Report of the Alumni Relations Committee
For the Year 2005-2006
Presented to the University Senate
At the
beginning of the academic year, the Alumni Relations Committee decided to focus
its efforts in an examination of the various ways in which alumni interact with
Columbia’s rich intellectual resources through alumni learning resources such
as auditing courses, using the libraries, attending faculty lectures at local
clubs, accessing online resources and participating in the alumni travel study
program. After all, even during periods
when the University’s quality of life suffered, its intellectual richness was
unsurpassed. It thus stands to reason
that alumni learning resources can be a powerful channel though which
In the course
of its examination, the Committee held extensive discussions with the
following:
Everyone with
whom the committee met was exceptionally helpful and forthcoming in their
remarks. It is also clear that there is a
great deal of activity underway – virtually everyone with whom we spoke is
either launching a new initiative, reorganizing an existing offering or
responsible for growing a nascent venture. Because of that, it seems
particularly propitious to offer some general findings that might inform these
efforts:
Foster greater and ongoing alumni input
into program design.
While many of the initiatives we spoke with made mention of the importance of
receiving input from alumni, few seemed to be doing so systematically. (The Libraries are taking commendable steps
in this regard.) Facilitated
presentations, surveys and discussions with selected alumni though the Columbia
Alumni Association, the school alumni associations and the Columbia Clubs could
provide invaluable ongoing insight regarding both needs and possible solutions. (Last year, this Committee developed with the
Vice President for Alumni Relations an alumni needs survey that could easily be
included in this effort.) To be most effective, efforts to improve alumni learning resources should
work backward from alumni use cases (investigating career options/career
change, desire to explore an interest and meet similarly inclined people,
interest in current events, etc.) rather
than forward from available resources.
Establish greater collaboration and
strategic planning between the various offices responsible for these
initiatives. While it is clear that there is communication
between, say, the University Libraries and the Learning@Columbia online
initiative managed by UDAR, there seems to be an opportunity for more synergy
building and brainstorming between all involved, given the common goals and
objectives. Given his effective
championing of holistic approaches to content development, Jerome Kisslinger
seems an obvious choice to act as point of contact and catalyst of that conversation.
Develop greater cohesion and clearer
communication in the branding of services. Like many things at
Harness databases to identify
opportunities and communicate possibilities: As the above
example regarding identifying potential faculty lecturers indicates, the
skillful harnessing of databases can be a powerful tool. Each initiative should develop a plan for
data mining and for maintaining data to allow for tracking alumni interest and
for targeted outreach. Similarly, there
is a clear need for a centralized calendar database of events and resources
that provides a single point of reference for alumni; even a visit to the
various sites hosted by the different schools provides only a limited view of
events open to alumni.
Reenergize programs by rethinking them.
The travel study program and the faculty lecture program, while well
managed and successful by traditional benchmarks such as number of attendees,
seem to cry out for new approaches. The
faculty lecture program, for example, seems to rely too heavily on a small
stable of lecturers. The Committee
suggests that professors who consistently teach courses with triple-digit
enrollments be targeted as potential additions to the program. Similarly, the alumni travel study program might
benefit from breaking out of the traditional mold of five-day trips to exotic
locales to consider events like a weekend of events for alumni in various
cities (e.g., Art and Architecture in Chicago, Theater and Dance in New York),
as well as events targeted toward young alumni and families.
Examine the role that could be played
by the
For new alumni, anchor alumni learning
resources to the student experience – and the transition from student to
alumnus. Learning resources are a natural link between
being a student and being an alumnus, and should be part of the “package of
benefits” that students see themselves as receiving as they move on to become
alumni. In addition, there is a
continuing need to develop integrated programs for young alumni that bring
together mentoring and professional networking and development opportunities.
Stay nimble.
More than most alumni efforts, those involving learning resources are
driven by technology and the evolving way in which technology is changing how
people interact with each other. As a
result, those involved will have to devote at least some attention to
monitoring of new trends, practices and expectations. The Committee urges those involved to look to
the University’s own alumni and faculty for the subject-matter expertise in
technology, social networks and other areas that can provide these insights.
Respectfully
submitted,
Sen. Bradley
W. Bloch, Chair (Alum.)
Mr. Eric
Furda, University Vice President for Alumni Relations
Mr. José Gonzalez, Administration Advisor
Prof. Robert
McCaughey (Ten., Bar)
Sen. Varun
Munjal (Stu. CC)
Sen. Daniel
Savin (Res. Off.)
Ms. Jen
Schnidman, Student Advisor
Mr. Walter
Sweet, Alumnus Advisor
Sen. Paul
Thompson (Alum.)