Standard VI
Student Life
Geneva Walker-Johnson
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Standard VI |
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Student Life |
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Geneva Walker-Johnson |
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The Division of Student Life at Wellesley College consists of the following programs and departments: Center for Work and Service, Class Deans, Continuing Education, Cultural Advising Network, Health Center, International Student Services/Study Abroad, Learning and Teaching Center, Religious and Spiritual Life, Residential Life, Schneider Student Center, Services for Persons with Disabilities, Slater International Center, Stone Center Counseling Service, Twelve College Exchange, and the Wellesley-MIT Cross- registration Program.
The division offers a comprehensive array of services and programs designed to create a vibrant educational community that reflects the positive integration of the curricular and co-curricular lives of students.
Programs and services of the division are structured to encourage each student to:
General Issues and Trends
The past ten years have been marked by significant changes in the student body and in the Division of Student Life. Of overarching significance has been the appointment of the first new dean of students in eighteen years. Also noteworthy is the renaming of the division from Student Services to Student Life. This change reflects a philosophical shift to more active engagement of student affairs professionals in the curricular and co-curricular lives of students as whole individuals.
As an outgrowth of these changes, the attention of student life professionals is focused on:
This shift in priorities required the reallocation of resources and the redefinition of job responsibilities of the professional staff. The division has been quite fortunate to have staff with the willingness and versatility to meet the changing needs of the students. Though the staff has kept pace with student expectations, there is the need for a thorough and systematic analysis of the strengths and weaknesses of the division as it is presently constituted.
Historically, students have assumed major responsibilities for managing their own activities and social life. This autonomy has been and continues to be an important and valued characteristic of student life at Wellesley. Interest and involvement in the life and governance of the institution is challenged by the increase in the numbers of students who have to work in order to help finance their education.
There have been two significant outcomes as a result of the pressures on Wellesley students to seek gainful employment. The first is that fewer students are able to take full advantage of the leadership and service opportunities on campus. The second outcome is the result of the interplay of many of the attributes (leadership, independence, autonomy, etc.) that make Wellesley women who they are. It is these attributes -- the strong sense of leadership and service, intense independence, commitment to academic excellence -- that are significant contributors to their feelings of stress, frustration and the sense of having little time to relax, unwind and have "fun."
These pressures combine to compel students to seek support and assistance in planning activities, coordinating events and using the resources of the professional staff to help them achieve their organizational and programmatic goals.
Student Participation in Campus Life
The College's motto, non ministrari sed ministrare (not to be served but to serve), is deeply embedded in the fabric of this community. Opportunities for student leadership in the governance and the life of the community are a hallmark of a Wellesley education and prepare students for meaningful and productive roles in the larger society. Students are represented in all aspects of the College community through service on committees of the Board of Trustees, of Academic Council and on the majority of the task forces and College working groups.
Students govern themselves through the College Government Association and through a dormitory House Council structure which debates dormitory policy, facilitates programming in residence halls and helps to build a cohesive and vital residence community. This mechanism provides feedback to the Student Senate on all College issues. College Government provides leadership, support and is responsible for the allocation of all student activity fee money to approximately 130 student organizations.
The College has provided support to these busy student leaders by :
Response to these two initiatives has been very positive and students continue to ask for additional help in developing programs that will improve the quantity and quality of social life activities at Wellesley.
Balanced Student Life
Students often express a sense of stress in their lives at Wellesley. This stress appears to emanate from overscheduling, financial concerns, high expectations for successfully completing a demanding academic program, perfectionism, and the desire for more varied social activities and interactions on and off campus.
These perceptions are reflected in the data from the 1996 student survey. The survey revealed that 75% of the student body has to work to help offset the costs of their college education. Of that 75%, 20% report working 11 hours or more per week.
Additionally, the campus calendar is full of events scheduled by 28 academic departments, interdisciplinary programs, and a proliferating number of student organizations, all of which are competing for prime time (Tuesday through Thursday). With so many on-campus events and activities competing for both the time and attention of often overlapping constituencies, event planners and organization leaders report frustration at the low attendance at events.
The challenge for student life staff is how best to encourage our students to use their time in ways that facilitate their academic success while still allowing them to enjoy their college lives as healthy, whole and balanced individuals.
Meeting the Needs of a Diverse Student Body
Wellesley is a primarily a residential institution committed to educating women who will make a difference in an increasingly interdependent global community. This requires the Student Life Division to take a leadership role in creating experiences that will help these women understand the challenges and benefits associated with living and working in a diverse community.
As an institution, Wellesley has been very successful in attracting a highly qualified student body that reflects every aspect of diversity. Students bring to this community age, racial, ethnic, sexual, spiritual, cultural, physical and socioeconomic diversity. The College is committed to creating the kind of environment that values and appreciates the uniqueness of each individual while working to facilitate the feeling of full membership in the campus community. In the past decade, two major programs have been designed to address and maximize the positive experiences of life in a culturally diverse community. These programs, described below, are the multifaith Religious and Spiritual Life program and the Cultural Advising Network.
Departments and Programs of Student Life
Residential Life
Wellesley is primarily a residential college and as such is committed to the belief that learning is a continuous process and is not confined to the formal structure of the classroom.* There are 21 residence halls ranging in capacity from the six small houses with occupancies ranging from 8 - 20 , six small residence halls that house 35 - 60 students, 11 medium capacity halls that house between 140 - 160 students and the two largest halls which house approximately 250 to 300 students. Approximately 2200 students live in the 21 different residential options.
The quality of their residential experiences has a significant impact on students' overall perception of their college experiences. Therefore, the professional and paraprofessional staff in residence must provide programs, services and activities that:
Wellesley has professional heads of house in each of the large residence halls. These professionals supervise the student staff, initiate community building and educational programming in the hall, and oversee operation of the building. Historically, student affairs professionals in general, and residential life staff in particular, have struggled with the perception of a second class citizenship in the academy. They sometimes express concern that the nature and quality of their work is neither understood nor appreciated as making a significant contribution to the educational mission of the institution. During the 1997-98 academic year, the department participated in an intensive management training program of self-evaluation and goal clarification that has begun to produce some positive momentum. Two issues that arose out of this evaluation clarified sources of contention for residential life staff: the requirement that professional staff move out of their "homes" in the residence halls over the summer months and their current compensation level.
Wellesley has a long and distinguished history of student volunteer staff working in many areas of the College including the residence halls. Each large residence hall is staffed by a house president, with resident advisors on each floor. The student staff's goals are to effectively manage the business of the hall and to develop a sense of community among the residents. Because these are volunteer positions, many of the students must hold work-study or other paid positions in order to help defray the costs of their education. This need to be gainfully employed has served to decrease the numbers of students able to apply for these positions in residence life, but the question of which student positions should be paid is complex and requires further review.
The majority of students applying for leadership positions are from the first year and sophomore classes. Upper class students who may have the maturity to address some of the developmental issues of their student residents are not applying because of the need to work.
Heads of house, student residence staff, student leaders and other Student Life staff are charged with "building community" within the student body. From the first floor meeting, to new roommates working together on the roommate starter kit, to the last senior study break, the year is full of programs with this an underlying goal. The data continue to suggest that even though we are quite effective at building communities within the residence halls, we are not able to translate that sense of community to Wellesley at large.
The 1996 survey of enrolled students revealed that 31% of Wellesley responders were dissatisfied or very dissatisfied with "the opportunities to meet students from other residence halls". Thirty-three percent were dissatisfied or very dissatisfied with the "sense of community on campus". In the 1997 survey, although 81% of the responders agreed or strongly agreed that "Wellesley provides opportunities for me to interact with people of backgrounds different from mine," only 26% agreed or strongly agreed that "students of different backgrounds communicate well with one another on this campus."
Campus discussion of these data identified several themes:
Advising: Office of the Class Deans
The class deans serve as the overall academic advisors of Wellesley students and are responsible for student progress toward the degree. Each class dean advises and serves as an academic resource for approximately 550-600 students in the areas of degree requirements, curriculum, fellowships, internships, academic programs and policies. They also act as developmental advisors, focusing in the first year on assisting students in the transition from high school and home to the relative independence of college. During the subsequent three years, their focus is on helping students to define, clarify and achieve their educational and personal goals and to make the important connections between the two.
Faculty advising is an integral part of a student's relationship with her academic course work. Advising with faculty focuses primarily on academic disciplines and majors, offering students the specialist's perspective on their academic plans and choices. Together the class deans and the faculty work in concert to provide students with breadth and depth in their chosen academic endeavors.
In their roles as class deans, these professionals have sought to:
Center for Work and Service
The Center for Work and Service (CWS) is designed to assist students and alumnae in fulfilling the promise of their liberal arts education by providing resources, information and professional staff support in areas such as interviewing techniques, workshops on resume preparation, graduate school and pre-professional advising, fellowship advising, an alumnae advisory network, a reference service, and a career library.
The CWS staff conceptualizes career development as a four step cycle, beginning with an exploration of the self, moving next to researching career fields and professions, then on to launching an effective job search or graduate school application process, and finally to developing and managing one's career. The Center also facilitates the process of career and life planning while encouraging women to develop a strong sense of personal identity.
Significant events that have occurred during this ten year period are:
A full-time position, designed to expand and develop a national network of alumnae career programs and services, was added to the CWS staff. Annually, the CWS participates in a spring training event for regional career representative and presents an average of ten events on the road. The alumnae needs assessment report (available in the reading room) provided critical information which has informed the alumnae career programs area in recent years.
The College's curriculum review identified the need to bridge students' academic experiences with their work, internship and service commitments as related to the mission of the College. A multi-constituency working group, co-chaired by the Associate Dean of the College and the Associate Dean of Students/Director of the newly formed Center for Work and Service, led the development of an agenda for a new, more collaborative way of strengthening and integrating students' educational experiences.
This program was established to promote faculty involvement in the development of new opportunities for students, including exploring ways to supplement existing courses with fieldwork, developing criteria for independent study involving experiential learning and developing curriculum for service learning courses.
These protocols, which provide guidelines for counseling, recruiting and workshops, were updated to reflect a broadening of students' interests to include careers in the not-for-profit, public and private sectors. While all sectors are represented in the College's recruitment program, corporate recruiting has historically been by far the strongest. Numbers of students with interests outside the corporate environment needed additional resources from the CWS.
Financial Aid
The quality and diversity of our student body is highly dependent on the College maintaining its need-blind admissions policy and meeting the institutionally-determined financial needs of all regularly admitted U.S. citizens and permanent residents. Approximately 50% of students receive financial aid from the College. The Task Force on Plans, Priorities and Fiscal Policies, which met from September 1995 to January 1997, reviewed the College's financial aid expenditures from 1985-1995. During this period, the number of students on grant aid and student aid expense as a percentage of educational and general expense both increased sharply. Use of current unrestricted funds for grant aid went from zero in 1984-85 to $4.2 million in FY 1993-94. Over the last four years, the rate of growth of financial aid expense has continued to level off, and the amount of unrestricted operating funds used for financial aid declined to $1.8 million for 1997-98. A comprehensive study of student outcomes conducted by the Office of Institutional Research and outside consultants concluded that Wellesley's financial aid was well spent in terms of attracting and retaining the diverse and highly qualified student body we seek.
The College is aware that even aid that meets full need places burdens on students and their parents, often in the form of very substantial loans. In recognition of this, the College recommended no increase in self-help levels (loan and work) for the next year. Wellesley has had a long tradition of equity packaging, i.e. requiring the same levels of loan and work for all students. Recently the College introduced limited differential packaging (lower loan) for low income families. In addition, we developed a more flexible policy on outside grants and announced that tax credits would not be counted as a course of additional parent contributions. The College is now in the process of examining other aspects of financial aid policy to ensure that it continues to further our education mission.
Other issues being addressed are:
2. The College is reviewing its policies governing financial aid for study abroad.
Office of Religious and Spiritual Life
The multifaith Religious and Spiritual Life program, created in 1993, is headed by the Dean of Religious and Spiritual Life and responds to the diversity of religious traditions and spiritual beliefs represented in this community. Rather than represent any one religious tradition, the dean coordinates educational programs for the entire community on moral, ethical, religious and spiritual issues and leads multi-faith community worship opportunities throughout the year. The Religious Life Team comprises chaplains and advisors who provide support and opportunities for people of Baha'i, Buddhist, Christian (Orthodox, Protestant, Roman Catholic), Hindu, Jain, Jewish, Muslim, Native African, Native American, Sikh, Unitarian Universalist, Zoroastrian and other religious traditions to come together as a community to celebrate their traditions.
The success of this collaborative initiative has fostered the development of a student model, the Multifaith Student Council, reflective of the professional Religious Life Team. This student group meets regularly to plan program activities and discuss religious and spiritual issues affecting Wellesley students.
Cultural Advising Network
Eight professional staff members (most part time) serve as educational and programming resources to culturally diverse students, the Student Life Division staff and to the broader College community. The Cultural Advising Network also provides leadership and direction on how best to respond as a community to issues that may affect the quality of student life. While each cultural advisor serves as an advocate for a specific cultural group, they work collaboratively as a resource for all Wellesley students.
International Studies and Services
This last decade has been one of growth and integration in the area of international studies and services at Wellesley College. Depending on our definition, between 6% and 11% of Wellesley's undergraduates are international students. However, surveys conducted as part of the College's overall assessment of global education lead us to believe that as many as 25% of our students may hold a citizenship other than that of the U.S. Other surveys indicate that as many as 50% of our students have lived outside the U.S. for a year or more. In addition, many Wellesley students are first or second generation Americans, and as many as two-thirds have extended families that include members who are not U.S. citizens.
Roughly one-third of our students study outside the U.S. for at least one semester on an approved program offered by Wellesley or another accredited educational institution. According to current policies, financial aid can be applied only to Wellesley-affiliated programs, a situation that the Global Education Advisory Committee recommends we change. In addition, faculty are developing increasing numbers of shorter-term wintersession courses that involve international experiences.
In 1991 the Foreign Study (Study Abroad) Office and the Foreign Student Office, which provided support for international students wishing to study at Wellesley, merged to form the International Studies and Services Department (ISS). This merger reflects the belief that service delivery to both groups of students should be approached from a common philosophical perspective. Although each group has some distinctive needs such as immigration, counseling for students from abroad, information on political climate in some countries, issues of safety and security in others, and developing understanding of the various cultures in their host countries, it was important to help both groups of international students understand the commonality of their experiences. The staff in those areas found that many of their departments' services were mirror images of each other. By integrating their programs, they were better able to anticipate the needs of the students they advise.
The Slater International Center is the focal point for international activities at Wellesley, sponsoring an initial orientation program for international students; an alumnae host program; a series of international information programs for Wellesley students preparing to study outside the U.S.; programs by campus organizations with an interest in international and multicultural affairs; and collaborations with academic departments, particularly in world languages. One of the newer initiatives involves geographically matching first year international students who are coming from abroad with sophomore students from Wellesley who are going abroad to study. This matching encourages the students to learn from each other. The prominence of e-mail has helped both groups of students close the gap between their homes and their new communities of residence, and has helped the staff to maintain contact and respond more quickly to student questions and concerns.
The College has a long tradition and significant strengths in international education, but we will need to make substantial new investments in aspects of global education that are not adequately developed at Wellesley now. These include expanded opportunities and financial aid for students to study abroad; increasing opportunities for students to engage in international internships and research; increased financial aid for students from outside the U.S.; and academic initiatives including faculty development and broader course offerings in a few specific areas not now covered in our curriculum. In addition, stronger administrative linkages are needed between the Office of the Dean of the College and the Student Life Division to support and strengthen global education initiatives.
First Year Experience
As a result of the College's participation in the project on Leadership and Institutional Transformation sponsored by the American Council on Education and the Kellogg Foundation, Wellesley has been actively engaged in a project to assess and improve the first year experience. The project director for the first year experience spent a year interviewing faculty, students and staff about what changes in the current first year experience program would promote more lively intellectual engagement. She also surveyed the first year class about its experiences with orientation and academic life. At the same time, the faculty of the then first year curricular program, INCIPIT, sought information from first year students participating in the interdisciplinary program about their reactions. (Please refer to the First Year Experience Report in the reading room for a fuller discussion of the data and outcomes of this study.)
As a result of those meetings and interviews, it was clear that the orientation program needed to place greater emphasis on the academic component, strengthen and improve the quality of the advising relationship between the student and her faculty advisor, and create more opportunities for faculty to interact with first years about the liberal arts, degree requirements, the curricular offerings, and academic choices.
These initiatives have been implemented. Additionally, summer mail-in registration was discontinued two years ago and all first year students now register on campus. This enables students to interact more directly with faculty upon their arrival to campus. Working with their academic peer tutors and first year mentors facilitates their preparation for college work and helps them to develop their academic skills.
First year students select their advisors from among their first semester teachers, with the flexibility to change advisors if the student later discovers a better match for herself during the year. One unforeseen benefit has been the increase in the numbers of faculty being selected by the students as advisors which has, in turn, enlarged the pool of faculty members serving as first year advisors. A student position of first year mentor, whose focus is facilitating the academic and social transition of the entering class into their residence community, has also been added.
Our next challenge is to strengthen the academic component of the first year, extracting lessons learned from the Cluster and INCIPIT. To that end, three pilot courses are being offered this year in economics, sociology and classics. These classes meet three times a week instead of the normal twice weekly schedule and are open only to first year students. The third meeting is focused on building more of the disciplinary skills that students will need in upper level coursework.
Wellesley has devoted systematic attention, imagination and resources to evaluating and improving the experiences of our first year students as they make the adjustment to the challenges of living, learning and working at Wellesley College. Changes in orientation, in the advising of first year students, and in the curriculum have enhanced and integrated the intellectual and personal experience of entering students. It is time to devote similar attention, energy and resources to the systematic examination and evaluation of the experiences of ALANA students, who represent close to 40% of the college community.
Continuing Education
The Continuing Education program provides academic advising, student support and ongoing advocacy for two unique populations: Davis Scholars, women 24 years and older returning to school for a Wellesley degree, and postbaccalaureate students, men and women with an undergraduate degree desiring further undergraduate coursework, most often for medical school.
The Office of the Dean of Continuing Education has focused on keeping pace with the substantive changes in the Davis Scholar population and at the College. Admissions, financial aid, housing, academic advising and student support have all been markedly affected as a result. In 1993 the admissions function for continuing education students was fully integrated into the Office of Admission. Improved academic advising, along with increased attention to computer proficiency and quantitative reasoning skills, have been incorporated into the ongoing program. To further assure technology access for commuting Davis Scholars with financial need, a computer loan program was launched in 1996.
Two significant events have marked this last decade in the Continuing Education program. The first was the celebration of the 20th anniversary of the program in 1990. On this occasion, the degree program was named for Elisabeth Kaiser Davis, an alumna whose generous gift provided financial aid support for Davis Scholars and allowed funding for the renovation of a twelve-month residential facility for Davis Scholars. The second event was the 25th anniversary of the program celebrated in 1995, which was marked by raising more than a half million dollars to endow the Davis Scholar financial aid program and to establish an endowment for the Lifeline program. Lifeline is designed to help Davis Scholars with emergency funding. Since its inception, 114 students have received grants from the Lifeline Fund.
The contributions toward financial aid have helped to meet the growing financial needs of the Davis Scholars. Twenty-nine percent of the population received financial aid in the form of grants, loans and work-study in 1987-88; by 1997-98 this percentage had increased to 68%.
An increase in the number of out-of-state students in the Davis Scholar program has raised a significant issue of the need either for more on-campus housing or for limiting the size of the program. Fifteen years ago three Davis Scholar students moved to campus as an experiment. With the addition of Cedar Lodge as a twelve-month housing facility in the fall of 1992-93, and the renovation of Homestead two years later as ten-month housing, there are currently 38 Davis Scholars living on campus.
The Learning and Teaching Center
Now in its sixth year, the Learning and Teaching Center (LTC), located in the Clapp Library, embodies Wellesley's vision of combining student academic support and faculty development in the same center. A faculty director coordinates programs for faculty and a director of programs is responsible for the coordination of programs for students and the daily operations of the center. The director of programs is also responsible for working with students on accommodations, study strategies, and referral for evaluation of learning and/or attention disabilities.
There are also two peer tutoring programs offered through the LTC. In 1997-98, 178 student tutors representing 28 departments were available to the students on a drop-in or assigned basis. In addition, the academic peer tutors associated with residence hall communities offered formal study skills workshops and informal academic assistance to all students on campus.
A simple measure of student satisfaction with the peer tutoring services is to determine how much students actually use the Center's services. In 1997-98, 1415 students or more than 60% of the student body availed themselves of the Center's peer tutoring services. The extent to which these services are necessary and/or effective is a deeper question we have not adequately addressed. An issue that surfaces occasionally among students is that academic peer tutors are paid, while students serving as officers of College Government, senators and members of residence staff are not.
For the past ten years, the College has offered a voluntary four week Summer Enrichment Program to thirty entering first year students identified by the Office of Admission as candidates for an early introduction to college life and college work. Even though the program was considered beneficial, the fact that it was offered in July limited the number of students attending the program. As a result, the College made the following changes beginning in the summer of 1998:
The Counseling Service
The Stone Center is an internationally known research and education center whose mission is the prevention of psychological problems, the enhancement of well being and the search for a comprehensive understanding of human development.
The counseling service is the clinical wing of the Stone Center, and offers short term personal counseling, groups, workshops, consultation and a wide variety of outreach programs. Over the past ten years, 17-20% of the student body have made use of individual counseling at the Stone Center. Although the numbers of students being seen has remained fairly constant, the staff reports seeing an increasing number of student who are dealing with serious issues such as abuse, eating disorders and clinical depression which mirror the increase in these conditions in the larger society.
The counseling service is staffed by one full-time psychologist who is the director, two half-time psychologists, two half time social workers and a counseling psychiatrist 12 hours per week. These individuals are the core staff of the counseling service and are licensed in their respective fields. In addition, the counseling service runs a clinical training program which includes a postdoctoral fellowship in psychology and an advanced practicum training program designed to train two students in psychology and two students in social work.
Health Service
Wellesley provides both out-patient and in-patient health care on campus along with an expanding program in health education. National changes in health care management and utilization have been reflected at the college level. A steady decline in the number of in-patient admissions and in-patient days has enabled the College to restructure the physical facility and move from a 21-bed hospital to 11 in-patient beds without a decrease in the availability or quality of care. A corresponding restructure of staffing and an increased use of nurse practitioners (instead of MDs) allowed the College to significantly reduce expenditures while providing expanded direct patient-care hours.
The medical staff responded to more than 7700 out-patient visits in 1997-98. The five year average is 7749. The College Health Service has evolved into more than an episodic care facility, now providing primary health care for many of our students during their entire stay at Wellesley. It is also increasingly called upon to coordinate and participate in the management of students with chronic and/or severe illnesses.
In 1991 a director of health education was hired to offer more of a proactive and preventative approach to health care of young adults. The director develops and implements health education programs addressing almost every aspect of campus life. She works with peer groups such as the residence hall based health representatives and the sexual health educators (SHE) as well as across departments with other staff and faculty.
The College also hired a nutritionist in 1995 and an alcohol and drug educator in 1997. Both the nutritionist and the alcohol/drug educator work closely with the health services staff, the counseling service team, and with other members of Student Life staff to provide on-going resources, information, and training within the community as well as contribute to an environment that encourages students to make healthy, low-risk and responsible choices.
Physical Education, Recreation and Athletics
The College considers participation in physical activity as an essential component of a liberal arts education and a requirement for the degree. Although Physical Education, Recreation and Athletics is not a department within the Division of Student Life, it plays a significant role in supporting the efforts of the student life staff to help students achieve a healthy and balanced lifestyle.
Students may enroll in physical education classes covering 24 different activities or compete on an intercollegiate team to fulfill their academic requirement. They can receive beginning and intermediate levels of instruction in sports, dance, aquatics and fitness/wellness in the physical education program. The intercollegiate competitive division provides advanced skill level activities and coaching in 11 varsity sports: basketball, cross country, fencing, field hockey, lacrosse, rowing, soccer, squash, swimming and diving, tennis and volleyball.
Throughout the last decade, Wellesley athletics has been transformed from a struggling program to one of the premier Division III women's athletics programs --- competitive at the state, regional and national level. Also in the last ten years, there has been increasing interest in recreational activities by the students. Participation and student leadership opportunities in intramurals, individual fitness activities, and special events such as winter carnival sponsored by the Keohane Sports Center Student Recreation Association have increased significantly. Because of the increase in student interest and activity, club sports are on the rise. These clubs vie for field and facility space, already overscheduled. At present Wellesley has a shortage of athletic fields (recreation and varsity) relative to comparable institutions. The increased demand for fields, fitness areas and athletic competitive venues is one of the issues being examined as part of the College's campus master plan. The College is also looking for ways to collaborate in our recreational offerings with neighboring Babson, Brandeis, and MIT.
Projections:
This is a watershed period for the Student Life Division at Wellesley College, with the first new dean of students in 18 years. As a result, all the programs and services of the division will be thoroughly re-evaluated over the next several years. Among the more pressing questions we will be asking are the following:
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