Welcome faculty and guests to this open session--
an introduction to our faculty, I
am thrilled, thrilled, thrilled to be here with you today.
And I want to take this opportunity
to not only thank you for joining us today and making
time to be here with us but really to take this moment
to introduce you--
and I'm doing this with great excitement--
the introduction, formally, to our community
in an open space of our next provost
and senior vice president for academic affairs, Dr. La Jerne
Cornish.
[APPLAUSE]
I'm absolutely thrilled that La Jerne is joining our community
here at Ithaca College, and you're
going to be hearing from several people about why we're here
today and why we feel so affirmed about this decision.
But this is my opportunity to really offer my deepest thanks
to our amazing co-chairs of this search,
Professor Jean Hardwick in biology--
and where is Professor Jack Powers?
Not here yet.
He's on his way from class, so he has a good excuse.
Jean and Jack worked diligently--
really with great heart and vision and, as you
will see clearly today, with great commitment
to the faculty.
Great commitment to the academic vision of this institution.
So thank you, Jean, for your incredible leadership
and thank you to Jack Powers.
They've really lead a fierce team.
And this is my opportunity too to thank the members
of the search committee.
You probably know who they are, but I need to recognize them.
And some are unable to join us but are
in other sessions today.
Duncan Duke Garcia, Belisa Gonzalez, Chris McNamara,
Michael Richardson, Ute St. Clair, and Baruch Whitehead
were members of our faculty, in addition to Jack and Jean,
representing the search committee
on behalf of the institution.
As far as staff are concerned, [? Marily Dispensa ?]
and [? Drew Turbine ?] provide tremendous service
to the committee.
And we had two outstanding students, Danielle Cialfe
and Elise Harris, who gave hours and hours of heart and time
and added such a voice to this search
that we're incredibly grateful to them for.
So to the search committee, thank you,
for being on this journey and playing
such a tremendous service to the institution
as we look forward at Ithaca College.
This search process was rigorous.
It was collaborative.
It was focused.
And as I said in my email to the campus community
just last week as I announced La Jerne's appointment,
we found exactly the provost that we were looking for.
And I want to remind all of you that I have a great debt
to the faculty and that when I started in the fall,
the reason that we are now here in May
is that I spent the entire fall semester
working with many members of the faculty in conversations
and faculty counsel in working sessions
as we put together the leadership
profile for the next provost.
La Jerne is an experienced leader
in higher education, a master at shared governance,
a talented administrator who values and promotes
cross-sector and cross-disciplinary work.
It's the core of who she is and the work that she's done.
And at her core, she is a deep advocate for faculty,
for student success, and full participation
throughout all levels and all sectors of the academy.
She will certainly be a valued partner to me, as president,
and to my senior leadership team and certainly to our faculty.
I have no doubt.
And La Jerne, I just want to personally say
to you in this room, I could not be
more happy to be welcoming you as my partner
here at Ithaca College.
This was a big decision on your part and Debra's part,
and I give you the warmest welcome.
I'm so excited to have you by my side next year.
[APPLAUSE]
So I'm going to get out of the way
because we have some of your colleagues
who are eager to talk with you very briefly
about La Jerne and about this appointment.
And then we'll have a few minutes with La Jerne,
and we'll take a few minutes for questions.
So thank you.
Thank you for being here.
So first of all, thank you everyone
for coming out here today.
I know this is a really tough time to find an hour,
but we all know how important this position is to all of us.
And so I'm really thankful that all of you
were able to find some time.
Just a reminder that there is an additional opportunity
for more informal time to meet La Jerne this afternoon
at the Handwerker Gallery from 3:30 to 4:30 for faculty.
Again, no formal presentations, some light refreshments,
and an opportunity for informal conversation.
So we would encourage all of you,
if you're-- to come with your colleagues as well who are
unable to make it today to meet her in person.
So as a co-chair of the search committee,
I know I speak for all of us when
I say how incredibly delighted and thrilled
we are with the final outcome of this search.
This has been a very long process,
but we're really, really delighted
at where we've ended up.
We wanted to take this opportunity
to introduce all of you to La Jerne Cornish for those of you
who didn't have the chance to meet her when she was on campus
back about a month ago.
And we wanted to try and give you an opportunity to see
and a glimpse to see why we felt she was such the perfect fit
for this position.
I have some other folks helping me-- some other faculty--
Jeane Copenhaver-Johnson from the Department of Education,
Chris McNamara, clinical associate professor
in physical therapy, and Michael Richardson, a professor
in modern languages, to give you some of their perspectives
on Dr. Cornish.
And I wanted to share with you just a little bit
more information about the search process itself
and how we ended up here.
We had over 75 applications for this POSITION
and this was a very deep and a very diverse pool,
and most of them had very strong administrative experiences.
They had served as deans.
They had served in a provost's office.
And so we had a lot of really strong candidates to evaluate.
We were, of course, looking for these kind
of highly qualified candidates.
But we weren't looking for just any highly qualified candidate.
We didn't want someone who just wanted
to be a provost, but we wanted someone
who wanted to be this provost--
who wanted to be with Ithaca College, who valued who we are
and who we're trying to be.
And we wanted someone who could partner with President Collado
as she developed her new strategic plan
and vision for the college.
Our leadership profile was extensive,
and so we needed to look for individuals
with a very broad range of experiences and skills.
And we wanted someone who demonstrated
that they were committed to more than just
coming up with ideas for change but actually
turning those ideas into policies and programs,
enacting those policies and programs,
and, importantly, looking at those programs
and evaluating how they were working
and where they needed to be adjusted.
So we wanted someone who showed commitment,
who shows reliability, and as we heard over and over again
when we did our listening sessions,
we wanted someone who's going to stay more than a year or two.
So the search committee narrowed down our applications
to 10 strong candidates who fit these criteria,
and we invited them for some off-campus interviews.
We spoke with each candidate at length,
and President Collado had an opportunity
to have a conversation--
excuse me, a conversation-- with each one of them as well.
After our interviews were completed,
the committee discussed all of the candidates
and had a discussion with President Collado
to get her feedback.
And throughout this entire process,
Dr. Cornish was consistently identified as one
of our stronger applicants.
She continued to be at the forefront
throughout the entire interview process.
She described herself in her application
as a "servant leader" whose core values are "transparency,
honesty, and reliability."
She characterized her administrative style
as leading by example, by building bridges
where necessary, earning trust, and creating
a culture of mutual respect by engaging
in courageous conversation with faculty, staff, and students.
These descriptions of herself were
validated throughout our interview process.
We were all highly impressed with her wide array
of experiences and accomplishments,
and the fact that these experiences were in areas
directly relevant to the issues that we're
facing at Ithaca College was a key factor
in our selection process.
During her campus visit, Dr. Cornish
continued to garner praise from faculty, staff, students,
and administrators, and her energy and vision
for the college is truly exciting.
She also spoke for our need for stability and leadership,
and we couldn't agree more.
So when President Collado announced
that she had offered the position to Dr. Cornish
and that Dr. Cornish had accepted,
I, personally, was thrilled.
Today's the first opportunity for the rest of the college
to see what we saw.
And we want to introduce Dr. Cornish to you
officially and really summarize some of the things
that we think make her the ideal person for this position.
Dr. Cornish received her doctorate
in the field of education, and I'd
like to ask Jeane Copenhaver-Johnson, chair
of the education department, to speak
to her professional activities at Goucher as an education
faculty member and how those experiences will
benefit Ithaca College.
Jeane.
Good afternoon.
I didn't have the privilege of meeting
Dr. Cornish until this morning.
That was my first introduction, but I
feel as if I've known about her for a long time
from reading her work, reading what others have written
about her work, and reading the evaluations of the impact
of her work on her campus.
And I'll be speaking mostly about her work as a faculty
member.
Dr. Cornish's roots as an educator run deep,
and her leadership talents were in evidence early
and at every successive stage of her career.
She attended Goucher as an undergraduate,
graduating from the very program she herself would someday
return and be leading.
She taught English in the Baltimore city public schools,
and observing her career timeline,
it is easy to see why she was identified
for increasing levels of responsibility
in every position she's held.
From coordinator to house principal to vice principal,
Dr. Cornish has seen it as a personal obligation
to make a measurable, positive impact on schools.
Now as an academic faculty member
in the education department at Goucher,
she deepened this tradition, expanding
her sphere of influence.
As you'll hear from each of us, she
is one of those faculty members we call doers.
They make the very hard workers in the room feel like slackers.
While climbing the academic ladder, earning her PhD,
studying beginning teacher mentorship,
and building even more robust relationships
between her program and the local schools,
her professional accomplishments were often
described as extraordinary.
She also joined the teacher education faculty
when the teacher education programs at Goucher
were on state probation.
That's enough to make my hair stand up.
Her early leadership and roll-up-your-sleeves
engagement, even as a pre-tenured faculty member,
in program improvement, in analyzing program data,
and relaying the self-study findings to the state,
contributed to their programs being restored to fully
accredited status.
And as educators, we know how hard this is.
And it was not lost on her that self-study,
in a crisis like this, should be an opportunity
to strengthen programs.
She has used every tool in her faculty toolkit
to better the preparation of teachers,
including close, lifelong mentoring developing
relationships between the education
programs and the liberal arts programs,
integrating research-based practices into her teaching,
and leveraging the deep respect she had already earned
in the school system to create robust relationships
between the campus and P-12 partners.
As a mid-career faculty member, she
became a respected collaborative department chair,
stepping into campus-wide improvement initiatives
and eventually transitioning into a campus-wide leadership
position that she currently holds and will be leaving
and where she developed the skills you'll
be hearing more about shortly.
As we looked at her work, four things impressed us the most.
One is that she models what it means
to take the work of education seriously.
There is no time to waste when it
comes to making college campuses more inclusive
and preparing teachers to become skilled reflective
practitioners with strong research understandings
and rich pedagogical tool kits.
There is no time to waste.
She also is a model of an affirming colleague
and a college teacher.
We expect education faculty members
to embody the knowledge, skills, and dispositions that we
advance as best practice.
According to her students and her more senior colleagues,
she absolutely models the kind of faculty member whose impact
on her students' lives last decades.
And even as a pre-tenured faculty member,
she was sought out by more senior faculty members
to help them improve their teaching.
And in a world where so many faculty are encouraged
to just say no to service, she models
what it means to step up and step into service.
Dr. Cornish, by her own admission,
has often and nearly always said yes to opportunities,
and she makes that service meaningful on its impact
on the campus, for this is partly
how we create the conditions for our students to thrive
and, in turn, create a better, more socially just world.
And then finally, she understands
how scholarship, teaching, and service can intersect
and inform each other.
She models this best through a study abroad
program you'll hear more about shortly where
she uses her scholarship, her grant
writing, and her teaching, collaboratively,
to be of service.
She also does this by advancing our understanding of college
students' racial identity development
and sharing how that knowledge can and should impact teaching
within our discipline.
So anyone who is afraid that Dr. Cornish won't
remember what it's like to be a real faculty member
need not worry.
She has invested herself deeply in her faculty work,
making an impact on the profession
that any faculty member would be proud to claim.
She will understand how hard and how urgent our work is,
and she will raise the bar for all of us,
as she so often has her own students, colleagues,
and campus, to do and be better.
So you'll hear more about her now
from Chris McNamara, a member of the provost search committee.
Thank you.
I had the good fortune and adventure
to meet Dr. Cornish at 9:00 in the morning,
and when you get to know her, you're
going to realize that the energy she has at 9:00
is the same energy that she has at 2:00,
and that's the same energy she has at 10:00 that night.
So when Jeane said it makes the workers in the room
feel like slackers, I have no doubt.
As a faculty member, I was looking for a provost who
would be a faculty advocate--
someone who would build consensus and then take action.
I was looking for a leader who's also a facilitator.
In Dr. Cornish, we have found both.
At every step of the interview process,
Dr. Cornish affirmed for me that her experience, philosophy,
and leadership styles speak to the present
and future of Ithaca College.
She's demonstrated that, as an educator
and as an administrator, she's both goal and action-oriented.
We have all heard the philosophy to be the change that you wish
to see in the world, and perhaps, like me, you've
even tried to impart this in some way to your students.
In her role as an educator and administrator,
our new provost takes this to the next step.
Dr. Cornish puts this into action.
Of Dr. Cornish's many accomplishments,
I want to highlight one that stands out for me because it
demonstrates the value she places on listening, gathering
feedback, taking action, and facilitating change.
In 2003, Dr. Cornish had a conversation with two
of her students, both math majors with a concentration
in secondary education, who had just
returned from a study abroad trip
to Grahamstown, South Africa.
On this trip, they spent six weeks
teaching mathematics to middle school students
in a township and rural school.
Her students told her that they were forever
changed by this experience.
They had, and I quote, "never before seen such poverty
or disparity, never experienced being a minority before,
and had never been so far out of their comfort zone."
And they told her more.
They said never had they seen students
who were so eager to learn.
The experience not only enriched them,
it empowered them by creating the vital connection that
happens when education is combined with action.
Recognizing it's transformative potential,
Dr. Cornish traveled there herself.
She immersed herself in the same experience
and gathered inside information about its potential
as an opportunity for other Goucher students.
Consequently, she facilitated the creation of the township
and rural education in South Africa intensive course abroad,
a six week intensive study abroad
experience for pre-education majors.
The experience expanded quickly to include English as well
as math, and was led each summer by Dr. Cornish.
It's now in its 12th year at Goucher.
It allows students the opportunity
to thrive by stepping outside of their comfort zone
and using the privilege, responsibility,
and value of their education to contribute to community.
She listened.
She gathered information, built consensus, and in consultation
and collaboration with faculty and students,
worked to develop an experience that
is both educational and transformative for everyone
involved.
I look forward to working with a provost who
has demonstrated that she is well equipped to be
our chief academic visionary.
She will be a faculty advocate who will listen, consult,
collaborate, and create.
I welcome Dr. Cornish to Ithaca College,
and I look forward to working with her.
And now I'd like to introduce fellow search committee
member, Mike Richardson, professor of modern languages.
[APPLAUSE]
Thanks, Chris.
As a search committee member, as a faculty member,
I'm very excited to welcome Dr. La Jerne Cornish Ithaca
College.
I believe we're fortunate to have
found someone of her abilities, her enthusiasm, and her mindset
to serve as our next provost.
Effective academic leadership is a tricky business.
Not only do we expect our leaders
to provide us with a compelling vision for the future--
one that inspires, motivates, and unites us--
but they must also be able to balance a variety of needs
and wants from diverse individuals and constituencies.
At the level of provost, there is an additional challenge,
for while we expect our provost to be
able to handle a broad range of administrative
responsibilities, we also look to that person as a leader
and as an advocate for the faculty as a whole.
Certainly, Dr. Cornish comes to us
with a wealth of administrative qualifications of the sort
that any institution needs in a provost--
a fluency in the languages of budgets and enrollment data,
knowledge of accreditation processes,
curricular review, academic policy review,
experience supervising and collaborating
with both staff and faculty.
She's also someone who has been deeply involved in the entirety
of the student educational experience
from orientation and first-year experiences
to advising and retention.
She has worked with scholarship students and students
facing judicial review, students struggling to stay afloat
and students who crave additional challenges
and learning opportunities.
As my colleagues have shared with you,
Dr. Cornish is, at heart, an educator and a scholar--
one who has made deep and lasting contributions
to both her students and to her field of expertise.
Regardless of which school we inhabit,
this dedication to students and to the pursuit of knowledge
is what defines all of us here today.
In that regard, Dr. Cornish will be right at home in Ithaca.
But being a successful academic leader
requires something more in terms of how one engages
with the academic community.
What we want-- what we need is a provost
who can and will be a strong advocate
for the academic mission of the institution,
and by extension a strong advocate for faculty.
The vice president for academic affairs
must be someone who, to be sure, can work with the president
to articulate and implement a bold vision,
but it must also be someone who is capable of supporting those
of us who are equally committed to lives of scholarship,
service, and education.
Someone who recognizes and appreciates
the deep and lasting bonds that faculty form with our students.
Someone who understands that faculty development and student
achievement are not mutually exclusive but deeply linked.
Dr. Cornish is precisely that person,
for she comes to us not only with a record
as a teacher and a scholar, as someone
who has lived through the challenges of balancing
the various demands put on faculty,
but as a faculty leader--
one whose experiences and ideas have reflected
a deep commitment to putting students and faculty alike
in the position to grow, to thrive, and to succeed.
Her faculty peers at Goucher, some of whom
were the most enthusiastic voices in support
of her candidacy, describe her as a strong leader but also
a good listener--
one who is committed to making decisions that
follow a thoughtful and inclusive process.
First as department chair, then as faculty chair,
a position to which she was elected by her faculty
colleagues, Dr. Cornish has demonstrated a commitment
to inclusive leadership.
As faculty chair, she served as a liaison
between administration and faculty.
Not only did she lead the faculty executive council,
working together with chairs of a wide range of faculty
committees, from budget and planning
to tenure and promotion, but she also represented the faculty
at college council meetings, articulating their concerns
to college leadership and working
to mediate conflicts that inevitably arose
between faculty and administration
and within academic departments and divisions.
In short, she has shown herself to be precisely the sort
of provost we need--
someone who will not just be joining the president's
leadership team as one of several
but who will stand at the intersection of faculty
administration and be a voice--
be our voice-- for an Ithaca College
that puts academics at the forefront of everything
that we do.
So without any further ado, it's my honor
to introduce to you the next provost and vice
president for academic affairs, Dr. La Jerne Cornish.
[APPLAUSE]
Wow.
Good afternoon.
Good afternoon.
Oh, come on.
You got to give me more than that.
Good afternoon.
Good afternoon.
I am absolutely, positively delighted to be with you today
and to join this community.
Before I begin, I need to thank President Collado
for her remarks.
Thank you, Jean.
Thank you, Jeane.
Thank you, Chris.
Thank you, Michael.
And thank you, Jack.
When we last saw one another, we looked at one another
and said we hoped that we would see one another again.
And indeed, we are having that opportunity
to see one another again.
Let me tell you a little bit about who I am as a person.
How did I get here?
I think my story is important to this,
and so I need to share it.
When I was a senior in high school,
my history teacher said to me, where are you
going to school next year?
And I said I'm not.
And she said, what do you mean?
And I said, my mother was very ill, and I'm needed at home.
And she said, well, have you ever thought
about being a commuter student?
You can help out at home, and you can also go to college.
Again, my mother was a former third and fourth grade
elementary teacher, but again, she was very ill.
So my teacher took me by the hand to the main office,
and she called Goucher College because she was a Goucher alum,
and she said, I have a student for you
that I think will be a fantastic student at Goucher,
and she needs an opportunity.
So she arranged for me to have an interview.
I went.
I met with the admissions team.
I was offered a full scholarship to Goucher College,
and I started there in the fall of 1979.
My mother died the first day of finals my freshman year.
I spent the remaining years as an English major
with a concentration in secondary education.
I graduated on time, and I began a career in the Baltimore city
public schools, where I worked for 15 years
as an English teacher, then a project coordinator, and then
an assistant principal.
Jean did a very good job of just giving you the list of things
that I've done, but they were in order to do something more,
eventually.
And so in January of 1998, I received a call from the dean
at Goucher College, Bob Welch, and he said,
La Jerne, we have an idea.
And I said, what's that, Bob?
And he said, we'd like for you to come back to Goucher.
And I said, to do what?
And he said, well, we're having an issue with diversity.
And I said, still?
[LAUGHTER]
And he said, yes, we are.
We'd like for you to become a member of the education
department.
And I said, well, that will require that I get a PhD,
would it not?
And he said, yes, but we will sponsor that for you.
So Goucher has sponsored my education,
and I stand here before you as the first member
of the grow-your-own faculty of color program.
[LAUGHTER]
It is what it is.
But we can do that.
If we really desire it, and we're
committed to doing that work, then we
can find talented students, and we can support them,
and we can grow our own.
And so in the fall of 1998, I returned to my alma mater,
and I worked full-time while going to school part-time.
It took me seven years to get that degree,
but it was well worth the effort.
I received the degree in 2005, and then I was tenured in 2010.
Once tenured, they knocked on the door for me to serve.
That very first year I was tenured,
I became department chair.
The next year, faculty chair.
Three years later, associate provost for undergraduate
studies.
So it's been serve, serve, serve.
And again, I have served often when others have said no,
but I believe in the work because it's important work.
And I wanted to be the change that I sought, and so how could
I do anything but say yes?
So why Ithaca College?
When I saw that extensive leadership profile,
I said to myself, they're asking for a whole lot.
But then I looked at it, and I read it very carefully.
You were looking for someone with a commitment
to undergraduate education and diversity.
I have that.
You were looking for someone with experience
with accreditation expectations and shared governance.
I have that.
You were looking for someone who has
evidence of successful organizational, leadership,
and management.
Over the course of my career, I have done that.
You were looking for someone to partner
with the division of student affairs and other offices
to create a wonderful holistic experiences--
experience, pardon me-- for students.
I have done that.
You wanted someone with effective relationship building
skills.
That's my signature.
But something else that stood out for me about Ithaca College
was the eruption of racial tensions
on your campus in the fall of 2015
and continuing even through 2016.
In the fall of 2014, racial tensions
erupted on Goucher's campus.
Our students walked out of class.
They created a petition.
They protested the living and learning environment
at our institution.
They created a video called "Frustrations
at Goucher College" in which they detailed
their lived experiences inside and outside of the classrooms.
And we were stunned by what we saw.
Our students were having a difficult time,
and we needed to effect some change,
and we needed to effect some change immediately.
Pardon me.
You said you'd take the cap off for me.
[LAUGHTER]
I've already failed.
I don't know about you, but sometimes you
get dry mouth when you have to speak before a large group.
So I'm just being me in all ways of being me.
So pardon me.
So students produce this video, and then
they made a list of 10 demands, and they
marched to the Dean of Students office,
and they presented their demands.
Over that winter, and now we're into January of 2015,
I work with the students along with the dean of students
and the associate dean of students,
and one of their demands is that we create an assistant dean
for intercultural affairs--
that we create a center for race equity and identity
at Goucher College because we had no such thing.
And so over that month of January,
we created this position.
We created interview questions, interview protocols.
We brought folks to campus, and in March of 2015,
we hired our first inaugural dean
who now runs the Center for Race Equity and Identity
at Goucher College.
We had no dedicated space before.
We have a dedicated space today.
We were inspired by our students,
but at the end of the day, we had to listen to our students
because we weren't listening to them.
We weren't acknowledging them.
We weren't making them feel seen, heard,
or valued inside or outside of the classroom in a way that
mattered, particularly to our students of color.
And we needed to change that work.
To that end, we also decided that we needed a center
for the advancement of scholarship and teaching
at Goucher College, because as America gets browner
and browner, and as our institutions get browner
and browner, we cannot teach to the demographic that used to be
in our classroom.
And oftentimes we have folks teaching
to the same demographic that was there 20 years ago and really
not teaching to the folks that are sitting in front of them
at this time.
But what does that require?
It requires professional development.
We always can get better at what it is that we do.
So when I came for the campus interview,
I met with several constituencies,
and in each constituency, I asked two questions.
Tell me two things you love about IC and one or two
things that you would like to see changed.
This is what I heard.
People from every constituency are
committed to Ithaca College.
Faculty are committed to excellence
in teaching and learning.
Faculty feel a bit demoralized because their work has not
been highlighted, recognized, and they have not
felt that there have been a commitment to them
over the past several years.
Again, this is what I heard.
There's an immense love for colleagues at this institution
and an immense love for students, as stated by faculty.
Faculty said they have a sense of community
and that that sense of community is
felt by members of each school.
There is a commitment to the professional growth
of students, particularly as evidenced
by the professional disciplines and what happens
in the professional schools.
There's an appreciation for the balance
between theory and practice.
So what do you want?
What change is desired?
Repeatedly, I heard, we want a provost who will stay.
[LAUGHTER]
We want a shared vision, shared goals,
and we want a strategic plan.
We want to determine who we are as a college--
not just the five schools individually,
but IC collectively.
We want to become a diverse, equitable, and inclusive
institution.
We want clarity about the role of the liberal arts at Ithaca
College, and we want clarity about the role
of the humanities and sciences at Ithaca College.
We want to talk about the ICC.
The biggest complaint-- and I use that word loosely,
but my word--
about the ICC has been implementation.
So let's not throw out the baby with the bathwater.
Let's take a look at it.
Let's bring all voices to the table,
and see if there's something in there--
and I believe that it is-- that's salvageable
and that will service all.
It is conceivable that the liberal arts can be given--
the ICC can be the foundation through which students receive
a liberal arts education.
I'll return to that later, but there's something there.
Elimination of silos.
Folks have talked about silos at this institution.
One person went so far as to say that we have so many silos,
I want to see the farm.
You know, where is the farm?
And so how do we do these things that you want?
We do them by having a strategic plan.
Let's start there.
We do them by having a shared vision,
but we all need to have many conversations,
and so we know what that is.
We do these things by implementing
that beautiful student success retention plan
that your colleagues worked on because that's
a beautiful piece of work, and we
do that with intensive assessment and review
of the ICC.
I can't stand here and tell you what
my vision is for Ithaca College because I
haven't spent enough time with you to know what that is.
It's not my vision.
It's our vision.
It's our collective vision.
Who do we want to be?
Who are we?
Who do we want to be, and how are we
going to work together to get there, as an institution?
And so I ask you to give me some time
to share that information with you because we don't have it
yet.
I have lived in Maryland my entire life.
My partner and I are packing our bags, and we're coming north.
I love turtlenecks.
[LAUGHTER]
They will be required.
Back to the point.
We are leaving Maryland to come and join you.
My partner, Debra, was a principal in the Baltimore city
public schools.
She is resigning from her position
at the end of the school year so that she
can come here and work as well.
We are partners in education, and we
want to do that work here.
I would not be packing my bags and coming here
if I did not believe in the beauty of Ithaca College.
I believe you have yet to realize what you can be.
You've done fantastic work to date,
but there is more to be done.
And if it's going to be done, it will take all of us
to make it happen.
And I would like to lead your academic division
as we work together to get to next, because we can,
because we will.
I thank you.
For more infomation >> 7 Phrases Great Public Speakers Never Use – Tips Public Speaking & Presentation Skills training - Duration: 11:18. 
For more infomation >> The Craziest Fashion Trend for 2018 So Far - Cutout Jeans (2018) - Duration: 1:19. 
For more infomation >> Phrasal verbs and highlights: The Grammar Gameshow Episode 30 - Duration: 5:27. 
For more infomation >> Truco Para Pulir Y Quitar Rayones De Lentes Transparentes Y Conseguir Que Se Ve Como NUEVOS - Duration: 2:49. 
For more infomation >> Did women kill chivalry? - Duration: 6:12. 
For more infomation >> Depth of Iran's lying is now obvious: Condoleezza Rice - Duration: 6:29. 
For more infomation >> Игровой ноутбук за $850 – ACER ASPIRE 7 - Duration: 5:46. 
For more infomation >> Nezastavitelní by Birell 2018 - Duration: 0:07. 
For more infomation >> Mercedes-Benz B-Klasse 180 automaat Ambition Urban Nightpakket Panoramadak - Duration: 0:59. 
For more infomation >> Iron Maiden-Bring Your Daughter... To The Slaughter + B-Sides (Subtitulado en español) - Duration: 10:49. 
For more infomation >> Xin, Sống Dai - Top 20 Bài Rap Hay Nhất Của B Ray 2018 | The Best Of B Ray 2018 - Duration: 1:15:43. 
For more infomation >> 用呆呆獸尾巴做的粉紅烏龍麵！【旻欣烏龍麵】❤︎古娃娃WawaKu - Duration: 5:12. 
For more infomation >> 8萬噸「小島」飄向近海？島上塞滿戰機，中國數百枚飛彈嚴陣以待 - Duration: 5:33. 
For more infomation >> Opel Corsa 1.4 Design edition. - Duration: 1:12. 
For more infomation >> Audi A3 1.0TFSI 116pk Limousine | Navi | LED | Smartphone interface - Duration: 1:08. 
For more infomation >> Seat Ibiza 1.0 EcoTSI 95pk 5drs Style Connect - Duration: 1:06. 
For more infomation >> সাবধান! দুপুরে খাওয়ার সময় এই ৪ ভুল করা যাবেনা | Be careful! While Taking Lunch | Bd Health Tips 2018 - Duration: 2:52. 
For more infomation >> Opel Insignia Sports Tourer 1.5 TURBO 165PK INNOVATION Navi/Clima /Cruise/17"LM/PDC - Duration: 1:07. 
For more infomation >> Buy Peter Rabbit
For more infomation >> "L'antisémitisme n'existe pas dans le monde arabe" M. Tossa, spécialiste du monde arabe sur i24NEWS - Duration: 0:56. 
For more infomation >> 505 N. Miami - Duration: 10:16. 
For more infomation >> 505 N. Miami - Duration: 8:04. 
For more infomation >> 366161 - Duration: 2:40. 
For more infomation >> Pour rencontrer son arrière-petit-fils Louis, Elisabeth II est prête à tout - Duration: 2:52. 
For more infomation >> PHOTO Laeticia Hallyday prend la pose pour son ami Michel Klein à Saint-Barth - Duration: 3:04. 
For more infomation >> inclinaison - Duration: 6:01. 
For more infomation >> "김원희" 남편 "손혁찬" 결혼스토리 - Duration: 6:35. 
For more infomation >> Molinos de viento, gigantes entre Levante y Poniente. Tarifa. Cádiz - Duration: 0:35. 
For more infomation >> Tokyo Ghoul AMV - Nostalgia - Duration: 1:31. 
For more infomation >> Manque de calcium : que faire ? - Duration: 3:06. 
For more infomation >> Rinnalleveto 6x80kg - Duration: 0:41. 
For more infomation >> My Aussie Journey in Music 🤩 - Duration: 4:45. 
For more infomation >> ▶ 남궁원 아들 홍정욱,남궁원 부인 양춘자와 딸 ▶ KDH 긴급 속보 - Duration: 4:30. 
Không có nhận xét nào:
Đăng nhận xét