• The board consists of 18 members.

• The governor appoints 14 members, two of whom must be CSU alumni, who serve staggered, six-year terms. Students elect four members, who must be full-time students, one each from the four CSUs, to a two-year term.

• One chamber confirms.

• The board makes rules for governing the state university system and develops a mission statement for it, including the role, scope, and policies for each of its individual institutions. It reviews and approves these institution's budget requests for submission to the Board of Governors of Higher Education (BGHE). The board is responsible for capital budgeting and facility planning and may lease property under its control to private developers for dormitory construction. It sets tuition and fees for students and makes recommendations to the BGHE to establish new academic programs. It appoints central office executive staff and the presidents of each of the four universities in the system.

QUESTIONS FOR REAPPOINTED NOMINEES

1. How would you characterize the CSU board's mission? Which aspects of this mission are you particularly interested in?

2. The recent controversy surrounding Central Connecticut State University's student newspaper has raised questions about the editorial process for student-run publications. Does the board have a policy about these publications? What role do you think faculty or administrators should play in reviewing the content of student-run publications?

3. The governor has recommended $ 25 million in additional student financial aid for both public and private colleges. Should this aid be targeted in particular areas? How might the board promote the efficient and effective use of the additional resources?

4. Colleges and universities, including the CSUs, are relying more and more on part-time and adjunct faculty. What effect does this have on students and full-time faculty?

5. What role, if any, do the CSUs have in training Connecticut's workforce and to what extent should they be guided by state economic development policy, for example in program and curriculum development? What relationship should the board or your institutions have with Connecticut employers to assure that graduates are prepared to enter the workforce?

6. What do you see as the most important issues facing higher education in Connecticut, generally, and the CSU system specifically? How do you think the board should address them?

7. Students are taking longer to graduate from college; graduation rates are now measured in six-year cycles. What is the situation at the CSUs? Do you believe the situation poses a problem and, if so, how do you propose addressing it?

8. What improvements could be made to the academic programs at the CSUs?

9. A recent report issued by the Departments of Labor and Higher Education indicates that CSU's 2003-2004 graduates were more likely to be working in educational services than in any other single industry sector. What are the CSUs doing to ensure they are training excellent teachers? What relationship, if any, should the CSUs have with school systems and the State Board of Education to assure that public school students receive the education they need to prepare them to attend college and enter the workforce?

10. How has the development of distance learning technologies affected teaching and learning at the CSUs?

RP: ts