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University President

University of Central Missouri
Administration 202
Warrensburg, MO 64093
Phone: 660-543-4112


State of the University Address

Dr. Charles M. Ambrose - President
August 26, 2013

After brief remarks and an introduction by Faculty Senate President Cheryl Riley, President Ambrose presented his State of the University Address:   

I don’t know about you, but 12,351 students gets me pretty excited. It’s due to a lot of effort by all of you and we are very grateful. As we did Mule Haul a week ago Sunday, I put myself in the shoes of those parents…(Dr. Ambrose then speaks briefly about his daughter, Katherine’s, first day of college experience, and son, Charlie, who will engage in international study this fall in the Czech Republic, before moving to the formal portion of his speech.)

What a great way to start the semester, and I am more than honored to consider the State of the University. It was three and one-half years ago on this stage that I stood in front of you as a candidate to be president, and I asked us to consider what could happen if we asked the question about what’s possible here. I said if we ask the question, what’s possible, there is a good chance that we as a university community had the opportunity to reshape higher education in the state of Missouri and in this country, and that’s what you are doing. Little did I know three and one-half years ago about the committed, innovative sense of purpose that is truly inherent in this place.

So, for a few minutes I want to consider where we are…and I’ve always wanted to do this…the state of the university is strong, and it is getting stronger every day because of you. The “you” includes your historical commitment to something that is irreplaceable here. Among our faculty, there’s passion for teaching and learning, helping students gain a broader perspective, a measure of critical, creative and constructive thinking to develop the breadth of knowledge required to produce citizens, servants and scholars, while at the same time providing the focus on applied knowledge that we know is required for graduates to be competitive in both life and work. We have staff members who engage their students every day in the powerful, cumulative effect of college. And today students are taking an added responsibility for taking their own sense of learning to a greater degree here. And, very importantly, three years ago we had a board of governors who took a strategic stance on governance as it relates to student success, which is required in higher education in a period of both high demand, high challenge and certainly historic opportunity.

But consider this, you are educating the most students, you are graduating the most students, you’re envisioning ways to engage students in the total experience of college, while at the same time our commitment to affordability has kept the annual average rate of tuition increase below the [rate of] CPI at only 1.8 percent for the last five years. We also received the same amount of support from the state of Missouri that we received in 2001. And then, all while maintaining for the past 19 years a 90 percent placement rate for our graduates as they leave here after attaining that degree. So it is no small task to stand before you with a degree of appreciation and awe in the fact that you are accomplishing all of these things and all these things focus on the success of students.

So looking back on this past year, we see a university fully committed to embrace the college experience for all of our students, whether it’s faculty members engaging our students in learning, pushing the limits with a focus on forward-looking skills, bringing a global perspective and a sense of our place in the world in our classrooms, or encouraging students to participate in community service to others. This means so much to others in countless ways that we may never know.

Let’s take a few minutes to reflect back on this past year, and see the many ways you demonstrated learning to a greater degree here at the University of Central Missouri.

(President Ambrose shares campus video highlighting UCM progress/successes)

Also this afternoon, Dr. Joe Moore and the UCM Media Network is live streaming this event and the Muleskinner is live tweeting.

A lot of people ask, why did president Obama visit Warrensburg? He visited this campus to put the national spotlight on a place that really does care about students getting their degree. He also knows and recognizes that focus on student success and student outcomes is very real here.

One thing I do want to commend the campus community -- and they (Presidential staff) learned a lot about Warrensburg while they were here -- this is a very hospitable place, and there is a lot of energy and engagement on this campus. And for those who care about this campus – (with help from) the facilities staff, grounds staff, setups, people who work every day in technology -- they found a place that was very well equipped to meet the needs of the President of the United States and anyone else who came to campus, and we really are indebted to that degree of invitedness and hospitality.

It is true, the Missouri Innovation Campus is a partnership and we are driven by partnerships and collaboration. We couldn’t do it without the Lee’s Summit R-7 School District and 19 sending schools. We couldn’t do it without Metropolitan Community College that you work with every day to help students transfer and articulate here. We couldn’t do it without leading edge companies like Cerner, DST, Black and Veatch, and Burns and McDonnell to help students reach those four objectives: a college degree that costs less, takes less time, has a different outcome in terms of workforce gap and skills gains, and most particularly to do the best we can to eliminate the amount of debt it takes to finance college.

There’s a lot of progress being made. We just received support from both the Lumina and Kauffman Foundations for a national convening on innovation in Kansas City on Nov. 13-14. To give you more detail, we will have campus forums throughout the semester to bring you up to speed. Those from outside this campus community are going to help us deliver this program in an effective way.

Here on this campus we have students like Anna Jones in the College of Arts, Humanities, and Social Sciences, who with her classmates, used persuasion techniques in class to raise nearly $10,000 to fight world hunger through the Oxfam Hunger Banquet. Tyler Bolton from the College of Health, Science, and Technology, who gets hands-on experience as a student resident firefighter while working on his safety management major. Natalie Krahenbuhl from the College of Education whose experience with choreographing and teaching UCM’s annual dance concert gives her that edge in a classroom that she will lead. And our own Christina Parle, SGA president from the Harmon College of Business and Professional Studies, and through her participation in multiple student organizations has been able to develop her skills as both a leader and communicator.

International Service Learning programs this year included five students led by faculty member
Amy Jammeh working in Poland for two weeks through the UCM Global Vision Service Learning Endowment, as well as a service learning study tour in Jamaica for six students led by faculty member Karen Foster and a medical mission trip to Jamaica led by emeriti faculty member, Steve Mills. This past year we also recognized the first-ever winners of the Learning to a Greater Degree Award. Staff members like Alan Nordyke, director of Residence and Greek Life, who goes above and beyond his job description in service to students. Faculty member Susan Stockton, who has a passion for teaching and providing students with experiences that go well beyond the classroom. Students Lacy Stephens, a nutrition and dietetics major who volunteers in numerous organizations throughout the year, including Eating from the Garden, a program that works with grade schoolers in an urban youth-centered environment. And finally, Daniel Bender, who took engaged learning and a culture of service to new levels with his work for the Music in Motion program for men and women with Down’s syndrome. Of course, you know that these are representative examples of a campus community that takes learning to a greater degree every day.

 To help along with that, we have a whole new class of 2017 students who are coming with our commitment to even more strongly and deliberately clear the students’ pathways to success. The contract for completion ensures our students’ time and money is well spent. According to Complete College America, in just 10 years, 60 percent of all new jobs will require a college education. We know that good family incomes, quality of life, healthy state economies depend on more people succeeding in college. And this makes our work together, this year, even more vital to the economy of Missouri and to the nation. But of course these elements of the contract you are building and you are delivering. Students will be asked to enroll in the right 15 credit hours, and in turn, we will help provide them the right courses of study early on so they stay on track and we’re going to incentivize that. With the 15 to Finish Scholarship program, $1,000 for freshmen and $500 for transfer students, it is an incentive for them to take an average of 15 hours a semester to stay on track. There’s a lot of engagement inside and outside the classroom. Twenty-four/seven services are being offered by our partner, Sodexo. Facilities are being made available in ways that students access them when they need them in real time. The Board of Governors is pushing forward a 320-bed new mix-use residence hall that will become a place of purpose for curriculum engagement for students as they live and learn here in Warrensburg.

 At the core, the Learning to a Greater Degree contract outlines a clear path for us to support students, to help them earn a more valuable degree at UCM. Each one of us is an able part of this contact. Student success hinges on our dedication to their experience every day. It is every student, every interaction, every day. It could be international students from around the world, it could be graduate students who are coming in greater numbers, and it could be students who are taking our courses solely online. The principles are the same. When you take a look at the difference that increased engagement makes in college success, it moves us much closer to that 100 more students with a degree in four years than we have never produced before.

 But think about this, just on an annual basis that generates almost $730,000 in additional resources. These are resources that can be reinvested in our students, our campus, and you. After this address there is a quick reference for you to take back with you. It includes the elements of the contract that you can provide people who have questions or if you want to share with a student or advisee. But as we talked to new faculty as they were arriving here in Warrensburg, every one of us, we would not be doing what we are doing today if someone within the academy hadn’t made that simple difference for us.  And I know that every day you make that difference in the lives of our students and sometimes you may not even know that it happens. Some of they come back and let us know and, of course, that’s the greatest reward that any of us can receive.

We also have a lot to look forward to during this academic year. It’s time for our self-study and what a great time because quality assurance comes in a way that allows us to tell our story. I can’t tell you how important this accreditation process is because a lot of the work will be done with records and data and electronic data rooms where they can go and assess what we are actually doing, but then it is up to us. They (HLC) will be here with an assigned team on March 10-12 (2014) and we get to tell our story. They will be gathering information. They will be asking us to explain what it means for us to Choose Red and why others should follow. So we still have a lot of work and preparation to do. There’s a lot of effort that has already been made…There will be an opportunity for us to again assure that who we say we are is what we do and that we’ve got a vision for what that can do for students in the future.

So, where are we starting this year? Here we stand in a year when the national objectives have become very clear. And I guess I will ask for a little patience because I’m going to be rather persistent in regards to only two things we should really focus on.  It’s helping students get their degree, and as we have said many times, it’s inviting more people into this community to experience UCM. It’s helping them cross the finish line in four years with a degree. It’s to make certain that that degree has value to them when they leave and that when they leave here it makes them successful in both life and work. And yet, many of the principles that bring us to that agenda are now being built as a means of accountability by the state of Missouri. These elements are in play. So we’re being assessed and accountable to Governor Nixon’s agenda that he set in 2010, and that was to try to meet the degree completion goal for Missouri and then continue to move students in a way to help build them into a more vital part of what Missouri can become.

Three years ago, we really focused in on four particular elements: increasing the value proposition of college, focusing on our mission, making certain that we’re driven by partnerships and collaboration, and most particularly, the things that contributed to our historical wealth -- the things that are the strengths of UCM, focusing on student success. We’ve also built the Strategic Resource Model. As we look at this, we must consider the principles of thinking about how we generate more resources to do what we know is important, how  we use those resources in a fiscal management model, how you help us allocate those resources to where the greatest needs are, and then to maintain as much efficiency as we possibly can.

I know we’ve used this a lot, but to think about doing more with less better, which you’re doing,  and running at a speed that requires us to go as fast as we can and then pick up our speed, I’m afraid is not going to go away. So, we will return to this model and think how we use it today to build tomorrow because its increasingly and more important. It’s also cumulative in effect; all of these are kind of building blocks. They build on each other. So, we started, you know, thinking about resources in a time of fiscal constraint. We’ve utilized the positioning platform to really articulate the things that you do best. And now we’re being held accountable, but it all has to link back together. So if we think about a contract, it’s very easy to think about those four positioning outlets of applied learning and engaged learning. And, certainly, the global perspective and culture of service back to how much they impact they have on the value proposition for the students that we serve. They are mission appropriate and congruent because the things that make us strongest are the things that you’ve always done. There’s really nothing new in the contract that has not been the strength of the University of Central Missouri, both as part of its mission and historically, and that’s what makes the contract so powerful. And again, without any lessening focus, it all puts students first. By putting student success first, all of these elements come together. And you know what? As we work through everything from census to class roles, as Dr. (Deborah) Curtis (provost and chief learning officer) is going to report on some of those measures of success, it’s working.

Now, unfortunately, I’m not certain that these trend lines will ever re-converge in the opposite direction. We would be very grateful for the agenda for higher education in Missouri to maintain a stable level of funding for us to do our jobs. If it was a stable level and we could increase our own resources in ways that we are increasing them today, we would be much stronger as in institution. And unfortunately, that is becoming a tougher challenge. Consider this – this is in this year’s budget -- the state of Missouri’s performance criteria equals $1.3 million dollars in additional funding based on our performance. As we look to that first run of our data, especially as it relates to that first-year student taking 24 hours or four courses, a difference of 12 students can make a $400,000 difference, plus or minus, in the resources that we receive. Now, we know in public education about teaching to the test and all of the accountability measures, but certainly, when we think about accountability linked to resources, it is certainly now in play.  But there are storm clouds that have not left us. As a matter of fact, this would be the third consecutive fiscal year that we’ve entered into thinking about where we are, and where we can go. And certainly worth consideration, and this (shows a slide) lists the Senate Bill and now the House Bill (253) which will be considered most likely in veto session. At some estimates, it could disrupt the state revenue, and this is more of the best case, by $600 million. At worst case, it could disrupt funding for the University of Central Missouri and all of the other state agencies by $1.2 million.

 I want to give specific appreciation, because we have a strong board who supports us and engages us in the things that are most important, but on Friday (Aug. 23), our board president, Bunky Wright, made certain that both the Senate and House delegates here in our local  district knew that the University of Central Missouri and public education in the rest of the state of Missouri, could not withstand fulfilling all of the responsibilities that you fulfill every day and lose this much support and still sustain the requirements of what it takes to build a future. And Governor Wright, I want to thank you for that, because (applause)…let me just say, that he said it in a way that was very clear. I think it’s really important to know that all of the things that we are doing to be as efficient and effective as you’ve been, there is a limit. In the considerations moving forward here in the next couple of weeks that happen September 11 and 12 in Jefferson City, it could be, as the Governor has indicated, debilitating, if we lose that much revenue.

And so, needless to say, and I would like to make this a very firm transition point in our thinking…institutional decision-making today has gotten to be quite simple. As a matter of fact, the number of decisions it takes to drive this institution forward are basically these: 1) How many students do we have? 2) Not only how much can they (students) pay, but how much are they willing to pay?
3) How much is the state willing to provide us in state appropriations? 4) How much is our health care going to cost? And after those decisions, some of which we have no control over whatsoever, how much money do we have left to help us do what we do every day and care for those in our community?

 So, it comes down to a fairly simple set of decisions, unless we start thinking about the future in a different way. And this is where I’m going to specifically ask for your help. Our future in building out that
Strategic Governance Model, and thinking about us doing what we do every day better is going to require for us to really think about shared governance in a very deliberate and different way for the future. Again, if we only share those five decisions, that’s not much. If we’re reallocating resources, we’re making smart decisions, and we empower you, especially deans, department chairs and faculty to invest money where we know money can make a difference to help grow, to help students succeed, to help define those things that make this institution so great, it can really make a very significant difference.

And that’s what we want to talk about just for a few minutes. We’ve got some new institutional metrics. We’ve got some peer-aspirant institutions that we know we want to reach for in terms of who we are and what we can become. We know that some institutions are doing things in ways that are different and we want to model that. And ever since Deborah Curtis entered into the conversation with us, about coming to the University of Central Missouri as Chief Learning Officer, she has talked about a new lens, a data-driven lens, one that uses transparent metrics. And now we’re to that point, where that leadership for you is required. And so, Dr. Curtis, we’re very appreciative of our academic deans, Gersham Nelson, Alice Greife (Dean of the College of Health, Science and Technology, Roger Best (Dean of the College of Business and Professional Studies), Mike Wright (Dean of the College of Education), because they’re at a point where usable data and more engaged decision-making is one of our keys for the future.

Dr. Deborah Curtis

Thank you. I am delighted to stand in front of you after this amazing year, my first year, but certainly, quite a year for all of you here, and look at some of this institutional momentum that’s represented up here on this slide. Taking a look at new faculty hires, 48 new faculty this year. That’s a nine faculty member plus net. That’s good news. It’s not happening everywhere. Successful accreditation visits - this  speaks exactly to the quality of our programs and our commitment to those programs. We had four very successful visits this year on campus. Our fall enrollment figures are -- let me spend some time on this -- you are not going to see this at most institutions, not only in the state of Missouri, but nationally. Up
5.4 percent in head count, up 3.3 percent in semester credit hours. Huge accomplishment. I want to thank all those folks right through admissions to most importantly, faculty and staff who greet those students regularly and bring them here. It’s a monumental accomplishment. Full-time freshman -- in case you question, are we just opening the door wider and lowering our standards -- our full-time freshman in the Honors College are up nearly 5 percent. That’s a great message. Retention rates, we’ve got some work to do, but they are positive: 0 .1 percent freshmen, 3.9% transfers, we’re doing better. We can do better than that. Summer enrollment up 4.3 percent, most of that online and we see some areas in which we can strike out and do some new work. Orientation participation up 2.5 percent, and housing agreements following that with a 5.6 percent incrdease. All positive news. Please, let’s have a round of applause for this. (applause)

The interesting part about these numbers is that it all resets again for a new year, so you don’t get to relax. We have to get back at it again. So, that’s something that keeps us all energized, I’m sure. As we start taking a look at how we want to monitor and write decisions about the programs on campus here, we want to focus on the continuous improvement of those programs. That’s what keeps us strong.  That’s what we’re about. One of the areas that we’ll focus on, of course, is qualitative measures and the indicators that I’m going to talk about on these next two slides represent some of the indicators that we’ve developed and identified in signature programs this year on campus. And as you’ve probably seen in the materials that have been distributed since the board approved those this summer, they are teacher education (clearly steeped in our historical mission), business, criminal justice, and nursing. These are programs that are driving 40 percent of our student count on campus. Certainly, commitment then to our statewide mission of applied professional science and technology, and we’re doing very well in the production of numbers of degrees awarded in those areas. Success of our graduates, accreditation, and programs’ external reputation are all key features in the discussion on how we’ll take a look at continuously improving the work that we do. But along with those, then, are efforts in a quantitative dashboard that we are developing at this time and we have used. And some of those include, of course, demand, yield, retention, enrollment, timely degree and graduation rate. All figures that we need to keep our eyes on as we take a look at how are we moving, how are we planning to move forward with that. And my colleagues are here to help me with it.

Dr. Mike Wright

The dashboard is a very appropriate term to use here. If you think about the automobile you drive, it is an incredibly complex set of interacting systems. And you use that dashboard in front of you, the various gauges on there, to give you feedback to monitor your trip, your speed, your gas level, your oil, those kinds of things, as well as, your efficiency through miles per gallon. And yet at the same time, higher education is a very complex set of interacting systems and this dashboard is going to provide us the same kind of information, using the numbers and metrics and gauges to help us judge our performance and make sure that we’re on track.

Dr. Curtis

So, with that in mind, then how we take a look at how we use our resources and be wise in how we allocate those resources, we’re going to probably do some things a little differently than we have in the past. One of those areas is to work strategically to position programs that exhibit some of these indicators: appropriate and adequate enrollment, potential for growth, and market need. These are areas we need to pay attention to and we’re going to provide you with the data.

Dr. Roger Best

A few years ago, our economics program, along with a number of other programs on campus, seemingly out of the blue, received notification that we weren’t producing enough graduates. And this was coupled with some, less than highly enrolled upper division courses, but our  economic staff didn’t leave it at that. They looked at the number of veterans that allowed us to identify we have well-credentialed faculty. We have excellent instruction in the classroom and our graduates are incredibly successful in both the workforce and higher education. We looked at national data that show there is demand for economics graduates. So using that analysis, our economics faculty did two things in particular. First, they co-developed and participated in an online consortium with other universities to deliver economics courses jointly. The bottom line of this program is something very similar, as a matter of fact. Secondly, even more bold than that, they proposed and created a brand new degree program.  And I’m proud to report, that as of this fall, our economics program is more than twice as large as it was just a couple of years ago.  This is solely due to the efforts of our faculty?

Dr. Curtis

And with those metrics in mind, that’s what we need to stop and take stock, “are we using our resources appropriately?” As we’ve heard, the President presented very well for us, we’re not likely to find new resources coming from the state and we’re doing all we can to bring in resources through tuition. So, what that means is that we have to take a look at how do we distribute the resources that we have?

Dr. Wright

And this is not new, but we will be able to do it more effective and efficiently now. When we’re talking about this presentation, I was thinking back to the first semester that I was interim dean in 2007, and Provost Y.T. Shaw came to me and said, “The Educational Technology program had two positions in it, they both left, and we only have 30 majors, I’m taking those two positions. Close your program.” And I said, “Oh gosh, I think that should be a really good program. It should be robust. It should have lots of enrollment. Give us a chance to look it over and see what’s wrong.” I asked Odin Jurkowski to switch from LIS to Educational Technology. He did that. We revamped the curriculum and put the entire program online, hired a second faculty member, and within three years had increased enrollment nearly 300 percent and it has continued to go up since then. So much so, that we’ve actually moved a faculty position from another program that was lower enrolled to that program to support them. Child and Family Development is another program in our college that has seen remarkable growth over the last five years, fully doubling their enrollment. Again this year, we’ve moved a position from a program that was less fully enrolled to their program so they’ve expanded their resources.

Dr. Best

Another example comes from our Department of Criminal Justice. We know we have a national reputation in this program and the staff are highly qualified faculty members. We were getting information that there is a lot of demand for delivering the undergraduate program in an online environment. So, thanks to the efforts of the faculty, we put together a proposal which demonstrated very clearly the resources that would be needed to deliver the program in this mode. Examining the costs and benefits, we were able to move funding to create two new positions in the Department of Criminal Justice. For fall of 2014, we will deliver the criminal justice program fully in an undergraduate online environment, in addition to our face-to-face model.

Dr. Curtis

So, how do we engage campus? We need to start thinking differently about how we do that and one of the areas that we’ve made good progress on is in January, Skip Crooker accepted the director’s position in Institutional Research. And one of the main focuses that he has engaged in is making sure we have good data. It’s the old, “garbage in, garbage out.” If we can’t trust the information that we’re getting, then we’re not likely to make good strong decisions. So, Skip has been working tirelessly on that, and I can’t think of a better person to do that with his staff. We’re going to get good data in the hands of people who need to make decisions. And by the way, it’s not just deans, it’s not just provosts, it’s not just presidents. It’s chairs, it’s faculty members, who need to be engaged in this conversation about what do have, how do we use it, what do the data tell us that we can learn from and apply to what we’re doing? Both college and department levels, there is no clear way to engage everyone. We can have you all come to a meeting and sit and talk about some of these issues, but as you know, there isn’t a perfect place to schedule that, and it doesn’t always draw everyone. We really believe drilling into the college, from the deans, to the chairs, to the faculty meetings, is the way to do this so that everyone has their eyes on data and everyone is contributing. The data will not come with a preconceived notion of what we need to do. The data won’t be there disaggregated for you to take a look at it to say what can we learn from this? It will be longitudinal. In couple of years, someone can say are we trending in one particular direction and we’ll be able to have our eyes on that. We’re going to engage with our faculty and staff so that they can do more in helping us be responsible and how we can fiscally manage what we do have, and give us some more opportunities to grow the revenue that we have to apply. And we heard some examples today about how that’s obviously possible to do -- and we have people here to do it -- and then just plain old resource allocation.

Dr. Wright

And this is not new, deans and chairs have been doing this type of work but with our dashboard now it should become an easier and more efficient process. And it just is a natural progression of where we are today. I want to add to that, we had seven programs go online in the College of Education two years ago as part of that grant that the university promoted and we’ve seen double-digit enrollment in all of those. But as an example of how to achieve this goal, last year we spent, in the College of Education, a week with department chairs coming in one at a time, spending several hours going through every section of every course that had been offered in the last three years. We looked at where it was offered, the time of day it was offered, if was online or face-to-face or Summit Center. We looked at who was teaching it, the balance of students that were enrolled, and we had to do that based on hand calculations and a whole lot of data ourselves. We didn’t have the dashboard so I’m hoping that it will be a much more efficient process. But we were able to make changes on how we staff and schedule classes based on that process we went through last year.  It reminds me of what Thomas Edison told his research scientists hundreds of years ago and that is, “There is always a way to do it better. Find it.”

Dr. Best

Earlier Mike used an analogy between an automobile dashboard and the program metrics dashboard. One of the nice things about standardization that we see in automobile dashboards is that it doesn’t matter which car you drive, you always know exactly what your status is by checking the gauges. If we have well-developed, well-defined and highly disseminated program metrics, we will have a great deal of transparency in the decision-making process as a way to start programs. Now, with greater transparency comes greater accountability, but you will fully understand the basis on which all decisions are made related to your program.

Dr. Curtis

So to conclude our part, I would say there’s no better time to be at UCM. This is the time to be here. Now is the time. We have all the right pieces to engage in this work. We know we can do this work, much of it is already started. The horizon is right in front of us. We are headed towards it full speed. Your cooperation and your participation is crucial to us being able to do this. We look forward to engaging with you as we move forward with it.

President Ambrose

The exciting dynamic of where we are is the future is ours. We’re building it. There’s not an end point on this model. There’s only the next point and this is a very important next point. When we got the call from Washington (D.C.) that the President wanted to come, he didn’t even know that in Buffalo, N.Y. last week that his agenda for higher education was going to include two very significant changes in how, especially the federal government, looks at higher education. The first is just how well are we serving needs for students and how much does the new degree serve them once they leave college. The second is a new degree of innovation and creativity is required because our current models don’t work and we have to stimulate the kinds of things that we’re doing here at the University of Central Missouri. And that is because student success here has always been, is, and will become even more important to our future and that’s because of you. It is going to be a great academic year. I’m going to ask you to pay particular attention to that incoming class of 2017. We only want one hundred more of them to cross the finish line in four years than we’ve ever done before. And it can be just as simple as saying, “How are you doing, are you getting help, have you ever seen yourself in this role, have you ever thought about becoming this?” And those of you encouraging things you do every day, we’re very grateful for it. Let’s get to work, let’s go find it, as Dr. Wright said. We have great leadership. We’re going to ask for your engagement. It’s going to be a wonderful year at the University of Central Missouri. Thank you for coming today.