Best-selling author and acclaimed New York Times columnist Frank Bruni began his plenary address with enthusiasm for the collegiate experience and a defense of higher education. “College is the final hinge into adulthood; the broadest unfurling of the world of ideas; the most accelerated discovery of self; and the most accelerated discovery of one’s place in society and one’s debt to it. I’m not sure that there’s a period in life—or a noun in our vocabulary—imbued with as much magic and possibility. For all our hand-wringing about the changes and new challenges that confront it today, college hasn’t lost so much as a glimmer of its luster.”

 

Bruni, author of Where You Go Is Not Who You’ll Be: An Antidote to the College Admissions Mania (2015), visited numerous colleges in preparation for writing his book and as part of his reporting for the Times. He recounted a recent visit to the College of Mount Saint Vincent (NY). “There was something special there: a sense of community, a web of close-knit relationships.” The professor who showed him around knew most of the students they ran across. “She really knew them, telling me what courses they were taking, what internships they had, what careers they wanted…. It was equally clear that they were thriving because of that investment, because of her confidence in them.” And when Bruni delivered an address to students there and took questions, he said, “These students were thoughtful. They were hopeful. And, above all, they were engaged. I was struck by that. And as I listened to them and learned more about them, I was even more struck by something else: They might not be experiencing this particular engagement at any other school…. And many, no matter where they were from, needed the direct access to faculty, the small class sizes, the sense of intimacy that a college of Mount Saint Vincent’s scale pretty much guarantees.”

 

Bruni continued his remarks on “The Vital Role of Independent Colleges” by pointing out that “their most important role is…to enrich the higher-education landscape with such a diverse garden of options that any and every student can find the flower he or she needs. That can’t happen if he or she has only large schools of 5,000, 25,000 or 50,000 students to choose from. That can’t happen if he or she has only public universities to consider. That can happen only when the landscape teems with possibilities, surprises, discoveries, and secrets like Mount Saint Vincent.”

 

Bruni didn’t know about the College of Mount Saint Vincent before he wrote Where You Go Is Not Who You’ll Be, which “presents examples of the many compelling, original, unduplicated programs you get when you have a robust diversity of schools and when those schools have the independence to develop their own personalities, to hone their own strengths.” These examples include Monmouth University’s (NJ) behavioral psychology course at Six Flags Amusement Park that included weekly meetings with trainers at Six Flags and fieldwork with the animals; St. Lawrence University’s (NY) dormitory of yurts (cylindrical Mongolian tents) for its “Adirondack Semester” in which a small group of students learns to survive in the wilderness and study environmental philosophy and nature writing; Denison University’s (OH) academic concentration in bluegrass music, designed by a professor with a history of fiddling; and DeSales University’s (PA) internship program with the Vatican that sends as many as six students to clerical and communications positions there every year.

 

“The story of these independent colleges isn’t just one of unique programs and facets; it’s of distinctive personalities and proclivities that other schools don’t precisely replicate and that make these schools essential, inimitable options in the marketplace of higher education.” Bruni cited Luther College (IA) that “has proven to be a surprisingly sturdy cradle for winners of some of the most prestigious academic prizes. Although it has an endowment of only $116 million and just 2,500 students at a time, it has produced eight Rhodes scholars.”

 

“Different students do best in different climates and even microclimates. You all observe this daily at your own schools…. But I can reassure you that as an outsider, with a vantage point unlike yours, I see this, too.” Bruni also said he has spent a lot of time talking to high school guidance counselors and college-placement counselors and that they see it too and are grateful for what independent liberal arts colleges offer.

 

He said he also researched college outcomes because, as he contends in his book, “we attribute more career- and success-making magic to Ivy League and Ivy-like schools than they deserve.” He explored “the notion that a selective college left its graduates in better stead: more successful, more fulfilled, more content” and said he “discovered some powerful suggestions that smaller liberal arts colleges serve their students particularly well, leaving them especially satisfied.”

 

He asked researchers with the Gallup-Purdue Index (an ongoing survey of American college graduates of all ages that to date includes more than 60,000 graduates) to break down their findings for more “granular results” about contentment among graduates of selective colleges. The results showed that 13 percent of graduates of the top 50 liberal arts colleges “described themselves as fully thriving across all categories of existence, from health and community to professional” compared with 10 percent of graduates of all types of colleges. Not a huge difference, he said, but there was more of a difference when the researchers looked at which college graduates pronounced themselves fulfilled by their careers: 39 percent of all graduates, 39 percent of public-school graduates, 40 percent of private-school graduates, 41 percent of graduates of top 50 universities, and fully 47 percent of graduates of top 50 liberal-arts colleges said they were fulfilled by their careers.

 

Bruni further cited research by New York Times columnist James Stewart on the impact of a particular college on its graduates’ earnings. “Stewart worked with a scholar at the Brookings Institution to see if they could crunch information about the earnings of graduates of different schools in a particular way…. What resulted was a ranking of what they called ‘value-added’ colleges.” The top ten included Colgate University, Carleton College, Washington and Lee University (VA), Westmont College (CA), Kenyon College (OH), Wagner College (NY), Marietta College (OH), Manhattan College, St. Mary’s University (TX), and Pacific Lutheran University (WA). “You’ll notice that noneof the most venerated large universities, private or public, are on that list; more than half of the schools on the list are CIC members; and the others are schools much like those in CIC: independent, medium-sized or smaller, and focused on the liberal arts,” Bruni said.

 

Bruni also researched for his book the winners in 2013 and 2014 of MacArthur “genius” grants, “to see where they’d done their undergraduate work—to check my assumption that it wasn’t going to be a lineup solely of institutions with acceptance rates of under 15 percent. And in the process of working with me on that, the people at the MacArthur Foundation became so intrigued that they combed through their files and examined the backgrounds of all 918 winners of the grant from its inception up through 2014.” Bruni noted that Cecilia Conrad, a senior official with the MacArthur Fellows Program, wrote a Huffington Post column about the findings in May 2015. Of particular interest, she wrote, “Our data provide one clue as to the educational environments most conducive for creative minds to develop: A relatively high number of fellows graduated from liberal arts colleges…. Less than 2 percent of U.S. college graduates graduated from a liberal arts college, but 14 percent of MacArthur Fellows did…. It seems unlikely that liberal arts colleges admit more creative people than other colleges and universities. They rely on the same admissions criteria…. It is more likely that private liberal arts colleges have produced more than a proportionate share of fellows because of the educational environment at those institutions. Something must be more likely to happen to a student at these institutions than at other institutions that allows creativity to flourish.”

 

Bruni concluded, “I believe that just as we treasure the boutique over the chain store, local farmers over produce flown in from Chile, and the artisanal over the mass-produced, we must treasure independent colleges that don’t try to be everything to everyone and thus wind up being more special to someone. What matters in college? Engagement—and an environment that can foster that. And there’s irrefutable evidence that this country’s independent colleges provide precisely that environment for students who couldn’t flourish any better—and might not flourish at all—somewhere else.”

In the closing plenary session, “Campus Civility and First Amendment Freedoms: Presidential Leadership in a Pluralistic Society,” a distinguished panel explored the role independent colleges play in developing citizens who will embrace the free exchange of ideas in an atmosphere of civility and respect and keep democracy robust. The panelists discussed how colleges and universities can be both centers of inquiry about genuine differences and venues for free expression as well as how flashpoints of intolerance or hate can be turned into learning opportunities to transcend mistrust and build understanding.

Panelists included Eboo Patel, founder and president of Interfaith Youth Core (IFYC) and author of Sacred Ground: Pluralism, Prejudice, and the Promise of America (2013); Ken Starr, president and chancellor of Baylor University (TX) and former solicitor general of the United States; and Eileen B. Wilson-Oyelaran, president of Kalamazoo College (MI). Moderator Sanford J. Ungar, former president of Goucher College (MD), is a distinguished scholar in residence at Georgetown University and a former head of Voice of America. With different backgrounds, experiences, and perspectives, the panel members led an engaging, thought-provoking discussion—a “respectful dialogue.”

Ungar opened the session by stating, “There have been incidents in the last couple of years that have tested the notion of civility in the university. And many people say that we depend upon our colleges and universities to train young people for participation in civil society.” He then asked the panelists, “What is civility and what are we aiming for?”

Wilson-Oyelaran remarked, “I think it is our responsibility to use our campus communities to prepare students to live in a highly diverse world. And I think we have to recognize that the young people who are attending college today have no models for this kind of behavior in the public sphere, political sphere, or in the media, and many of them have not taken civics in high school…. Having said that, I personally find the word ‘civility’ quite loaded. Perhaps it’s because I’m a woman of color, perhaps it’s because I’ve been told to be a ‘good girl’—to be quite and not protest. I would like to see us develop a new language that talks very clearly about what we’re trying to accomplish. [The goal should be a] respectful dialogue in which there may be serious disagreement and yet we can walk out of a room and figure out how to work together.”

Patel replied, “I think what we are seeking to achieve is a healthy, diverse democracy,” which he said includes respect for identity, relationships between people of different identities, and a commitment to the common good. “In a diverse democracy we ought to expect that people have different ideas of ultimate concerns, different grounds for hope, and different views of politics. The only way to have a sense of the common good is if people from different backgrounds can share reasons and tell stories.” The role of college, he said, is to be a laboratory for such a democracy and a launching pad for its leaders.

Starr stated, “I like what Eileen said about respectful discourse. And to me that brings us back to first principles, which is that every human being should be treated with dignity and respect… I think that’s common ground, and certain applications of that principle help guide us whether we use the term ‘civility’ or not. But having dignity and respect for that individual means his or her voice has to be taken seriously and listened to.” Starr said that another first principle is that education is compellingly important. “And that means to me the education process shall not be substantially disrupted.”

Noting several recent incidents where students on some campuses have occupied the president’s office, Ungar asked the panelists whether there are ways to keep conflict at an endurable level so that college isn’t disrupted. Wilson-Oyelaran replied, “My first reaction is, who decides [what an endurable level is]? We’ve talked a lot about building community in our conversation—and power dynamics play a huge role there. Our major work is teaching and learning; I don’t want to see classes disrupted…. But if a student reaches the point where sitting in someone’s office seems to be the only responsible step…maybe one needs to step back and figure out how to respond to that rather than say that type of protest is completely disruptive.” She said many students have not had the opportunity to learn principles of activist engagement. After Kalamazoo College struggled with student unrest last year, the provost and Wilson-Oyelaran created an independent study class in which the activists read the works of social justice leaders and about “just struggle.” “We’ve got to come up with innovative ways to deal with this,” she said.

Starr responded that “who decides” should be clear—the board of trustees or regents have delegated such responsibility to the president or CEO. He elaborated that if the university is like a conversation, students are welcome to the conversation; it’s their business if they want to act foolishly, but it’s not their business to disrupt. “There needs to be understandable standards that allow the expression of alternative views including protests. I think protests are fine.... But if there is a substantial disruption of the educational function, then that is a sanctionable act…. And I think that helps us frame who we are and how we behave with one another in community,” he said.

Ungar asked panelists whether today’s students seem to be approaching issues with more anger than past generations of students. Wilson-Oyelaran responded that she doesn’t believe students today hold a sense of optimism like past generations of activists did, and because they are young, their sense of history is not yet broad. “I think it creates real challenges for building community…and we have real work to do.” But she also said that she has found when talking with student activists that anger is often a mask for pain. “I think it’s really important for us to understand that and figure out how we can deconstruct it when we work with our students.”

Patel said that he thinks there is a deep irony in higher education leaders coming together and asking where students get some of their ideas when the ideas, for example post-colonialist thought, might be what students are learning in their classes. “What is a huge dimension of postcolonial theory? It’s that the operation of racism was conducted not just through armies and bureaucracies but through symbols. Well, if I’m a 19-year old kid, I don’t command an army, but I can protest against the name of a building.” He said that while it’s important to teach students about post-colonial theorists, students also need to be taught how theorists such as Jeffrey Stout, professor of religion at Princeton University, and Isaiah Berlin, the late British philosopher, frame a diverse democracy.

Starr noted that the conversation was returning to the loss of a precious heritage of ideas. He said that Baylor has required every student for the last 60 years to take an American constitutional tradition course. He emphasized that Franklin D. Roosevelt’s “Four Freedoms” speech, Martin Luther King, Jr.’s “Letter from Birmingham Jail,” and Abraham Lincoln’s second inaugural address are precious materials that “for whatever reason we, and this is ultimately a policy failure of high dimension, have allowed to gather dust and not enter into the educational process much less the conversation.”

Unger said that he agreed, but “when a campus situation has evolved in such a direction, you’re not going to solve it by saying, ‘here read this.’ Anger has flared, things have gone so far down the road that you are then in a situation of crisis.”

Panelists offered additional recommendations. Wilson-Oyelaran said, “One of the things that I have tried to talk to students—and faculty and staff—about is what I call ‘generosity of spirit.’” She explained that it’s about how people engage those who see the world differently. It’s about having a generosity of spirit that enables people to enter a dialogue instead of always assuming that others come with negative intentions. But Wilson-Oyelaran also recommended that college and university presidents go back and look at their institution’s materials. “In our effort and in our deep belief in the value of diverse campuses to develop this diverse, pluralistic democracy we probably made it sound too easy. I think we’ve got to say to students, ‘we are welcoming you to join in the project of this work, and it is hard work, and you’re going to be uncomfortable as we learn how to live together’…. And every time we talk about the importance of building democratic communities right on our own campuses and the challenge that requires we are preparing students to engage in hard work.”

Starr said that Baylor University aspires to develop a caring community that loves and forgives one another and that if student groups use the word “recommendations” instead of “demands” it creates a more civil community. Patel suggested that sometimes recommendations are too weak; he said that leaving the name of a slave holder on a building or school is egregious and students should be able to protest in an appropriate way.

Wilson-Oyelaran said she is concerned about the erasure of history. “I think we have a powerful opportunity at this moment to begin to create an intellectually honest history.” She used the example of Thomas Jefferson, who wrote the Declaration of Independence and built the University of Virginia but also was a slave holder. Wilson-Oyelaran said that some names may need to come down, but students should still know who people are and institutions should discuss the full complexities of history and contemporary society. “One of the things I encourage all of you to do as presidents is to understand the history of your own institution. And those of you who have not read Ebony and Ivy, I would recommend it to you. It’s the story of race and the slave trade in American higher education. All of our institutions have stories because they all came out in many ways of a similar ethos. Our students are now doing the history, so don’t get caught short.”

In a question about what coursework might help students understand these various issues, Patel praised the benefits of case studies. “I think teaching case studies is the single best way to have students attempt to be leaders in a diverse democracy. At IFYC it’s our singular curricular effort. We take religiously diverse case studies from the front page of the New York Times.” He added that instructors can teach a case study and then give students several pieces of supporting material to help them further.

The future was a prominent theme of the 2016 Presidents Institute, beginning with a plenary session devoted to “Forging the Future: Emerging Approaches to Independent Higher Education." Several other sessions explicitly addressed the work of CIC’s Project on the Future of Independent Higher Education and featured presentations by members of the project’s Steering Committee on institutional transformation, new business models, and research that highlights the essential characteristics of smaller private colleges and universities. The project has been supported by grants from the Lumina Foundation with additional support from the TIAA-CREF Institute.

Two President Institute sessions—a panel discussion and a workshop—explored the pressures presidents face and strategies they pursue to ensure that a private college education becomes more affordable. Recent approaches have included tuition freezes and resets; guarantees of minimum earnings after graduation; and provision of financial planning, loan forgiveness, and better advice to students and parents.

Barbara K. Mistick of Wilson College (PA​) disussed the college's affordability and value inititiatves.

Approaches to Making College Affordable

Tuition Resets: Considerations for Presidents Based on Case Examples

How best to maintain, reinvigorate, and improve the financial health of smaller independent colleges and universities was a widely discussed topic at the 2016 Presidents Institute. Lenders and financial advisors, an executive from Moody’s Investors Services, and four college presidents offered strategies to improve an institution’s credit, plan future investments and initiatives, and effectively include faculty and staff members in the financial planning process. Through case studies, they revealed how CIC member institutions have used these methods to turn around bleak financial prospects.

 

Smaller independent colleges and universities can secure necessary loans and maintain positive relationships with lenders even in times of financial distress, explained the three financial advisors that presented at the workshop, Improving Financial Vitality and Access to Capital in Challenging Times. At the same time, Robert J. Bertucci, vice president and senior research analyst at OppenheimerFunds, Inc.; Meghan B. Burke, chair of education practice group at Mintz, Levin, Cohn, Ferris, Glovsky and Popeo, PC; and Stefano Falconi, former senior vice president for administration and finance at Simmons College (MA), agreed that college and university presidents must communicate well not just about the academic and co-curricular vitality of their campuses but also about financial viability.

 

“The markets are hungry for debt,” said Bertucci; they are looking to support entrepreneurial ventures. If a college can demonstrate that its programs are meeting a vital need in a region, it can now borrow at a good rate. Bertucci dispensed five key pieces of advice to improve an institution’s credit: spend less than you make; save; give evidence of improved finances; keep lenders informed; and call lenders when trouble strikes. “Don’t let the problem blow up,” he warned and explained that lenders can often suggest ways to help institutions or connect institutions with parties that can. Burke emphasized this point as well. “Lenders want you to succeed,” she said. Presidents should keep in mind, however, that they are prohibited by SEC rules from sharing more information with one lender than with another, and not every lender will view the same problem in the same way. Burke urged presidents to develop a communication plan. The panelists also advised presidents to read Moody’s rating report of their institution, and if that’s not available, reports of their peers. Chief financial officers can help presidents identify relevant reports to study.

 

In another session, Karen Kedem, vice president and senior credit officer of global higher education and not-for-profit ratings at Moody’s Investors Service, urged presidents to read Moody’s annual reports on the U.S. four-year higher education sector and tuition revenue. “Colleges generally have been able to adapt to the changes in fundamental financial and economic conditions in higher education, but the situation remains challenging,” Kadem said, summarizing Moody’s outlook for the next 18 months. Despite ongoing spending cuts, aggregate operating revenue will increase only modestly, especially for tuition-dependent institutions, due to changes in the demographics of prospective students and limited endowment growth.

 

To lower costs further, Kadem advised presidents to explore cooperation among institutions, such as sharing resources and services. She also said presidents should be wary of the sensational media coverage of Moody’s reports; she noted how last year Moody’s predicted fewer than 20 smaller colleges would close, but the media reported that “closures will triple.” The reports offer much that presidents can use in financial decision making.

 

Presidents offered advice on maintaining financial vitality in the session “Turning Financial Challenges into Opportunities.” Pamela Balch of West Virginia Wesleyan College, Eugene Cornacchia of Saint Peter’s University (NJ), Richard Dorman of Westminster College (PA), and George Martin of St. Edward’s University (TX) agreed that institutions need to be honest and transparent about the financial pressures they face and involve faculty and staff members broadly when identifying cost-saving opportunities and prioritizing programs.

 

When Balch arrived at West Virginia Wesleyan College in 2006, the future of the institution looked bleak: The college had a $13 million deficit, $7 million line of credit, and $30 million in deferred maintenance costs among other issues. Enrollment was dwindling, and key staff and faculty members were leaving. “We needed quick victories to show that there was reason to hope,” Balch said, “but we also needed to set out on a long-term steady and incremental process.” She created eight think tanks of faculty and staff members and gave them three months to generate promising ideas. The changes inspired by those sessions improved the financial fundamentals considerably, Balch said, and the key was to get everybody on staff committed to the effort.

 

The situation at St. Edward’s University was less dire, but Martin faced his own host of problems: constrained budget growth, increasing financial aid demands, and changing investment in academic programs. When determining which initiatives to undertake and how to fund them, Martin chose to involve the entire campus community because “they can see things that the administration cannot see.” Ten teams that included faculty, staff, and students were given an aggressive fall-to-fall timeline to generate proposals. Town hall meetings, suggestion boxes, and surveys provided opportunities for everyone else to get involved, and the administration regularly communicated updates to all constituents through email and a website. Martin emphasized that transparency and broad involvement does not and should not diminish the president’s leadership role. “It needs to be clear from the outset,” Martin said, “that the president will prioritize and make final decisions.” Ultimately 529 proposals were submitted. Martin has already greenlighted 68 of those; 196 are being developed further; and 265 were not advanced.

 

In addition to common financial challenges, Saint Peter’s University in New Jersey faced significant reductions in state support for higher education. The university needed a new strategic planning and budgeting model that would effectively allocate resources. Reflecting on the two-year process during which 26 instructional and 40 administrative units were assessed, Cornacchia stated, “What worked well for us was to hold regular open forums and internally publish all assessment reports so that everyone could engage.” He advised that reviewing data integrity across the university before undertaking such a large number of simultaneous assessments might have prevented bottlenecks along the way. Overall, however, Cornacchia, concluded, “In addition to having implemented positive changes, we achieved a culture shift of everybody working more closely together to advance the institution.”

 

Dorman began his remarks by saying that he sometimes feels he has been through two presidencies while serving at Westminster College (PA); within three years, “we went from the highest to lowest enrollment, and from generating sizable surpluses to running deficits,” he said. Because of prior success and seemingly stable conditions, Westminster was plagued by a culture of complacency and misperception about shared governance. To prepare constituencies for drastic changes, Dorman organized town hall meetings facilitated by an independent consultant and then empowered committees to propose cost-saving measures and strategies to reposition the college. Throughout the process, he made periodic progress reports available across the campus. Since 2014, $3 million in cost saving measures have been implemented. Several new majors are being developed, and the faculty is supportive because “every American Association of University Professors principle was followed.”

The 190 participants in the 2016 Presidents Institute Presidential Spouses and Partners Program—the oldest and largest program of its kind in the country—examined diverse topics and shared information and advice.

 

Alice M. Starr, presidential spouse of Baylor University (TX) opened the program with remarks on fundraising and friend-raising for colleges and universities. She highlighted the extraordinary opportunity that presidential spouses and partners have to engage in activities that strengthen the institutional leadership team. Starr encouraged spouses and partners to develop their own interests and become involved in selective projects in their communities.

 

Presidential spouses and partners also participated in joint sessions with presidents. During the session “Parenting Young Children on Campus,” James and Melissa Dlugos, president and presidential spouse, respectively, of Saint Joseph’s College (ME); Michael Hemesath, president of Saint John’s University (MN); and Mary Hinton, president of the College of Saint Benedict (MN), discussed the joys and challenges of raising children while a president. Melissa Dlugos pointed out that “the relentlessness of the presidency parallels the relentlessness of parenting” and recommended “practicing good calendar hygiene” to carve out family time. Such practices include scheduling family time like one would schedule meeting times and being certain to reserve time just for family. Both Hemesath and Hinton commented on the interest students at their institutions displayed regarding what it means to be an academic leader and a parent at the same time. (When the student newspaper had a chance to follow each president around for a day and write about their experiences, the students commented more on what the presidents were doing as parents than on their activities as presidents.)

 

In the session, “Moving On: Preparing for the End of a Presidency,” Annie and Scott Miller, presidential spouse and president of Virginia Wesleyan College, discussed the transition process from one presidency to another, and Lisa Marsh Ryerson, president of the AARP Foundation and president emerita of Wells College (NY), offered perspectives on leaving the college presidency for a different career. All agreed on the importance of having an interim president in place before departing, participating in a “goodbye tour” to visit donors, and making a gracious exit before making a grand entrance at the next position.

 

During a session for presidential spouses and partners, Roger Auerbach of the University of La Verne (CA), a presidential spouse and professional consultant on care options for senior adults, recommended that access to medical personnel, options for transportation, and opportunities for social, intellectual, and spiritual support be among the important factors presidents and their spouses and partners consider when helping their parents make decisions about elder care. Presidential spouses Traci Corey of Olivet College (MI) and Marylou Habecker of Taylor University (IN) added to the discussion on finding the right care for aging parents as well as themselves when the time comes, and they offered supportive advice to session participants in the midst of similar experiences.

 

Presidential spouses and partners need to reach out regularly to the campus and community and using social media to do so is an easy and effective way to connect with various audiences, said presidential spouses Chris Burns-DiBiasio of Ohio Northern University and Lora Hess of Wabash College (IN). They cautioned that presidential spouses and partners should be sure to monitor their social media accounts regularly for unusual activity and unauthorized use by others.

 

Two additional concurrent sessions proved to be highly interactive for participants. Michelle Dorsey of Texas Lutheran University and Mac Gordon of the College of Saint Rose (NY) led a discussion of the book Quiet: The Power of Introverts in a World that Can’t Stop Talking by Susan Cain. A room full of participants explored differences in style between introverts and extroverts, the strengths each personality type brings to the presidential spouse or partner role, and tips on relating to individuals of each type. Participants in the session, “Environmental Initiatives on Campus,” had a lively discussion with Sharon Kazee of the University of Evansville (IN) and Mary Trettin of Northland College (WI). Trettin commented, “Wherever you start addressing environmental issues, there are connections to be made. And you are never finished; there is always something else to be done.”

 

Participant suggestions from the “Events, Programs, and Processes That Work” networking session were collected and will be posted to the spouses and partners listserv in the near future.