As one of this country's premier land-grant/AAU institutions, Michigan State University has a long tradition of blending quality education with social equity. Now a changing America demand that we make new and extraordinary efforts to secure diversity and excellence on and beyond this campus. To meet this challenge, the Office of the Provost presents a new assault on inequality--THE MSU IDEA (Institutional Diversity: Excellence in Action).

At Michigan State University, the concept of excellence is multidimensional and requires continuing and informed dialogue among different cultures and differing points of view. Maintaining preeminence in research, outreach and instruction demands a diversity of perspectives and background experiences. Preparing students to solve the difficult problems of a post-industrial pluralistic world calls not only for sound disciplinary and multidisciplinary study, but for constructive peer-to-peer and faculty-student experiences that will expand and deepen their perspectives, awaken or reenforce their ethical sensibilities and heighten their respect for cultural and ethnic differences. Diversity in the student body, in the faculty and staff, in the curriculum, and in the climate of the University is integrally associated with such goals.

A Changing America

Recent reports catalog a series of problems that face " a changing America." The United States is moving from an industrial to an information and technology based society. An internationalized marketplace threatens this nation's economic and political leadership. Our need is for more and better-prepared skilled workers who are trained to cooperate and to compete in a multi-cultural global economy.

Shifting demographic patterns are a crucial issue in responding to these developments. Between now and the year 2000 minorities and women will make up 85% of the new people entering the nation's workforce, and the number of handicappers in the workplace will increase (Changing America, 1988). By the year 2000 one out of every three people will be non-white and one-third of all school children will be minorities. In Michigan, in 1987, 24% of school children were minorities, and these percentages are growing yearly. Michigan's prosperity depends upon the success of these expanding minority populations in education and the job market. (Michigan: The State and its Educational System, 2)

A Decade of Lost Momentum

It is clear that higher education's present mean and level of effort does not adequately meet the needs to recruit, to retain and to encourage those very underrepresented groups who will play an increasingly important role in our economy and society during the next century. National indicators suggest that education's progress toward diversity has "lost momentum" during the last decade, and that efforts must be stepped up dramatically if we are to prepare for the conditions that lie ahead.

Although the minority high school graduates increased in number and academic achievement over the last ten years, minority attendance at four-year higher education institutions fell as compared to the rates for white students nationally. Minority students are more heavily concentrated in community colleges, and those that do attend universities are less likely to complete a degree. According to The Educational Record, there are problem throughout the system.

Although Michigan State has shown steady improvement in recruitment rates for minority and women faculty within the tenure system over the last decade, the University has been less successful in retaining these faculty during that same time period. Minorities and women are underrepresented among the tenure stream faculty relative to availability in a number of disciplines, and the progress of minorities and women into senior faculty ranks and into administrative leadership positions is slow. Graduate minority student enrollments have declined significantly over the last ten years, and both minority and women graduate students are not well represented in several key areas.

While Michigan State had its highest enrollments at the undergraduate level in the 1988-89 year, enrollments of underrepresented minority undergraduates must be increased to keep pace with growing minority populations in the state. Both recruitment and retention of underrepresented groups in higher education are affected by their preparation and success at each stage in the academic progression, from kindergarten through high school, and their persistence at MSU is influenced by the quality of the academic and campus life. Recent racial incidents at universities across the country and a Michigan State are distressing signs of developing insensitivity in the campus climate.

We Ignore These Conditions at Great Risk

In a recent report, One Third of a Nation, The Commission on Minority Participation in Education and American Live concludes that, "Left uncorrected the current trend signals continuing social tension and is an omen of future national decline." (16) One Third of a Nation recalls that it has been twenty years since the Kerner Commission underlined how inconsistent such a trend is with our national ideals, how much it "threatens our democratic system that succeeds only as it provides its citizens with opportunities to share in national life and prosperity." (17-18)

Our political health depends upon a discerning electorate, and our economic health requires a skilled labor pool. Our social health requires that all citizens have opportunity for full participation. We cannot have a permanent underclass comprised primarily of minority group members and confined by poor education to low-paying jobs or long-term unemployment.

Powerlessness is a contagious and dangerous disease that threatens our national integrity and our humanity. Racism, sexism and other forms of discrimination that prevent Black Americans, Native Americans, Hispanics, Asian-Pacific Americans, women and handicappers from realizing their rights as Americans and their full potential in the human community must be eliminated.

The Search for Solutions: Building on a Strong Tradition

Michigan State University has a history of commitment to what former President John Hannah called "The assault on inequality." In 1935 the governing Board of Michigan State College strongly endorsed a policy of non-discrimination on the basis of sex, religion, or national origin. The University adopted an affirmative action program in 1970, adding handicappers and veterans in 1974, and the MSU Board of Trustees monitors that program through required annual reports.

The University's affirmative action activities over three decades confirm the commitment. Michigan State was a leader in developing persistence through suppport for economically/educationally disadvantaged students by pioneering efforts such as "Project Ethyl" (1963) that became the Detroit Project and eventually the successfully College Achievement Admissions Program (CAAP) in 1983. Since the early 1970s MSU has also provided access and support for underrepresented groups of students through OSS (The Office of Supportive Services), EOP (The Office of Equal Opportunity Programs), and MECCA (The Multi-Ethnic Counseling Center Alliance). Michigan State was among the first schools to create an Office of Programs for Handicapper Students (OPHS) in 1971, the first to hire a handicapper director, and a leader in responding to handicapper needs for increased access to academic programs. (Hamilton and Wunder, 4-11) In 1988 Michigan State became the headquarters for the Michigan Consortium for Enabling Technology.

In the 1970s the Office of the Provost developed clear affirmative action guidelines to monitor searches for protected group members through the 14-Step Planning and hiring Procedure. Since 1976 the Mildred B. Erickson Fellowship Fund has provided help for women re-entering MSU, and in the same year the Board of Trustees created the MSU Affirmative Action Graduate Financial Assistantship Program for minorities and women entering underrepresented fields. Throughout these years colleges, departments and schools were also actively developing innovative programs to address affirmative action goals.

Today, through its partnership with the State of Michigan in the Martin Luther King, Jr. Cesar Chavez-Rosa Parks initiatives and through a variety of other strategies, the University continues to foster diversity.

Windows of Opportunity: The Need for Greater Effort

Although Michigan State has been actively encouraging equity on its campus for many years, President John DiBiaggio has recognized that our programs have not always produced sufficient results. In his 1988 State of the University address, Dr. DiBiaggio focused the University's attention on the future and on the need for a new level of effort. "As never before," he noted, "-in part because of salutary societal changes--we have the opportunity to demonstrate in very real ways and in very log-lasting ways a land-grant commitment that, because of both attitudes and demographics, was unable to be attained earlier. In the MSU...of the 21st century we need to see the embodiment of our heritage...that task starts today. And our results must match our rhetoric."

Dr. DiBiaggio again reenforced the need for "an assault on inequality" in his April 1989 memorandum to the University community on Equal Opportunity, Non-Discrimination and Affirmative Action in which he state that " We must come to understand that diversity and quality are not adversaries, but allies. The nature of the assault we make on equality in the next few years will be a primary measure of our excellence as a University, as a state, and as a nation. We must open our professional circles and our classrooms to new dialogue and to a diversity of perspectives. If we ar to education our students for a multi-cultural wold, we must provide a pluralistic community... There is diversity in our excellence. And there is excellence in our diversity. The reconfiguration of Michigan State University must reflect participation of all groups, including those clearly underrepresented."

Nationally, approximately 500,000 faculty, almost as many as we have today, will be required to fill vacancies in the next 20 years (Watkins, 1986 reported in Justis, 1987). At Michigan State as many as 800 likely retirements from the University will provide unprecedented possibilities for diversifying our faculty during the next 15 years. In addition, other separations will add to this number. In an increasingly competitive market, however, it is unlikely that our present hiring and retention patterns for women, handicappers, and minorities can effectively respond to this opportunity. At Michigan State we have estimated, give present hiring rates as well as currently projected opportunities for hiring, that, even assuming continuation of present availability levels, it would take some departments several decades to achieve representation equal to present availability for women and for minorities.

In the face of such projections, it becomes clear that the University must develop more innovative means for addressing the retirement bulge opportunity, must seek additional funding for underrepresented group positions, and must devise new strategies for recruitment and retention if it is to keep pace in a competitive market for underrepresented faculty. Similarly, we must develop creative measure for cultivating students throughout the educational network--as early as K-12 but also in community colleges. We must also improve support systems and provide encouragement to undergraduates so that they will realize their potential and move on to graduate school and to academic careers in greater numbers.

Developing New Solutions: THE MSU IDEA

In response to these challenges THE MSU IDEA provides for the increased presence of minorities, women, and handicappers in the faculty, staff, student body, and administration. The plan addresses declining minority retention rates in relation to the quality of campus life. Persistence through academic progression from K-12 to graduate school is also a key element. THE MSU IDEA attempts to prevent both overt inequities and more subtle manifestations of inequality within the University. It endeavors to ensure that instruction, research and outreach, governance and other academic community activities, contribute to a climate that is hospitable to diverse groups, to open dialogue, and to new knowledge.

To meet the needs of Michigan and the nation in the 21st century, THE MSU IDEA offers 50 new University-level affirmative action initiatives and augmentations to continuing programs. It also engages all academic units in a reassessment of affirmative action goals and activities through a new College Level Planning Process. Administrators and faculty throughout Michigan State University will be held responsible not only for greater efforts on behalf of diversity and excellence, but for results.

THE MSU IDEA As a Collection of Ideas

THE MSU IDEA is more than the Office of the Provost's "idea" for action. It is a distillation of suggestions that have come from colleges, department and schools. It is a collection of IDEAS that concerned individuals and groups have offered as informal advice and formal recommendations, over several years. Members of the Department of Human Relations, the Women's advisory Committee to the Provost, the Black Faculty and Administrators Association, the Hispanic Institute Task Force, the Hispanic/Native American faculty Staff Association, the Minority Advisory Council to the President, the Women's Studies Program, the Urban Affairs Program, the Graduate School, the Council to Review Undergraduate Education, the Asian-Pacific American Faculty and Staff Association, the Council of Deans, the President's Handicappers' Advisory Committee, the Supportive Services Advisory Committee and several other concerned groups have all contribute directly or indirectly to THE MSU IDEA.

That so many in our academic community have already taken a hand in developing this new diversity and excellence plan is encouraging. But their contributions are just a beginning to what should be our greatest collegial effort in the 1990s and beyond. Every faculty member, student, staff member and administrator at Michigan State University must accept personal and collective ownership for the principles and implementation of THE MSU IDEA if the plan is to succeed.

We, the Probelm, and We, the Solution

Crucial to the success of this effort must be the awareness that all of us in the University community are responsible for embodying and communicating the University's values. The quality of life for minorities, women, and handicappers, on this campus will be determined not only by increased numbers or by simple adherence to the letter of laws, but by our genuine concern for others--by the intellectual generosity and hospitality we extend to colleagues, by the ethics we impart to students through our actions as well as our words, and by the spirit behind the institutional structures and procedures we create and support. Administrative leadership, curriculum, pedagogy, and numerous other factors contribute to the degree of community or alienation that minorities, women, and handicappers experience at Michigan State.

Progress in achieving true community, equity and pluralism comes slowly and painfully because it requires changes in well-established attitudes and habits. In these matters we must be better than our predecessors and former selves. We should be vigilant lest our professional hierarchies, curricula, and pedagogies become confining rather than empowering. We must be wary lest our views of excellence exclude the benefits of diversity from the definition and our peer review and evaluation processes become signs of the narcissism of our times, perpetuating ourselves and our perspectives to the exclusion of constructive variety.

We must commit ourselves to building new bonds among a world of talented peers who have been left out of our professional networks, who have not been permitted the benefits of mentorship or sponsorship. Our continued excellence and our intellectual integrity depend on our emphasizing development as well as selection, cooperation and collegiality as well as competition and prestige.

THE MSU IDEA AND R3

Although the problems outlined here are numerous and complex, colleges and universities across the nation have begun to respond to the challenges. Like its peer institutions, Michigan State University is reviewing its values--its curriculum and its climate. THE MSU IDEA is part of a concert of new programs for Michigan State 2000. A major plank in PAIDEIA (Pluralism and Institutional Diversity: Excellence in Action), the pluralism platform of R, THE MSU IDEA, is integrally connected to other R platforms. Like the Council on the Review of Education (CRUE), the Council on the Review of Research and Graduate Education (CORRAGE), Planning for a Lifelong University System (PLUS), and Administrative Management and Program Support (AMPS), it is one in a unity of efforts that emphasize harmonious interaction of diverse groups on this campus. All these platforms stand in opposition to the isolation, fragmentation, territorial competition and distrust that undermine collegial effort and threaten the future of this University and higher education more generally.

The integration of curriculum, of disciplines, of academic and academic support groups, and the integration of ethnically and racially diverse groups, handicappers, and women throughout the mainstream of university life, are allied goals in our comprehensive efforts to become a more caring university--one that rededicates itself to the common good within and beyond academe. Like the other R platforms, THE MSU IDEA is aimed at promoting the University's reputation for diversity and multi dimensional excellence, expanding educational opportunities, and preparing our students to be enlightened citizens in the pluralistic and globally interdependent world of tomorrow.

Avoiding the "Trance of Non-Renewal"

John Gardner tells us that colleges have a tendency to sink under a spell of self-approval and self-preservation that resists acknowledging flaws and misses opportunities to create the changes necessary to prevent a downward spiral. Gardner observes that a primary strategy for breaking the "trance of non-renewal" is to encourage diversity in the system. (Leadership Papers) (2 24)

While we have a worthy record of commitment to affirmative action at Michigan State we must not be complacent. Diversity, as Reginald Wilson reminds us, is "a time bomb" that demands our attention. (Wilson and Justiz, 9-14) So much remains t be done to create the diverse and hospitable MSU campus of the future. If MSU is to become a better world class university, it must accept the challenge to change, to be excellent in both traditional and new ways. THE MSU IDEA represents the University's acceptance of that challenge--a challenge that requires a new sensitivity to diversity and excellence from every unit in our academic community. In a recent article developed from hi "Thomas Rivera Lecture," Arturo Madrid provides a thoughtful view of central issues in THE MSU IDEA:

IV. NEW INITIATIVES AND AUGMENTED PROGRAMS

The MSU IDEA calls for bold strategies and objectives to improve collaborative efforts on behalf of diversity and excellence at Michigan State University in the 1990s and beyond. Community action is necessary to increase the presence of underrepresented groups in the faculty, student body, academic support staff and administration, to ensure that instruction, research and outreach as well as an hospitable campus climate contribute to diversity and excellence at this University. The following new initiatives and augmentations to current programs address these issues and inaugurate THE MSU IDEA.

Leadership and Administration

Increase Visible Leadership for New Affirmative Action Efforts:

1. The Board of Trustees, the President and the Provost of Michigan State University recommit themselves to providing strong, visible leadership for increased affirmative action efforts.

A. University leaders have emphasized and will continue to emphasize publicly and repeatedly the University's condemnation of overt and subtle forms of racism, sexism and the denigration of the worth of handicappers. University leaders will demonstrate their ongoing commitments to affirmative action in public appearances, public statements, news releases, fund raising, budgeting, monitoring of affirmative action efforts and support for hiring and programming.

B. The President and the Provost will provide visible support to ensure the credibility of the Department of Human Relations and to promote an understanding of the need for the Department's activities on behalf of diversity and excellence.

C. The President has asked the Office of the Provost to convene a University-wide committee to review procedures and policies for eliminating discriminatory behavior at the University. The committee will recommend procedures for taking effective action against persons who violate the human rights and dignity of others. Established procedures will be followed institutionalize recommendations.

A Statewide External Citizens' Advisory Group to the University

2. A diversely constituted statewide Citizens' Advisory Group will be formed to provide an opportunity for leaders from business, industry, education, and the broader community to join with University representatives to address issues relating to underrepresentation of minority groups, handicappers, and women in higher education.

An Annual All-University Conference on Diversity and Excellence

3. The University will hold an annual All-University Conference on Diversity and Excellence in conjunction with the Spring meeting of the Board of Trustees and the presentation of the annual affirmative action report.

A. A major keynote address will highlight the need for a continuing commitment to diversity and excellence.

B. A variety of other campus events, including workshops, seminars, performances, exhibits and roundtable discussions will be part of the conference.

C. Affirmative action awards and grants will be presented in an appropriate ceremony during the conferences. (See 4 & 5)

D. Evaluation of the University's progress with diversity and excellence and program planning will be parts of the conference.

Diversity and Excellence Awards and Grants

4. Beginning in 1990 Michigan State will establish a series of "Diversity and Excellence Awards" for units and/or faculty, students, and support staff who have made exceptional contributions to affirmative action efforts at this University. These awards will carry public and monetary recognition.

5. Beginning in 1990 Michigan State will establish the "Diversity and Excellence Grants Program" to provide funding for a limited number of research projects, travel, curriculum or program development, all-University programs, seminars and colloquia at the University, College, or Department/School level, etc., which are likely to contribute to affirmative action efforts at MSU.

A New Senior Advisor to the Provost for Minority Affairs

6. The Provost will appoint a Senior Advisor for Minority Affairs who will report directly to the Provost.

A. This Senior Advisor will be a key advisor to the Provost for minority issues in meetings of the Office of the Provost and other functions of the Provost's staff.

B. The Senior Advisor to the Provost will attend the Council of Deans meetings and meetings of other University-level groups relevant to his/her position as a key advisor to the Provost on minority affairs.

C. The Senior Advisor to the Provost will identify issues of minority concern, develop strategies that can be implemented within existing administrative lines, and assist in assuring accountability for affirmative action efforts and results. The Senior Advisor will be active in exploring and implementing institutional research and self-study and societal research relevant to diversity and excellence.

D. The Office of the Provost will continue to consult with representatives of minority groups about the length of the appointment and the responsibilities of this post with the understanding that an appointment will be made for the 1989-90 school year. Initially, the position is being conceived as up to a three-year appointment that will be reviewed at the end of the appointment term. the persons in this position will address generic issues and will also bring sensitivity and special expertise from particular backgrounds in order to increase communication between the Office of the Provost and minority groups.

Administrative Internships and Fellowships

7. The University will support four faculty members as administrative interns in the new CIC Leadership Fellows Program beginning in 1989-90. The purpose of the program is "to identify women and minority faculty with exceptional ability and promise who may wish to consider senior administrative leadership positions.

8. The University will continue to nominate candidates for administrative fellowships as part of the yearly American Council on Education's center for Leadership development programs. Underrepresented group faculty members will continue to be actively encouraged to become candidates for these awards.

A New College Level Planning Program (See Section V)

9. To ensure ownership for renewed affirmative action efforts at all levels of the University, the Council of Deans, with the Office of the Provost, will direct and actively monitor a College Level Planning Program which requires colleges to set specific goals and timetables for student and faculty recruiting and retention, and to develop additional strategies to enhance campus diversity.

Administrative Review and Affirmative Action

10. The Office of the Provost will hold academic administrators accountable for energetic commitment to the University's increased affirmative action efforts.

A. Annual administrative reviews will take satisfactory performance in both planning and progress on College Level Plans into priority consideration. Accountability will be ensure through adjustments of financial support and merit pay for responsible administrative leaders.

B Specifically administrators will be held responsible for enhanced recruitment and retention efforts, for implementing CRUE recommendations related to diversity and excellence in curriculum development, for fostering more hospitable college climates, and for monitoring and meeting these and other affirmative action goals proposed in the College level Plans.

Meetings of Multi-Cultural, and Minority, Women, and Handicapper Groups with the Provost

11. By Fall 1989 the office of the Provost will establish a multi-cultural Advisory Group to the Provost and will regularly seek advice from that group. The Office of the Provost will also continue to communicate, as appropriate, with existing formal and informal women's, minority, and handicapper groups.

Handicapper and Veteran Data Collection and Reporting

12. The office of the Provost will initiate efforts to gather and share information about handicappers and veterans in the academic area to identify their concerns and to help make this campus more conducive to handicapper and veteran involvement throughout university life.

The Department of Human Relations

13. The Department of Human Relations will intensify both its compliance and programming functions and will increase interaction with academic units to provide additional support for affirmative action efforts.

A. The Department of Human Relations, in cooperation with the Assistant Provost and Assistant Vice President for Academic Human Resources, will create and encourageattendance at an expanded and improved set of faculty and administrators' interactive workshops and orientation seminars dealing with affirmative action. A workshop for department/school chairs and directors is already approved as a high priority.

B. The Department will increase publicity of its role as an entry point for discrimination complaints as well as its role in counseling and as a central avenue for information dissemination regarding minority, women, and handicapper issues.

C. The Department will increase the number of presentations on affirmative action and diversity issues in academic units.

D. The Department, in conjunction with the Office of the provost, will make in-person presentations on affirmative action search and selection principles and guidelines to search committees for all Deans and applicable Executive Management positions. The Department, in conjunction with Deans, will make presentations to search committees for chairs.

E. The Department will use faculty consultants as well as internships in Human Relations on academic year and other extended appointment arrangements to facilitate increased interaction between the Department and academic units.

F. The Department will monitor the use of "affirmative action representatives" or "consciences" in the colleges and on search committees and interact regularly with such representatives to update them on affirmative action compliance and advocacy issues. (Affirmative action representatives or "consciences" are members of the committees who are designated as special advocates and monitors of affirmative action and diversity and are responsible for informing the committees regarding both the letter and spirit of affirmative action imperatives.)

G. The Department will encourage and facilitate the formation of a broadly representative group of respected senior faculty who are interested in improved recruitment and retention of underrepresented groups and in fostering pluralism and multidimensional excellence in their units and throughout the University.

H. The Department will assist the Assistant Provost and Assistant Vice President for Academic Human Resources in conducting improved exit interviews to ascertain whyunderrepresented group faculty leave the University (See #20).

I. The Department will actively assist the Provost in implementing the College Level Planning Program and will be visibly involved in the assessment and monitoring of College plans.

J. The Department will develop and maintain an active and up-to-date data bank of relevant national, regional, and statewide organizations that can be of assistance to faculty and administrator searches. It will be in active contact with such organizations.

K. At a scheduled retreat, the Office of the Provost, the Office of the Vice President for Finance and Operations and the Department of Human Relations will engage in defining a new vision of the Department for the 1990s and beyond. Planning will focus on the Department's involvement in the new level of efforts on behalf of diversity and excellence. Perceived conflicts in staff roles regarding internal and external procedures will be addressed.

Faculty Recruitment and Retention

Enhanced Faculty Recruitment Incentive Program

14. An Enhanced Faculty Recruitment Incentive Program with additional funding and new provisions will provide increased opportunities for continuous recruitment of underrepresented group members through a partnership of the Colleges and the Office of the Provost.

• Higher Education in general and Michigan State in particular provides a unique opportunity to advance the recruitment of underrepresented groups through the large number of retirements between now and the year 2000. Yet continuing to recruit for vacant positions within a narrow window in time an din circumscribed areas of activity may limit the recruitment of minority, women and handicapper candidates willing to come to MSU. We propose to expand the window of time and position definitions to allow units to recruit in broader areas of activity and/or in advance of projected retirements.
• The Office of the Provost will aggressively seek increased state and foundation support as well as internal reallocations for this incentive. These initiatives will be cooperatively funded with the Colleges and will be determined on a case-by-case basis.
• Units seeking support from this program must have completed the College Level Planning Program and must have approved recruitment goals and timetables.
• The incentive plan is designed for units which are underrepresented in terms of national availability in one or more protected groups at the time that they apply for inclusion in this program.
• Deans should publicize the continuous recruiting mode to all Chairs and Directors of underrepresented units.
• The Office of the Provost encourages continuous advertisement of positions in the tenure system at variable ranks and, as applicable, with broadly defined job descriptions to advance more flexible responses to recruitment opportunities. Units are encouraged to seek candidates from within academe and from non-traditional sources such as government and business.

A. In some situations, units will be successful in recruiting an underrepresented group member to fill a positions described in the College Plan among the spectrum of positions that units wish to fill. The office of the Provost will work in partnership with the Colleges to provide additional transitional funding for such positions until future retirements occur.

B. In some situations a candidate will be found by a unit underrepresented for particular minority groups and/or women that does not have a position currently available or listed within the College Plan that precisely fits the candidate's qualifications. The unit may develop a new or amended position description for an appropriate role and present it to the Office of the Provost for consideration under the "continuous recruiting" mode.

C. In some situations, recruiting faculty from underrepresented groups may require special set-up funds. Units may apply to the Office of the Provost for such funds under the Enhanced Incentive Plan.

D. In some situations, an underrepresented candidate found in one search may be referred to another unit because of her/his good fit and qualifications. If the unit will also receive acknowledgement for this hire in its annual affirmative action plan review.

E. In some situations underrepresented units will also have very small availability pools. They may seek special funding under the Enhanced Incentive Plan to develop a program which will increase the pool.

1) Professional development, internships, postdoctoral programs, special mentoring programs, training programs, etc., should be designed to create pools of underrepresented candidates.

2) Proposals for special funding from the Office of the Provost should outline the nature of these pool development strategies and include a budget, a time frame for implementation, and an outcomes evaluation procedure.

3) Requests for funds under this potion may be made in connection with strategies developed in the College Level Plan.

F The Office of the Provost, in cooperation with the Colleges, will actively attempt to facilitate spouse placement for underrepresented group members whom units are attempting to recruit.

G. The Colleges, in partnership with the Office of the Provost, will extend MSU's current institutional commitment to competitive recruitment of underrepresented senior faculty through strategies such as raising rank levels and augmenting salaries.

H. The Colleges should make special networking attempts to expand the pool of underrepresented senior faculty candidates qualified for endowed chairs and professorships. Colleges will receive acknowledgement for such efforts.

Competitive Retention

15. MSU will take an energetic institutional position on competitive retention of faculty members from underrepresented groups in order to maintain their presence on campus.

A. Colleges may, on a partnership basis, seek funding when necessary and appropriate for proposals to improve retention of underrepresented group faculty members. Faculty mentoring and sponsorship initiatives, research leaves and facilitation, well-developed tenure system appointment extension programs, and other creative means to ensure retention will be encouraged.

B. The Colleges, in partnership with the Office of the Provost, will launch energetic efforts to retain current underrepresented group faculty in the face of external recruiting efforts by peer institutions. Deans, chairs, and directors should be alert to external recruiting efforts and should draw the attention of the Provost to cases where the Office of the Provost might intervene.

C. The newly proposed University Distinguished Professorships will offer special opportunities for senior underrepresented group faculty to achieve visibility and recognition for excellence.

The MSU Handbook for Searches with Special Attention to Affirmative Action and Diversity

16. All Academic search and selection committees in the University will use a new MSU Handbook for Searches with Special Attention to Affirmative Action and Diversity. The Office of the Provost, through the Assistant Provost and Assistant Vice President for Academic Human Resources and the Department of Human Relations, will distribute the newly created handbook which provides extensive resources for improved searches and selections of women, minorities and handicappers.

Developing Underrepresented Group MSU Graduates for MSU Faculty Positions

17. The Colleges, with the support of the Office of the Provost, will seek to hire some of their most promising underrepresented group graduate students to fill entry-level faculty positions at Michigan State, particularly in areas where national availability for potential underrepresented group candidates is severely limited.

Collaborative Research Opportunities for Professors Summer/Sabbatical Program (CROPS)

18. The Office of the Provost, in cooperations with the colleges, will facilitate the MSU Collaborative Research Opportunities for Professors Summer/Sabbatical Program (CROPS) to parallel the Summer Research Opportunities Program (SROP) that encourages undergraduates to consider graduate study. The program will encourage not only a summer experience for visiting faculty, but a program for faculty on sabbatical leaves from other institutions to take advantage of external funds available to the Colleges.

A Consortium to Bring Historically Black Colleges and University Faculty to MSU

19. Michigan State University will join the Consortium of Research Universities to bring faculty members from Historically Black Colleges and Universities to this campus for additional graduate work.

A. Michigan State University will seek over three years funding to support doctoral study for three groups of up to 15 of Black American faculty members from HBCU's.

B. In joining the consortium, Michigan State becomes a leader in this special national effort which will also improve MSU's national image in affirmative action efforts, create a greater presence of Black American scholars on campus, provide networks with HBCU's, and help to acquaint MSU faculty and students with HBCU's cultures.

C. This pilot program is an initial effort which supports the concept of consolidated arrangements on behalf of mutual interest between MSU and institutions with large or predominantly minority populations.

Support for Resource Data Base Development for Professionals in Underrepresented Groups

20. The University will participate in consortia (such as the recently formed Consortium to Support Development of Hispanic Professionals) and employ other means to develop in an ongoing and systematic way, resource data bases to assist in the recruitment and retention of underrepresented communities, to universities, and to other agencies and organizations.

Handicapper Recruitment

21. The University commits itself to recruitment of handicapper faculty, staff, and students.

Improved Exit Interviews to Determine Why Minorities, Women, and Handicappers Leave MSU

22. The Assistant Provost and Assistant Vice President for Academic Human Resources and the Department of Human Relations will conduct improved and expanded exit interviews (using a variety of interviewing and survey techniques) to determine why underrepresented group members leave MSU to track their careers, and to use this information to improve retention. Exit interview data will become part of the Annual Program Planning and Review discussions between Deans and the Office of the Provost to facilitate diversity and excellence in academic units.

Undergraduate Students

New Goals to Increase the Presence of Minorities Among Undergraduate Students

23. During the next three-to-six-year planning period the University will begin a campaign to increase the presence of minorities in the MSU undergraduate student population in an effort to reach the following all-University goals:

A. The representation of minority undergraduate student population (disaggregated by groups) should be equal to or exceed the representation of Michigan high school graduating seniors in those groups at the end of the first three-year planning period.

B. Beyond that period the University, in partnership with the K-12 system and other agencies, will aim for representation that will mirror the population of the State.

C. The Office of the Provost will review and adjust these goals every three years.

Increasing Persistence through the Academic Progression: K-123 to the University

24. The University will increase efforts to improve the persistence of minorities through the academic progression--from elementary schools into high schools, from high schools into the University, and from community colleges into the University (initiatives 25-31). Special attention will be directed to increasing the participation of underrepresented minority males in all recruitment and retention programs.

Incentive Scholars Program

25. The University will expand to double and redouble its current level of support for the Incentive Scholars Program. In cooperation with the state-wide Presidents' Council, MSU identifies students in ninth grade and promises them college tuition scholarships as an incentive to keep them on a trajectory of success.

A. The current program concentrates on students in the Detroit area only. The augmented program will expand both within Detroit and to other geographic areas.

B. The current program provides financial aid commitments as an incentive. The augmented program will add scholarship commitments for those incentive scholar students who graduate with strong academic records.

C. The augmented program will develop additional MSU contracts that include high school mentors, parents as well as students, who must all fulfill the contract and participate in fostering the student's success.

D. Eventually this program will be expanded to students in earlier grades.

Support for No-need Underrepresented Minority Students

26. Institutional grant aid will be used to award more no-need based scholarships to academically outstanding underrepresented minority students.

Transfer Programs - Community Outreach

27. The Office of the Provost, through the Assistant Provost for Undergraduate Education, will seek to increase cooperative linkages with community college in the state in order to encourage minority students from community colleges to continue their education at Michigan State. Selection of community colleges for this partnership effort will depend upon available resources and on the minority demographics in a given college district.

Youth at Risk Proposals

28. The Office of the Provost, through the Assistant Provost for Lifelong Education Programs and in cooperation with the Kellogg Foundation, will focus on Youth at Risk as a major theme. In advancing social, economic, and educational opportunities for underrepresented groups, the University through partnerships with the Colleges, will seek to increase its involvement in such projects as the Black Family and Child Institute, 4-H Youth Programs, The Michigan Compact, and other youth-at-risk related activities.

Retention: Expanding the Summer Enrollment Program

29. The successful Summer SUPER program, under the direction of he Assistant Provost for Undergraduate Education, will be expanded so as to offer a greater number of minority students the chance to enroll in the summer prior to Fall matriculation.

A. This option will allow those students who need it the opportunity to remove academic deficiencies through enrichment courses in the Summer.

B. The expanded program will improve retention by giving minority students a better opportunity to become fully oriented and adapted to university life.

Increased Support and Participation in the CIC "Advancing Diversity in Higher Education" Program

30. The University will increase support for and participation in "Advancing Diversity in Higher Education," an expanded set of Committee on Institutional Cooperation (CIC) programs designed "to improve minority access to the University, to recruit qualifies minority students as early as possible, and to retain minority students by providing mentoring, peer networking, and financial aid." The expanded CIC programming includes initiatives for the elementary and secondary school levels, for undergraduate education, for graduate education, for professional careers, and for leadership positions.

VETERAN Program

31. The University will participate in the development and implementation of CIC's "Veteran's Education Training, Equal Opportunity and Reentry Assistance Network"(VETERAN) to increase women's, Black American, Native American, Asian Pacific American and Hispanic participation and persistence at both undergraduate and graduate levels (emphasis will be on completion of the bachelor's degree).

Graduate and Graduate/Professional Students

(In Cooperation with the Vice President for Research and Graduate Studies and Dean of The Graduate School)

Increasing Diversity in Graduate and Graduate/Professional Enrollment: The Next Step

32. To reverse a ten-year decline in the number of underrepresented minority graduate and graduate/professional students, every department in the University with a graduate or graduate/professional program that is underrepresented in certain minority groups will recruit at least one underrepresented minority graduate student for the 1990-91 academic year. Those units that have no women in their graduate programs will recruit at least one woman. Units that are underrepresented in minorities and have no women will recruit from both groups.

A. The Office of the Provost will facilitate the linkages between Colleges, Urban Affairs Programs, The Graduate School, and Associate/Assistant Deans' Offices to achieve this goal. The Office of the Provost will provide travel support for recruitment if necessary.

B The graduate School, in cooperation with AAGFAP (Affirmative Action Graduate Financial Assistance Program), will form a University-wide graduate recruitment committee for minority students that will strengthen networks and linkages with alumnae/i, community organizations, historically Black and predominantly Hispanic colleges, etc.

C. An advising structure for The Graduate School representing a diversity of interests and cultural backgrounds will be necessary to assure that the needs of diverse groups are met.

Recruitment Fairs and Programs

33. The Graduate School, in cooperation with AAGFAP, will provide and seek support to expand programs and recruitment fairs designed to encourage minorities to consider post-baccalaureate education.

Retention Programs

34. The Graduate School, with Deans, Directors, and Department Chairs, will help to create a congenial academic climate for underrepresented group graduate students in departments, schools, and colleges. Orientations, sponsorship and mentoring programs should be designed to provide for an environment that will encourage underrepresented group members to complete graduate programs.

University Support Staff in Academic Units

(In cooperation with the Vice President for Finance and Operations)

Leadership Seminars and Career Counseling for University Support Staff in Academic Units

35. The Office of the Provost, in cooperation with the Vice President for Finance and Operations and the Offices of Employee Relations and Personnel Administration, will support additional career counseling programs for academic support staff. Special attention will be given to helping women, minority and handicapper staff members develop progressive career paths and to encouraging their interest in leadership positions.

Encouraging Hiring of Underrepresented Groups Among University Support Staff in Academic Units

36. The Office of the Provost, through the Assistant Provost and Assistant Vice President for Academic Human Resources and the Department of Human Relations and in cooperation with the Assistant Vice President for Personnel and Employee Relations and the Office of Personnel Administration, will encourage hiring of minorities, women, handicappers, and veterans to University support staff positions in academic units where they are underrepresented. Hiring audits and annual affirmative action reviews as part of the College Planning Program will provide the means for monitoring hiring and retention.

Instruction, Research and Outreach

(In cooperation with the Vice President for Research and Graduate Studies and Dean of The Graduate School)

Bringing Underrepresented Groups into Governance

37. The Office of the provost will support and/or initiate proposals that provide for appointments of underrepresented group members to all major standing University-level governance committees in order to assure increased representation of protected groups in decisions involving instruction, research and outreach. New measures for election from colleges, and means of recognition in the reward system will also be developed. The Office of the Provost will encourage increased representation of protected groups throughout academic governance; initial focus will be on University-level committees.

Multidisciplinary Instruction, Research and Outreach

38. In keeping with the University's commitment to outreach, the Office of the Provost will encourage and support multidisciplinary cooperation in research and teaching to address both societal needs and underlying social issues related to diversity.

A. The Office of the Provost will provide seed funding for institutes and centers (such as the new institute dealing with Hispanics in the Midwest) that foster research and teaching about diversity issues.

B. The Office of the Provost, in cooperation with the Vice President for Research and Graduate Studies and Dean of the Graduate School, will convene cross-University planning groups to identify faculty experts interested in multidisciplinary proposal preparation. The groups will seek funding for research and demonstration projects to improve human enablement opportunities and to focus on improving access to educational and economic upward mobility for underrepresented groups.

Support for Women's Studies

39. In partnership with the Colleges, the Office of the Provost will provide continuing and enhanced support for programs, courses, and activities, including the Women's Studies Program, that recognize and promote the contributions of women and that focus on women's issues. Programs and co-curricular activities such as the national conference co-sponsored with the Modern Literature Conference, "Revisioning Knowledge and Curriculum: Feminist Perspectives, " April 19-22, 1990, will be encouraged.

Diversity and Multi-Cultural Awareness Courses Across the Curriculum

40. The Office of the Provost will expedite CRUE's recommendations that courses concerned with national and international diversity and multi-cultural awareness be taught throughout the curriculum.

A. High Quality instruction and research in these areas will naturally have implications for the University's collections of supplemental print and visual materials.

B. The Office of the Provost, through the Assistant Provost for Lifelong Education Programs, will explore possibilities for developing continuing education curriculum and programs dealing with multi-cultural awareness.

Teaching Writing, Mathematics, and Science

41. In response to CRUE recommendations, the Office of the Provost will create task forces and/or committees to improve the teaching of writing, mathematics, and science courses for all students. Special attention will be given to encouraging full participation of women and minorities in science and engineering careers where these groups continue to be severely underrepresented.

The Academic Climate

(In cooperation with the Vice president for Finance and Operations and the Vice President for Student Affairs and Services)

Support for Improved Safety and Security for Students, Faculty and Staff

42. The Office of the Provost/Department of Human Relations will cooperate with the Vice President for Finance and Operations and the Vice President for Student Affairs and Services to improve campus safety and security for minorities, women and handicapper by disseminating information about appropriate campus behavior, discrimination, etc., improving enforcement of regulations and procedures, and providing other appropriate means of support from the academic affairs area.

Harassment

43. Harassment based on race, creed, ethnic origin, sex, age, political persuasion or sexual preference, and denigration of worth or abilities of handicappers are forms of discrimination that have no place in the MSU community.

A. The Office of the Provost, through the Department of Human Relations, will publicize the role of the Anti-Discrimination Judicial Board and the procedures through which harassment complaints should be addressed. The Office of the provost, in cooperation with the Colleges, will attempt to create an educational climate in which an understanding of the values of diversity promotes collegiality and discourages harassment.

B. Through the leadership of the Women's advisory Committee to the Provost, theUniversity will establish new guidelines for identifying and eliminating sexual harassment in the academic community.

Biased Language

44. The academic community commits itself not to use language perceived to be biased on the basis of race, ethnicity, handicap, or gender in any written and oral communication associated with the University. The Office of the Provost will draw attention to instances of inappropriate use, and documents with inappropriate language will be returned to the originator for suggested revision.

Conferences, Art Collections, Exhibits and Performances

45. The Office of the Provost will encourage additional conferences, art collections, exhibits, and performances to reflect the contributions of minorities, women and handicappers.

A. Kresge Art Museum will be encouraged to develop a collection and to hold additional exhibitions of works by or about women, handicappers, and minorities.

B. Wharton Center, the Department of Theatre, the College of Music, and other appropriate units will be encouraged to cooperate in increasing performances of handicapper, women, and minority artists' works by handicapper, women, and minority artists.

C. The MSU museum will be encouraged to acquire and then hold additional exhibitions of materials reflecting the cultural contributions of handicappers, women, and minorities.

D. The Office of the Provost, in partnership with Colleges, will encourage conferences and seminars in science and engineering that feature contributions of minorities, women, and handicappers.

Media and Issues of Diversity

46. The way the University presents itself in print and visual media frequently conveys its values on and off campus. The Office of the Provost, in cooperation with the Colleges, will encourage attentiveness to racial, gender, and handicapper issues in media associated with the academic affairs area of the University.

A. The MSU Press will be encouraged to continue soliciting manuscripts that deal with minority, women's and handicapper issues. Colleges will encourage faculty to submit such manuscripts to the Press for consideration.

B. Units under the Assistant Provost for Academic Computing and Technology, such as the IMC and Broadcasting Services, will be encouraged to collect and produce graphics, video, and film presentations that help to educate about the advantages of cultural diversity and the unacceptable nature of discriminatory behavior.

C. The Office of the Provost will assume a leadership role in the attempt to ensure the highest standards of sensitivity to principles of diversity and pluralism in all media presentations associated with the University.

Contributions of Underrepresented Groups in MSU's History

47. The Office of the Provost and the Vice President for Research and Graduate Studies will support a scholarly project dealing with the contributions of minorities and other underrepresented groups in the history of MSU with the intent of publishing a study that will ensure the recognition of these groups in MSU traditions.

Orientation Programs and Seminars on Cultural Diversity for Students

48. The Office of the Provost will cooperate with the Vice President for Student Affairs and Services to develop additional orientation programs and seminars on cultural diversity and awareness for students.

Program Accessibility and Enabling Technology

49. The office of the Provost and the Vice President for Finance and Operation will actively support implementation of The Michigan State University Transition plan, the purpose of which is to make MSU programs accessible and accommodating to handicappers. Indeed, THE MSU IDEA will be to continue to be responsive to the needs of the MSU handicapper community in going beyond minimum requirements in facility and program enhancements. Thus, MSU will further its already established reputation for design excellence in accommodations for everyone.

MSU will continue to support research and development initiatives, such as the Michigan Consortium on Enabling Technology and other efforts, to apply the resources of education and technology to enhance and restore the abilities of handicappers.

Towards a New Community

50. The University will initiate efforts to create at MSU the "Center for a New Community," a multi-cultural center for students, faculty, and staff that will be dedicated to diversity and excellence on this campus. This Center will provide a place where faculty, staff and students can gather socially and professionally in a collegial atmosphere. The Center will serve as a meeting place for faculty, staff and student groups concerned with improving the multi-cultural community at this University. The Office of the Provost will also encourage other community-building activities such as increased faculty-student interaction in residence halls.

Review And Updating of Initiatives

All initiatives in this section of THE MSU IDEA will be reviewed, updated, and augmented as appropriate after one year and every three years thereafter by the Office of the Provost, in consultation with the President, and with the advice of the Executive Advisory Council and the Council of Deans.

V. THE COLLEGE LEVEL PLANNING PROGRAM

THE COLLEGE LEVEL PLANNING PROGRAM HAS BEEN REVISED FOR REDISTRIBUTION 9/15/89. COPIES OF THE REVISED VERSION ARE AVAILABLE IN PACKETS DISTRIBUTED TO THE COLLEGES.

SELECTED BIBLIOGRAPHY

Action Plan: Recruitment and Retention of Black Students at the Ohio State University, Columbus, Ohio: the Office of Academic Affairs, 1987.

Affirmative Action: The Ethnic of Diversity, AAHE Bulletin, (March 1988) 3-7

American Council on Education/Education Commission of the States, One-Third of a Nation (May 1988)

Birnbaum, Robert, Maintaining Diversity in Higher Education, San Francisco: Jossey Bass, 1983.

Bonner, Ralph W., "The Challenge of Change: Strengthening the System for Educational Opportunity, Equality, and Diversity," East Lansing, Michigan, 1988.

Comprehensive Minority Faculty Development Program, Birmingham Alabama: University of Alabama at Birmingham, 1988.

"Cross-Racial Collegiality: Trouble in Academe," Black Issues in Education (November 10, 1988).

Education Commission of the States and the State Higher Education Exectuive Officers, Focus on Minorities: Synopsis of State Higher Education Initiatives, Denver: 1987.

Gardner, John W., Leadership Papers, Washington, D.C>: Independent Sector, 1986.

Green, Madeline F., Ed., Minorities on CAmpus: A Handbook for Diversity, Washington, D.C.: American Council on Education, 1988.

Hamill, Pete, "Breaking the Silence, " Esquire (March 1988)

Handbook for Faculty Searches with Special Reference to Affirmative Aciton and Diversity, East Lansing, Michigan: Michigan State University.

Hodgkinson, Harold L, Higher Education: Diversity is Our Middle Name, Washington, D.C.: The National Institute of Independent Colleges and Universities, 1986.

Michigan: The State and its Educational System, Washington, D. C.: The Institute for Educational Leadership, 1987.

Pearson, Carol S., et al., Educating the Majority: Women Challenge Tradition in Higher Education, New York: MacMillan 1988.

Shavlik, Donna S., Et al., The New Agenda of Women in Higher Education, Washington, D.C.: American Council on Education, 1988.

Steele, Shelby, "The Recoloring of Campus Life," Harper's (February 1989).

Sudarkasa, Niara, "Affirmative Action or Affirmative of the Status Quo," AAHE Bulletin (February 1987).

"The Campus Climate Revisited: Chilly for Women Faculty,Administrators, and Graduate Students," Washington, D.C.: Project on the Status and Education of Women, Association of American Colleges, 1986.

The Madison Plan, Madison, Wisconsin: Office of the Chancellor, University of Wisconsin, 1988.

The Research & Training Center on Independent Living, Guidlines for Reporting and Writing about People with Disabilities, Lawrence Kansas: Univesity of Kansas, Media Project-Research & Training Center on Independent Living, 1987.

The Task Force on Women, Minorities and the Handicapped in Science and Technology, Changing America: The New Face of Science and Engineering, Washington, D.C., 1988.

Justus, Joyce, ed., The University of California in the Twenty-First Century: Successful Approaches to Faculty Diversity, Berkeley, California: President's Office, University of California, 1987.

Madrid, Aeturo, "Quality and Diversity," AAHE Bulletin (June 1988).

Office of the President, One Year Later...Commitment to Leadership: Annual Report on Minority Affairs, 1987-1988, Ann Arbor, Michigan: University of Michigan, 1988.

Thompson, Thomas, The Schooling of native America, Washington, D.C.: American Association of Colleges for Teacher Education, 1978.

Walters, Ronald W., "The Precarious Status of Black Faculty,"New Directions, (January 1988).

Wilson, Reginald, Race & Equity in Higher Education, Washington, D.C.: American Council on Education, 1982.

THE RESOURCE HANDBOOK
LIST OF MSU REFERENCE DOCUMENTS

A Compilation of Data on Faculty, Academic Staff, and Students at Michigan StateUniversity by Gender and Ethnic ID (Office of the Provost, Academic Personnel Records, 5/88);

A Minority Presence (newsletter, Division of Minority Programs, Department of Human Relations, 1988);

A Preliminary Agenda for Achieving Diversity and Pluralis at Michigan State University (Subcommittee on Diversity, Council of Deans Retreat, 1984);

Affirmative Action at MSU - Problems and Recommended Action (Black Faculty and Administrators Association, 3/7/88);

Division of Minority Programs Resource Guide (Department of Human Relations, 1988);

Division of Women's Programs-Services & Resources Available (1988-89 year);

Division of Women's Programs Annual Report, 1986-87 (Division of Women's Programs, Department of Human Relations);

Department of Human Relations Description of Programs (1988)

Draft on Faculty Retirement Bulge (banks to Scott, 12/1/87);

Fact Sheet for Women Students and Faculty on the Mentoring Relationship in Academia (Division of Women's Programs, Department of Human Relations, 1984 reprinted 1986);

Faculty-Professional Women's Association Newsletter (1988);

Goals and Objectives for Achieving Diversity and Pluralism (Joe T. Darden, Dean of Urban Affiars Programs, 1988);

Hamilton, James B. And Delores F. Wunder, "The History of Special Programs for Minorities at Michigan State University," East Lansing, Michigan, Office of the Provost, 1987;

Handicapper Transition Plan (Office of the Provost, 1988)

Hispanic Faculty Recruitment & Hispanic Initiatives (Luis Alonza Garcia to Scott and Banks 3/12/88);

Implementation of Experimental Chagnes in Hiring Procedures (Banks to Council of Deans, 11/17/88);

Manual of Academic Hiring Policy and Procedures (MSU, 1987)

Michigan State Annual Report on Affirmative Action (1987-88), (186-87), (1985-86), 1983-84) (182-83);

MSU Woman (Division of Women's Programs Newsletters, 1988);

MSU in the Year 2000: The Need for Greater Racial and Ethnic Diversity (Joe T. Darden, Dean of Urban Affairs Programs, 1988);

Report of the Task Force on the Hispanic American Institute (11/30/88);

Representation of Women and Minority Faculty Members on University-level Governance Groups (Banks to Council of Deans, 5/5/88)

Tenure System Data 10-1-85 through 9-30-88 (Office of the Provost, Academic Personnel Records, 12/09.88);

Topic "8" Retreat Agenda Minutes (Banks to Scott 7/22/88);

Women's Advisory Committee to the Provost, Equity Improvement Plan (6/3/87);

WACP Equity Improvement Plan: Status Report (2/3/88);

Historical Summary of Faculty and Academic Satff, Fall 1979 through Fall 1988 (Banks to Council of Deans, 11/9/88);

MLK-CC-RP Visiting Professor Program (documents received 11/1/88, Office of the Provost)

Revised Copy of the Proposal for MSU Participation in a Program of Black Faculty Development in Support of Historically Black Colleges and Universities (Cantlon and Darden to Council of Deans, 10/26/88).

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