WEBVTT 00:00:12.000 --> 00:00:17.000 Resident search public forum. Here at Community college. 00:00:17.000 --> 00:00:23.000 As the search continues for the 15th president of the 10 campus system. 00:00:23.000 --> 00:00:34.000 The new President will succeed current. President, who will retire by the end of the year, after serving since 2,014. 00:00:34.000 --> 00:00:38.000 We are so delighted and humbled to be with you here on. 00:00:38.000 --> 00:00:42.000 Mahalo ekka eliopui. 00:00:42.000 --> 00:00:45.000 Cola e kawala. 00:00:45.000 --> 00:00:49.000 Meg! Kamakani! Hey! Allow only. 00:00:49.000 --> 00:00:53.000 Special Mahalo to the Eli of Pui. 00:00:53.000 --> 00:00:58.000 Where the Allains move through. 00:00:58.000 --> 00:01:01.000 Coupled with the Alla, only wins. 00:01:01.000 --> 00:01:05.000 I'm Melanie K. Eleanor, spokeswoman for mona. 00:01:05.000 --> 00:01:11.000 And we, of course, not only have our audience joining us here at the Fine Arts auditor. 00:01:11.000 --> 00:01:18.000 We also have our virtual audience also logged on via Zoom. So, Mahalo, to our virtual audience. 00:01:18.000 --> 00:01:27.000 We do want to mention that the Forum is being recorded and will also be available for viewing online on the president, search. 00:01:27.000 --> 00:01:41.000 Today we'll meet the 1st of 2 finalists for President. Our finalist has a pretty stacked schedule. The next few days she started her morning off that moi College, with Public Forum Number one. 00:01:41.000 --> 00:02:06.000 She has 2 more forums ahead tomorrow, starting off at U Hilo, and then ending off at manor, and the purpose of these public forums over the next couple of weeks is to really get to know both of these finalists through question and answer formats. Aside from the Forum, the board of Regents is all also asking for plenty of feedback. 00:02:06.000 --> 00:02:13.000 Which they say will be critical, as they undergoations to make a final selection. 00:02:13.000 --> 00:02:26.000 Now, there are 2 ways to do that. You can head over to the president, search the online survey form. The survey will be open until 6 o'clock this Friday, that September 27.th 00:02:26.000 --> 00:02:50.000 And will be kept confidential or anonymous. Another option. If you wish to provide feedback that will be posted online and made public comments via email to vor testimony at Hawaii, Edu. And your comments will be posted the week prior to the next Special Board meeting currently scheduled for October 16.th 00:02:50.000 --> 00:02:52.000 But we are here today. 00:02:52.000 --> 00:03:16.000 And we will shortly get to the question and answer portion. Our in-person audience. You've received index cards as you came into the Fine Arts auditorium. We ask if you haven't already start filling out those questions, and you can continue to do so throughout the Forum if you haven't already on zoom, if you're joining us, virtually feel free to start sending in those questions. 00:03:16.000 --> 00:03:18.000 Via chat. 00:03:18.000 --> 00:03:21.000 And now to our candidate. 00:03:21.000 --> 00:03:28.000 She is currently the executive Vice Chancellor and Provost for the City University of New York. 00:03:28.000 --> 00:03:31.000 Which is a 25 campus system. 00:03:31.000 --> 00:03:38.000 She has also held leadership positions at Georgia State University as Dean of the College of Law. 00:03:38.000 --> 00:03:43.000 And later Provost and Senior Vice President of Academic Affairs. 00:03:43.000 --> 00:03:50.000 She is a graduate of Harvard Law School, and received her degree from Michigan State University. 00:03:50.000 --> 00:03:56.000 We ask that you please, Mark, call. Put your hands together for Wendy F. 00:03:56.000 --> 00:04:05.000 Pencil. 00:04:05.000 --> 00:04:08.000 Aloha. 00:04:08.000 --> 00:04:11.000 Thank you so much for the warm welcome today, and introduction. 00:04:11.000 --> 00:04:18.000 It is truly a pleasure to be here with all of you, to speak about the presidency of the University of Hawaii system. 00:04:18.000 --> 00:04:22.000 Before jumping into our conversation today. I'd like to take just a moment. 00:04:22.000 --> 00:04:33.000 To talk a little bit about my background, since leadership is about character and the importance of my skills as it relates to your needs. 00:04:33.000 --> 00:04:49.000 The importance of the University of Hawaii to the State, the role of anchor institution that the campuses play across the islands and its status as perhaps the foremost indigenous serving university in the world, with unique responsibilities to native Hawaiians. 00:04:49.000 --> 00:04:54.000 Makes clear the awesome privilege and responsibility. 00:04:54.000 --> 00:04:56.000 The Culiana of the next President. 00:04:56.000 --> 00:04:59.000 So let me tell you a little bit about me. 00:04:59.000 --> 00:05:06.000 Anyone who knows me well knows that in addition to my family, there are few things about which I'm truly passionate. 00:05:06.000 --> 00:05:11.000 At the top of that list our students and the mission of higher education. 00:05:11.000 --> 00:05:14.000 A close second is the state of Hawaii. 00:05:14.000 --> 00:05:19.000 Which is my second home, and the people, the culture and the Ina. 00:05:19.000 --> 00:05:21.000 More on that in just a minute. 00:05:21.000 --> 00:05:26.000 I grew up primarily in the State of Michigan, and received my law degree, as you heard from Harvard. 00:05:26.000 --> 00:05:31.000 And I practice law for a few years until I decided to try my hand at teaching. 00:05:31.000 --> 00:05:39.000 At Georgia State University College of Law. For what I expected at the time would be a short moment in my life. 00:05:39.000 --> 00:05:43.000 And instead, the experience literally changed my life. 00:05:43.000 --> 00:05:48.000 I discovered a love for students and the mission of the higher education. 00:05:48.000 --> 00:05:55.000 The opportunity to touch and improve the lives of not only the individuals sitting in front of you in the classroom. 00:05:55.000 --> 00:05:59.000 But literally potentially generations of their family. Thereafter. 00:05:59.000 --> 00:06:06.000 It is an amazing privilege that continues to motivate and inspire and excite me. 00:06:06.000 --> 00:06:12.000 Even on the most difficult days in these jobs, which, as you know, are often very challenging. 00:06:12.000 --> 00:06:19.000 And so my path in higher education began. And now, 25 years later, I'm here today with you. 00:06:19.000 --> 00:06:33.000 I secured a tenure track position at Georgia State, and ultimately became a full professor, teaching disability, discrimination, law, and policy and working to address the injustices that I saw in the world around me. 00:06:33.000 --> 00:06:41.000 I later became interested in administrative work as a way to touch students and make and drive change at scale. 00:06:41.000 --> 00:06:46.000 I acted as Dean of the College of Law, and later Provost of Georgia State University. 00:06:46.000 --> 00:06:57.000 For those of you who don't know it. It's an r. 1 which serves approximately 53,000 students, very diverse students across 6 campuses and includes a community college. 00:06:57.000 --> 00:07:09.000 Georgia State has been ranked by us news for many years now as one of the top 3 most innovative universities in the country, and best in undergraduate instruction among public universities. 00:07:09.000 --> 00:07:12.000 Mostly for its work and student success. 00:07:12.000 --> 00:07:25.000 Gsu is known internationally for its work, using artificial intelligence and analytics to literally eliminate gaps between students that are based on race gender and socioeconomic status. 00:07:25.000 --> 00:07:27.000 Really incredible work. 00:07:27.000 --> 00:07:34.000 In those roles at Georgia State, I learned to both respect and celebrate traditions of excellence and differences in culture. 00:07:34.000 --> 00:07:40.000 But also to collaborate with faculty and staff to consistently ask the question. 00:07:40.000 --> 00:07:44.000 Are we currently meeting the needs of our students who are sitting in front of us. 00:07:44.000 --> 00:07:50.000 And are we meeting the demands that the students of the future will need to be successful? 00:07:50.000 --> 00:07:58.000 A few years ago I left Georgia State to work at the 4th largest university system in the country. The city of New York. 00:07:58.000 --> 00:08:08.000 Which educates 225,000 degree students, and another 225,000 roughly, in non-degree programs and technical programs. 00:08:08.000 --> 00:08:17.000 As the Executive Vice Chancellor. I'm the chief academic officer across the system, and responsible for most access most aspects of student and faculty life. 00:08:17.000 --> 00:08:23.000 Across 25 very unique campuses, including community and senior colleges. 00:08:23.000 --> 00:08:26.000 As well as a law in a medical school. 00:08:26.000 --> 00:08:33.000 Like the University of Hawaii and Georgia. State. Cuny is one of the most diverse institutions in the country, if not the world. 00:08:33.000 --> 00:08:36.000 There is no majority. Demographic. 00:08:36.000 --> 00:08:41.000 And many students are 1st generation and or low socioeconomic status. 00:08:41.000 --> 00:08:45.000 There is an incredible international representation in our schools. 00:08:45.000 --> 00:08:54.000 Some of our colleges even have more than 100 native languages spoken by the students, which gives you a sense of the scale. 00:08:54.000 --> 00:09:06.000 I love my work at Cuny. I'm very proud of the impactful changes that my team and I have been able to accomplish. Working with faculty and staff on behalf of our students, and I'm sure we'll talk about many of those things today. 00:09:06.000 --> 00:09:11.000 But before we do, let me comment on the second passion that I mentioned earlier. 00:09:11.000 --> 00:09:16.000 The State of Hawaii. It's culture and its people. 00:09:16.000 --> 00:09:26.000 For most of my adult life. I've spent much of my time in Hawaii, and I'm now fortunate to have a home on the big island, where I spend as much time as I possibly can. 00:09:26.000 --> 00:09:29.000 Well, I've never been fortunate enough to reside here permanently. 00:09:29.000 --> 00:09:34.000 My husband and I both feel that this is the place that feels most like home to us. 00:09:34.000 --> 00:09:39.000 In part because the culture and people the same things that we do. 00:09:39.000 --> 00:09:44.000 Ohana, the spirit of Aloha and Kako. 00:09:44.000 --> 00:09:53.000 So while I'm not from Hawaii, I'm deeply connected to it, and committed absolutely to advancing the wellbeing and care of its people through higher education. 00:09:53.000 --> 00:10:04.000 Long before I ever thought of applying for this position, I made a point to visit most of the campuses on the system personally to get a sense of higher education in the State. 00:10:04.000 --> 00:10:09.000 And wonder in some respect how I might serve it in the future. 00:10:09.000 --> 00:10:16.000 This position offers the opportunity to do the work that I love for the population that I love. 00:10:16.000 --> 00:10:18.000 In a state that I love. 00:10:18.000 --> 00:10:24.000 That's quite an extraordinary thing, and I'm truly grateful for the consideration. And your attendance today. 00:10:24.000 --> 00:10:27.000 In these open forums. I look forward to listening to you. 00:10:27.000 --> 00:10:36.000 To learning from you, and sharing with you some of my initial thoughts about how the system can continue to expand the excellence it already has. 00:10:36.000 --> 00:10:43.000 And go farther with its mission in the years ahead, to serve the people of this great State. 00:10:43.000 --> 00:10:48.000 So we can get started. Mahalo and I look forward to your questions. 00:10:48.000 --> 00:11:08.000 Mahalo Wendy, and we will advance to the Q. And a portion of the Forum. You know we have less than an hour with our candidate. So to help maximize our time together, we're gonna read the questions that were submitted from our in-person audience and on zoom again on Zoom feel free to continue to submit your questions to the chat. 00:11:08.000 --> 00:11:15.000 So the 1st question for you, Wendy, is, why do you want this job? 00:11:15.000 --> 00:11:18.000 So I think I just answered that. But I'll say again. 00:11:18.000 --> 00:11:23.000 The student population. Here is the student population that I. 00:11:23.000 --> 00:11:38.000 Love serving. It's those who deserve every bit of excellence that we can give them, and often don't get a chance to do that as well as the r. 1. Research excellence. The combination of that profile is exactly what excites me about higher education. 00:11:38.000 --> 00:11:45.000 And the ability to do it in the unique location of Hawaii, with its special. 00:11:45.000 --> 00:11:49.000 Commitment, and 00:11:49.000 --> 00:11:58.000 Respect for native Hawaiians, and infusing the curriculum and culture with those principles, and honoring that, and elevating it, and and eliminating. 00:11:58.000 --> 00:12:18.000 Equity gaps for students like that is just an incredible privilege and extremely exciting to me. I also think the the skills that I bring to the table are well matched with some of the challenges that are on the horizon for the University that have been facing it in the last few years, and I'm sure we'll talk about some of that today. 00:12:18.000 --> 00:12:24.000 Off of that tell us what is your vision for the University of Hawaii? 00:12:24.000 --> 00:12:32.000 I think the University of Hawaii is a place that defines by who it includes as opposed to who it excludes. 00:12:32.000 --> 00:12:41.000 And that is where we should be as a system of higher education, particularly in a state that has one system of public higher education. 00:12:41.000 --> 00:12:44.000 And anything that we can do. 00:12:44.000 --> 00:12:47.000 To fulfill the commitment to students. 00:12:47.000 --> 00:12:54.000 That when they enter our doors, whatever their goals, whether it be a certificate, or all the way to a doctorate. 00:12:54.000 --> 00:13:00.000 That we commit to get them through to conclusion of that degree program. 00:13:00.000 --> 00:13:02.000 You know there are far too many. 00:13:02.000 --> 00:13:09.000 People that I've experienced in my different positions, that blame success on the students that we serve. 00:13:09.000 --> 00:13:19.000 That they? They're low socioeconomic background. Maybe they don't have parents that care enough about them. Maybe they don't understand the opportunities of higher education. 00:13:19.000 --> 00:13:26.000 But the reality is when we look at ourselves and the barriers that we've unintentionally erected to those students. 00:13:26.000 --> 00:13:29.000 We can accomplish absolutely tremendous. 00:13:29.000 --> 00:13:46.000 For the student population. And so that's really the vision that I have a university that meets the needs of its citizens at every level of need in a way that meets their needs to help them reach whatever goal they have, that higher education can facilitate. 00:13:46.000 --> 00:13:55.000 This question as well from our in person. Audience, Wendy and you mentioned this before, but maybe you can expand a little bit more on it. But. 00:13:55.000 --> 00:14:02.000 This question Rees, do you have any ties or connections to Hawaii or the Hawaiian culture? 00:14:02.000 --> 00:14:05.000 As I said, they are all affiliations by choice. 00:14:05.000 --> 00:14:08.000 Recognizing that many of the things that I've always. 00:14:08.000 --> 00:14:16.000 Valued and appreciated, and my own system of beliefs is replicated with so many of you. Here. 00:14:16.000 --> 00:14:35.000 Of course I came initially because I fell in love with the beauty of the islands, as so many people do. It is absolutely stunning, and I'm sure that you are so used to seeing it every day that maybe you forget that those of us who leave and come are so incredibly blessed. 00:14:35.000 --> 00:14:39.000 To see not only the Aina, but also the culture that surrounds it. 00:14:39.000 --> 00:14:55.000 And the commitment to living in harmony with it and each other in a way that moves the whole forward as opposed to the individual constituencies. So it just spoke to me. It always did, and and those trips became more frequent. 00:14:55.000 --> 00:15:12.000 And ultimately several years ago we bought a home and and planned to be here at some point whether that's when we retire, if that's the only opportunity that's open to us, but hopefully, something sooner in a position where I can serve the State so. 00:15:12.000 --> 00:15:18.000 Going to read this question verbatim for you. What's your strategy for adapting to local culture? 00:15:18.000 --> 00:15:21.000 And what makes you stand out. 00:15:21.000 --> 00:15:35.000 So I think everywhere you go there are unique characteristics and qualities of a community that you have to learn, and you learn it by listening by approaching it from the perspective of humility. 00:15:35.000 --> 00:15:43.000 And and ask somebody who comes to be part of that community as opposed to sit, or in judgment of it. 00:15:43.000 --> 00:15:51.000 And the only way that I know to create that understanding and those connections is to do a lot of hard work. 00:15:51.000 --> 00:15:56.000 Making relationships, showing up and being present in those locations. 00:15:56.000 --> 00:16:01.000 On zoom when that's the only way that we can do it, but really showing up in person. 00:16:01.000 --> 00:16:06.000 You know, at Georgia State, when I took over the Provost, and I'd already been there 20 years. 00:16:06.000 --> 00:16:16.000 I wore out 2 pairs of shoes, walking to the offices to meet every single dean and department chair across the university. Very large campus. 00:16:16.000 --> 00:16:18.000 Because there's a message. 00:16:18.000 --> 00:16:30.000 Of going to where people sit and not expecting them to come to you. I think that's an important message of collegiality. It's an important message that we are a team. And in this, together. 00:16:30.000 --> 00:16:32.000 Same when I came to. 00:16:32.000 --> 00:16:38.000 Cuny. As you can imagine, it is an extremely large organization. 00:16:38.000 --> 00:16:48.000 And I came from the outside and was hired in as the Executive Vice Chancellor, which is not typical, as you can imagine. Given the learning curve. 00:16:48.000 --> 00:16:55.000 There, much as I would expect the learning curve to be here for many of the same, and some of the different 00:16:55.000 --> 00:17:01.000 Different reasons, and I was the 1st executive Vice Chancellor. Maybe the 1st person ever. 00:17:01.000 --> 00:17:04.000 To do a 25 campus listening tour. 00:17:04.000 --> 00:17:09.000 And I actually was told not to do it. If you can believe that, people said, you know that's too much time. 00:17:09.000 --> 00:17:13.000 That's too much time, and it will take away from your work. 00:17:13.000 --> 00:17:16.000 And I said, This doesn't take time away from my work. 00:17:16.000 --> 00:17:24.000 This is my work. This is my job. And if we don't create these connections, and we don't understand how each. 00:17:24.000 --> 00:17:29.000 Has a unique character, and they're all quite unique. You know, much as the islands and the different. 00:17:29.000 --> 00:17:34.000 Campuses on the islands have cultures and focuses of. 00:17:34.000 --> 00:17:39.000 That are, that are different. And so that was a 9 month process. 00:17:39.000 --> 00:17:47.000 And I made a point in those places not only to meet in private meetings with administrators, but also open faculty and staff. 00:17:47.000 --> 00:17:49.000 Forums, where any question. 00:17:49.000 --> 00:18:00.000 Was could be asked that had never been done before, in part because I think we're worried about what the answers are. It's a very controversial time. 00:18:00.000 --> 00:18:11.000 Yeah, I I don't think I can hide from you in the next 4 and a half hours of of open forums, and I would never want to try, because those authentic conversations about hard issues. 00:18:11.000 --> 00:18:23.000 Where we may agree, we may not, but we will have the conversation, and we will identify the best way forward for the community, even if we can't ultimately agree on exactly what that is. So. 00:18:23.000 --> 00:18:26.000 That approach has served. Be well. 00:18:26.000 --> 00:18:30.000 Was extraordinarily well received. I think people appreciate. 00:18:30.000 --> 00:18:37.000 That's showing up in in your, in your home, in your space, like we are today, and I would expect to continue that. 00:18:37.000 --> 00:18:43.000 How do you see community colleges fitting into the university system? 00:18:43.000 --> 00:18:51.000 They are absolutely essential. You know, as I said before, a university that defines itself by who it includes. 00:18:51.000 --> 00:18:55.000 Has an access mission and community colleges are that access mission. 00:18:55.000 --> 00:19:00.000 If you don't exist, many of these students will never. 00:19:00.000 --> 00:19:06.000 Find higher education and reach the career goals that they've set for themselves. So I absolutely think. 00:19:06.000 --> 00:19:12.000 It is not only an important part of a university system, it is fundamental. 00:19:12.000 --> 00:19:16.000 Part of the system, and has to be part of a strategy. 00:19:16.000 --> 00:19:21.000 To lead our students to those goals at 4 year institutions. 00:19:21.000 --> 00:19:23.000 I was speaking earlier today. 00:19:23.000 --> 00:19:30.000 There are approximately, nationally, that are the data tells us nationally that 80% of. 00:19:30.000 --> 00:19:36.000 Who enter for an associate's degree, and tend to seek a bachelor's degree at the time that they matriculate. 00:19:36.000 --> 00:19:41.000 In the State of Hawaii at the University of Hawaii, only 13%. 00:19:41.000 --> 00:19:48.000 Of those students ever actually do, and of the 13 only about half a little more than half. 00:19:48.000 --> 00:19:56.000 Actually accomplish that goal. And those statistics are actually not bad. They're good in comparison with national statistics. 00:19:56.000 --> 00:20:00.000 But none of us should be satisfied with those statistics. 00:20:00.000 --> 00:20:09.000 And that requires coordinated discussion about how do we take students through our degree paths, no matter where they sit? 00:20:09.000 --> 00:20:21.000 In the institution to ensure that they are not limited by geography. They're not limited by what's available at their home campus. So lots of work to do there, but I absolutely 00:20:21.000 --> 00:20:25.000 Could not have more respect for community colleges. 00:20:25.000 --> 00:20:39.000 Much of the work that I've done at Cuny has been around, been one of the major projects that I worked on and bringing senior college faculty and disciplines, together with community college faculty in the disciplines. 00:20:39.000 --> 00:20:46.000 To identify what, in fact, is what our students should be taking in the 1st 2 years, so that they don't duplicate it. 00:20:46.000 --> 00:20:55.000 They don't waste their financial aid, and they don't stop out because they're unfortunately happens far too often. Nationally. 00:20:55.000 --> 00:21:15.000 These next couple of questions are related, and seem like a natural branch off to what you just responded with Wendy. This 1st one says, do you have any plans of restructuring the way the campuses work together as a system? Specifically the way the community colleges allow students to cross into the four-year colleges. 00:21:15.000 --> 00:21:23.000 You know, it's interesting, one of the places really interesting innovation that's being done here about course, sharing. 00:21:23.000 --> 00:21:29.000 Some pilots that have been going on. There is a similar program at the city of New York, called E. Permit. 00:21:29.000 --> 00:21:39.000 On the theory that the fact that there are not seats in a single campus. If students need that seat and they want that seat, they should be able to matriculate into that seat. 00:21:39.000 --> 00:21:42.000 Georgia State did the same. They actually 00:21:42.000 --> 00:21:48.000 Had a system of courses that could go into a bank that would allow that type of transfer. So I think that's. 00:21:48.000 --> 00:21:52.000 That's great work. Because the truth is, we never have enough resources. 00:21:52.000 --> 00:22:04.000 Right to serve every interest that's on our campuses, and it wouldn't make sense to duplicate all of those services and educational opportunities at every single campus depending on the character. 00:22:04.000 --> 00:22:08.000 But we can create consortial arrangements. 00:22:08.000 --> 00:22:12.000 That actually elevate those programs. And for low enroll programs. 00:22:12.000 --> 00:22:22.000 Make them viable. You know, sometimes some of these programs are really low enrolled this morning. What do you do with that? If that's an essential need for the community. 00:22:22.000 --> 00:22:29.000 We come up with strategies where we can work together and create solutions that no one campus can provide. 00:22:29.000 --> 00:22:33.000 Working together proactively and intentionally. 00:22:33.000 --> 00:22:38.000 You know, what I found is so much of higher education is reactive. 00:22:38.000 --> 00:22:44.000 Particularly in this time of crises after crises where we seem like we just leap from one thing to another. 00:22:44.000 --> 00:22:56.000 It is absolutely imperative that we take the time to come together, identify the pain points on the individual campuses, and identify collective solutions where they exist. 00:22:56.000 --> 00:22:58.000 For our students, and that can be done. 00:22:58.000 --> 00:23:08.000 Oftentimes the 4 year Universities, like Mono, have a bigger influence on system directives, programs, and policies. 00:23:08.000 --> 00:23:16.000 As President for both Monora and the community colleges. How do you plan on bringing balance and equity to these issues? 00:23:16.000 --> 00:23:29.000 I think, in any system there is a belief of favoritism, whether it be an individual campus, or it be more commonly what I've seen between the community and comprehensive colleges and the senior colleges. 00:23:29.000 --> 00:23:37.000 And it starts from a place of respect for the role that each of us plays in our student progression. 00:23:37.000 --> 00:23:44.000 And the thing that brings us together is a love of students and a love of mission, and when we can get back to that. 00:23:44.000 --> 00:23:48.000 With data. It's amazing what we can accomplish. 00:23:48.000 --> 00:23:52.000 So I'll give you a quick example. We all know that there's. 00:23:52.000 --> 00:24:06.000 Sometimes there's some elitism that comes from the from the senior colleges toward the community colleges, as it relates to courses that are taken in Community college, and for that reason sometimes they're denied transfer. 00:24:06.000 --> 00:24:10.000 I can tell you numerous cases that have come to my attention. 00:24:10.000 --> 00:24:13.000 Of courses that use the same book. 00:24:13.000 --> 00:24:21.000 That cover the same material, and when that student transfers the answer is sorry it doesn't count. 00:24:21.000 --> 00:24:27.000 I can also tell you stories about students who have signed up for many, many electives. 00:24:27.000 --> 00:24:31.000 Because the courses are not aligned to transfer. 00:24:31.000 --> 00:24:37.000 They are. They're craft crafted, if you will, as an independent standing degree of an associates. 00:24:37.000 --> 00:24:47.000 Without the recognition that, in fact, it should be designed to articulate, unless it's an aas degree or a technical degree which has different. 00:24:47.000 --> 00:24:56.000 Requirements. And so one of the things that I worked on was bringing those disciplinary heads together from the community colleges and the senior colleges. 00:24:56.000 --> 00:25:01.000 And said, you need to have conversations because I'm gonna show you the data. 00:25:01.000 --> 00:25:09.000 About what they cover, the excellence of instruction at the community colleges, and how our students perform when they transfer. 00:25:09.000 --> 00:25:16.000 You know, cause that's always the answer I hear. Well, they don't do very well, and they transfer, if we don't, we don't. We don't teach them. 00:25:16.000 --> 00:25:23.000 It. It doesn't work well. And the amazing thing with that is because we share a lot of students. 00:25:23.000 --> 00:25:32.000 And when they talk to their colleagues, who are excellent and experts in their fields, and do research and all kinds of exciting work. 00:25:32.000 --> 00:25:38.000 In the community colleges, the respect level grows and the collaboration grows, and so. 00:25:38.000 --> 00:25:50.000 You know, it's all a balancing act again, because there are never enough resources to go around. But when it starts from a recognition that we all play a critical role in the system, and if it doesn't work. 00:25:50.000 --> 00:25:59.000 It doesn't work for anybody. That's when you start to operate and really move the needle for students. 00:25:59.000 --> 00:26:06.000 These next couple of questions similar in nature. So I'll read them back to back and then turn it over to you for a response. 00:26:06.000 --> 00:26:16.000 And the 1st one reads, what do you believe is your role in ensuring equity and shared governance for staff and faculty across our 10 campus system. 00:26:16.000 --> 00:26:24.000 The second question from the Faculty Senate Executive Committee states, what do you see as the role of shared governance. 00:26:24.000 --> 00:26:26.000 Is it a real thing? 00:26:26.000 --> 00:26:28.000 Great questions. 00:26:28.000 --> 00:26:32.000 You know I will start by saying that as the provost. 00:26:32.000 --> 00:26:37.000 At Georgia, State as the Executive Vice Chancellor at Cuny. 00:26:37.000 --> 00:26:43.000 I still see myself as a member of the faculty, and as an advocate for faculty. 00:26:43.000 --> 00:27:08.000 I recognize they do not see me in that same role, but I've never stopped being a faculty member or understanding the expertise and the significance of the perspective of the people who sit in our classrooms day in and day out, and those that provide the services and the wraparound which our students will not succeed. No strategy that acknowledge. 00:27:08.000 --> 00:27:16.000 Faculty or staff input is going to be successful, certainly not optimally successful, for our students. 00:27:16.000 --> 00:27:24.000 So I not only believe in faculty, governance, and shared governance and staff governance, I believe it's essential. 00:27:24.000 --> 00:27:28.000 And I think if you spoke to any 00:27:28.000 --> 00:27:33.000 Faculty group that I've worked with. They would confirm that I believe in transparency. 00:27:33.000 --> 00:27:39.000 I believed in shared data. It is not useful for us not to share difficult things. 00:27:39.000 --> 00:27:46.000 With you the people who work with our students, and who have great ideas often of how to solve some of the challenges that we face. 00:27:46.000 --> 00:27:51.000 That those of us sitting in a different seat will not necessarily have. 00:27:51.000 --> 00:27:59.000 You know I mentioned transfer a minute ago, and I'll use that as an example of what I consider to be a monumental. 00:27:59.000 --> 00:28:04.000 Testament to what can be done when faculty and administrators work closely together. 00:28:04.000 --> 00:28:08.000 You know, Cuny is a highly unionized and and environment. 00:28:08.000 --> 00:28:18.000 And I know this will shock everyone. But New York City sometimes has sharp elbows, as it relates to personal relationships. 00:28:18.000 --> 00:28:20.000 And so when the faculty. 00:28:20.000 --> 00:28:25.000 We're asked, or there was a mandate from the board. 00:28:25.000 --> 00:28:27.000 15 years ago or so. 00:28:27.000 --> 00:28:29.000 To create a transfer. 00:28:29.000 --> 00:28:33.000 Seamless transfer for general education. 00:28:33.000 --> 00:28:36.000 It resulted in numerous lawsuits. 00:28:36.000 --> 00:28:41.000 It resulted in numerous grievances that were filed. 00:28:41.000 --> 00:28:49.000 It was widely considered an absolute disaster. Now, ultimately there was some articulation of general education. 00:28:49.000 --> 00:28:53.000 But it burned every single person that it touched. 00:28:53.000 --> 00:28:58.000 And when I came in, and the board once again had said, We are really unhappy. 00:28:58.000 --> 00:29:01.000 With transfer. You know, a lot of universities. 00:29:01.000 --> 00:29:22.000 Say we have transfer. But what they mean is that elective credit, unarticulated credit transfers right? What that means is, students don't progress toward their major. They just have a lot of credits that don't actually help them, and they lose financial aid when it's not consistent. So our most vulnerable students are impacted. 00:29:22.000 --> 00:29:25.000 So I said, I'm I'm willing to take that on. 00:29:25.000 --> 00:29:30.000 I was told by probably at least 5 people. 00:29:30.000 --> 00:29:47.000 You're out of your mind. This is a this is going to burn you. You just showed up. You are an outsider. This is. Gonna take every scrap of political capital that you have, and you're gonna waste it. And you're not gonna be able to do anything. And you're gonna end up with nothing at the end. 00:29:47.000 --> 00:29:53.000 And being the ever optimist, I said, I'll chance that because. 00:29:53.000 --> 00:30:01.000 Our students deserve that that is what we should do, and the fact that it's hard is no excuse not to do it. 00:30:01.000 --> 00:30:06.000 So what did I do? I went immediately to the head of the University Senate. 00:30:06.000 --> 00:30:09.000 And I said, Do this with me. 00:30:09.000 --> 00:30:20.000 Make this your signature initiative. Make this the faculty and the administration on behalf of our students, not the faculty against the administration. 00:30:20.000 --> 00:30:27.000 And sit in the driver's seat with me as the Co. Pilot. And let's let's get this done. 00:30:27.000 --> 00:30:35.000 And I can tell you I mean, there have been many bumps along the way for sure. I don't want to sing Kumbaya, because, of course we have had disagreements. 00:30:35.000 --> 00:30:39.000 And we will by the end of this year have achieved. 00:30:39.000 --> 00:30:43.000 Seamless articulation in the Major, for our students. 00:30:43.000 --> 00:30:45.000 For 85% of our students. 00:30:45.000 --> 00:30:50.000 And we are committed that we will not stop until we reach a hundred percent. So. 00:30:50.000 --> 00:30:52.000 Hard, things can be done. 00:30:52.000 --> 00:30:55.000 Through shared governance. 00:30:55.000 --> 00:31:00.000 And avoiding shared governance, is a fast ticket to. 00:31:00.000 --> 00:31:11.000 Failure, in my opinion, so I'm very committed to it, and we'll look forward to working closely with the Faculty Senate, both at the system level and on the individual campuses. 00:31:11.000 --> 00:31:21.000 You know, when do we wanna audience online for joining us and ask them to continue to input their questions for Wendy into the chat. This one is coming in from zoom. 00:31:21.000 --> 00:31:32.000 It asks, what would you say? Are the major issue facing higher education today? And what are your plans to address those issues? 00:31:32.000 --> 00:31:38.000 Well, there's a lot of them, you know. I'm not sure there ever has been a more challenging time. 00:31:38.000 --> 00:31:46.000 For higher education. We were talking this morning. My my colleagues say the only thing they've seen similar to it is maybe the Vietnam era. 00:31:46.000 --> 00:31:51.000 In terms of the again that feeling that we run from crisis to crisis and and. 00:31:51.000 --> 00:31:56.000 Seem to be doing a whole lot of things that maybe none of us ever intended to do in these positions. 00:31:56.000 --> 00:32:05.000 So I'll say the number one driver of change that I see that may have the largest effect on higher education is getting entirely too little. 00:32:05.000 --> 00:32:09.000 Attention, and that is the impact of artificial intelligence. 00:32:09.000 --> 00:32:17.000 There is absolutely no doubt that AI particularly, and the speed with which it is infiltrating. 00:32:17.000 --> 00:32:22.000 All of the jobs that our students are preparing for our classrooms. 00:32:22.000 --> 00:32:28.000 Literally everything and every aspect of of the world that we live in. 00:32:28.000 --> 00:32:38.000 Is is mind numbing. I mean, it really is startling. I I think the best analogy that I've heard is that it's like. 00:32:38.000 --> 00:32:50.000 The invention of electricity, that everything will be touched by it, and irreversibly be different. And we all know that Higher Ed is not a place that moves quickly. 00:32:50.000 --> 00:32:56.000 Change, and this change will eclipse any kind of change. I think that we've ever. 00:32:56.000 --> 00:33:08.000 Experienced before, and so it requires training. It frankly requires a lot of compassion, because it makes a lot of people very uncomfortable, especially. 00:33:08.000 --> 00:33:23.000 When you've been an expert in your field for a very long time and an expert in the classroom. And now you're grappling with things as a novice, both in terms of the technology that we're employing, but also teaching things that we have to be taught. 00:33:23.000 --> 00:33:26.000 From people external to the Academy. 00:33:26.000 --> 00:33:31.000 You know, particularly in technology, the locus of expertise is no longer here. 00:33:31.000 --> 00:33:39.000 It's external. And that requires new kinds of partnerships that requires new type of behavior and activity. 00:33:39.000 --> 00:33:55.000 And I I don't see a lot of that but it's certainly an area that requires a great deal of attention. So I'll say that's the 1st thing, the second. I think we need to adapt to the way that our students learn that is never going to be the same. 00:33:55.000 --> 00:33:57.000 As it was before. Covid. 00:33:57.000 --> 00:34:07.000 Online education will be a major piece of the product of of the education of the excellence. 00:34:07.000 --> 00:34:10.000 That the University provides. 00:34:10.000 --> 00:34:20.000 And I I will say, I said this morning, I want to be really clear. When we when I talk about online education, I don't mean what happened during Covid. 00:34:20.000 --> 00:34:27.000 Right, because Covid were students who did not choose to be in that format. 00:34:27.000 --> 00:34:30.000 Taught by people, many of them who were not trained. 00:34:30.000 --> 00:34:36.000 To teach in that format that was emergency. It was heroic. 00:34:36.000 --> 00:34:40.000 You know, we were talking today about how you know Georgia state. 00:34:40.000 --> 00:34:44.000 We had to prepare 11,000 courses to go online in a week. 00:34:44.000 --> 00:34:51.000 You know it's it's bravo to every single educator across the country with the efforts that were done. 00:34:51.000 --> 00:34:55.000 But now we need to move to the next phase of this development. 00:34:55.000 --> 00:34:58.000 Based on what I saw in your data. 00:34:58.000 --> 00:35:03.000 Only 5% of your degree programs are totally online. 00:35:03.000 --> 00:35:09.000 Only 5% more than 50% of your students in most of the colleges. 00:35:09.000 --> 00:35:13.000 I'm most on. The campuses are totally online students. 00:35:13.000 --> 00:35:15.000 Think about that disconnect. 00:35:15.000 --> 00:35:24.000 What that means is we are not providing a service for many people whose only means of accessing education is through an online format. 00:35:24.000 --> 00:35:32.000 You know I've had this conversation many times with my own faculty, Senate, because I know many of you believe strongly. 00:35:32.000 --> 00:35:37.000 That students learn best in person, best in the classroom. 00:35:37.000 --> 00:35:42.000 And what I've said, and what I will continue to say is that it's not an either or. 00:35:42.000 --> 00:35:44.000 It's a both, and. 00:35:44.000 --> 00:36:01.000 You know the place where our populations are growing, our adult learners. They're adult learners who have full time jobs or part-time jobs. They have family responsibilities and the only way. And I mean, sometimes it's just pure commuting right the ability to actually get to a place. 00:36:01.000 --> 00:36:03.000 With the amount of time that you have. 00:36:03.000 --> 00:36:06.000 The only way that those. 00:36:06.000 --> 00:36:09.000 People will be able to access. 00:36:09.000 --> 00:36:15.000 Higher education is through flexible formats that allow them to tailor. 00:36:15.000 --> 00:36:20.000 The program to what they need at that particular moment, and so providing. 00:36:20.000 --> 00:36:30.000 Stackable credits, providing certificates that build to 2 degrees and doing them in formats that allow for online teaching. Asynchronously. 00:36:30.000 --> 00:36:35.000 With tremendous resource, support, and training. This is not. 00:36:35.000 --> 00:36:40.000 Good luck. I hope it works for you, faculty member who's never done this before. 00:36:40.000 --> 00:36:44.000 You, I mean, then you have very low quality programs, and that's what nobody wants. Right? 00:36:44.000 --> 00:36:50.000 But with a very thoughtful infusion of both. 00:36:50.000 --> 00:36:56.000 High quality, tech support and also training for faculty. We will reach people. 00:36:56.000 --> 00:37:00.000 Who never have been in a place to access. 00:37:00.000 --> 00:37:08.000 The greatness that we have to offer, and frankly given the enrollment challenges that are inherent in higher education. 00:37:08.000 --> 00:37:10.000 It's going to have to happen. 00:37:10.000 --> 00:37:12.000 So the question is, do we lead that. 00:37:12.000 --> 00:37:18.000 Proactively? Or do we continue to drag our feet and react. 00:37:18.000 --> 00:37:23.000 To market forces, and I'll say 1 1 last thing about that. I by no means. I'm suggesting. 00:37:23.000 --> 00:37:30.000 That or really any school that enters this arena at this point becomes a powerhouse and online education. 00:37:30.000 --> 00:37:42.000 You know, we know that that is dominated by some players in the market who spend multiple multiple millions on advertising. That's not what. That's not what we're talking about. 00:37:42.000 --> 00:37:50.000 We're talking about the particularly unique Hawaiian culture that's infused into our curriculum that is desirable by our employers. 00:37:50.000 --> 00:38:13.000 And by the people who live here, we can offer that product in a way that nobody else does, and I hesitate to use the word product. I don't mean to suggest. I know that that's the the fighting words sometimes with faculty, and I don't mean it that way. But ultimately it is our service that we're offering, and we can do it in a way that's unique and will serve the needs of the students and the people of the State. So I think that's that's a huge issue. 00:38:13.000 --> 00:38:30.000 Hello, you touched upon AI a little earlier in this last response. So we're gonna go back to that with this question, what were some of the equity issues you were able to address with AI. And then how would you apply these to the system? 00:38:30.000 --> 00:38:42.000 There are tremendous opportunities to use artificial intelligence and analytics to advance student success and eliminate gaps. And I'll give you just a few examples. 00:38:42.000 --> 00:38:51.000 In less than 6 years Georgia State really pioneered. This was before generative AI before analytics were really being used in this space. 00:38:51.000 --> 00:38:57.000 And within the span of 6 years they increased degree by 67%. 00:38:57.000 --> 00:39:07.000 6 years. So we're not talking about long time periods to grow these things. They literally can have an impact that quickly. So how do we do that? 00:39:07.000 --> 00:39:11.000 We worked to create and use our historical data. 00:39:11.000 --> 00:39:19.000 To to identify the points at which students begin to leave the path of success. 00:39:19.000 --> 00:39:21.000 In our classrooms. 00:39:21.000 --> 00:39:30.000 Ultimately over time. We developed 800 points that we looked at every single day for every single student. 00:39:30.000 --> 00:39:33.000 That would identify that moment. 00:39:33.000 --> 00:39:35.000 That our data told us. 00:39:35.000 --> 00:39:39.000 This is a red flag. This is the moment to intervene. 00:39:39.000 --> 00:39:43.000 And it required a significant increase in advisors. 00:39:43.000 --> 00:39:47.000 To be able to act on those early alerts. 00:39:47.000 --> 00:39:54.000 And to intervene at that moment, and what we found. I was speaking with several folks about this earlier today. 00:39:54.000 --> 00:40:02.000 You have to take an investment mentality with these things. People can't afford it. We can't afford to hire more. 00:40:02.000 --> 00:40:05.000 Advisors in this particular environment. 00:40:05.000 --> 00:40:09.000 The amount of tuition revenue generated through retention. 00:40:09.000 --> 00:40:15.000 Of students who stay with us to degree. Completion is a victory not only for them. 00:40:15.000 --> 00:40:25.000 It's a victory for us, and it more than pays for the increase in quality and service that are required to be invested in in order to execute. 00:40:25.000 --> 00:40:29.000 This, so I'll give you one quick example. It's 1 of my favorites. 00:40:29.000 --> 00:40:34.000 A serious issue in urban environments is summer melt. 00:40:34.000 --> 00:40:46.000 The time between the time a student says, I'm going to show up in the seat in the fall and the time when the student actually does. We were finding that we were losing 20%. 00:40:46.000 --> 00:41:02.000 Of our students and overwhelmingly the reason these are equity issues. It was overwhelmingly our most vulnerable students, our black and brown students, our low socioeconomic students. We could tell by Zip Code, who was most likely not to show up in our classes. 00:41:02.000 --> 00:41:13.000 And we developed. We took a multimodal approach, but we developed 1st a chat bot that we called, and this was before chat bots really existed. This was sort of the original. 00:41:13.000 --> 00:41:16.000 And at 1st it answered about. 00:41:16.000 --> 00:41:20.000 10,000 questions, we were able to program it with 10,000 questions. 00:41:20.000 --> 00:41:27.000 And the great thing that's so hard for some of us who are older to understand is, there are so many of our students who would vastly prefer. 00:41:27.000 --> 00:41:32.000 To talk to a chat bot! And they would like to talk to us. 00:41:32.000 --> 00:41:38.000 And it turns out that the time that they want to talk to the Chatbot is between 12 and 2 in the morning. 00:41:38.000 --> 00:41:42.000 When we don't want to talk to them, even if they were in front of us right. 00:41:42.000 --> 00:41:48.000 And so what it allowed us to do is answer the questions that were most routine. 00:41:48.000 --> 00:41:50.000 Most likely to come up. 00:41:50.000 --> 00:41:53.000 Instantly, at the moment of asking. 00:41:53.000 --> 00:41:56.000 And where a question could not be answered. 00:41:56.000 --> 00:42:03.000 It would immediately flag an advisor to follow up the next day with a phone call to have the conversation. 00:42:03.000 --> 00:42:08.000 And you know what's amazing. Students didn't want to talk to us about that. They were embarrassed. 00:42:08.000 --> 00:42:20.000 Talk to a live human being about. For example, with some of our students who didn't live with their parents they lived with, I do a fastfa if I can't get a hold of my dad. 00:42:20.000 --> 00:42:24.000 So it it really served multiple purposes in in that regard. 00:42:24.000 --> 00:42:31.000 And also we looked at how students consumed data using our analytics by how they were answering what we were sending them. 00:42:31.000 --> 00:42:36.000 Turns out we were so excited that they were coming. We overwhelmed them. 00:42:36.000 --> 00:42:51.000 With email they. And that's assuming they even looked right. We know students often don't even look at their email. But they stopped looking at it because it wasn't tailored to the moment that they needed that information and tailored to them specifically. 00:42:51.000 --> 00:43:12.000 And with the and the advances in the analytics, for example, if you've already completed your Fafsa, you're not going to get 5 more emails from us. We know you did. You don't get those emails. If you're coming up on a deadline for a deposit and you haven't paid. We're gonna make sure we get that in front of you with a special kind of communication that will particularly get your attention. 00:43:12.000 --> 00:43:15.000 So in literally in a single year. 00:43:15.000 --> 00:43:17.000 We reduce summer by 22%. 00:43:17.000 --> 00:43:23.000 So it essentially is taking tools that are out there, tools that can be combined. 00:43:23.000 --> 00:43:29.000 Tools that allow human beings to target their time and energy to the. 00:43:29.000 --> 00:43:35.000 Place of need at the moment of need. It's not reducing human interaction, it's targeting it. 00:43:35.000 --> 00:43:38.000 To who needs it the most at that moment. 00:43:38.000 --> 00:43:45.000 And you know, I suspect that your students at many of them are like the students that I've worked with my whole life. 00:43:45.000 --> 00:43:49.000 I worry less about the student who comes forward and asked for help. 00:43:49.000 --> 00:43:53.000 They're they're gonna get it. We care about them. We will make sure that they hear from us. 00:43:53.000 --> 00:43:57.000 The student I worry about is the student who never comes forward. 00:43:57.000 --> 00:44:05.000 We have to figure out who those students are, and bring our services to them, so that they have equivalent outcomes. 00:44:05.000 --> 00:44:10.000 And there are. That's just a small piece of the work that's being done in that space. 00:44:10.000 --> 00:44:16.000 And I think tremendous opportunity here at U to look at some of those techniques. 00:44:16.000 --> 00:44:23.000 Many questions coming in for you, Wendy, and we're gonna try to get to as much as we can. I'm gonna read these 2. 00:44:23.000 --> 00:44:47.000 Quite similar. Some of the problems staff faces are inefficient procedures or programs, staff burnout revolving door employment and a lack of support themselves. How would you address these issues? The second similar question, do you have an idea of how you would help with having healthy and happy faculty and staff throughout the U system? 00:44:47.000 --> 00:44:57.000 Well, there really is a problem with burnout across higher education right now. And it's I think there's so many interesting similarities. I was saying this earlier today, too, between. 00:44:57.000 --> 00:45:05.000 New York City and Hawaii, and you wouldn't think that right. You think it's apples and oranges. But the truth is, we live in really expensive places. 00:45:05.000 --> 00:45:15.000 Our public education is underfunded. And so that tends to mean that those of us who do this work do it because we love the work, and we love the mission. But we're not. 00:45:15.000 --> 00:45:31.000 In most cases the most highly paid for that work, and in a place like New York you are essentially training people in positions to then go on to better paying positions who can pay them much, more especially staff. So you get that revolving door. 00:45:31.000 --> 00:45:42.000 The answer to. I mean, there's no simple answer. But there is a foundational requirement that I find is often lacking, and that is respect and professional development, opportunities. 00:45:42.000 --> 00:45:51.000 There have to be pathways. There have to be pathways where someone can continue to advance in their career, and where their 00:45:51.000 --> 00:45:59.000 Their history, and their experience continues to be rewarded with an elevation in promotion and rank. 00:45:59.000 --> 00:46:02.000 Good example. I was mentioning those advisors a minute ago. 00:46:02.000 --> 00:46:08.000 We were losing them hand over fist, because again, we simply couldn't pay them as much as. 00:46:08.000 --> 00:46:14.000 Emory University or the other. You know, private universities in the area could pay. 00:46:14.000 --> 00:46:39.000 And so we created an entire career ladder for them that also allowed professional and leadership development training that opened up new doors in other student success areas and student affairs so that it wasn't a 1-shot. It was a pathway, if you cared, and you did well, we wanted to keep you and continue to advance you, which also, of course, benefits us. So that kind of I I think 00:46:39.000 --> 00:46:44.000 Pathway makes a huge difference, and people feel, and of course recognition. 00:46:44.000 --> 00:46:46.000 Right during Covid. We did. 00:46:46.000 --> 00:46:50.000 Was really it was really a fascinating moment. And Covid we did. Covid. 00:46:50.000 --> 00:47:07.000 We actually created a a website where that we would flash different folks on there every few months and change them up. I could not believe how excited people got to get their picture on the website. But when you think about the fact that we so often are not recognized. 00:47:07.000 --> 00:47:11.000 For the extra mile that we go, and the dedication that we invest. 00:47:11.000 --> 00:47:25.000 I think recognition goes a very long way. So, looking at different types of awards that can be done, we've added several at Cuny since I've been there, and I'm sure your campuses have some. But the system can also do. 00:47:25.000 --> 00:47:35.000 That type of recognition in terms of happy faculty and staff. It's it's a challenging environment these days. But I will say, there, I think. 00:47:35.000 --> 00:47:39.000 The collaboration and transparency are simply essential. 00:47:39.000 --> 00:47:45.000 If if we are viewed as on opposite sides, if we are not viewed as teams. 00:47:45.000 --> 00:47:48.000 Working for the mutual benefit of our students. 00:47:48.000 --> 00:47:57.000 Then it will always feel as if one person is talking down to another. Is that respecting the other person's perspective? And this goes both ways. 00:47:57.000 --> 00:48:06.000 You know I I had a conversation with with my faculty the other day we were having some pretty heated arguments about something. Where. 00:48:06.000 --> 00:48:16.000 You know, very important topics where we didn't disagree, I said, You know I I respect that you, as faculty, own the curriculum. You are the experts. 00:48:16.000 --> 00:48:21.000 I I see that value and what you bring to the table. Do you see any value in what I bring. 00:48:21.000 --> 00:48:24.000 To the table, and the seat that I sit in. 00:48:24.000 --> 00:48:27.000 Because I see things that you can't see. 00:48:27.000 --> 00:48:32.000 Based on the fact that I'm looking across 25 systems and hearing from. 00:48:32.000 --> 00:48:39.000 Of students and faculty versus the smaller world in which you're operating. Couldn't we combine that information. 00:48:39.000 --> 00:48:43.000 And come to a better resolution on this issue. 00:48:43.000 --> 00:48:51.000 And it was. I think it was a really important moment. You know that that respect is important, and if you have it on one side, and you have it on the other. 00:48:51.000 --> 00:48:54.000 People like their jobs a whole lot more. 00:48:54.000 --> 00:49:00.000 It is a challenging time. But but we have to work together as a team. If we're gonna move forward. 00:49:00.000 --> 00:49:16.000 We have about 10 min left for our Q&A portion. This question coming to us from our online audience, has had somewhat of a problematic relationship with the State legislature. For many years, despite our formal legal independence. 00:49:16.000 --> 00:49:20.000 How might you try to tackle that. 00:49:20.000 --> 00:49:22.000 This seems to be a common question. 00:49:22.000 --> 00:49:25.000 That I received a couple of times. 00:49:25.000 --> 00:49:28.000 You know I have. I I work with. 00:49:28.000 --> 00:49:41.000 Many different types of legislative bodies, Cuny as unique in that it is funded by the city of New York and by the State of New York, divided between the community colleges. 00:49:41.000 --> 00:49:51.000 And the senior colleges, and that means that we have 2 political bodies, that we are accountable to the city Council, which is a very, very politically active. 00:49:51.000 --> 00:49:54.000 And of course, the State Legislature. 00:49:54.000 --> 00:50:01.000 And add on to that. Of course, the City Department of Education and the State Department of Education. So multiple layers. 00:50:01.000 --> 00:50:18.000 Of regulators of folks who are deeply vested in what we do, and appropriately so I wanna start by saying that it is absolutely right and proper that the legislature is engaged in what the work of the university is. 00:50:18.000 --> 00:50:34.000 Because they are the elected representatives of the people, and they provide the funding for the university. We cannot exist without each other. It is a mutually beneficial relationship that hopefully, in the best of circumstances. 00:50:34.000 --> 00:50:42.000 Is cooperative, and it goes back to what I just said. We are going to see things differently based on where we sit, what information we have. 00:50:42.000 --> 00:50:46.000 And what voices we're hearing from, and the key, I think. 00:50:46.000 --> 00:50:51.000 To to affecting a a beneficial relationship. 00:50:51.000 --> 00:50:53.000 Is proactive, engagement. 00:50:53.000 --> 00:51:04.000 That you don't come to the table only when there are crises and issues, or you're asking for something that you create those relationships with regular communication. 00:51:04.000 --> 00:51:19.000 Frankly. What I found is, if I'm I'm incredibly regular with my communication, they get bored with me. There's nothing I have nothing to hide. I'm going to tell you everything, and maybe you even stop listening to what I'm telling you. It's been. It's been sort of amusing in that way. 00:51:19.000 --> 00:51:28.000 But but that's what the way it should be. We should be transparent. It is an open every state I've been has been a sunshine law. So there's there's, you know. 00:51:28.000 --> 00:51:32.000 You can ask for any of that public information, and you can get it. 00:51:32.000 --> 00:51:38.000 The the challenge, of course, comes when there isn't respect for the for the role and the expertise. 00:51:38.000 --> 00:51:40.000 Of either party. 00:51:40.000 --> 00:51:52.000 And I think, being clear about where that line is between moving from a cooperative to micromanagement or interference in ways that really hamper the business of the University. 00:51:52.000 --> 00:52:00.000 Which is not a business right? I mean, it is a public good that serves the people in simply a different format than the legislature. 00:52:00.000 --> 00:52:06.000 You know, and then we have to be communicating about those things. It's not easy. 00:52:06.000 --> 00:52:08.000 I I know every 00:52:08.000 --> 00:52:16.000 Having been worked with a deep red legislature and a deep blue, I can tell you they all have similar issues. 00:52:16.000 --> 00:52:18.000 And challenges, and also. 00:52:18.000 --> 00:52:33.000 Interest in higher education, that if it can be tapped in the right way, can be enormously beneficial for the university. So I think we need to work to reset a relationship that looks like it's been pretty contentious of late. To the extent that we can. 00:52:33.000 --> 00:52:41.000 And, as I said, really proactively reach out to build those relationships in advance of conversations that necessarily will be difficult. 00:52:41.000 --> 00:52:56.000 This next question is from a faculty Senate constituent, and it reads, how would you handle communicating faculty to the Board of Regents in situations where it's in disagreement with your own opinion. 00:52:56.000 --> 00:53:01.000 Well, I will say I actually appreciate that type of dialogue. 00:53:01.000 --> 00:53:08.000 For every leadership group that I've ever had in any context, with faculty, governance. 00:53:08.000 --> 00:53:14.000 What I've I've been really clear about is, it's necessary to tell each other hard things. 00:53:14.000 --> 00:53:21.000 And by that I mean, when we don't agree. That's less of an issue with faculty senates and staff. Usually they're pretty upfront. 00:53:21.000 --> 00:53:31.000 Different with leadership teams that often will just say yes and reaffirm whatever you're saying when the fact is, they are there, as I tell them to tell me that I'm wrong. 00:53:31.000 --> 00:53:39.000 I want to not be the smartest person in the room. I like being surrounded by people smarter than me, because it makes better. 00:53:39.000 --> 00:53:47.000 Decisions at the end of the day. Right? They will see things I don't see. They will understand how it may hurt people that are not even in my line of vision. 00:53:47.000 --> 00:53:53.000 And we have to be able to say those things in a way that's collegial and supportive. 00:53:53.000 --> 00:53:56.000 But clear, so that we. 00:53:56.000 --> 00:54:00.000 You know that you're not complaining to your neighbor that things aren't working. 00:54:00.000 --> 00:54:05.000 You're complaining to the people who can actually change it. I think that's really important. So. 00:54:05.000 --> 00:54:09.000 You know, so many of the issues in higher Ed these days, and that I deal with. 00:54:09.000 --> 00:54:16.000 It isn't as if there is a right answer. There are lots of nuanced answers where people of good faith. 00:54:16.000 --> 00:54:21.000 Can absolutely come to different conclusions about what the right thing to do is. 00:54:21.000 --> 00:54:28.000 And the Board of Regents were any decision maker should have all of that information in front of them. 00:54:28.000 --> 00:54:34.000 In order to make a good decision on behalf of the University and all the constituents that it serves. 00:54:34.000 --> 00:54:44.000 Their job isn't to deliver what I think is the right thing to do. It's the to deliver the right thing for the University, and there are many stakeholders who may have a different opinion. 00:54:44.000 --> 00:54:53.000 And I'm very comfortable communicating those in my current role. We have a faculty member that sits on the board of Regents. 00:54:53.000 --> 00:55:07.000 So that is usually done in a more direct way. I don't think you have a faculty member on the region. So yeah, I think that would be part of the report to make sure that balanced information is provided to the people who have to make best decisions in the interest. 00:55:07.000 --> 00:55:09.000 Of all of us. 00:55:09.000 --> 00:55:17.000 We've received about 4 questions related to the next question, and so, for the sake of time, we'll read one of them. 00:55:17.000 --> 00:55:21.000 As a non native Hawaiian, and not local, to Hawaii. 00:55:21.000 --> 00:55:27.000 How will you use your Presidential rule of service to move and specifically see. 00:55:27.000 --> 00:55:34.000 Toward a vision that fulfills its Kulayana responsibility to native Hawaiians and Hawaii. 00:55:34.000 --> 00:55:47.000 You know. I I said this morning, and it's it's worth saying again. I feel tremendous in my position now. I didn't call it that until I realized that that was the Hawaiian concept. 00:55:47.000 --> 00:55:57.000 But these are. These positions are awesome in terms of their their privilege and responsibility, and I feel that deeply in terms of. 00:55:57.000 --> 00:56:00.000 What I need to do to ensure that I fulfill. 00:56:00.000 --> 00:56:06.000 The ethics and integrity of these roles, and meet the needs of the people that it serves. 00:56:06.000 --> 00:56:08.000 You know I. 00:56:08.000 --> 00:56:11.000 I recognize the particular, unique. 00:56:11.000 --> 00:56:14.000 Responsibility to native Hawaiians. 00:56:14.000 --> 00:56:23.000 Both from my time here, but also in the in the learning that I have done, simply because I'm so interested in it in the time. 00:56:23.000 --> 00:56:26.000 Mentioned this morning. I. 00:56:26.000 --> 00:56:39.000 Was excited to see that there actually is a associates degree in Hawaiian culture and language that's fully online. So that actually something that I am committed to taking and learning, because all of this really is about listening. 00:56:39.000 --> 00:56:46.000 It would be the height of hypocrisy for me to tell native Hawaiian populations here how I can serve them. 00:56:46.000 --> 00:56:54.000 It is my duty to listen to their ideas about what that service looks like to try and effectuate the promise of 00:56:54.000 --> 00:57:10.000 And the commitment to Kuliana for native Hawaiians. So I would expect. You know I'm excited by that responsibility. I'm I think it's so incredibly important and unique to elevate the culture here of the people who were here first.st 00:57:10.000 --> 00:57:12.000 On whose land we sit. 00:57:12.000 --> 00:57:18.000 And to eliminate the disparities. That's 1 thing I would say that i i i think I. 00:57:18.000 --> 00:57:26.000 I would focus on immediately, and that is eliminating gaps in some of the retention rates experienced. 00:57:26.000 --> 00:57:30.000 By our native Hawaiian students, and figure out, what is it that we are doing. 00:57:30.000 --> 00:57:33.000 That is causing that because it's never the students. 00:57:33.000 --> 00:57:41.000 It really is the institution that doesn't see the barrier that's presented so would look forward to doing that work. With enthusiasm. 00:57:41.000 --> 00:57:45.000 But I really I in this, in this particular case, while I feel. 00:57:45.000 --> 00:57:51.000 You know all of my work has been done in a highly multicultural environment. 00:57:51.000 --> 00:57:56.000 You know I I would come to this particular question as a learner. 00:57:56.000 --> 00:58:03.000 With with humility, and look forward to working to identify how to fulfill that mission. 00:58:03.000 --> 00:58:27.000 And with that response that wraps up our Q&A portion of our we now would like to ask you if you can share with us a closing remarks, any thoughts, or, as you will learn that word in your future online Hawaiian language class. So closing, remarks Mahalo, but I will never say it as nicely as you do. I love listening. 00:58:27.000 --> 00:58:49.000 Just thank you. As I said before, Mahalo, it is an enormous privilege to be here. I really appreciate the time that you're taking out of your day. I know how busy it is, how many hats we wear in our communities here at the University, and the fact that you came today speaks volumes about that. You care for this institution and the future of the entire system. 00:58:49.000 --> 00:59:03.000 And I look forward to hopefully interacting with you again. The one thing that I promised every one of my 25 visits is it's not a 1 and done. It's the beginning of an ongoing conversation that I look forward to having with you. So thank you. 00:59:03.000 --> 00:59:13.000 Have another round of phones. 00:59:13.000 --> 00:59:23.000 Mahalanui. Laura, you know, before we depart, another reminder that the Board of Regents would really like to hear any feedback and comments that you might have. 00:59:23.000 --> 00:59:47.000 So just remember to head over to the president's web page to access the online survey form, I'm told, for our audience that's joining us on Zoom, you will see a QR. Code that will take you straight to that survey. That survey will remain open until 6 o'clock this Friday. You can also submit comments that will be published online to the by. 00:59:47.000 --> 00:59:50.000 Via email. That's BOR. 00:59:50.000 --> 01:00:15.000 That testimony@hawaii.edu, another reminder each and every forum featuring both of our finalists for president over the next couple of weeks will be recorded, and you are welcome to re-watch or view it again. Live on the president, search website for more information. You can head on over to the sites, or news. 01:00:15.000 --> 01:00:17.000 At news org. 01:00:17.000 --> 01:00:26.000 And with that commonly Mahalo Nui, for welcoming us to your beautiful island. We thank you so much for joining us. 01:00:26.000 --> 01:00:29.000 And just wish everyone. 01:00:29.000 --> 01:00:41.000 Home safely and just continuing to share Aloha Mahala nui a malamo.