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Your ideas and constructive criticism related to the Drive to 25 initiative is invited. In fact, it’s essential to our success. Achieving Top 25 stature truly requires an ongoing dialogue and the involvement of the entire WSU community.

So please share examples of Top 25-like WSU achievements, ideas about how we can better communicate our successes, and other thoughts, such as:

  • If you could make one change that would make WSU a top 25 by 2030, what would it be?
  • Is there a topic, research area, partner, or student success opportunity that you think WSU should be engaging but isn’t? What is it and why?
  • Imagine you had unlimited dollars to invest, and the only requirement was that you had to use the money to help WSU do a better job of fulfilling its land-grant mission of teaching, research, and engagement. How would you spend that money?

We look forward to publishing comments in this space. You may share your input anonymously. If you prefer to email your thoughts, please send them to

Note: Feedback of any nature is welcome. Comments regarding the Drive to 25 initiative will be published here. All other input will be forwarded separately to the Office of the President for consideration.

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In his current newsletter, President Schulz said he had visited every college and campus. He did not visit the Puyallup Research and Extension station. We would love to have him come and see personally all of the amazing research we are conducting on stormwater runoff pollution. Please consider visiting us soon. Thank you.

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If we look at the current top 25 Universities and want to make WSU ahead of any of them, the bottom line is better facilities. Not just library but research of any kind, which requires infrastructure and access to instrumentation without traveling 300 miles to Seattle or other places. Also, more exposure of the students to research and research facilities with hands on practical training. For this to happen, WSU should first have first class researchers, not the underpaid and most often ignored researchers. . The number of researchers in academia even though their contributions are great are often ignored and not ever advertised. The facilities are not often shared and even if shared are not available across departments or schools or colleges. In order to get to the top, some of these internal abnormalities have to be addressed and corrected.

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The following is from your meeting with the Honors College, regarding faculty working with students. “Some are gifted working with certain segments of the academic enterprise and some with others… There are some faculty that it’s not in their skillset, and I don’t want to also get to the point where somebody feels forced to do things.” WSU is first and foremost a university, a 4 year college. If you have faculty that don’t like to teach (and I had a few in my years there), they shouldn’t be there.

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As many others have already remarked, incentivising faculty to invest time to learn and adopt pedagogy and technology will go a long way in not just retaining students, improving student experience, but spreads the WSU reputation beyond to the institutions graduate students may work in. While research is THE focus, teaching is a critical component to enable graduate students to deliver quality research.

Standardizing expectations of graduate students across faculty of the same department will also lend itself to meaningful discourse, better time management, and lesser division among graduate students in the same department.

Another critical element in reducing resource wastage is to better organize related centers on campus under one big umbrella encouraging them to speak with one another. For instance the Academic Outreach and Innovation hosts trainings, so does the veterinary teaching academy, which offer different trainings from other T&L centers and very few if any education faculty are involved in these sessions, either as participants or facilitators.

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I hope that we take the opportunity to ADD to the list of CMUP measures and make sure that we are measuring the things that matter to us. I think missing (or weak) are measuring elements of faculty, staff and student diversity and excelling in areas of practical preparation (particularly for undergraduates).

One example, I am concerned about measuring ourselves against anything like the number of National Merit Scholars enrolled. At first glance using the number of enrolled National Merit Scholars seems ‘easy’ simply recruit and count. But to actually increase the number of enrolled National Merit Scholars will take serious investment of time, talent, finances, leverage really. At what cost do we care if the number of National Merit Scholars increases? Who are we going to exclude by going after more National Merit Scholars?

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