OUS Fact Book 2010
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Staff Fee Privileges – Employee and Transferred Questions & Answers
University of Oregon STAFF FEE PRIVILEGES – EMPLOYEE AND TRANSFERRED QUESTIONS & ANSWERS These frequently asked questions, combined with the information located on the Staff Fee Privileges Approval Forms, will answer most questions about the Staff Fee Privileges available to eligible University of Oregon staff and family members. For your convenience, there is an online “updateable” Approval Form at the following web address: https://hr.uoregon.edu/benefits/staff-rates/forms For additional information, contact the University of Oregon Human Resources Office. Approval forms for family members should be submitted to Human Resources two weeks prior to the start of classes. Staff may submit employee approval forms up to two days prior to the start of classes. Employees are eligible to use or transfer the benefit if employment begins on or before the first day of the term. Human Resources will send all approved staff fee forms to the campus enrollment offices before the first day of classes. The University of Oregon reserves the right to deny staff fee rates for late submission of approval forms. If the form is submitted after the deadline specified above, it may be approved at the discretion of both the employing and enrolling campuses; employees with approved late submissions will be responsible for accrued interest and billing charges. Denials may be appealed to the university. I. Employee Use of Staff Privileges 1. What are Staff Fee Privileges and who is eligible to use them? University of Oregon employees appointed at half time (.5 FTE) or more (not including temporary employees, graduate assistants, and other student employees) may register for courses. -
Supreme Court of the United States
No. 12-682 ================================================================ In The Supreme Court of the United States --------------------------------- --------------------------------- BILL SCHUETTE, MICHIGAN ATTORNEY GENERAL, Petitioner, v. COALITION TO DEFEND AFFIRMATIVE ACTION, INTEGRATION AND IMMIGRANT RIGHTS AND FIGHT FOR EQUALITY BY ANY MEANS NECESSARY (BAMN), ET AL., Respondents. --------------------------------- --------------------------------- On Writ Of Certiorari To The United States Court Of Appeals For The Sixth Circuit --------------------------------- --------------------------------- BRIEF FOR RESPONDENTS THE REGENTS OF THE UNIVERSITY OF MICHIGAN, THE BOARD OF TRUSTEES OF MICHIGAN STATE UNIVERSITY, MARY SUE COLEMAN, AND LOU ANNA K. SIMON --------------------------------- --------------------------------- LEONARD M. NIEHOFF HONIGMAN MILLER SCHWARTZ AND COHN, LLP 130 S. First Street 4th Floor Ann Arbor, Michigan 48104 [email protected] (734) 418-4246 Attorney for University Respondents ================================================================ COCKLE LEGAL BRIEFS (800) 225-6964 WWW.COCKLELEGALBRIEFS.COM i TABLE OF CONTENTS Page INTRODUCTION ................................................ 1 STATEMENT OF THE CASE .............................. 4 SUMMARY OF ARGUMENT .............................. 8 ARGUMENT ........................................................ 11 I. Petitioning the elected public officials who constitute the governing boards of the University Respondents is a political process ...................................................... -
(Tax-Exempt) Commercial Paper General Revenue Pledge Notes, Series B
Amended Commercial Paper Memorandum Ratings Moody's: P-1 S&P: A-1+ Fitch: F1+ $300,000,000 The Rector and Visitors of the University of Virginia Commercial Paper General Revenue Pledge Notes consisting of: Commercial Paper General Revenue Pledge Notes, Series A (Tax-Exempt) Commercial Paper General Revenue Pledge Notes, Series B (Taxable) Offering This Amended Commercial Paper Memorandum provides information concerning two series of commercial paper notes (collectively, the "Notes") issued by The Rector and Visitors of the University of Virginia (the "University"). The Notes consist of (i) a tax-exempt series (the "Series A Notes") and (ii) a taxable series (the "Series B Notes"). The first Notes were issued in 2003 and are issued from time to time to finance and refinance certain capital projects and cash requirements of the University. Currently, Merrill Lynch, Pierce, Fenner & Smith Incorporated and Goldman, Sachs & Co. are serving as dealers for the Notes (the "Dealers") and The Bank of New York Mellon Trust Company is serving as Issuing and Paying Agent for the Notes. Liquidity support for the Notes is provided solely by the University. See "APPENDIX A — THE UNIVERSITY OF VIRGINIA" and the audited financial statements of the University in APPENDIX B. The Notes The Notes are issued in denominations of $100,000 and integral multiples of $1,000 in excess of $100,000. The Notes are exempt from registration under the Securities Act of 1933, as amended, pursuant to Section 3(a)(2) in the case of the Series A Notes and Section 3(a)(4) in the case of the Series B Notes. -
Umpqua Community College Year Seven Self-Evaluation Report
Umpqua Community College Year Seven Self-Evaluation Report Revised on February 26, 2016 Submitted August 31, 2015 Umpqua Community College 1140 Umpqua College Road PO Box 967 Roseburg, Oregon 97470-0226 www.umpqua.edu Interim President Dr. Walter Nolte (541) 440-4623 [email protected] Accreditation Liaison Officer Dr. Roxanne Kelly (541) 440-4624 [email protected] http://www.umpqua.edu/accreditation Table of Contents Year Seven Self-Evaluation Report Institutional Overview .............................................................................................................................. 3 Basic Institutional Data Form ................................................................................................................. 5 Changes and Recommendations ...........................................................................................................14 Preface ...............................................................................................................................................14 Institutional Changes Since the Last Report ................................................................................14 Response to Recommendations (2012).........................................................................................16 Chapter One: Mission, Core Themes, and Expectations ..................................................................18 Executive Summary (Requirements 2-3) ......................................................................................18 Standard -
Southern Oregon University
2016 UNIVERSITY EVALUATION: Southern Oregon University 1 2016 UNIVERSITY EVALUATION: SOUTHERN OREGON UNIVERSITY TABLE OF CONTENTS INTRODUCTION Legislative Mandate 3 Evaluation Process 4 Statewide Context 5 OVERALL EVALUATION 6 STUDENT SUCCESS AND ACCESS x AFFORDABILITY 14 ACADEMIC QUALIY AND RESEARCH 15 COLLABORATION 16 SHARED ADMINSTRATIVE SERVICES 20 FINANCIAL METRICS 22 BOARD OF TRUSTEES 23 CONCLUSION 25 2 INTRODUCTION This report is guided by Oregon Revised Statute 352.061, which requires that the Higher Education Coordinating Commission (HECC) conduct an annual evaluation of the public universities in the state. The purpose of this report is to evaluate the contributions of Southern Oregon University (SOU) to State objectives for higher education as articulated in statute and in the HECC’s Strategic Plan (https://www.oregon.gov/HigherEd/Documents/HECC/Reports-and-Presentations/HECC- StrategicPlan_2016.pdf). The Report relies on a combination of accreditation reports, self-assessments conducted by the university on criteria jointly developed with the HECC, and state and federal data. This is the second annual report and as such it is a benchmark document that is formative in scope. It signals areas of key interest to the HECC that support the objectives of the State of Oregon: student success as measured by degree completion; access and affordability as measured by equity across socioeconomic, racial/ethnic and regional (urban/rural) groups; academic quality and research; financial sustainability; and continued collaboration across universities in support of the State’s mission for higher education. Additionally, the report describes how SOU’s Board of Trustees has operated since its formation in July 2015. The form and content of subsequent annual evaluations will be guided by feedback from legislators, the public, and the universities about how to improve the usefulness of this process and product. -
Oregon University System
Background Brief on … Oregon University System Prepared by: Jim Keller November 2006 Oregon University System The Oregon University System (OUS) consists of the Office of the Chancellor and Oregon’s seven public universities, and is governed Inside this Brief by the Oregon State Board of Higher Education (OSBHE). The Board seeks, through the OUS, to accomplish four broad goals to • Oregon University System produce the highest levels of educational outcomes for Oregonians: 1. Create in Oregon an educated citizenry to support responsible roles in a democratic society and provide a globally competitive • Oregon’s Public Universities workforce to drive the State’s economy, while ensuring access for all qualified Oregonians to quality postsecondary education 2. Ensure high-quality student learning leading to subsequent • State Board of Higher student success Education 3. Create original knowledge and advance innovation 4. Contribute positively to the economic, civic, and cultural life of communities in all regions of Oregon • Office of the Chancellor Oregon’s Public Universities Eastern Oregon University (EOU) serves its regional mission • Tuition and Access through programs in the liberal arts, professional programs in business, education, and community service, and cooperative programs in agriculture and nursing. • OUS Budget Model Oregon Institute of Technology (OIT), the Northwest’s only polytechnic institution, serves the state with programs in business, • Move toward Autonomy engineering and health technologies, and a cooperative program in nursing. • Oregon Health and Science Oregon State University (OSU) is a land, space, sea and sun grant University university with programs in the liberal arts and sciences and professional programs in agricultural sciences, business, education, engineering, forestry, health and physical education, home • Staff and Agency Contacts economics, oceanography, pharmacy, and veterinary medicine. -
2020-21 College Catalog
20202021 COLLEGE CATALOG UMPQUA COMMUNITY COLLEGE 2020-2021 COLLEGE CATALOG CONTENTS ABOUT UCC ......................................................2 Associate of Science AS .....................................36 President’s Message ...............................................2 Associate of Arts/Oregon Transfer AA/OT .37 Vision ............................................................................2 2020-2021 UCC Program Advising Sheet ...38 Mission .........................................................................2 Approved Discipline Studies Listings ..........40 Values............................................................................3 CAREER & TECHNICAL EDUCATION .........43 Core Themes .............................................................3 Certificates of Completion................................ 43 Accreditation and Memberships .....................3 Career & Technical Areas Index ......................44 Non-Discrimination ...............................................3 PROGRAMS .....................................................45 CONTACTS.........................................................4 Allied Health ...........................................................46 Program Contacts – Academic Areas .............4 ADMINISTRATION, FACULTY & STAFF ...215 Apprenticeship Technologies .........................46 UCC Departments and Services ........................5 UCC Board of Education ..................................215 Automotive Technology ................................... 55 Budget -
Oregon University System
Background Brief on … Oregon University System Prepared by: Dana Richardson June 2008 Oregon University System The Oregon University System (OUS) consists of the Office of the Chancellor and Oregon’s seven public universities. It is governed by Inside this Brief the Oregon State Board of Higher Education (Board). The Board seeks, through the OUS, to accomplish the following broad goals to produce the highest levels of educational outcomes for Oregonians: • Oregon University System • Create in Oregon an educated citizenry to support responsible roles in a democratic society and provide a globally competitive • Oregon’s Public workforce to drive the state’s economy, while ensuring access for Universities all qualified Oregonians to quality post-secondary education • Ensure high-quality student learning leading to subsequent student success • State Board of Higher • Create original knowledge and advance innovation Education • Contribute positively to the economic, civic, and cultural life of communities in all regions of Oregon • Office of the Chancellor Oregon’s Public Universities Eastern Oregon University (EOU) serves its regional mission through programs in the liberal arts, professional programs in • Tuition and Access business, education, and community service, and cooperative programs in agriculture and nursing. • OUS Budget Model Oregon Institute of Technology (OIT), the Northwest’s only polytechnic institution, serves the state with programs in business, engineering and health technologies, and a cooperative program in • Move toward Autonomy nursing. Oregon State University (OSU) is a land, space, sea, and sun grant • Oregon Health & Science university with programs in the liberal arts and sciences and University professional programs in agricultural sciences, business, education, engineering, forestry, health and physical education, home economics, oceanography, pharmacy, and veterinary medicine. -
2018 UNIVERSITY EVALUATION: University of Oregon
2018 UNIVERSITY EVALUATION: University of Oregon 1 TABLE OF CONTENTS INTRODUCTION 3 Legislative Mandate 3 Evaluation Process 4 Statewide Context 5 ACCREDITATION 7 STUDENT ACCESS AND SUCCESS 10 AFFORDABILITY 15 ACADEMIC QUALITY AND RESEARCH 17 COLLABORATION 19 Pathways 21 SHARED ADMINISTRATIVE SERVICES 23 FINANCIAL METRICS 25 BOARD OF TRUSTEES 28 CONCLUSION 30 2 INTRODUCTION This report is guided by Oregon Revised Statute 352.061, as revised by SB 54 (2017), which requires that the Higher Education Coordinating Commission (HECC) submit to the Legislative Assembly an evaluation of public universities listed in ORS 352.002. Each public university must be evaluated in the manner required by this section once every two years. The purpose of this 2018 report is to evaluate the University of Oregon’s contributions to State objectives for higher education as articulated in statute and in the HECC’s Strategic Plan (https://www.oregon.gov/HigherEd/Documents/HECC/Reports-and-Presentations/HECC- StrategicPlan_2016.pdf). The report relies on a combination of accreditation reports, self-assessments conducted by the university on criteria jointly developed with the HECC, and state and federal data. This is UO’s third evaluation, and as such, it builds on the descriptive benchmarks identified in the 2016 Report. It is a formative document that signals areas of key interest to the HECC that support the objectives of the State of Oregon: student success as measured by degree completion; access and affordability as measured by equity across socioeconomic, racial/ethnic and regional (urban/rural) groups; academic quality and research; financial sustainability; and continued collaboration across universities in support of the State’s mission for higher education. -
OHSU As a Public Corporation: Launching a Period of Growth and Programmatic Excellence by OHSU President Joe Robertson, M.D., M.B.A
OHSU as a Public Corporation: Launching a period of growth and programmatic excellence By OHSU President Joe Robertson, M.D., M.B.A. After more than 15 years as a date. Patients came to OHSU primarily if they were too sick public corporation, OHSU has or too poor to go anywhere else. In 1985, state legislators discovered some truths about introduced a bill to close OHSU Hospital because it was too the benefits – and limitations costly to the state. – of this new model. The shift from state agency to public Like any great undertaking, OHSU’s evolution featured a cast corporation can offer the of thousands – faculty, staff, community leaders, generous tools to foster innovation, donors – as well as hard work and smart decisions. Yet little of growth and remarkable that work would have been possible without the vision of the quality improvements. If the Oregon Legislature and Gov. Kitzhaber, who in 1995 approved right factors are present, legislation to change OHSU’s governance structure from state the transformation can also agency to public corporation. This was a foundational change leverage significantly more on which OHSU’s subsequent growth and success was built. mission from public dollars. But there is an end point. Even with a leaner, more entrepreneurial institution, public missions Today, OHSU is a crown jewel in the state’s economy, bringing still need predictable and sufficient public support. We have hundreds of millions of dollars a year into the state through learned the public corporation model can unleash excellence, research grants; students in the health care professions; and but it is not a panacea. -
Oklahoma State System of Higher Education Overview
A guide to the history, organization and operation of the State System OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION Front row, left to right: Assistant Secretary Gen. Toney Stricklin, Lawton; Vice Chair Mike C. Turpen, Oklahoma City; Chairman James D. “Jimmy” Harrel, Leedey; Chancellor Glen D. Johnson; Secretary John Massey, Durant Back row, left to right: Ronald H. White, M.D., Oklahoma City; Marlin “Ike” Glass Jr., Newkirk; Joseph L. Parker Jr.,Tulsa; Jay Helm, Tulsa; Ann Holloway, Ardmore. This publication is issued by the Oklahoma State Regents for Higher Education, as authorized by 70 O.S. 2001, Section 3206. Copies have not been printed but are available through the agency website at www.okhighered.org. Two printout copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries.. Cover photos, left to right: Cameron University, Southeastern Oklahoma State University, Oklahoma City Community College. 2 PART ONE–THE STATE SYSTEM Part One–The State System The Oklahoma State System of Higher Education is the regional universities, one public liberal arts state’s legal structure for providing public education at the university and 12 community colleges – and 11 collegiate level. It is a coordinated system of colleges and constituent agencies and two university centers. The universities located throughout the state. State System is coordinated by the Oklahoma State The State System is comprised of 25 colleges and Regents for Higher Education, and each institution universities – including two research -
Rutgers, the State University of New Jersey: Periodic Review Report
Rutgers, The State University of New Jersey Periodic Review Report Submitted to: Middle States Commission on Higher Education President Robert L. Barchi, MD, PhD Rutgers, The State University of New Jersey New Brunswick, NJ May 31, 2013 Contents SECTION 1: EXECUTIVE SUMMARY .................................................................................................. 5 Institutional Context .................................................................................................................... 5 Mission and Governance ......................................................................................................... 5 University Campuses and Academic Structure........................................................................ 5 Student Profile ......................................................................................................................... 6 Educational Programs and Institutional Memberships ........................................................... 7 Faculty and Staff ...................................................................................................................... 8 Research and Development .................................................................................................... 8 Description and Timeline of Periodic Review Process ................................................................ 9 Highlights of the Periodic Review Report (PRR) ........................................................................ 10 SECTION 2: RESPONSES TO RECOMMENDATIONS