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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

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 1

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


2 AR I Z O N A STAT E UN I V E R S I T Y

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.



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



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



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



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.



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



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”);



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.



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



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.



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.



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.



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.



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.



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.



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.



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

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prog

ram

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he b

acca

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, mas

ter’

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doc

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l lev

els b

) con

duct

pro

gram

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rogr

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fess

iona

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at t

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acca

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pos

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pro

mot

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ext

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ucat

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and

enc

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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

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ority

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and

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nal s

tude

nts;

f) se

ek ra

cial

and

eth

nic

dive

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catio

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the

stud

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ody

and

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aff;

g) su

ppor

t act

iviti

es d

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to p

rom

ote

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ate;

h) c

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it to

stud

ent s

ucce

ss in

all

aspe

cts

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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

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rtic

ulat

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y th

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nive

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Team

as w

ell a

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New

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eric

an U

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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

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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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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)



APPENDIX D-2: POLYTECHNIC CAMPUS

Campus Polytechnic


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.



APPENDIX D-3: TEMPE CAMPUS

Campus Tempe


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


Craig & Barbara Barrett Honors College



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


“School of Global Management”



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



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.



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

transitional design to twenty-first …...growth and rapidly changing demographic profile of...

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