TCAC
Full Report Index
TCAC August 1999 Report
Full Report
Section II: Institution Building at UW Bothell and UW Tacoma: A Major
Component
of Faculty Service Activity
The rapid growth and change at UW Bothell and UW Tacoma have led to and will continue to lead to
opportunities and challenges for faculty and staff well beyond those
associated with sustaining and improving a mature, well-established
university (i.e., UW
Seattle). These additional opportunities and challenges include, but are
not limited to, the following:
-
Continual investment in identifying and appointing substantial
numbers of new faculty, in orienting them to the special challenges extant
at the new campuses, in integrating them into the campus culture, in
mentoring them and in providing them with appropriate promotion and tenure
reviews (Appendix 7 and
Appendix 8).
-
Substantial continuous investment in identifying, developing and
reviewing new, innovative academic courses and programs, in providing
these new courses and programs with appropriate library and information
services and then in advancing them through the first stages of
refinement. (This investment applies as well to offering new majors in
existing programs) (Appendix 7 and
Appendix 8).
-
Continual investment in the development of the ongoing capital projects
(e.g., serving on pre-design and design committees with the attendant need
to identify and define programs to be offered in the future) (Appendix 7).
-
Substantial investment in building effective faculty-faculty relationships
with colleagues in the six or so community colleges in the region, from
which students transfer to UW Bothell or UW Tacoma. (Such effective inter-institutional
faculty relationships translate directly into improved academic
opportunities for transfer students.) The important activity of
maintaining enrollment targets is directly related to the character of
these relationships with the regional community colleges as well as to
relationships with regional businesses, health care institutions, K-12
schools, etc. (Appendix 6 and Appendix 8).
-
Substantial investment in building necessary governance structures both
within UW Bothell and
UW Tacoma and among
UW Bothell, UW Tacoma and UW Seattle (e.g., ensuring that
the ever-changing Faculty Code reflects the existence of UW Bothell and UW Tacoma and the needs of
their faculty).
-
Investment in advising substantially more people who are students than is
reflected by the number of student FTE's served (Appendix 4).
The point should be made that no one faculty member necessarily engages in
all of these six activities every quarter, but most do engage in two or
more. Further, it is the substantial investment of time in activities (1)
through (6) above, particularly in the many committee meetings, that
matters and that compresses the many other worthwhile activities into
scattered open periods.
The larger issue here is that in spite of the substantial pressures
associated with effective institution building, one net result of growth
of the new campuses must remain the development of a viable and dynamic
community of teacher/scholars. This outcome is the key component to
sustaining the long-term health and quality of the entire Three Campus
University of Washington.
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