Revenue Ideas from Faculty Retreat
Ideas Generated by the Faculty for Raising Revenue
As the budget conversations begin again this year, the challenge that we are collectively facing is how to protect what we value about the college and either finding or maintaining a way to fund those things. This challenge poses a creative opportunity for us.
Part one: To begin our conversations and imaginings, we pondered three questions at the faculty retreat:
- When you think about Evergreen, what is it that makes you smile?
- What are the structures that you value?
- When you reflect back on conversations you've had with students, what is it that you hear them say is special about Evergreen.
Part two: After pondering and sharing answers to these three questions, we gave the faculty and staff the task of brainstorming ways of either bringing revenue to the college or rearranging how we do things to make them more efficient. These ideas should emerge from a place that preserve and nurture the things we value.
To prime people's thinking we shared a list of revenue generating ideas that Don Bantz generated.
There are several themes that came out of this list. The categories are not perfect;they are simply there to help guide your mind. If you see better ways of organizing the list let me know:
Qualities of students
- energy and passion of students
- students actually read the program texts!
- fashion inspiration from our students
- First year students
- Students struggling with issues that have no right answers
- Student growth
- Excited, engaged students.
- Idealism of students
- Excitement from student learning
- Getting to closely participate in student progress and learning
- Students playing, reading and selling their wares on red-square.
- students who seem happy to see us
- Commitment of students to learning
Collaboration and Work relationships
- finding out about our colleagues' new teaching adventures
- Meaningful relationships -- staff, faculty and students
- Planning with faculty team
- Stimulating colleagues
- Interactions between colleagues/students (level of discourse)
- Human relationships
- opportunity to collaborate across boundaries
- open door policy everywhere
- Atmosphere of welcome and cordiality
- Thoughtful interactions with respectful people who 'get' process
- Exchange of ideas with colleagues
General Learning Environment
- small size of workshops leads to individual attention
- Interdisciplinary teaching
- teaching is learning
- Environment that is passionate about learning
- Evergreen makes possible innovative and creative adult learning in the communities
- Transfer of learning beyond classroom
- Theme-based programs with intruiguing questions
- Love for students (helping creating opportunities for them to experience learning with colleagues)
- Creativity is valued not punished.
- Variety of curricular options
- Time and freedom to explore and reflect and criticise.
Faculty learning opportunities
- learning new stuff
- myriad of possibilities of teaching and learning for everyone
- Programs not centered on lectures - students' hands on work.
- Discovering new teaching strategies
- Opportunity to expand teaching skills . provided by staff
- We get paid for going to college
- Learning new disciplinary areas each year.
Qualities of Faculty
- Innovative engaged faculty
- Flexibility of faculty - involvement in things beyond academics
- practice our values
- The unpretentiousness in scholarly work
The Physical Environment
- the trees, the campus and the welcoming woman statue.
- forest/grounds and diversity of offices
- serenity and environment of campus (the trees!)
- Little bureaucracy
- Feel part of a whole that is contested , confused, challenged and beloved.
- Faculty retreat
- summer institutes, opportunities for research, media and computer support
- ability to grow intellectually & socially from designing new programs
- opportunities to share ideas in planning unit & faculty meetings and retreats.
- summer institutes.
- Team teaching - feedback
- Evergreen Center for Educational Improvement
- Professional Development Opportunities -- Summer too.
- Curricular freedom (MPA redesign)
- Curriculum planning process
- walking our talk
Teaching and learning structures
- Creating new curriculum each year
- having students long enought to do significant work
- team teaching
- Interdisciplinary nature of studies.
- narrative evaluations
- No grading
- bridging theory and practice
- flexible curriculum
- Time to go in depth in programs.
- Flexibility to choose the program schedule.
- Faculty-student ratio as advertised by the college
- Curricular autonomy -- no curric. comm.
- structural tolerance among faculty and staff
- Variety of teaching modes (programs, contracts, internships...)
- Sustained intensive work on interdisciplinary subjecst in program.
- Extended field trip/small class-size
- low faculty/student ratio (face to face)
- Interdisciplinary, team-taught, full time = time with colleagues and students
- Workshops not lectures
- Theory of "learning community" provides "extravagence of time"
- Flexibility of structure for programs, fieldtrips, labs, seminar, etc.
- Ability to tailor programs to specfic goals
- MES curriculum: core programs along with specific electives
- Integrative nature of teaching=synthesis
- library responsiveness to faculty requests
- The resources that facilitate learning: library, technology, LRC.
- Academic Services - Advising, First People's and Key Advising, Outdoor Ed program -- Challenge
- email discussions listCascade,
- ILL & Library
- Public service centers embody/personify the Evergreen values in multiple public domains
- Non-hierarchy in faculty rank
- Access to governance - decision making.
- Access to deans/ rotating deanships.
- Planning units (as opposed to no organized groups and to departments)
- Faculty cycle into deanery (close connection /access to administration)
- Shared governance based on core values,
- Create and define relationships/decentralized dec. systems.
Teaching and learning structures
- experiential learning of all kinds
- safe risk-taking in a curricular structure
- flexibility of study options
- Learning experiences that make sense in their lives.
- Student perception of their intense, meaningful experience.
- Student direction of seminar discussions.
- Students may choose programs, individual learning contracts, internships -- that is, a variety of learning structures and environments.
- Serious intellectual challenge
- Challenge of interdisciplinary studies when done well
- Engaged in challenging work that affects entire community -real world, practical
- Ability to pursue interests - beyond and within programs -- not being told "no"
- Active learning
- Flexibility to shape own degree/path
- Individual rather than competitive learning
- Peer to peer learning
- No grades
- Small class size,
- field trips
- independent & collaborative work,
- hands-on learning,
- student assessment of own needs,
- work in community settings
- self-determination of academic path.
- teacher as well as learner
- owning work
- change lives
- Students find their calling
- Students discover their uniqueness and space to blossom.
- having a place to sort out issues.
- school time for self-reflection
- collaborative learning/non-competitive
- freedom to get (and give) feedback
- In writing center, students tutors value that they are part of something important that they help create to help others learn.
- Ability to super major (not shared by all faculty)
- Access to higher education: 4 year school
- Students who come to center say they value co-learning environment.
- the road less taken
- relationship with work
- individual hands-on attention from faculty and staff
- narrative and oral evaluations
- Easy access to faculty
- Committment of faculty to student learning.
- Relationships with faculty
- Challenging work coupled with support by faculty who know them
- Access to faculty
- faculty as colearners
- contact time
- hard, close, hands on, minds on work together (access to faculty)
Sense of community
- sense of community and cameraderie
- Retreats - program community
- learning communities
- media and other resources (visual, design, theatre, music, etc.)
- easy access to equipment
- egalitarian equipment access policies
- Resources and access to tools to do creative research and work with faculty and staff to use tools effectively.
These are just the ideas that people wrote down at the retreat, there may be others. If you have any let us know.
Continuing Education plus
- Continuing Education -- computer cert. programs, e.g. evening and weekend space available.
- High end Professional development instititues.
- Start continuing education offerings in Seattle, Tacoma, San Francisco... put it anywhere we want.
- A non-MIT teaching certification program would be the only one in the region
- Short-term for profit training/certification programs (MPA model)
- Teacherclock hours (reinstitute teacher travel program fore K-12 teachers that we could administer)
- summer repertory theatre
- Welcome Elderhostel to campus
- increase lifelong learning by connecting to retired community members
Modified Learning structures
- Move to a semester system with a long intersession that could have short summer-school like courses, internships, or independent projects take place.
- Make community service (for credit) a graduation requirement - supervised by field superviser -- 18 credit model.
- Student peer to peer teaching of some skills, e.g. train up students to lead workshops for in-program skills (see Averno College)
- 2 to 4 credit lecture series (or recital performances) to be folded into students' full-time work
- coordinate activities of all visiting artist/speakers
'community of scholars' lecture series
Connect with new community resources
- Get senior volunteers to help with labs, etc.
Connect with businesses - applied learning spaces
- Start publishing house to publish interdisciplinary scholarship and teaching aids. Either web-based or paper.
- Start an industrial park. We own 1000 acres. Lease 20 acres for green industrial park. "green" companies that students could do internships at and use employees to teach.
- "Green Friendly" single log leases for small businesses, boat builders, wood-workers, etc.
- Devote land and build a lab school with excellent teachers. These teachers could contribute to C.E.D and M.I.T. Private Montessori or Waldorf renters.
- Off-campus conference center in Grays Harbor (WSU has/had it) for retreat.
- Ecotourism waterfront conference center model.
- Corporate sponsorship of E.S.L. with community based center.
Downtown facility -- good!
- Insitute for non-timber forest products - mushrooms, ferns, salal - research $.
- Turn organic farm into leased working farm.
- Organic farm commercial hydrangea drying; 100 bee hives for polination; "green dogs" organic meet -- annex Pat Labine's farm or any retiree lands (free ash storage after death)
- Native plant stocks.
- Granola business
- connection between alums who work at microsoft, development officer and Bill Gates.
- Set up "everlasting giving" and create a spot for burial urns.
- Cell tower - revenue stream of $50,000 annually
- Corporate sponsorship to underwrite things like faculty retreat, summer institute, etc.
- Could contract out with Coke or Pepsi for waters, juice only and get school benefit $. (Do we get $ now from machines?).
- Special parking lot @ $18/day
- Support canopy walkway with cell-towers as stabilizers.
- Install natural gas electric generating station and use it ourselves and generate power for Olympia. Ecological gas exploration first.
- Windmills possibly on building tops.
- Lease the Kalakala for bed and breakfast, wedding, conference, serve "green" products.
- Look at similar campuses and how they support their values