
on th
e m
ain
cam
pus.
The
Art
s, M
edia
& E
ngin
eerin
g Pr
ogra
m w
ill re
mai
n on
the
Tem
pe c
ampu
s.
Impl
emen
tati
on:
The
Art
s, M
edia
& E
ngin
eerin
g Pr
ogra
m sh
ould
seek
par
ticip
atio
n an
din
volv
emen
t of f
acul
ty fr
om a
ll U
nive
rsity
cam
puse
s.
10. U
nder
grad
uate
Bus
ines
s sho
uld
be d
evel
oped
on
east
, mai
n an
d w
est c
ampu
ses a
nd d
iffer
entia
ted
to fi
t in
with
the
cam
pus i
dent
ities
and
to a
ttrac
t diff
eren
t pop
ulat
ions
of s
tude
nts.
Und
ergr
adua
te b
usin
ess p
rogr
ams w
ill b
e of
fere
d on
the
Tem
pe c
ampu
s, th
e Po
lyte
chni
cca
mpu
s, a
nd th
e W
est c
ampu
s. A
ppro
pria
te u
nder
grad
uate
bus
ines
s pro
gram
s will
also
be
offe
red
at th
e C
apita
l Cen
ter c
ampu
s. H
owev
er, s
uch
prog
ram
s and
the
scho
ols o
fferin
g su
chpr
ogra
ms w
ill b
e di
ffere
ntia
ted
to c
onfo
rm to
the
resp
ectiv
e id
entit
ies o
f eac
h ca
mpu
s and
toat
trac
t stu
dent
s with
diff
eren
t int
eres
ts. F
or e
xam
ple,
the
unde
rgra
duat
e bu
sines
s pro
gram
sof
fere
d at
the
Poly
tech
nic
cam
pus w
ill b
e of
fere
d th
roug
h a
“Sch
ool o
f Ind
ustr
ial A
dmin
istra
tion”
rath
er th
an th
roug
h a
Scho
ol o
f Bus
ines
s, a
s the
y ar
e on
the
Tem
pe c
ampu
s, o
r thr
ough
the
“Sch
ool o
f Glo
bal M
anag
emen
t,” a
s the
y ar
e at
the
Wes
t cam
pus.
Impl
emen
tati
on:
The
Uni
vers
ity P
rovo
st w
ill c
onve
ne a
stan
ding
impl
emen
tatio
n te
am to
fost
er c
oord
inat
ion,
com
mun
icat
ion
and
deve
lopm
ent o
f eac
h of
the
unde
rgra
duat
e an
d gr
adua
tebu
sines
s pro
gram
s loc
ated
or o
ffere
d on
eac
h ca
mpu
s of A
SU.
Impl
emen
tati
on:
The
Prov
ost o
f the
Wes
t cam
pus,
in c
onsu
ltatio
n w
ith th
e Sc
hool
of
Man
agem
ent,
will
con
vene
an
impl
emen
tatio
n te
am to
rena
me
the
Scho
ol a
s the
“Sch
ool o
fG
loba
l Man
agem
ent”
(or s
uch
othe
r app
ropr
iate
nam
e as
may
be
dete
rmin
ed b
y th
e Pr
ovos
t of
the
Wes
t cam
pus a
nd th
e U
nive
rsity
Pro
vost
).
11. T
he M
BA p
rogr
ams f
rom
bot
h th
e w
est c
ampu
s and
the
mai
n ca
mpu
s sho
uld
eith
er u
tiliz
e a
shar
ed se
t of p
latfo
rms j
oint
ly a
dmin
ister
ed b
y bo
th c
ampu
ses w
ith fu
ll pa
rtic
ipat
ion
by th
e fa
culty
on
all c
ampu
ses o
r em
ploy
a jo
int m
arke
ting
stra
tegy
.
The
MBA
pro
gram
s fro
m th
e W
est c
ampu
s and
the
Tem
pe c
ampu
s will
dev
elop
and
dep
loy
aco
ordi
nate
d m
arke
ting
stra
tegy
that
cle
arly
dist
ingu
ishes
the
W.P
. Car
ey S
choo
l MBA
from
the
Wes
t cam
pus M
BA. T
he u
nive
rsity
will
not
dev
elop
add
ition
al M
BA p
rogr
ams.
The
W.P
.C
arey
Sch
ool w
ill c
oord
inat
e th
e of
ferin
g of
MBA
pro
gram
s at r
emot
e or
sate
llite
loca
tions
.
Impl
emen
tati
on: T
he U
nive
rsity
Pro
vost
will
con
vene
a st
andi
ng im
plem
enta
tion
team
tode
velo
p a
coor
dina
ted
mar
ketin
g st
rate
gy fo
r ASU
MBA
pro
gram
s.
12. G
iven
the
popu
larit
y of
com
mun
icat
ion
as a
maj
or, a
ll th
ree
cam
puse
s sho
uld
cont
inue
on
the
curr
ent p
athw
ay o
f dev
elop
ing
dist
inct
und
ergr
adua
te c
omm
unic
atio
n pr
ogra
ms (
varia
ntor
gani
zatio
nal f
ram
ewor
k).
Und
ergr
adua
te c
omm
unic
atio
n of
ferin
gs w
ill c
ontin
ue to
be
deve
lope
d an
d of
fere
d at
all
cam
puse
s of t
he u
nive
rsity
, inc
ludi
ng th
e C
apita
l Cen
ter c
ampu
s.
Impl
emen
tati
on:
The
Uni
vers
ity P
rovo
st w
ill c
onve
ne a
stan
ding
impl
emen
tatio
n te
am to
fost
er c
oord
inat
ion
and
deve
lopm
ent o
f eac
h of
the
unde
rgra
duat
e co
mm
unic
atio
n pr
ogra
ms o
nea
ch c
ampu
s of A
SU
13. C
ompu
ter S
tudi
es sh
ould
be
deve
lope
d on
the
east
cam
pus a
nd a
s the
wes
t cam
pus m
oves
toim
plem
ent a
new
pro
gram
in a
pplie
d co
mpu
ting
mor
e co
ordi
natio
n am
ong
all c
ampu
ses m
ust o
ccur
in d
evel
opin
g pr
ogra
ms.
Com
pute
r rel
ated
stud
ies o
fferin
gs w
ill b
e m
ade
avai
labl
e to
stud
ents
on
all c
ampu
ses.
Aco
mpu
ter r
elat
ed st
udie
s pro
gram
will
be
deve
lope
d on
the
Poly
tech
nic
cam
pus a
nd th
ede
velo
pmen
t of t
he p
rogr
am in
app
lied
com
putin
g w
ill c
ontin
ue o
n th
e W
est c
ampu
s.H
owev
er, t
he d
esig
n, p
lann
ing
and
impl
emen
tatio
n of
all
com
pute
r rel
ated
stu
dies
pro
gram
sm
ust b
e un
dert
aken
in a
coo
rdin
ated
man
ner.
Impl
emen
tati
on: T
he U
nive
rsity
Pro
vost
will
con
vene
a st
andi
ng im
plem
enta
tion
team
tofo
ster
coo
rdin
atio
n an
d de
velo
pmen
t of e
ach
of th
e un
derg
radu
ate
com
putin
g pr
ogra
ms o
n ea
chca
mpu
s of A
SU. T
he P
rovo
st o
f the
Wes
t cam
pus w
ill c
ontin
ue im
plem
enta
tion
of th
e ap
plie
dco
mpu
ting
prog
ram
on
the
Wes
t cam
pus.
14.
Del
E. W
ebb
Scho
ol o
f Con
stru
ctio
n. I
t is r
ecom
men
ded
that
this
prog
ram
mov
e to
the
east
cam
pus b
ut th
at it
be
done
with
the
com
mitm
ent o
f the
uni
vers
ity a
nd th
e in
dust
ry to
mak
e th
is th
epr
emie
re p
rogr
am o
f thi
s typ
e. A
visi
ting
team
shou
ld b
e in
vite
d to
hel
p pl
an a
nd e
valu
ate
a fir
st c
lass
Ph.D
. pro
gram
and
we
shou
ld lo
ok to
the
indu
stry
to p
rovi
de st
ate
of th
e ar
t fac
ilitie
s. T
hose
facu
ltyw
ho a
re a
bet
ter f
it w
ith c
onst
ruct
ion
engi
neer
ing
shou
ld b
e m
oved
to th
e D
epar
tmen
t of C
ivil
Engi
neer
ing.
The
Del
E. W
ebb
Scho
ol o
f Con
stru
ctio
n w
ill c
ontin
ue to
be
head
quar
tere
d on
the
Tem
peca
mpu
s with
in th
e Ir
a A
. Ful
ton
Scho
ol o
f Eng
inee
ring.
The
scho
ol w
ill o
ffer a
Con
stru
ctio
nM
anag
emen
t Pro
gram
on
the
Tem
pe c
ampu
s, in
clud
ing
cont
inue
d ad
vanc
emen
t of a
Ph.
D.
prog
ram
. H
owev
er, t
he S
choo
l will
also
dev
elop
and
offe
r a C
onst
ruct
ion
Tech
nolo
gy P
rogr
amon
the
Poly
tech
nic
cam
pus.
In
addi
tion,
the
Alli
ance
for C
onst
ruct
ion
Exce
llenc
e (A
CE)
Prog
ram
and
a n
ew e
xecu
tive
educ
atio
n pr
ogra
m w
ill b
e lo
cate
d on
the
Cap
ital C
ente
r cam
pus.
Impl
emen
tati
on:
The
Uni
vers
ity P
rovo
st, i
n co
nsul
tatio
n w
ith th
e D
ean
of th
e Fu
lton
Scho
olof
Eng
inee
ring,
will
con
vene
an
impl
emen
tatio
n te
am to
dev
elop
a st
rate
gic
plan
for t
he S
choo
lto
impl
emen
t the
dec
ision
s set
out
abo
ve in
clud
ing
an a
sses
smen
t of t
he k
inds
of s
pace
, fac
ilitie
san
d re
sour
ces n
eede
d by
the
Scho
ol to
adv
ance
the
stra
tegi
c pl
an.
15. U
nder
grad
uate
teac
her p
repa
ratio
n sh
ould
be
pres
ent o
n al
l cam
puse
s of A
SU.
The
curr
ent p
ath
of d
evel
opin
g va
riant
pro
gram
s see
ms t
o be
wor
king
wel
l for
the
stud
ents
.Pr
ogra
ms f
or u
nder
grad
uate
teac
her p
repa
ratio
n w
ill b
e m
ade
avai
labl
e to
stud
ents
on
all
cam
puse
s of A
SU.
Impl
emen
tati
on:
The
Uni
vers
ity P
rovo
st w
ill c
onve
ne a
uni
vers
ity im
plem
enta
tion
team
toco
ordi
nate
the
man
ner i
n w
hich
und
ergr
adua
te te
ache
r pre
para
tion
will
be
mad
e av
aila
ble
tost
uden
ts o
n al
l cam
puse
s of A
SU.
stud
ents
on
all c
ampu
ses o
f ASU
.
The
Col
lege
of E
duca
tion
on th
e W
est c
ampu
s will
be
rena
med
the
“Col
lege
of T
each
erEd
ucat
ion
& L
eade
rshi
p” (o
r suc
h ot
her n
ame
as th
e C
olle
ge m
ay d
ecid
e in
con
sulta
tion
with
the
Wes
t cam
pus p
rovo
st a
nd th
e U
nive
rsity
Pro
vost
) to
refle
ct it
s uni
que
miss
ion
and
stre
ngth
sin
clud
ing
teac
her p
repa
ratio
n an
d sc
hool
adm
inist
ratio
n.
Impl
emen
tati
on:
The
Wes
t cam
pus P
rovo
st a
nd th
e D
ean
of th
e C
olle
ge o
f Edu
catio
n at
the
Wes
t cam
pus,
in c
onsu
ltatio
n w
ith th
e U
nive
rsity
Pro
vost
, will
con
vene
an
impl
emen
tatio
nte
am to
sele
ct a
nd im
plem
ent a
new
nam
e fo
r the
Col
lege
.
16.
Educ
atio
n G
radu
ate
Prog
ram
s sho
uld
be p
rese
nt o
n al
l cam
puse
s of A
SU.
The
wes
t cam
pus
shou
ld b
egin
pre
para
tion
for a
n Ed
.D. b
y br
ingi
ng in
an
exte
rnal
adv
isory
team
to h
elp
plan
a st
ate
ofth
e ar
t pra
ctiti
oner
s pro
gram
.
Gra
duat
e pr
ogra
ms i
n ed
ucat
ion
will
be
pres
ent o
n al
l cam
puse
s of A
SU.
Impl
emen
tati
on:
The
Uni
vers
ity P
rovo
st a
nd th
e W
est c
ampu
s pro
vost
will
beg
inpr
epar
atio
n fo
r an
Ed.D
. by
conv
enin
g an
ext
erna
l adv
isory
team
to a
ssist
the
univ
ersit
y in
plan
ning
a st
ate
of th
e ar
t edu
catio
n pr
actit
ione
rs p
rogr
am.
This
impl
emen
tatio
n te
am w
ill a
lsoco
nsid
er th
e m
anne
r in
whi
ch g
radu
ate
educ
atio
n in
edu
catio
n w
ill b
e of
fere
d on
ASU
cam
puse
s.
17. T
he u
nive
rsity
shou
ld p
roce
ed im
med
iate
ly to
dev
elop
a g
ener
al e
ngin
eerin
g pr
ogra
m o
n th
e ea
stca
mpu
s. F
acul
ty o
n th
e m
ain
cam
pus s
houl
d be
giv
en th
e op
port
unity
and
app
ropr
iate
ince
ntiv
es to
relo
cate
to th
e ea
st c
ampu
s.
The
univ
ersit
y w
ill p
roce
ed im
med
iate
ly to
dev
elop
a g
ener
al e
ngin
eerin
g pr
ogra
m o
n th
ePo
lyte
chni
c ca
mpu
s.
Impl
emen
tati
on: T
he P
rovo
st o
f the
Pol
ytec
hnic
cam
pus,
in c
onsu
ltatio
n w
ith th
e U
nive
rsity
Prov
ost a
nd th
e D
ean
of th
e Ir
a A
. Ful
ton
Scho
ol o
f Eng
inee
ring,
will
con
vene
an
impl
emen
tatio
n te
am to
dev
elop
a p
lan
for t
he e
stab
lishm
ent o
f a g
ener
al e
ngin
eerin
g pr
ogra
mon
the
Poly
tech
nic
cam
pus.
18. T
he D
epar
tmen
t of F
amily
and
Hum
an D
evel
opm
ent s
houl
d re
mai
n on
the
mai
n ca
mpu
s as t
hefo
unda
tion
of a
new
scho
ol to
be
deve
lope
d in
the
Col
lege
of L
iber
al A
rts &
Sci
ence
s.Th
e D
epar
tmen
t of F
amily
and
Hum
an D
evel
opm
ent w
ill re
mai
n on
the
Tem
pe c
ampu
s as a
foun
datio
n fo
r a n
ew sc
hool
to b
e de
velo
ped
in th
e C
olle
ge o
f Lib
eral
Art
s and
Sci
ence
s.
Impl
emen
tati
on:
The
depa
rtm
ent,
in c
oope
ratio
n w
ith th
e D
ean
of L
iber
al A
rts a
ndSc
ienc
es, w
ill d
evel
op a
stra
tegi
c pl
an fo
r the
dev
elop
men
t of a
new
scho
ol w
ithin
the
Col
lege
of
Libe
ral A
rts a
nd S
cien
ces.
19. T
he H
erbe
rger
Col
lege
of F
ine
Art
s, in
col
labo
ratio
n w
ith th
e W
est c
ampu
s Int
erdi
scip
linar
y A
rts
Prog
ram
shou
ld p
roce
ed im
med
iate
ly to
pla
n fo
r an
arts
pre
senc
e on
the
dow
ntow
n ca
mpu
s and
dist
ribut
ed p
rogr
ams o
n th
e ea
st c
ampu
s .
The
Her
berg
er C
olle
ge o
f Fin
e A
rts w
ill ta
ke th
e le
ad to
est
ablis
h an
art
s pre
senc
e on
the
Cap
ital
Cen
ter c
ampu
s and
on
the
Poly
tech
nic
cam
pus.
The
Her
berg
er C
olle
ge o
f Fin
e A
rts w
illco
llabo
rate
with
the
Wes
t cam
pus I
nter
disc
iplin
ary
Art
s Pro
gram
in p
repa
ring
and
impl
emen
ting
the
plan
.
Impl
emen
tati
on:
The
Dea
n of
the
Her
berg
er C
olle
ge o
f Fin
e A
rts w
ill d
eliv
er a
nim
plem
enta
tion
plan
to th
e U
nive
rsity
Pro
vost
for e
stab
lishi
ng a
n A
SU a
rts p
rese
nce
on th
eC
apita
l Cen
ter c
ampu
s and
the
Poly
tech
nic
cam
pus.
The
impl
emen
tatio
n pl
an w
ill a
lso a
ddre
ssth
e m
anne
r in
whi
ch th
e W
est c
ampu
s Int
erdi
scip
linar
y A
rts P
rogr
am w
ill b
e co
ordi
nate
d w
ithth
e ac
tiviti
es o
f the
Her
berg
er C
olle
ge o
f Fin
e A
rts.
Suc
h re
com
men
datio
ns w
ill b
e m
ade
in a
man
ner t
hat t
hey
may
be
cons
ider
ed a
nd in
corp
orat
ed in
to th
e A
SU C
ompr
ehen
sive
Dev
elop
men
t Pla
n an
d th
e ac
tiviti
es o
f the
Cap
ital C
ente
r cam
pus i
mpl
emen
tatio
n te
am.
20. T
he S
choo
l of H
ealth
Man
agem
ent a
nd P
olic
y sh
ould
bec
ome
one
of th
e an
chor
pro
gram
s of t
heD
ownt
own
Biom
edic
al C
ampu
s as s
oon
as sp
ace
beco
mes
ava
ilabl
e. A
ny n
ew in
vest
men
ts in
this
grou
p in
the
inte
rim sh
ould
be
dire
cted
tow
ard
this
end.
The
Scho
ol o
f Hea
lth M
anag
emen
t and
Pol
icy
will
relo
cate
to th
e C
apita
l Cen
ter c
ampu
s.
Impl
emen
tati
on:
The
Uni
vers
ity P
rovo
st w
ill c
onve
ne a
n im
plem
enta
tion
team
to p
lan
the
relo
catio
n of
the
Scho
ol o
f Hea
lth M
anag
emen
t and
Pol
icy
to th
e C
apita
l Cen
ter c
ampu
s.W
orki
ng w
ith th
e U
nive
rsity
Pro
vost
and
the
Uni
vers
ity P
lann
er, t
he S
choo
l of H
ealth
Adm
inist
ratio
n an
d Po
licy
will
und
erta
ke a
nee
ds a
sses
smen
t for
its r
eloc
atio
n to
the
Cap
ital
Cen
ter C
ampu
s inc
ludi
ng id
entif
ying
spac
e an
d re
sour
ce re
quire
men
ts fo
r its
pro
gram
s.
Impl
emen
tati
on: T
he U
nive
rsity
Pro
vost
will
con
vene
an
impl
emen
tatio
n te
am to
pre
pare
apl
an fo
r the
est
ablis
hmen
t of a
“sch
ool o
f glo
bal h
ealth
and
app
ropr
iate
tech
nolo
gy” a
nd to
inte
grat
ed th
e Sc
hool
of H
ealth
Man
agem
ent a
nd P
olic
y in
to su
ch a
scho
ol.
21. T
he w
est c
ampu
s Adm
inist
ratio
n of
Just
ice
Prog
ram
shou
ld b
e hi
ghlig
hted
as a
pro
gram
targ
eted
for e
nhan
cem
ent a
nd m
agne
t pro
gram
for u
nder
grad
uate
stud
ents
inte
rest
ed in
car
eers
in a
pplie
dcr
imin
al ju
stic
e.
The
Crim
inal
Just
ice
& C
rimin
olog
y D
epar
tmen
t at t
he W
est c
ampu
s will
be
esta
blish
ed a
s the
“Sch
ool o
f Crim
inal
Just
ice
& C
rimin
olog
y”.
The
new
Sch
ool o
f Crim
inal
Just
ice
& C
rimin
olog
yw
ill h
ave
adm
inist
rativ
e re
spon
sibili
ty fo
r app
lied
prog
ram
s in
crim
inal
just
ice
and
crim
inol
ogy.
The
Scho
ol w
ill ta
ke th
e le
ad in
dev
elop
ing
plan
s for
a n
ew re
sear
ch c
ente
r, T
he C
ente
r for
Vio
lenc
e Pr
even
tion
and
Com
mun
ity S
afet
y.
Impl
emen
tati
on:
The
Wes
t cam
pus P
rovo
st w
ill c
onve
ne a
pla
nnin
g an
d im
plem
enta
tion
team
, com
prise
d of
app
ropr
iate
facu
lty, t
o pr
epar
e a
stra
tegi
c pl
an fo
r the
Sch
ool o
f Crim
inal
Just
ice
& C
rimin
olog
y.
22. T
he m
ain
cam
pus S
choo
l of J
ustic
e St
udie
s sho
uld
begi
n th
e tr
ansfo
rmat
ion
tow
ard
beco
min
g a
high
qua
lity
“Sch
ool o
f Soc
ial I
nqui
ry” (
or so
me
othe
r app
ropr
iate
nam
e th
at d
istin
guish
es it
s miss
ion
from
that
of t
he w
est c
ampu
s pro
gram
).
The
Just
ice
Stud
ies p
rogr
am o
n th
e Te
mpe
cam
pus p
rogr
am w
ill b
e re
nam
ed a
s the
“Sch
ool f
orSo
cial
Inqu
iry” (
or o
ther
app
ropr
iate
nam
e th
at re
flect
s the
uni
que
miss
ion
of th
e Sc
hool
). T
he“S
choo
l for
Soc
ial I
nqui
ry” w
ill h
ave
the
optio
n to
join
the
relo
catio
n of
the
Publ
ic C
olle
ge to
the
Cap
ital C
ente
r cam
pus o
r to
rem
ain
on th
e Te
mpe
cam
pus a
s a n
ew u
nit i
n th
e C
olle
ge o
fLi
bera
l Art
s and
Sci
ence
s.
Impl
emen
tati
on:
The
Uni
vers
ity P
rovo
st, t
he D
ean
of th
e Pu
blic
Col
lege
, and
the
Dea
n of
the
Col
lege
of L
iber
al A
rts a
nd S
cien
ces,
in c
onsu
ltatio
n w
ith th
e Sc
hool
of S
ocia
l Inq
uiry
will
deve
lop
a pl
an fo
r (a)
the
rena
min
g of
the
Scho
ol a
nd (b
) eith
er th
e re
loca
tion
of th
e Sc
hool
to
the
Cap
ital C
ente
r cam
pus o
r the
est
ablis
hmen
t of a
new
adm
inist
rativ
e ho
me
with
in th
e C
olle
geof
Lib
eral
Art
s & S
cien
ces o
n th
e Te
mpe
cam
pus,
as a
ppro
pria
te.
the
Cap
ital C
ente
r cam
pus o
r the
est
ablis
hmen
t of a
new
adm
inist
rativ
e ho
me
with
in th
e C
olle
geof
Lib
eral
Art
s & S
cien
ces o
n th
e Te
mpe
cam
pus,
as a
ppro
pria
te.
23. T
he S
choo
l of L
aw sh
ould
exp
editi
ously
com
plet
e th
e fe
asib
ility
stud
y fo
r a p
art-
time
or e
veni
ngla
w sc
hool
.Th
e C
olle
ge o
f Law
will
con
tinue
to e
xplo
re a
ltern
ate
prog
ram
opp
ortu
nitie
s. T
he C
olle
ge o
fLa
w w
ill a
lso se
ek to
gen
eral
ly e
xpan
d its
pro
gram
s and
enr
ollm
ents
, in
clud
ing
expa
nsio
n of
its
exist
ing
prog
ram
s to
the
Cap
ital C
ente
r cam
pus.
Impl
emen
tati
on:
The
Dea
n of
the
Col
lege
of L
aw w
ill p
repa
re a
nd su
bmit
to th
e Pr
ovos
t aw
ritte
n re
port
whi
ch: (
a) id
entif
ies a
nd a
sses
ses o
ppor
tuni
ties t
o de
velo
p ne
w p
rogr
ams a
ndex
pand
enr
ollm
ent
and
(b) i
dent
ifies
and
ass
esse
s the
opp
ortu
nitie
s, o
ptio
ns a
nd n
eeds
for t
heC
olle
ge o
f Law
to e
xpan
d its
pro
gram
s to
the
Cap
ital C
ente
r cam
pus.
24. T
he S
choo
l of N
ursin
g sh
ould
mov
e to
the
dow
ntow
n ca
mpu
s as s
pace
bec
omes
ava
ilabl
e an
dco
ntin
ue to
ope
rate
dist
ribut
ed B
SN p
rogr
ams o
n th
e m
ain,
eas
t and
wes
t cam
puse
s as w
ell a
s the
dow
ntow
n ca
mpu
s.
The
Scho
ol o
f Nur
sing
will
relo
cate
from
the
Tem
pe c
ampu
s to
the
Cap
ital C
ente
r cam
pus.
The
Scho
ol o
f Nur
sing
will
offe
r dist
ribut
ed B
SN p
rogr
ams o
n th
e Po
lyte
chni
c ca
mpu
s and
the
Wes
tca
mpu
s.
Impl
emen
tati
on:
The
Uni
vers
ity P
rovo
st a
nd th
e D
ean
of N
ursin
g w
ill c
onve
ne a
nim
plem
enta
tion
team
to p
lan
the
relo
catio
n of
the
Col
lege
of N
ursin
g to
the
Cap
ital C
ente
rca
mpu
s. W
orki
ng w
ith th
e U
nive
rsity
Pro
vost
and
the
Uni
vers
ity P
lann
er, t
he S
choo
l of
Nur
sing
will
und
erta
ke a
nee
ds a
sses
smen
t for
relo
catio
n of
the
Col
lege
of N
ursin
g to
the
Cap
ital C
ente
r cam
pus i
nclu
ding
iden
tifyi
ng sp
ace
and
reso
urce
requ
irem
ents
for i
ts p
rogr
ams.
The
Uni
vers
ity P
rovo
st a
nd th
e D
ean
of N
ursin
g w
ill a
lso c
onve
ne a
n im
plem
enta
tion
team
toid
entif
y th
e m
anne
r in
whi
ch th
e co
llege
will
offe
r dist
ribut
ed B
SN p
rogr
ams o
n ot
her u
nive
rsity
cam
puse
s.
25. A
pla
n sh
ould
be
deve
lope
d im
med
iate
ly fo
r the
Phy
sical
Edu
catio
n Pr
ogra
m to
be
mov
ed in
its
entir
ety
to th
e ea
st c
ampu
s.Th
e Ph
ysic
al E
duca
tion
Prog
ram
will
relo
cate
from
the
Tem
pe c
ampu
s to
the
Poly
tech
nic
cam
pus.
Impl
emen
tati
on: T
he U
nive
rsity
Pro
vost
and
the
Prov
ost o
f the
Pol
ytec
hnic
cam
pus,
will
conv
ene
an im
plem
enta
tion
team
to d
evel
op a
pla
n fo
r the
relo
catio
n of
the
Phys
ical
Edu
catio
nPr
ogra
m fr
om th
e Te
mpe
cam
pus t
o th
e Po
lyte
chni
c ca
mpu
s.
26. T
he S
choo
l of P
ublic
Affa
irs sh
ould
be
mov
ed to
the
dow
ntow
n ca
mpu
s as s
pace
bec
omes
avai
labl
e. T
he sc
hool
shou
ld o
ffer d
istrib
uted
pro
gram
s to
the
othe
r cam
puse
s fro
m th
is lo
catio
n as
the
need
and
stud
ent d
eman
d de
velo
ps.
The
Scho
ol o
f Pub
lic A
ffairs
will
relo
cate
from
the
Tem
pe c
ampu
s to
the
Cap
ital C
ente
r cam
pus.
The
Scho
ol w
ill b
e re
nam
ed a
nd w
ill d
evel
op a
pro
gram
in p
ublic
affa
irs fo
r und
ergr
adua
test
uden
ts.
Impl
emen
tati
on: T
he U
nive
rsity
Pro
vost
and
the
Dea
n of
the
Publ
ic C
olle
ge, i
n co
nsul
tatio
nw
ith th
e Sc
hool
of P
ublic
Affa
irs, w
ill c
onve
ne a
n im
plem
enta
tion
team
to p
lan
the
relo
catio
n of
the
Scho
ol o
f Pub
lic A
ffairs
to th
e C
apita
l Cen
ter c
ampu
s as w
ell a
s the
rena
min
g of
the
Scho
ol.
Wor
king
with
the
Uni
vers
ity P
rovo
st a
nd th
e U
nive
rsity
Pla
nner
, the
Sch
ool o
f Pub
lic A
ffairs
will
und
erta
ke a
nee
ds a
sses
smen
t for
relo
catio
n of
the
Scho
ol o
f Pub
lic A
ffairs
to th
e C
apita
lC
ente
r cam
pus i
nclu
ding
iden
tifyi
ng sp
ace
and
reso
urce
requ
irem
ents
for i
ts p
rogr
ams.
Impl
emen
tati
on:
The
Scho
ol o
f Pub
lic A
ffairs
will
pro
vide
the
Uni
vers
ity P
rovo
st w
ith a
pla
nfo
r the
des
ign
and
deve
lopm
ent o
f a p
rogr
am in
pub
lic a
ffairs
for u
nder
grad
uate
stud
ents
.
27. T
he R
eal E
stat
e Pr
ogra
m sh
ould
be
mov
ed to
the
east
cam
pus t
o au
gmen
t the
evo
lvin
g ea
stca
mpu
s bus
ines
s pro
gram
.Th
e R
eal E
stat
e Pr
ogra
m h
as re
loca
ted
to th
e Po
lyte
chni
c ca
mpu
s.
Impl
emen
tati
on:
The
Rea
l Est
ate
Prog
ram
, in
cons
ulta
tion
with
the
Prov
ost o
f the
Poly
tech
nic
cam
pus,
will
dev
elop
a st
rate
gic
plan
for t
he p
rogr
am, i
nclu
ding
an
asse
ssm
ent o
fth
e ki
nds o
f spa
ce, f
acili
ties,
and
reso
urce
s nee
ded
by th
e pr
ogra
m to
adv
ance
the
stra
tegi
c pl
an.
28. T
he w
est c
ampu
s Rec
reat
ion
Man
agem
ent P
rogr
am sh
ould
dev
elop
into
a u
niqu
e pr
ogra
m a
ndsh
ould
be
targ
eted
for e
nhan
cem
ent a
s a m
agne
t pro
gram
for u
nder
grad
uate
stud
ents
. Th
e pr
ogra
mw
ill fo
cus o
n re
crea
tion
prog
ram
min
g an
d hu
man
serv
ice
deliv
ery
over
the
life
span
and
hav
e th
efr
anch
ise fo
r the
nam
e R
ecre
atio
n M
anag
emen
t. T
hera
peut
ic R
ecre
atio
n w
ill a
lso b
e m
ore
fully
deve
lope
d on
this
cam
pus.
The
Rec
reat
ion
and
Tour
ism M
anag
emen
t Pro
gram
loca
ted
at W
est c
ampu
s will
be
targ
eted
for
enha
ncem
ent a
s a m
agne
t pro
gram
for u
nder
grad
uate
stud
ents
.
Impl
emen
tati
on:
The
Pro
vost
of t
he W
est c
ampu
s will
con
vene
an
impl
emen
tatio
n te
am to
deve
lop
and
impl
emen
t a p
lan
to e
nhan
ce th
e pr
ogra
m a
nd to
est
ablis
h it
as a
mag
net p
rogr
amfo
r und
ergr
adua
te st
uden
ts.
The
Dep
artm
ent o
f Rec
reat
ion
Man
agem
ent a
nd T
ouris
m o
n th
e Te
mpe
cam
pus w
ill re
loca
te to
the
Cap
ital C
ente
r cam
pus a
nd w
ill b
e re
nam
ed th
e “S
choo
l of C
omm
unity
Dev
elop
men
t and
Serv
ice”
(or s
uch
othe
r nam
e as
the
depa
rtm
ent a
nd th
e U
nive
rsity
Pro
vost
bel
ieve
app
ropr
iate
).
Impl
emen
tati
on:
The
Uni
vers
ity P
rovo
st a
nd th
e D
ean
of th
e Pu
blic
Col
lege
, in
cons
ulta
tion
with
the
depa
rtm
ent,
will
dev
elop
and
impl
emen
t a p
lan
for t
he re
loca
tion
and
rena
min
g of
the
depa
rtm
ent.
Wor
king
with
the
Uni
vers
ity P
rovo
st a
nd th
e U
nive
rsity
Pla
nner
, the
Sch
ool o
fPu
blic
Pro
gram
s will
und
erta
ke a
nee
ds a
sses
smen
t for
relo
catio
n of
the
depa
rtm
ent t
o th
eC
apita
l Cen
ter c
ampu
s, in
clud
ing
iden
tifyi
ng sp
ace
and
reso
urce
requ
irem
ents
for i
ts p
rogr
ams.
29. S
ocia
l Wor
k pr
ogra
ms s
houl
d co
ntin
ue to
be
offe
red
on th
e m
ain
and
wes
t cam
puse
s as v
aria
ntpr
ogra
ms.
The
pro
gram
s sho
uld
deve
lop
coop
erat
ive
stru
ctur
es to
pro
vide
dist
ribut
ed B
SW a
ndM
SW p
rogr
ams n
ot o
nly
in T
ucso
n an
d Fl
agst
aff b
ut a
t oth
er si
tes a
s nee
ded.
The
two
prog
ram
ssh
ould
col
labo
rate
in o
fferin
g pr
ogra
ms o
n th
e do
wnt
own
cam
pus.
The
Ph.
D. p
rogr
am sh
ould
not
be d
uplic
ated
but
stru
ctur
es sh
ould
be
deve
lope
d to
allo
w p
artic
ipat
ion
of q
ualif
ied
facu
lty fr
om a
llca
mpu
ses.
The
Scho
ol o
f Soc
ial W
ork
on th
e Te
mpe
cam
pus w
ill re
loca
te to
the
Cap
ital C
ente
r cam
pus,
as
part
of t
he P
ublic
Col
lege
, for
larg
e-sc
ale
expa
nsio
n an
d lin
kage
to so
cial
serv
ice
agen
cies
.
Impl
emen
tati
on: T
he U
nive
rsity
Pro
vost
and
the
Dea
n of
the
Publ
ic C
olle
ge, i
n co
nsul
tatio
nw
ith th
e Sc
hool
of S
ocia
l Wor
k, w
ill c
onve
ne a
n im
plem
enta
tion
team
to p
lan
the
relo
catio
n of
the
Scho
ol o
f Soc
ial W
ork
to th
e C
apita
l Cen
ter c
ampu
s. W
orki
ng w
ith th
e Pr
ovos
t and
the
Uni
vers
ity P
lann
er, t
he S
choo
l of S
ocia
l Wor
k w
ill u
nder
take
a n
eeds
ass
essm
ent f
or re
loca
tion
of th
e Sc
hool
of S
ocia
l Wor
k to
the
Cap
ital C
ente
r Cam
pus i
nclu
ding
iden
tifyi
ng sp
ace
and
reso
urce
requ
irem
ents
for i
ts p
rogr
ams.
Uni
vers
ity P
lann
er, t
he S
choo
l of S
ocia
l Wor
k w
ill u
nder
take
a n
eeds
ass
essm
ent f
or re
loca
tion
of th
e Sc
hool
of S
ocia
l Wor
k to
the
Cap
ital C
ente
r Cam
pus i
nclu
ding
iden
tifyi
ng sp
ace
and
reso
urce
requ
irem
ents
for i
ts p
rogr
ams.
The
Scho
ol o
f Soc
ial W
ork
and
the
Soci
al W
ork
Prog
ram
on
the
Wes
t cam
pus w
ill c
ontin
ue to
offe
r exi
stin
g pr
ogra
ms o
n th
eir r
espe
ctiv
e ca
mpu
ses.
The
Ph.
D. i
n So
cial
Wor
k w
ill n
ot b
edu
plic
ated
but
stru
ctur
es w
ill b
e de
velo
ped
to a
llow
par
ticip
atio
n of
qua
lifie
d fa
culty
from
all
cam
puse
s.
Impl
emen
tati
on: T
he U
nive
rsity
Pro
vost
will
con
vene
an
impl
emen
tatio
n te
am, i
nclu
ding
the
Prov
ost o
f the
Wes
t cam
pus a
nd th
e ch
airs
of t
he S
ocia
l Wor
k Pr
ogra
ms o
n th
e Te
mpe
cam
pus a
nd th
e W
est c
ampu
s, to
dev
elop
a p
lan
for t
he u
nive
rsity
to (a
) offe
r BSW
and
MSW
prog
ram
s at s
ites t
hrou
ghou
t Ariz
ona
as n
eede
d an
d (b
) to
faci
litat
e co
oper
atio
n be
twee
n th
etw
o pr
ogra
ms.
30. T
he S
peec
h an
d H
earin
g Sc
ienc
e Pr
ogra
m sh
ould
rem
ain
on th
e m
ain
cam
pus.
The
Spee
ch a
nd H
earin
g Sc
ienc
e Pr
ogra
m w
ill re
mai
n lo
cate
d at
the
Tem
pe c
ampu
s. H
owev
er,
the
prog
ram
will
exp
lore
opp
ortu
nitie
s to
enha
nce
its p
rogr
am th
roug
h pa
rtic
ipat
ion
in th
epr
ogra
ms a
nd a
ctiv
ities
of t
he A
rizon
a Bi
omed
ical
Col
labo
rativ
e (A
BC) i
nclu
ding
the
cost
s and
bene
fits o
f rel
ocat
ing
the
Prog
ram
to th
e C
apita
l Cen
ter c
ampu
s.
Impl
emen
tati
on: T
he U
nive
rsity
Pro
vost
, the
Vic
e-Pr
esid
ent f
or R
esea
rch
and
Econ
omic
Affa
irs, a
nd th
e ch
air o
f the
Spe
ech
and
Hea
ring
Scie
nce
Prog
ram
will
pre
pare
an
anal
ysis
of th
eop
port
uniti
es fo
r the
Spe
ech
and
Hea
ring
Scie
nce
Prog
ram
to p
artic
ipat
e in
the
prog
ram
s and
activ
ities
of t
he A
rizon
a Bi
omed
ical
Col
labo
rativ
e (A
BC) i
nclu
ding
the
cost
s and
ben
efits
of
relo
catin
g th
e Pr
ogra
m to
the
Cap
ital C
ente
r cam
pus.
31. W
omen
’s S
tudi
es p
rogr
ams s
houl
d re
mai
n on
bot
h th
e w
est a
nd th
e m
ain
cam
puse
s.Th
e W
omen
’s S
tudi
es P
rogr
am a
t the
Tem
pe c
ampu
s and
the
Wom
en’s
Stu
dies
Pro
gram
on
the
Wes
t cam
pus w
ill c
ontin
ue to
offe
r the
ir pr
ogra
ms o
n th
eir r
espe
ctiv
e ca
mpu
ses.
32. A
lthou
gh n
ot e
xplic
itly
stat
ed b
y th
e de
sign
team
, it i
s also
reco
mm
ende
d th
at a
s the
eas
t cam
pus
deve
lops
, inc
entiv
es b
e in
pla
ce to
allo
w fa
culty
to m
igra
te to
that
cam
pus t
o he
lp d
evel
op p
rogr
ams
in th
e ar
ts a
nd sc
ienc
es a
s wel
l as e
ngin
eerin
g, c
ompu
ter s
tudi
es a
nd te
chno
logy
. Ex
ampl
es in
clud
eth
e na
scen
t app
lied
biol
ogy
prog
ram
, app
lied
psyc
holo
gy p
rogr
am, a
nd c
onte
nt e
xper
ts fo
r the
seco
ndar
y ed
ucat
ion
prog
ram
s.
The
univ
ersit
y w
ill d
evel
op, a
s app
ropr
iate
, inc
entiv
es to
allo
w fa
culty
to jo
in c
olle
ges a
ndsc
hool
s loc
ated
at A
SU c
ampu
ses o
ther
than
the
Tem
pe c
ampu
s.
Impl
emen
tati
on:
The
Uni
vers
ity P
rovo
st w
ill fa
cilit
ate
the
tran
sfer o
f fac
ulty
from
the
Tem
pe c
ampu
s to
othe
r Uni
vers
ity c
ampu
ses.
Uni
vers
ity
Des
ign
Team
Rep
ort
Phas
e II
Rec
omm
enda
tion
s
Uni
vers
ity
Col
lege
. Th
e ad
min
istra
tion
shou
ld m
ove
imm
edia
tely
to e
stab
lish
a ta
sk fo
rce
to fl
esh
out t
he d
etai
ls of
Uni
vers
ity C
olle
ge, d
evel
op th
e ra
tiona
le fo
r ABO
R a
ppro
val a
nd to
writ
e a
job
desc
riptio
n fo
r a fo
undi
ng d
ean.
The
col
lege
at a
min
imum
mus
t hav
e th
e fo
llow
ing
char
acte
ristic
s (a
whi
te p
aper
is a
vaila
ble
as a
star
ting
poin
t): (
a) It
will
be
univ
ersit
y-w
ide
with
a p
rese
nce
on a
llca
mpu
ses;
(b) I
t sho
uld
insu
re q
ualit
y ad
visin
g fo
r all
stud
ents
in tr
ansit
ion
(for e
xam
ple,
fres
hmen
with
und
ecla
red
maj
ors,
new
tran
sfer s
tude
nts,
stud
ents
cha
ngin
g m
ajor
s etc
.); (
c) It
shou
ld h
ouse
the
univ
ersit
y-co
mm
unity
col
lege
alli
ance
; (d)
It sh
ould
incl
ude
dire
ct st
uden
t ser
vice
s and
aca
dem
icsu
ppor
t ser
vice
s; (e
) It s
houl
d in
clud
e a
Scho
ol o
f Int
erdi
scip
linar
y st
udie
s whi
ch w
ill b
e th
e ho
me
ofth
e BI
S de
gree
pro
gram
s and
pos
sibly
oth
er in
terd
iscip
linar
y de
gree
s; (f
) Bot
h th
e U
nive
rsity
Col
lege
and
the
Scho
ol o
f Int
erdi
scip
linar
y St
udie
s sho
uld
be le
d by
indi
vidu
als w
ith a
ppro
pria
te fa
culty
cred
entia
ls an
d ad
min
istra
tive
expe
rienc
e.
The
univ
ersit
y w
ill e
stab
lish
a U
nive
rsity
Col
lege
to b
e lo
cate
d at
the
Cap
ital C
ente
r cam
pus.
Uni
vers
ity C
olle
ge w
ill h
ave
the
com
pone
nts i
dent
ified
in A
ppen
dix
C.
Impl
emen
tati
on:
The
Uni
vers
ity P
rovo
st a
nd th
e U
nive
rsity
Pla
nner
will
pre
pare
a p
lan
for
the
deve
lopm
ent o
f Uni
vers
ity C
olle
ge in
acc
orda
nce
with
the
timel
ine
set o
ut in
App
endi
x E.
Gra
duat
e C
olle
ge. 1
.�The
adm
inist
ratio
n sh
ould
acc
ept t
he re
com
men
datio
n th
at th
e G
radu
ate
Col
lege
serv
e al
l cam
puse
s of A
SU a
nd b
e he
aded
by
a de
an o
r a v
ice
prov
ost t
hat r
epor
ts to
the
Exec
utiv
e V
ice
Pres
iden
t and
Pro
vost
of t
he U
nive
rsity
.� 2.�T
he G
radu
ate
Col
lege
shou
ld b
e an
acad
emic
serv
ice
unit
that
adv
ocat
es fo
r pro
spec
tive
and
curr
ent g
radu
ate
stud
ents
and
ass
ists
acad
emic
dep
artm
ents
/uni
ts in
recr
uitin
g an
d re
tain
ing
grad
uate
stud
ents
. 3. T
he u
nive
rsity
shou
ldac
cept
the
reco
mm
enda
tion
that
the
Gra
duat
e C
olle
ge’s
key
role
is p
rovi
ding
stra
tegi
c di
rect
ion
for
the
deve
lopm
ent o
f gra
duat
e ed
ucat
ion
in a
coo
rdin
ated
fash
ion
on a
ll ca
mpu
ses o
f ASU
. �Th
isin
clud
es fo
ster
ing
diffe
rent
iatio
n an
d di
vers
ity a
mon
g ca
mpu
ses a
s wel
l as d
evel
opm
ent o
f the
ASU
bran
d of
gra
duat
e ed
ucat
ion
thro
ugh
appr
opria
te n
ew p
rogr
am d
evel
opm
ent a
nd p
rogr
am re
view
proc
esse
s.� 4
.�The
uni
vers
ity sh
ould
not
at t
his t
ime
acce
pt th
e re
com
men
datio
n by
the
UD
T th
atov
ersig
ht o
f acc
redi
tatio
n pr
oces
ses a
nd p
erio
dic
prog
ram
revi
ew b
e re
assig
ned
to a
uni
vers
ity o
ffice
rw
ithin
the
Offi
ce o
f the
Uni
vers
ity P
rovo
st. �
Rat
her,
the
Gra
duat
e C
olle
ge (a
uni
vers
ity-w
ide
colle
ge) s
houl
d be
the
oper
atio
nal l
ead
but t
he U
nive
rsity
Pro
vost
, the
cam
pus p
rovo
sts a
ndre
spon
sible
aca
dem
ic d
eans
shou
ld b
ecom
e th
e pr
inci
pal s
take
hol
ders
for t
he re
port
s. 5
. The
univ
ersit
y sh
ould
acc
ept t
he re
com
men
datio
n th
at th
e ad
min
istra
tion
of in
terd
iscip
linar
y gr
adua
tepr
ogra
ms s
houl
d be
eva
luat
ed o
n a
case
-by-
case
bas
is an
d be
loca
ted
in th
e m
ost a
ppro
pria
tead
min
istra
tive
hom
e. �F
or m
any
inte
rdisc
iplin
ary
prog
ram
s, th
e m
ost a
ppro
pria
te a
dmin
istra
tive
hom
e m
ay b
e a
colle
ge o
r sch
ool b
ecau
se th
ose
entit
ies a
re b
ette
r abl
e to
adj
ust r
esou
rce
leve
ls to
supp
ort i
nter
disc
iplin
ary
initi
ativ
es th
an is
the
Gra
duat
e C
olle
ge.
The
Gra
duat
e C
olle
ge w
ill b
e re
nam
ed th
e “G
radu
ate
Div
ision
” and
the
posit
ion
of D
ean
will
be
know
n as
“Vic
e Pr
ovos
t and
Dea
n of
Gra
duat
e St
udie
s.”
The
Gra
duat
e D
ivisi
on is
an
acad
emic
serv
ice
unit
that
will
serv
e al
l ASU
cam
puse
s. T
he V
ice-
Prov
ost w
ill re
tain
resp
onsib
ility
for t
helo
gist
ics o
f per
iodi
c pr
ogra
m a
nd a
ccre
dita
tion
revi
ews.
Impl
emen
tati
on:
The
Vic
e Pr
ovos
t and
Dea
n of
Gra
duat
e St
udie
s, in
con
sulta
tion
with
the
colle
ges a
nd sc
hool
s, w
ill d
evel
op a
nd im
plem
ent a
stra
tegi
c pl
an to
fost
er d
iffer
entia
tion
and
dive
rsity
am
ong
cam
puse
s in
acco
rdan
ce w
ith th
is re
port
, to
enco
urag
e th
e de
velo
pmen
t of n
ewtr
ansd
iscip
linar
y gr
adua
te p
rogr
ams,
and
to d
evel
op a
uni
que
ASU
bra
nd o
f gra
duat
e ed
ucat
ion.
Exte
nded
Edu
cati
on.
1. T
he u
nive
rsity
shou
ld a
ffirm
the
Des
ign
Team
sugg
estio
n th
at e
xten
ding
prog
ram
s and
serv
ices
bey
ond
the
boun
darie
s of t
he fo
ur c
ampu
ses m
ust b
e th
e pr
imar
y m
issio
n of
Exte
nded
Edu
catio
n an
d is
esse
ntia
l to
impl
emen
ting
“ASU
as a
forc
e, n
ot ju
st a
pla
ce.”
Thi
s mea
nsth
at m
ost e
ffort
s of t
he u
nit s
houl
d be
focu
sed
on d
evel
opin
g ne
w m
arke
ts.
One
impl
icat
ion
of th
ispe
rhap
s is t
hat t
he o
n ca
mpu
s col
lege
s sho
uld
assu
me
mor
e re
spon
sibili
ty fo
r cam
pus b
ased
pro
gram
sth
at a
re u
sed
prim
arily
by
trad
ition
al st
uden
ts su
ch a
s on
cam
pus e
veni
ng p
rogr
ams a
nd o
nlin
eco
urse
s use
d pr
imar
ily b
y tr
aditi
onal
full-
time
stud
ents
. A
s a se
rvic
e un
it, E
xten
ded
Educ
atio
nsh
ould
ass
ist a
cade
mic
uni
ts to
con
nect
to n
ew m
arke
ts.
2. T
he u
nive
rsity
shou
ld se
rious
ly c
onsid
erw
heth
er o
r not
Ext
ende
d Ed
ucat
ion
mig
ht o
ffer d
egre
es in
thos
e ar
eas a
nd to
thos
e m
arke
ts th
at o
ffer
finan
cial
opp
ortu
nitie
s whe
re th
e ac
adem
ic c
olle
ges c
hoos
e no
t to
resp
ond.
� Thi
s mig
ht b
e th
e on
lyso
lutio
n if
Exte
nded
Edu
catio
n is
trul
y to
dev
elop
sign
ifica
nt re
venu
e st
ream
s tha
t will
con
trib
ute
toth
e fin
anci
al w
ell b
eing
of t
he u
nive
rsity
. 3.
� A m
ore
thor
ough
ana
lysis
is re
com
men
ded
befo
reac
cept
ing
or re
ject
ing
the
reco
mm
enda
tion
that
Ext
ende
d Ed
ucat
ion
assig
ns st
aff l
iaiso
ns to
wor
kw
ith e
ach
colle
ge o
r sch
ool a
s a m
eans
to fo
ster
pos
itive
resp
onse
s to
the
mar
ket.
4. T
he u
nive
rsity
shou
ld a
ccep
t the
reco
mm
enda
tion
that
cle
ar d
istin
ctio
ns b
etw
een
the
Dow
ntow
n C
ampu
s and
Exte
nded
Edu
catio
n sh
ould
be
in p
lace
as t
he tw
o en
titie
s evo
lve.
Exte
nded
Edu
catio
n w
ill b
ecom
e pa
rt o
f the
miss
ion
and
adm
inist
rativ
e st
ruct
ure
of U
nive
rsity
Col
lege
. Th
e or
gani
zatio
n an
d ac
tiviti
es o
f Ext
ende
d Ed
ucat
ion,
as w
ell a
s the
Uni
vers
ityPr
ovos
t’s re
com
men
datio
ns re
gard
ing
Exte
nded
Edu
catio
n, w
ill b
e fu
rthe
red
cons
ider
ed a
s par
tof
the
impl
emen
tatio
n pl
an fo
r Uni
vers
ity C
olle
ge.
Impl
emen
tati
on:
The
Uni
vers
ity P
rovo
st a
nd th
e U
nive
rsity
Pla
nner
will
pre
pare
a p
lan
for
the
inte
grat
ion
of E
xten
ded
Educ
atio
n in
to U
nive
rsity
Col
lege
.
Oth
er Im
port
ant I
mpl
emen
tati
on a
nd C
once
ptua
lizat
ion
Act
ivit
ies
“The
Pub
lic C
olle
ge”
The
Col
lege
of P
ublic
Pro
gram
s will
be
rena
med
“The
Pub
lic C
olle
ge” (
or su
ch o
ther
nam
e as
the
Col
lege
and
Uni
vers
ity P
rovo
st m
ay d
eter
min
e to
be
appr
opria
te).
The
Publ
ic C
olle
ge w
ill b
e co
mpr
ised
of th
e Sc
hool
of P
ublic
Affa
irs, t
he S
choo
l of S
ocia
l Wor
k,th
e Sc
hool
of C
omm
unity
Dev
elop
men
t and
Ser
vice
, and
the
Mor
rison
Inst
itute
for P
ublic
Polic
y (a
nd th
e Sc
hool
of S
ocia
l Inq
uiry
if it
ele
cts t
o re
mai
n a
part
of t
he P
ublic
Col
lege
).
The
adm
inist
rativ
e of
fices
of t
he P
ublic
Col
lege
will
relo
cate
from
the
Tem
pe c
ampu
s to
the
Cap
ital C
ente
r cam
pus.
Impl
emen
tati
on:
The
Uni
vers
ity P
rovo
st a
nd th
e D
ean
of th
e Pu
blic
Col
lege
, in
cons
ulta
tion
with
the
Uni
vers
ity P
lann
er, w
ill d
evel
op a
nd im
plem
ent a
pla
n fo
r the
rena
min
g of
the
Col
lege
and
the
relo
catio
n of
the
Col
lege
to th
e C
apita
l Cen
ter c
ampu
s. T
he p
lan
shou
ld id
entif
y sp
ace
and
reso
urce
requ
irem
ents
for t
he re
loca
tion
of th
e co
llege
to th
e C
apita
l Cen
ter c
ampu
s.
Hug
h D
owns
Sch
ool o
f Hum
an C
omm
unic
atio
nsTh
e H
ugh
Dow
ns S
choo
l of H
uman
Com
mun
icat
ions
will
rem
ain
on th
e Te
mpe
cam
pus.
With
the
relo
catio
n of
the
Publ
ic C
olle
ge to
the
Cap
ital C
ente
r cam
pus,
the
scho
ol w
ill b
ecom
e pa
rtof
the
Col
lege
of L
iber
al A
rts a
nd S
cien
ces.
Impl
emen
tati
on:
The
Uni
vers
ity P
rovo
st, t
he D
ean
of th
e Pu
blic
Col
lege
, and
the
Dea
n of
the
Col
lege
of L
iber
al A
rts a
nd S
cien
ces,
in c
onsu
ltatio
n w
ith th
e H
ugh
Dow
ns S
choo
l of H
uman
Com
mun
icat
ion,
will
dev
elop
a p
lan
for t
he e
stab
lishm
ent o
f a n
ew a
dmin
istra
tive
hom
e fo
r the
colle
ge w
ithin
the
Col
lege
of L
iber
al A
rts a
nd S
cien
ces o
n th
e Te
mpe
cam
pus.
Wal
ter C
ronk
ite S
choo
l of J
ourn
alism
and
Mas
s Com
mun
icat
ions
The
Wal
ter C
ronk
ite S
choo
l of J
ourn
alism
and
Mas
s Com
mun
icat
ion
will
relo
cate
to th
e C
apita
lC
ente
r cam
pus a
nd b
ecom
e an
inde
pend
ent s
choo
l.
Impl
emen
tati
on:
The
Uni
vers
ity P
rovo
st, i
n co
nsul
tatio
n w
ith th
e W
alte
r Cro
nkite
Sch
ool o
fJo
urna
lism
and
Mas
s Com
mun
icat
ion,
will
dev
elop
and
impl
emen
t a p
lan
for t
he re
loca
tion
ofth
e sc
hool
to th
e C
apita
l Cen
ter c
ampu
s. W
orki
ng w
ith th
e U
nive
rsity
Pro
vost
and
Uni
vers
ityPl
anne
r, th
e sc
hool
will
und
erta
ke a
nee
ds a
sses
smen
t for
relo
catio
n of
the
scho
ol o
f to
the
Cap
ital C
ente
r cam
pus,
incl
udin
g id
entif
ying
spac
e an
d re
sour
ce re
quire
men
ts fo
r its
pro
gram
s.
KA
ET T
elev
ision
KA
ET te
levi
sion
will
relo
cate
to fa
cilit
ies c
ontig
uous
to th
e W
alte
r Cro
nkite
Sch
ool o
fJo
urna
lism
& M
ass C
omm
unic
atio
ns o
n th
e C
apita
l Cen
ter c
ampu
s.
Impl
emen
tati
on:
The
Vic
e Pr
esid
ent f
or P
ublic
Affa
irs, t
he G
ener
al M
anag
er o
f KA
ET a
ndth
e U
nive
rsity
Pro
vost
will
dev
elop
and
impl
emen
t a p
lan
for t
he re
loca
tion
of K
AET
to th
eC
apita
l Cen
ter c
ampu
s. W
orki
ng w
ith th
e U
nive
rsity
Pla
nner
, KA
ET w
ill u
nder
take
a n
eeds
asse
ssm
ent f
or re
loca
tion
of K
AET
to th
e C
apita
l Cen
ter C
ampu
s inc
ludi
ng id
entif
ying
spac
e an
dre
sour
ce re
quire
men
ts fo
r its
act
iviti
es.
The
plan
for t
he re
loca
tion
of K
AET
to th
e C
apita
lC
ente
r cam
pus w
ill a
lso in
clud
e di
scus
sion
of o
ppor
tuni
ties a
nd m
echa
nism
s for
enh
anci
ngin
tera
ctio
n be
twee
n K
AET
and
the
Wal
ter C
ronk
ite S
choo
l of J
ourn
alism
and
Mas
sC
omm
unic
atio
ns.
Am
eric
an In
dian
Stu
dies
Pro
gram
With
the
relo
catio
n of
the
Publ
ic C
olle
ge to
the
Cap
ital C
ente
r cam
pus,
the
Am
eric
an In
dian
Stud
ies P
rogr
am w
ill b
ecom
e a
part
of t
he C
olle
ge o
f Lib
eral
Art
s and
Sci
ence
s.
Impl
emen
tati
on:
The
Uni
vers
ity P
rovo
st, t
he D
ean
of th
e Pu
blic
Col
lege
, and
the
Dea
n of
the
Col
lege
of L
iber
al A
rts a
nd S
cien
ces,
in c
onsu
ltatio
n w
ith th
e A
mer
ican
Indi
an S
tudi
esPr
ogra
m, w
ill d
evel
op a
pla
n fo
r the
est
ablis
hmen
t of a
new
adm
inist
rativ
e ho
me
for t
hepr
ogra
m w
ithin
the
Col
lege
of L
iber
al A
rts a
nd S
cien
ces o
n th
e Te
mpe
cam
pus.
Asia
n Pa
cific
Stu
dies
Pro
gram
With
the
relo
catio
n of
the
Publ
ic C
olle
ge to
the
Cap
ital C
ente
r ca
mpu
s, th
e A
sian
Paci
fic S
tudi
esPr
ogra
m w
ill b
ecom
e a
part
of t
he C
olle
ge o
f Lib
eral
Art
s and
Sci
ence
s.
Imp
lem
enta
tion
:The
Uni
vers
ity P
rovo
st, t
he D
ean
of th
e Pu
blic
Col
lege
, and
the
Dea
n of
the
Col
lege
of L
iber
al A
rts a
nd S
cien
ces,
in c
onsu
ltatio
n w
ith th
e A
sian
Paci
fic S
tudi
es P
rogr
amw
ill d
evel
op a
pla
n fo
r th
e es
tabl
ishm
ent o
f a n
ew a
dmin
istra
tive
hom
e fo
r th
e Pr
ogra
m w
ithin
the
Col
lege
of L
iber
al A
rts a
nd S
cien
ces o
n th
e T
empe
cam
pus.
Mor
riso
n In
stitu
te fo
r Pu
blic
Pol
icy
The
Mor
riso
n In
stitu
te fo
r Pu
blic
Pol
icy
will
rel
ocat
e fr
om th
eT
empe
cam
pus t
o th
e C
apita
lC
ente
r ca
mpu
s.
Imp
lem
enta
tion
:The
Uni
vers
ity P
rovo
st, t
he D
ean
of th
e Pu
blic
Col
lege
, and
the
Dir
ecto
r of
the
Mor
riso
n In
stitu
te fo
r Pu
blic
Pol
icy
will
dev
elop
a p
lan
for
the
relo
catio
n of
the
inst
itute
toth
e C
apita
l Cen
ter
cam
pus.
Wor
king
with
the
Uni
vers
ity P
lann
er, t
he In
stitu
te w
ill u
nder
take
ane
eds a
sses
smen
t for
rel
ocat
ion
of th
e in
stitu
te to
the
Cap
ital C
ente
r ca
mpu
s inc
ludi
ngid
entif
ying
spac
e an
d re
sour
ce r
equi
rem
ents
for
its a
ctiv
ities
.
“Sch
ool o
f Glo
bal H
ealth
& A
ppro
pria
teT
echn
olog
y”A
scho
ol o
f glo
bal h
ealth
will
be
conc
eptu
aliz
ed a
nd d
esig
ned.
“Sch
ool o
f Glo
bal S
tudi
es”
A sc
hool
of g
loba
l stu
dies
will
be
conc
eptu
aliz
ed a
nd d
esig
ned.
“Sch
ool o
f Sus
tain
abili
ty”
A sc
hool
of s
usta
inab
ility
will
be
conc
eptu
aliz
ed a
nd d
esig
ned.
“Sch
ool o
f Ear
th S
cien
ces”
A sc
hool
of e
arth
scie
nces
will
be
conc
eptu
aliz
ed a
nd d
esig
ned.
“Sch
ool o
f Ant
hrop
olog
y an
d So
cial
Cha
nge”
A sc
hool
of a
nthr
opol
ogy
and
soci
al c
hang
e w
ill b
e co
ncep
tual
ized
and
des
igne
d.
APPENDIX CASU UNIVERSITY COLLEGE
Component Units of ASU University College:
School of Interdisciplinary Studies
• Coordinating point for all Bachelor of Interdisciplinary Studies (BIS) degree programs
on all campuses, and appropriate interdisciplinary graduate degree programs.
• Core faculty to oversee program design and quality, and to teach in core or other inte-
grative courses.
• Home for the ASU-Maricopa Community College Alliance. Alliance programs will
exist in multiple schools on multiple campuses.
• Incubator for new professional programs in business, education, and communications
that are integrated in BIS programs; incubator will offer degrees for students with more
general interests.
• Emphasis on a residential student body as a prime driver of program quality, student
involvement, and student retention
Extended Education
• Created in its current form and function initially, but with a mandate to explore new
models for the school.
• Not-for-credit programs
• Major expansion in distance education
• Major expansion in tailored-training offerings
Undergraduate academic support services
• Creation and oversight of advising structures for undecided students from all campuses
• Facilitation of cross-school and cross campus registration
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32 AR I Z O N A STAT E UN I V E R S I T Y
AR I Z O N A STAT E UN I V E R S I T Y 33
AB
CD
ST
VU
QN
P
RK L
MO
EF
JGA
riz
on
a S
ta
te
Un
iver
sit
yO
ne U
nive
rsity
in M
any
Plac
es
PH
OE
NIX
ME
TR
OP
OL
ITA
N A
RE
AN
IX M
ET
N A
R
ASU
Wes
t ca
mpu
s
ASU
Cap
ital C
ente
r ca
mpu
s
ASU
Tem
pe c
ampu
s
ASU
Poly
tech
nic
cam
pus
AN
ew C
olle
ge o
f In
terd
isci
plin
ary
A
rts
and
Scie
nces
BC
olle
ge o
f Te
ache
r Ed
ucat
ion
and
Lead
ersh
ip
CSc
hool
of
Glo
bal M
anag
emen
t
DC
olle
ge o
f H
uman
Ser
vice
s
EU
nive
rsity
Col
lege
F
Wal
ter
Cro
nkite
Sch
ool o
f
Jour
nalis
m a
nd M
ass
C
omm
unic
atio
n
GC
olle
ge o
f N
ursi
ng
HTh
e Pu
blic
Col
lege
Sch
ools
ISc
hool
of
Hea
lth M
anag
emen
tan
d Po
licy
JK
AET
(Ariz
ona
Educ
atio
n Te
levi
sion
)
KIra
A. F
ulto
n Sc
hool
of
En
gine
erin
g
LC
olle
ge o
f A
rchi
tect
ure
and
En
viro
nmen
tal D
esig
n
MK
athe
rine
K. H
erbe
rger
C
olle
ge o
f Fi
ne A
rts
NC
olle
ge o
f Li
bera
l Art
s an
d
Scie
nces
OW
.P. C
arey
Sch
ool o
f Bu
sine
ss
PC
olle
ge o
f La
w
QC
olle
ge o
f Ed
ucat
ion
RC
raig
& B
arba
ra
Ba
rret
t H
onor
s C
olle
ge
S Ea
st C
olle
ge
T M
orris
on S
choo
l of
Agr
ibus
ines
s
and
Reso
urce
Man
agem
ent
U C
olle
ge o
f Te
chno
logy
and
App
lied
Scie
nces
V
Scho
ol o
f In
dust
rial
A
dmin
istr
atio
n
HI
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34 AR I Z O N A STAT E UN I V E R S I T Y
APPENDIXES DSCHOOL CLUSTERS & CAMPUS SUMMARIES
APPENDIX D-1: CAPITAL CENTER CAMPUS
Campus Capital Center
Aspirational goals of clusteredschools
The schools clustered on the Capital Center campus will have the followingprimary programmatic themes: the development of undergraduate andprofessional educational and research programs in public and socialservice; the development of innovative programs in inter-disciplinarystudies; and the development of high-quality programs that can be offeredto students and life-long learners who are not able to be physically presentat any ASU campus.
Projected number of students Approximately 15,000 students
“Public College” (School of Public Affairs, School of Social Work, “Schoolof Community Development and Service,” and Morrison Institute forPublic Policy)
College of Nursing
Cronkite School of Journalism and Mass Communication(in conjunction with KAET, Channel 8, Arizona Public Television)
School of Health Management & Policy
Schools to be located oncampus
University College (including Extended Education)
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AR I Z O N A STAT E UN I V E R S I T Y 35
APPENDIX D-2: POLYTECHNIC CAMPUS
Campus Polytechnic
Aspirational goals of clusteredschools
The schools clustered on the Polytechnic campus will advance thedevelopment of predominantly undergraduate programs which involveand integrate applied technology, sciences and engineering as well asunique programs of undergraduate education requiring highly specializedfacilities, resources or methods of instruction.
Projected number of students Approximately 10,000 to 15,000 students
College of Technology and Applied Sciences
East College
“School of Industrial Administration”
Schools to be located on campus
Morrison School of Agribusiness and Resource Management
*In order to meet the growth from current enrollment on the Polytechnic campus to the projections set out above, it isexpected that the College of Technology and Applied Sciences and East College will both continue to develop and implementnew programs. It is also expected that other new colleges/schools will likely develop on the Polytechnic campus.
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36 AR I Z O N A STAT E UN I V E R S I T Y
APPENDIX D-3: TEMPE CAMPUS
Campus Tempe
Aspirational goals of clusteredschools
The schools clustered on the Tempe campus will encourage thedevelopment of undergraduate, graduate and professional programs whichinvolve the core historical disciplines of major public universities, whichare research intensive, and which are transdisciplinary in nature.
Projected number of students Approximately 45,000 to 50,000 students
College of Education
College of Law
College of Architecture and Environmental Design
College of Liberal Arts & Sciences
Katherine K. Herberger College of Fine Arts
Ira A. Fulton School of Engineering
W.P. Carey School of Business
Schools to be located oncampus
Craig & Barbara Barrett Honors College
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AR I Z O N A STAT E UN I V E R S I T Y 37
APPENDIX D-4: WEST CAMPUS
Campus West
Aspirational Goals of ClusteredSchools
The schools clustered on the West campus will encourage the developmentof transdisciplinary programs which are offered by public liberal artscolleges, which emphasize unique approaches to undergraduate education,and which provide opportunities for developing and advancing social andcultural programs in response to the needs of the metropolitan area.
Projected number of students Approximately 10,000 students
“New College of Interdisciplinary Arts & Sciences”
“College of Teacher Education & Leadership”
College of Human Services
Schools to be located oncampus
“School of Global Management”
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38 AR I Z O N A STAT E UN I V E R S I T Y
APPENDIX ETIMELINE GOALS FOR CAPITAL CENTER CAMPUS
April 2004 University Design Team response released by President Crow
April 2004 to December 2004 Deans and faculties in colleges and schools that will be movedto the Capital Center work with a to-be-formed Capital CenterCampus Task Force (CCCTF) to specify facility needs,program design, and initial enrollment projections over fiveyears. Each school and college creates its own internalmechanism to provide input.
April 2004 to December 2004 University College program design team is formed to createspecific program initiatives for the College. Search for Collegedean is undertaken and completed.
April 2004 to June 2004 Comprehensive Development Plan master planning processproduces for public comment options for the campus physicalplan and location within the downtown
June 2004 Comprehensive Development Plan (CDP) recommendationsfor a master plan for the downtown physical campus arereleased
June 2004 to October 2004 Public groups and City of Phoenix comments on the plan aregathered and the master plan is refine
June 2004 to December 2004 Capital and operating budget requirements for the CapitalCenter are developed and refined as CDP and CCCTFprocesses produce increasingly detailed specifications.
June 2004 to December 2004 Financing strategies are developed for the Capital CenterCampus working with ASU staff, City of Phoenix Manager’sOffice the staff, City of Phoenix Mayor’s Office and the CityCouncil, the private sector, and friends of ASU.
January 2005 to August 2005 Initial renovation or construction projects are undertaken fornew programs. Scope will be limited by availability of funds inadvance of new sources. Some facilities may be temporary innature.
January 2005 Oversight of the long-term process is vested in an ongoing taskforce that includes ASU central administration and schoolrepresentation. City and public participation in design andpolicy issues is built into the process.
January 2005 Initial financing plan is developed by ASU, City of Phoenix andother potential partners.
August 2005 Phase 1 programs begin operations at the Capital CenterCampus. Phase 1 is likely to be quite limited in size and is
ON E UN I V E R S I T Y I N MA N Y PL AC E S
AR I Z O N A STAT E UN I V E R S I T Y 39
likely to include only new programs and new students. Busshuttle services are started.
September 2005 to August 2007 Planning, design, and construction for Phase 2 is undertaken.Program design and student recruiting continues for Phase 2programs.
August 2006 and August 2007 Phase 2 programs initiate operations. Phase 2 is likely toinclude a mix of existing and new schools and programs.Student housing is made available at the Capital Center campusin limited amounts. Temporary facilities are phased out orrepurposed for longer term uses.
September 2007 to August 2010 Planning, design, and construction for Phase 3 is undertaken.
2008 Light rail system opens linking ASU campuses in Phoenixdowntown and Tempe.
August 2007, August 2008,August 2009 and August 2010 Phase 3 programs initiate operations. Existing schools
complete their moves to new quarters by August 2009. Nerwschools and programs ramp up offerings and enrollment levels.Student housing is available at a substantial level.
2010 to 2015 Programs at Capital Center mature and grow. Facility andhousing needs are tracked, projected, planned, and met.
2015 Capital Center achieves anticipated capacity enrollment.
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40 AR I Z O N A STAT E UN I V E R S I T Y
APPENDIX FUNIVERSITY DESIGN TEAM MEMBERS
UDT Member Title at Time of Service on University Design Team
Dr. Charles Backus, Chair Provost, East campus
Dr. Michael Awender Dean, College of Education, West campus
Dr. Mary Jo Bitner AT&T Professor of Services Marketing and Management, W.P. Carey School of Business
Dr. Kathleen Church Vice-Provost
Dr. James Collins Ullman Professor of Biology, School of Life Sciences
Dr. Bette DeGraw Dean, College of Extended Education
Dr. Gebe Ejigu Executive Vice-Provost, West campus
Dr. Antonio Garcia Presiden-elect, Academic Senate, Tempe campus & Associate Professor of Bioengineering
Dr. Gerald Heydt Regent’s Professor, Department of Electrical Engineering
Dr. Deborah Losse Chair, Department of Languages & Literatures
Ron McCoy Interim Dean, College of Architecture & Environmental Design
Dr. Simon Peacock Professor & Chair, Department of Geological Sciences
Dr. Charles Redman Director, Center for Environmental Studies & Professor, Department of Anthropology
Dr. Jewell Parker Rhodes Professor, Creative Writing and American Literature, Department of English
Dr. James Rund Interim Vice-President of Student Affairs
Dr. Elizabeth Segal Professor, School of Social Work
Dr. Robert Wills Dean, Herberger College of Fine Arts
Dr. David Young Dean, College of Liberal Arts & Sciences