One University UNM must integrate its various parts--Main campus, HSC, branches, STC, etc. and approach the community as a single entity with shared goals.

• Competing initiatives divide our energies and make it hard for the community to appreciate all we do.

• Integration will require seriously addressing complex and difficult issues

Build on Strength UNM should focus its contributions in areas where it has particular strengths and natural assets rather than trying to meet every need.

• Our location in the Southwest provides an edge that can be exploited in almost any discipline.

• Planning to exploit strengths will require setting priorities and re-evaluating them periodically.

Encourage Interdisciplinary Collaboration UNM should encourage activities that cross disciplinary boundaries, exploiting the strengths of multiple units and fostering collaborative rather than competitive efforts.

• Interdisciplinary study can provide a superior classroom experience.

• UNM structures often make collaboration more difficult than it needs to be.

Share the Benefits UNM should be centrally concerned with making its knowledge, expertise, and services easily accessible to the people of New Mexico.

• Find ways to involve students as well as faculty and staff in community service.

• Organize information and get the word out so people know how to find what UNM offers.

Reward Community Involvement UNM should provide both opportunities and incentives for students, staff, and faculty to become involved with the larger community through educational, research, and service activities.

• Incorporate service learning in degree programs

• Rethink faculty rewards to better evaluate service as an element of an academic career.

Assign Responsibility UNM should assure that service to the community is coherent, effective, and accessible by creating structures that carry both responsibility and authority to get it done.

• Create a structure that will coordinate without adding bureaucratic layers.

• Make someone accountable for supporting projects, and for ending those that have reached the end of their usefulness.

We define "service to New Mexico" as encompassing all the ways in which UNM reaches beyond its campuses to contribute to the prosperity, the capabilities, and the quality of life of New Mexico’s people. UNM extends its resources to the state through a wide range of initiatives in education, cultural affairs, health care, technology development, economic development, and public policy. These initiatives are integral to the operations of many UNM units, and members of the UNM community undertake these projects for a variety of reasons: to provide high quality education; to advance a research agenda; to address specific problems that matter to our disciplines; because community leaders approach us for help with an issue; because we become intellectually engaged with a particular question; because a project provides a teaching laboratory for our students; because as members of the community we want to contribute to its quality, to name just a few of them. We do these things because we have the resources to do them, because providing services is part of our job as a public institution, and because making UNM positively present in the community is a key way to build support for the entire range of UNM’s activities.

But while citizens and agencies throughout New Mexico turn to UNM for assistance with educational, health, social, policy, and economic concerns, they also often perceive the university as somewhat insular, more engaged with its own agendas than with theirs. They find the campus unwelcoming and information about our services hard to find. When they encounter us away from campus, we often seem to be tripping over each other, offering fragmented and competing rather than coordinated projects and services.

If UNM is to maximize the impact of its resources on the quality of life for New Mexico’s citizens, we need to devise a more coherent approach, one that encourages and rewards creative interaction with the community. And we need to do a better job of letting the community know what we provide, and what we can provide.

Although this committee does not see itself as charged to select areas of emphasis for UNM service efforts, in several arenas where needs are pressing, UNM is now making significant contributions, and we should build on those. UNM's accomplishments in all these areas have been exhaustively catalogued in a number of recent reports, and rather than repeat that catalogue here we simply sketch the contributions to give an idea of their magnitude.

In the eyes of most New Mexicans, our primary mission is to provide education, and our classroom activities are our strongest and most important functions. UNM, through its main campus programs, through its branches and its articulation with other two-year colleges, and through special outreach programs such as the Graduation Project and the Extended University, provides access to quality higher education for the people of New Mexico. Currently, almost 50% of the students who attend four-year colleges or universities in New Mexico are enrolled at UNM. It could be argued that the most important single thing UNM can do as service to the state of New Mexico is to increase our graduation rate to between 45 and 50%. That would mean approximately another 500 to 1000 bachelors degrees awarded annually, a lifetime average increase in earnings of 74% per graduate, a more highly educated New Mexico workforce, and an expanded tax base from the higher salaries earned.

UNM supports early childhood education centers, educates 25% of the state's teachers (and a much higher proportion of those employed in districts near Albuquerque), works with school districts statewide to enhance the quality of teaching, and influences education policy through its research and advocacy.

UNM's other professional schools educate one third of the state's physicians and attorneys; 60% of its pharmacists, a large number of nurses, architects, psychologists, engineers, business leaders, entrepreneurs, researchers, and government officials.

Each year about 40,000 New Mexicans take advantage of some part of UNM's wide range of continuing education and workforce development programs. Programs developed in partnership with businesses, schools and colleges, such as Welfare to Work, School to Work, the Computer Training Center, customized job training, and professional development for a variety of industries and professions, help to strengthen the skills of individuals seeking employment and to improve the effectiveness of current employees. UNM works closely with the New Mexico Department of Labor to tailor programs geared to the state's employment needs. Improving the education levels of workers is a key way to improve the quality of New Mexico's economy.

Our extensive Continuing Education offerings enhance the personal, as well as the professional, productivity of New Mexicans. Continuing Education is often the point of first entry to higher education for families with no tradition of postsecondary schooling. Individuals who "get their feet wet" in Continuing Education often go on to pursue degree programs, and sometimes a good experience with Continuing Education serves as a link to UNM for the next generation.

UNM operates the only Health Sciences Center in a region of perhaps 150,000 square miles, encompassing all of New Mexico, Eastern Arizona, and Southern Colorado. Large portions of this region are rural, isolated, and poor, posing particular kinds of problems for health care delivery. UNM's burn and trauma units, cancer treatment center, and primary care curriculum for physicians are nationally recognized. UNM provides accessible, high quality patient care; innovative programs to educate professionals in Nursing, Pharmacy, and Medicine; and research that focuses productively on locally salient health issues such as hantavirus and diabetes among others. Through strategic partnerships and technological innovations, it seeks to extend access to quality health care in rural New Mexico.

UNM is a center of teaching and research about, and the "cultural voice" of the American Southwest. It is the home of UNM Press, the Southwest Hispanic Research Institute, the Maxwell Museum and the Ortiz Center, the Center for Southwest Research, the Tamarind Institute, and many other culturally significant centers and activities. The university engages in such cultural outreach programs as Arts in the Schools, the Medieval Institute's lecture series and outreach to secondary teachers, the All State Music Festival and the associated music educators' conference. Events in Popejoy Hall and UNM's other theatres, concert halls, and lecture rooms draw thousands of people every year to participate in and learn more about our diverse cultural heritage.

Various UNM entities, including the law school, several public policy institutes, the School of Public Administration, and the College of Education, contribute significantly to development and administration of sound public policy in New Mexico. Contributions to policy development include drafting legislation, regulations and policy memoranda; providing the necessary underlying research in social science and other disciplines, and training students who will participate in public policy in various ways--as officials, as policymakers, as citizens. In addition, UNM entities such as KUNM and KNME facilitate policy formation by creating and enhancing opportunities for public debate.

By its very existence, UNM, a billion-dollar enterprise with nearly 15,000 employees, makes an enormous contribution to New Mexico's economy. More than 4,200 students earn degrees from UNM each year, and 56% of them stay in New Mexico, enjoying the increased incomes that accrue to the college educated, expanding New Mexico's tax base, and bringing their ideas and energy to our economy.

In addition to its educational contributions to the prosperity of New Mexico, UNM attracts out-of-state funding which supports the creation of jobs, expansion of knowledge, commercialization of technology, and development of new businesses. Additionally, UNM facilitates the development of new business through such support mechanisms as the new business incubator at Science and Technology Park, ASM programs that educate professionals in technology transfer and business planning, and services such as the Statistics Clinic and the Bureau of Business and Economic Research. Finally, through its broad contributions to the quality of life in New Mexico--health care, educational resources, cultural enrichment, Division I athletic programs, and the quality people who work and study here--UNM helps New Mexico to attract new business operations.

Despite the richness and breadth of UNM's contributions to the quality of life in New Mexico (and the sketch above certainly doesn’t capture everything we offer), UNM is not seen by the people of the state as the enormous resource of knowledge, instruction, and service that it truly is. To earn our constituents' full support, we need to make better use of available resources, and we need to do a better job of letting people know what we do. In rethinking UNM’s efforts to serve the people of New Mexico, we recommend the following principles:

• One University UNM must integrate its various parts--Main campus, HSC, branches, STC, etc.--and approach the community as a single entity with shared goals.
• Build on Strength UNM should focus its contributions in areas where it has particular strengths and natural assets rather than trying to meet every need.
• Encourage Interdisciplinary Collaboration UNM should encourage activities that cross disciplinary boundaries, exploiting the strengths of multiple units and fostering collaborative rather than competitive efforts.
• Share the Benefits UNM should be centrally concerned with making its knowledge, expertise, and services easily accessible to the people of New Mexico.
• Reward Community Involvement UNM should provide both opportunities and incentives for students, staff, and faculty to become involved with the larger community through educational, research, and service activities.
• Assign Responsibility UNM should assure that service to the community is coherent, effective, and accessible by creating structures that carry both the responsibility and the authority to get it done.

Although UNM is a single entity, our off-campus constituents and members of the campus community often see us as fragmented and in competition with each other. Many community leaders, in Albuquerque and in smaller towns, feel that UNM's ties to their communities are weak. Our intercollegiate athletic programs seem to operate independently of the university, and need to become more fully integrated. UNM must foster a climate in which institutional goals are incorporated in every decision made at all UNM sites and which values and works to understand the different roles and contributions of branches, colleges, departments, faculty, staff, and students. Particularly needed are efforts to foster collaboration and communication between main campus and north campus units, and among branch campuses and the main campus.

The recent Working Committee reports are filled with rueful references to "The Gulf of Lomas" and with calls for integration of the Health Science Center with the main campus. In its own strategic plan, HSC identifies effective linkage with the main campus as a goal. The present separation, embodied in such artifacts as separate Human Resources policies and processes and separate budgeting, sends the message that HSC is at, but not of, UNM, increasing the public perception that we're divided and at odds. UNM Hospital's name recognition, which is in many ways a product of the whole university's work, is an important UNM asset. Most medical students earn their undergraduate degrees in main campus disciplines. Nursing and Pharmacy students take their general education courses in main campus units. Faculty members in Health Science disciplines collaborate with those in main campus disciplines such as Biology and Computer Science. We need to emphasize our common interests and knit these units together

The branch campuses are considered fully integrated component colleges of UNM, but each is also a separate entity as defined by statute. Branch campuses develop, update, and follow their respective facility master plan in cooperation with the UNM Department of Facility Planning. While important members of UNM, the branch campuses must each address unique community circumstances and settings while relying on UNM protocols for establishing and maintaining infrastructures. While branch campuses function much like community colleges in their need to be responsive to their constituencies, they are sometime hampered by the governance structure of the university.

UNM's branch campuses in Gallup, Los Alamos, and Valencia County and the Taos Education Center are UNM's representatives in their immediate communities, and they may be the only avenue of access to higher education for residents of certain rural areas. UNM's Gallup branch is the largest Native American serving institution of higher education in the United States. The campuses are often the point of first contact with UNM for students and their families as well as for community leaders.

UNM has been a leader in statewide efforts to articulate programs with two-year colleges, including our branches, but much more must be done to create a seamless transfer system that invites students to move into four-year programs rather than placing obstacles in their way. Because a major part of the branch campus mission is to provide the first two years toward undergraduate degrees, often for students not fully prepared for college work, branch faculties have developed significant expertise in developmental, or preparatory education. Increased interaction among the branches and with the main campus would enable sharing of this knowledge and thus strengthen undergraduate education throughout the system. Such interactions, in which main campus draws on the particular capabilities of other campuses, would also help to dispel the impression that branch campuses are lesser institutions.

Branch campuses and our upper division and graduate centers in Gallup, Taos, Los Alamos, and Santa Fe contribute significantly to workforce development through their degree and certificate programs as well as through vocational programs and courses, making higher education readily available to the place-bound. They are agile in initiating and modifying these programs in response to community need. UNM Valencia and UNM Gallup participate in "pipeline" partnerships to increase the number of qualified K-12 teachers in New Mexico. Better integration of branch campuses in planning for workforce development initiatives, particularly in critical areas such as teacher preparation, would certainly increase the effectiveness of our efforts.

It is important to acknowledge that integration of branch campuses is not a simple task. The history of each branch's development, its community circumstances, and the complexity of relations among the community-college-like branches and the research-oriented main campus are all elements of a vexed and tangled relationship. If UNM is to operate a system of branch campuses, it certainly needs to incorporate them in all its activities in a systematic way. But this cannot be accomplished by decree or by wishing; it will be necessary to examine and resolve the fundamental issues that separate our campuses.

Our support for economic development is similarly fragmented, with separate and sometimes overlapping efforts from STC, ASM, Engineering, and others. A centralized, university-wide response to economic development needs would facilitate constituent access to assistance and make it easier for elements of the campus community to collaborate. Gaps between traditional academic units and continuing education impede development of more successful adult and post-diploma programs. Next generation economy initiatives, in particular, will require more agility and will benefit from improved communication among units.

UNM is particularly well situated to make itself a major force in improving pre-K-12 education in New Mexico, and in this era of concern about the quality of education and the importance of giving every child the fullest opportunity, there are few contributions that New Mexicans would value more. But in this area, too, fragmentation and competition too often trump collaboration, at the expense of our children and of UNM's public image. As noted above, UNM's branches can and do contribute to teacher preparation programs, and greater integration of their efforts would be productive. The Colleges of Education and Arts & Sciences must work together closely to increase the number and quality of students who choose teaching as a career; to continually evaluate and improve teacher preparation programs, half or more of whose credit hours are taught in Arts & Sciences; and to provide quality professional development programs that will keep quality teachers in the classrooms.

To make itself part of education rather than a place apart, UNM should intensify its outreach and recruitment ties with branch campuses, other two-year colleges, and secondary schools around the state to help schools help students set postsecondary goals, plan their coursework accordingly, and see UNM as part of their futures. Such initiatives as the developing APS science/math magnet school program and the Albuquerque High School Advanced Technology Academy offer opportunities we should eagerly seize and seek to propagate elsewhere.

Legislators, policy makers, regulators, school district officials, and others need to know that when they contact UNM about an education issue, they're contacting the whole university, not just the College of Education. And a unified, coherent, institution-wide commitment to improving the quality of K-12 education would benefit UNM directly by gradually improving the preparation of the students who come to our campuses to seek degrees.

As sketched above, UNM has well developed strengths in the health sciences, in science and technology, in education, in cultural affairs, in business and economic development, and in public policy. Our location provides strategic resources that define further opportunities to realize the University’s vision and mission:

• New Mexico’s diverse demographic profile provides for UNM to create an exceptionally rich learning environment characterized by a wealth of different ideas considered from a multitude of perspectives.

• UNM is near an international border; the associated cultural, political, historical, economic, and social relations provide a foundation for a natural international orientation.

• The University’s proximity to the world-class scientific communities of the National Labs provides manifold opportunities for collaboration and synergy in scientific and engineering education and research.

• UNM’s location in the midst of a world-class arts center, along with museums and other support facilities, provides unique opportunities for research and creative activity, as well as educational programs, in the arts and humanities.

• New Mexico’s high-desert location, accompanied by the surrounding mountains, the Rio Grande Valley, and other natural features provides a laboratory for environmental, water, health, and other research and educational opportunities.

• New Mexico’s rich cultural heritage, spectacular landscape, and climate provide a high quality of life that is appealing to many scholars, students, artists, business firms, and others for whom the state is a highly desirable place to live.

As UNM works to develop its contributions to the community, we should consider how each initiative exploits these strategic resources, and we should direct support to particularly salient and high quality endeavors. For example, supporting scholarly, educational, and creative activities centering on Southwestern Culture seems to this committee a natural outgrowth of those resources.

To build on our areas of strength, though, will require conscious planning and processes through which we can evaluate initiatives, make decisions about resource allocation, evaluate results, and decide to terminate support for projects that do not measure up. Such planning would, of course, frustrate some initiatives in the early stages, but it would also free resources to provide real and substantial support to promising projects. This would be a distinct improvement on the present situation, in which projects spring up at the initiative of an individual or a team, garner marginal support, and often linger past their usefulness, draining time, money, and creative energies that could be put to better uses.

Most of us chose academic careers because we wanted be part of great conversations, imaginative exchanges of ideas and possibilities. But too often we find ourselves living in disciplinary isolation, repeating the same conversations, teaching the same classes, studying the same questions. UNM has enormous opportunities to create collaborations across disciplinary boundaries that will enable us to live more interesting lives, provide more and better service to the community, and work at the edges of our disciplines, where creative change is greatest.

In our educational programs, interdisciplinary study can provide a superior classroom experience and is often simply more fun for students and faculty. We should not lose sight of the value of play in intellectual life. Students, especially the academically motivated, seek out programs, such as University Honors, American Studies, and the Freshman Learning Communities (again, to name but a few) that offer an interdisciplinary framework. They like the freshness that faculty find in working against or across disciplinary boundaries, and interdisciplinary study helps them to understand the concept of "discipline" and the differences among disciplines' modes of inquiry. UNM should encourage faculty to propose and teach interdisciplinary courses and programs, remove barriers to multi-department and multi-college teaching projects wherever such barriers exist, and encourage students to undertake interdisciplinary study wherever it makes academic sense in the context of their programs and goals.

Many faculty and staff are already engaged in interdisciplinary research and service projects. The work of Terry Yates of Biology with the School of Medicine comes to mind, and Dale Alverson's collaboration with high performance computing in the Telemedicine project. But in mentioning these two, we risk overlooking the many others who quietly work on lower profile but equally innovative and challenging projects. We need to increase collaboration across college boundaries in support of medicine, health care, technology development, and teacher education. We need to increase our collaborative endeavors with other entities, such as the national Labs, and with other institutions of higher education, as we've done in the Title II project around teacher preparation.

By bringing different disciplinary perspectives to bear on a problem, we can strengthen each participant, experience surprising insights, and leverage our resources. Many external funding agencies seek proposals from collaborative teams, perhaps because the most interesting and pressing problems are best addressed in that way, building on the expertise and divergent points of view of multiple investigators.

UNM should encourage the formation of collaborative research and service project teams by providing incentives; by making it easy to work together across bureaucratic boundaries; by eliminating "territorial" incentives that encourage colleges and departments to hoard their resources of time, money, personnel, and students; and by selectively developing and carefully administering centers and institutes for interdisciplinary activities that take advantage of New Mexico's strategic resources.

UNM extends itself out into the community in many ways. Examples include (but are not limited to) the Barelas Workforce Center, the Spanish Resource Center to be housed at the National Hispanic Cultural Center, our joint research projects with the National Labs and DOE, the College of Education's educational outreach projects, the Albuquerque Teachers' Institute, the Arts in the Schools program, the placement of student teachers (about 400 right now) in public schools, of residents and interns in medical clinics, and of law students in legal clinics. The HSC Telemedicine project and other initiatives extend medical expertise into rural communities across the service region.

And we invite the community onto our campuses for a multitude of purposes and activities. New Mexicans access UNM libraries in person, by phone, and online. Our facilities, not just Popejoy Hall and the Pit, but the classrooms and auditoria and lecture halls on all of our campuses, host things like the Science Fair, the Math Contest, the Language Expo and a variety of other educational and cultural events that bring people to UNM. Through UNM, as through no other institution in New Mexico, people can access a whole universe of knowledge, of involvement, of culture.

But we can do much more to make UNM resources accessible to the wider community, and it will be to our benefit to do so. To earn full community support, we need New Mexicans to experience and to recognize the benefits of owning a major research university.

Perhaps most crucially, we need to remember that students are an important part of our mission of service to the community. When students come to UNM, in some ways they move apart from their home communities. But students who become involved in service learning projects extend their education while giving back attention, energy, knowledge, and effort to the community. We involve students in some such projects now, but like so many of our efforts, they're isolated, fragmented, and largely invisible. A greatly increased commitment to service learning could help us to share the benefits of the research university with our constituents in a highly visible and productive way.

We need a process for listening to the community, eliciting its needs and requests for service it might not occur to us to provide. By making such processes a formal part of our efforts, we cast ourselves as a community partner and not as a patron that provides the services it thinks the community should want.

We need to organize information and publicize the resources we make available. It should not be necessary to search the phone book or know someone by name in order to find out what's available at UNM. There should be a central source to which a community member could turn with a question and receive direction and referral. Certainly such information should be readily available through the UNM website, but other modes of access should be clearly marked for those who prefer them. Further, as nearly all of the working committee reports observe, we must do a better job of "getting the word out" about UNM's resources, services, accomplishments, events. We should use local media in all the communities where UNM has a presence to publicize events on a regular schedule, so residents could come to expect that in, say Friday's paper, there would be a UNM calendar that would lead them to interesting activities.

When we invite people to our campuses, we need to assure that the campus is welcoming and accessible, that people can see where they're going and find what they want. This is a particular issue on the main campus, which many residents avoid because of fears of the neighborhood or the perception that parking is unavailable and enforcement unforgiving. The Physical Plant Department extended itself to provide access and directions for the recent Medieval Institute Lecture series, making the campus a warm and inviting place for visitors on those few evenings. It should be that way all the time. Perhaps it would not even be too much to hope that a visitor could purchase a cup of coffee or a snack after dark.

Many have observed that large portions of our main campus, situated in a prime location smack in the middle of a good sized city, are all but deserted most late afternoons and evenings. But this is not true in the parts of campus, such as the College of Education, Anderson Schools of Management, and Dane Smith Hall, where students come to study in evening programs. Moving to make the whole campus more visibly a hotbed of activity would not only contribute to our relations with the community, it would also contribute to the vital campus climate that we desire.

UNM needs to examine the ways it rewards its students, staff, and faculty members to assure that those systems work to reward the kinds of activities the university values. Service to the community has been slighted in rewards to all three groups, and that needs to change if providing service to the community is to be designated as a "strategic direction."

Although the educational value of active, hands-on, experiential learning is well recognized, and we exploit that value in a multitude of programs (medicine, teaching, law, professional writing, and others) that require workplace internships, we do not provide undergraduate students with enough opportunities and incentives to serve, and thus to invest in and learn about, their communities. Too many students, with our encouragement, think of their education as confined to the campus and the classroom, missing rich opportunities to stay connected with their home communities and understand the "real world" implications of their classroom education. Every undergraduate student should be able to incorporate at least one credit-bearing service learning project into his or her degree program. UNM should support such opportunities by helping to develop programs, by centralizing information about service learning projects to make it more accessible to all inquirers, and by seeking funds to create grants or stipends to support students in service learning endeavors.

The university's staff includes a large number of capable and community-spirited people whose greater participation in community service would benefit the community, themselves as residents of that community, and UNM as an employer that recognizes staff members as whole persons. Like some of the most successful large corporations, UNM should encourage staff members to invest their time and energy in community service projects. While legal considerations may limit the kinds of incentives that can be made available, UNM should do all it can to provide time, incentives, and recognition to staff members who wish to invest in the community beyond the campus boundaries.

In a research university, faculty are rewarded most richly for their research and scholarship, in tenure and promotion, in salary and time released from teaching, and in recognition and prestige. But UNM is more than just a research university, and the traditional model of the "three-legged stool" that divides scholarship from teaching from service, 40-40-20, does little justice to the complexity of an academic life. What kind of a stool will stand up when one leg is half the length of the other two? For many faculty members, that formula works well, at least for part of their careers. For others, the categories are not so clear cut. Providing "service" to the community is their research and creative activity. Faculty in teacher preparation programs, for example, often run into difficulty at tenure time when they seem to have published too little scholarly work and have spent too much time working with schools, teachers, and teacher candidates. People who devote years to directing large academic service programs and training their cadres of instructors have similar difficulties: the creative and scholarly impact of designing and implementing and evaluating and modifying a program of study gets lost in the belief that "administration" equals "service." It isn't scholarship until it's in print. People who start out with a research program that turns into a treatment paradigm may discover that their research has turned into "service" and lost half of its value in the faculty reward system.

If we want UNM faculty really to invest themselves in service as it is broadly conceived in this report, we need to rethink the faculty reward system, to make it incorporate a more capacious understanding of "service" as an element of faculty work and to make it apprehend the complex ways faculty work may change over the course of a career. As the system works now, it encourages faculty to sequester themselves in labs and libraries at the expense of the broad range of community-serving activities that make UNM of such special value to its constituents. Without such rethinking, declaring service to the community an important strategic direction will amount only to lip service.

In an organization of any kind, if work is to be accomplished, someone has to be responsible for getting it done, authorized to do what it takes, and accountable for its quality. In many areas at UNM, responsibility and authority have not been assigned, leading to the fragmentation, competing efforts, weak accountability, and failure to maximize resources that we have been discussing. We recognize that calling for greater centralized authority will be controversial for a number of reasons. Faculty have a legitimate interest in their autonomy as researchers, teachers, and service providers. Many people believe that administration already is top heavy and an unnecessary drain on resources. Some can point to occasions when authority has been used illegitimately, heavy-handedly, or unproductively. We do not suggest the establishment of another Associate Provost to oversee Service.

But UNM badly needs, in the area of service to the community as well as in other areas that will be pointed out in other reports, a structure that will coordinate our service efforts, help them align with the principles we've outlined, encourage and facilitate productive collaboration, and funnel information to Public Affairs for dissemination so that we don't continue serving the community under cover of darkness.

We suggest that a "Service Council" might be established, made up of a representative of each college or other appropriate unit. Each representative would be responsible for knowing about, and communicating about, service-related activities in the unit, helping parties within the unit make contact with desirable collaborators and perhaps find appropriate funding. We leave this proposal incompletely developed here, offering it only as a possible model for a kind of collegial administration that might meet some of our needs for coordination without creating a new level of bureaucracy. But the question it raises--how can we coordinate our efforts to assure best use of resources without smothering initiative and wasting more than we save--must become a permanent item on UNM's agenda.

UNM is an engine of growth and progress for the state of New Mexico that, partly because of its own internal problems, does not do as much as it could for the state and does not always receive the recognition it is due for what it does. By reducing our own fragmentation, making our efforts more thoughtful and coherent, rewarding the activities we say we value, and paying better attention to what our constituents desire from us, we can earn the support and recognition of our fellow New Mexicans.