As we deal with the coming Millennial Generation, we need to keep that basic sociological fact in mind, alongside the finding that many youth now work more hours on a part-time job after school than they spend studying for class. Given this pipeline environment, it will take a sustained, well structured and personalized approach on our part to help our students achieve competence in their studies as well as pride in their college and an understanding of the meaning of their education as a prelude to service as human beings. We want to continue the competence, pride and meaning outcomes that you have facilitated for Assumption Alumni. I'd like to say a little about my summer professional reading because it tips the faculty and staff off to my current biases so that they can be prepared to further educate me. We will continue to be challenged to provide an integrated and relevant educational experience through the liberal arts and sciences, one that prepares students to live a life as well as earn a living.
Liberal education includes the total experience.
More of this conversation about a liberal arts education will follow as I become informed about your curriculum development, program review, and outcomes evaluation procedures and findings. Now, I will not make the mistake of charting a course through this obstacle field filled with nuances that currently escape my full understanding. This would be unwise if not downright dangerous with all the resident experts who are in the room today. But, I would note a few observations made by other knowledgeable individuals that should prove to be of importance to us as we identify our future directions. When we consider curriculum, whether theology, philosophy, ethics, science or management, we must still seek creative pedagogy to find connections to our students - calling to mind the attributes of this student generation which I briefly highlighted in my earlier remarks.