Dear Delegate,

It is an honor and a privilege to welcome you to the University of Western Topeka

committee at GatorMUN XII. My name is Bardia Khajenoori, and I am a fourth year student at

the University of Florida majoring in Political Science and International Studies (European

concentration). I started doing Model UN in high school and have been a member of the UF team

for three of my four years on campus–competing, staffing, and directing at various schools and

conferences in that time.

I spent my first few years in MUN exclusively in General Assembly-type committees,

avoiding crisis for no reason in particular. Naturally, after trying it for the first time in the last

school year, I discovered that I am a perfect fit with its style and now prefer to do crisis whenever

possible. I enjoyed the faster pace, smaller groups, and the latitude provided to delegates to be

creative and resourceful.

This committee is quite a bit different from anything else out there, at the very least in

terms of subject matter. As you will find out, there are some deeply-rooted problems in the world

of American higher education, and cracks are beginning to show. Indeed, many small, mostly

private, colleges around the country have been struggling under intense financial and other

pressures in the past few years. To compensate, a significant number have cut academic and/or

athletic programs, causing tensions on campus and raising questions about their institutional

missions. The sticker price of these institutions is increasingly being seen as comparatively bad

value for money, and reduced endowments have made it more difficult for them to offer the

generous financial aid packages that attracted so many students in the first place. The situation is

especially dire for those that derive the majority of their revenues from tuition and fees.

The University of Western Topeka, located in Topeka, Kansas, is one school facing these

existential problems. A small, non-religiously affiliated private college with a middling reputation

and an academically unspectacular student body, it faces declining enrollment and financial

troubles. There are a number of ways it can choose to address its issues, and any of the difficult

decisions ahead can be a turning point into a completely new historical trajectory.

In an unprecedented turn of events, the UWT Board of Trustees has authorized an

extraordinary committee composed of top administrators, campus representatives, and community

leaders to take on the monumental task of turning the school around. The simple, most fundamental

goal of the committee is to resolve the pressing crises facing the university. Its members must find

a way to balance the conflicting desires of students, faculty, alumni, creditors, and the self-interest

of each individual. How things end, however, is not predefined; as a delegate-driven crisis, the

actions of the board determine exactly how it will play out. There are multiple potential resolutions.

There is a certain ad-hoc nature to this committee in that a great deal of the information

you will need about your subject is given to you upon arrival (for those unaware, topics for ad-hoc

crisis committees are commonly left unrevealed until shortly before the conference, and sometimes

not even until the first session).

Since I created the college we will be working with specifically for our use (it is a

composite whose circumstances and identity have been inspired by numerous real schools), there

is no prior research you can do about it outside of the information contained within this background

guide. You are more than welcome (and, in fact, expected) to ask questions about it at the

conference that will shape the situation and guide your decision-making, but realize that, given the

circumstances, most of the time you would spend researching for committee ahead of time should

be devoted to garnering a very basic knowledge of how universities work and understanding the

prevalent issues facing the sector as a whole.

The background guide should help. It consists of three main parts: this letter, the latest

prospective student information booklet released by the University of Western Topeka, and a

comprehensive newspaper article that both details the circumstances faced by the school and gives

context to those larger issues using a number of case studies. Use all three, and remember that just

about everything is in there for a reason. The newspaper article, in particular, contains an extensive

bibliography that can serve as a great starting point.

In planning for committee, try to gain an understanding of the general situation and think

about the perspective your position brings (a quick word: I personally dislike when there is an

obvious gap in the relative power and capabilities of different positions on the same committee,

and while I hope there is not perceived to be such a gap amongst our delegates, please know that

the staff will be very fair and prepared to mitigate these disparities when necessary). What kinds

of problems can you identify or foresee, and how might you propose dealing with them? It’s not

necessary or helpful to have everything planned at the outset, as the situation can and will change

over time. And while position papers will not be required, you’ll need to have some ideas in

response to those types of questions by the start of our first session.

On that note, some logistics: time will move in a non-linear way, as we must be able to

depict and respond to situations that would happen over a long period of time in real life. There

are no specialized procedures in this committee, and a guide to the types of actions that can be

performed is attached. They are standard for crisis. Finally, this experience should be one that is

appropriate for delegates at all experience levels. Whether GatorMUN XII is your first or fortieth

conference, please feel free to ask questions if you feel lost or confused at any point.

From the beginning, I have strived to find a balance between realism and complexity. It

has been an incredibly difficult process (as creating a fake university from scratch is wont to be).

We will be as realistic as is practical, but at times, it may be necessary to take some creative license

to make our simulation work, with an example being the composition and powers of the committee

itself. This might be for logistical reasons or to simplify an otherwise overly complex process. All

I can ask is that you keep an open mind and cooperate with us. I’m fortunate to have an incredibly

talented, dedicated, creative, and experienced staff, all of whom are committed to making this a

fun and memorable experience.

I want to thank you in advance for your commitment and willingness to take part in such a

unique committee. If you have any questions, please contact me through

gatormunsecretariat@gmail.com. See you soon!

Best regards,

Bardia Khajenoori

A very important P.S.: In doing your research, you may find a website and social media accounts for a “University

of Western Topeka.” The university in this committee is based on that entity only very loosely (the

biggest reason being that there are numerous problems with simulating the potential failure of a

real college). While the two UWTs may share certain similarities in various respects, the website

should not be used for conference research as it is a completely separate endeavor from the

school created for GatorMUN. All of your information about the college should come from the

background guide and from contact with committee staff (notes sent during the conference) only.

Rules of Procedure We will be operating in a perpetually moderated caucus. This means that there will be no

speakers list, and points or motions will be entertained after each speech or at the conclusion of a

topic-specific moderated caucus. All delegates must vote during a procedural matter, and these

motions will need a simple (50%+1) majority to pass. Below is a general list and explanations of

specific procedural matters:

Point of Order

A Point of Order may interrupt a speech and may be used when a delegate feels the Chair

or another delegate is not correctly following the rules of procedure.

Point of Inquiry

A Point of Inquiry may not interrupt a speaker and may be used to direct a question to the

chair to clarify parliamentary procedure or motions or to ask a question. Substantive

analyses or speeches may not be made using a point of inquiry.

Point of Information

A Point of Information may not interrupt a speech and may be brought up by a delegate

in order to either clarify a point or motion, or to bring substantive information to the

notice of the Dais. No analyses or speeches may be made using a point of information.

Point of Personal Privilege

A Point of Personal Privilege may be raised when a delegate’s ability to participate in

debate is impaired for any physical or logistical reason (for instance, if the speaker is not

audible). In addition, this point may be used to bring up any issues with the conditions of

the room, such as lighting or temperature. This point may interrupt a speech, and the Dais

will immediately try to resolve the difficulty.

Motion for a Moderated Caucus

A motion to enter into a moderated caucus must specify the topic of debate, the length of

the caucus, and the time for each speech. Much of committee debate is expected to take

place in moderated caucus.

Motion for an Unmoderated Caucus

An unmoderated caucus is a type of informal debate. If a motion for an unmoderated

caucus passes, the delegates have permission to get up, congregate, and work on

directives together. If you move for an unmoderated caucus, you must specify the length

and the topic.

Motion to Introduce Documents

This is a motion to introduce documents to the body in order for them to be discussed.

The document will be read out loud by the Chair or by the presenting delegate and be

submitted for committee discussion if it has at least three signatures from delegates. If the

document is a directive it will abide by the rules set forth below.

Motion to Enter Voting Procedure

If a delegate deems that a document has been sufficiently discussed, he or she may

move to enter voting procedure. If this motion passes then debate will be suspended on

that document and the committee will enter voting procedure.

Delegates should feel free to write personal notes to their fellow committee members.

These notes should pertain to the committee and will be the primary way of communication for

delegates during formal debate.

Delegates may also write to the chair with questions regarding procedural issues of the

committee, as well as a wide range of personal inquiries. Delegates should free to write to the chair

on any issue that would improve the committee experience. This could range from a clarification

of portfolio powers to substantive questions.

If delegates deem it fit to communicate with individuals or entities not currently present in

committee, they may write notes directed to such members specifically. Such notes are to be

addressed to “crisis” and passed to the dais.

Directives (Private and Public)

Directives are to be used as powerful tools that are at the disposal of individual

delegates. Consequences of actions carried out in this manner will be told to the group as

a whole, through crisis updates and note responses throughout the committee. These could

significantly influence the turn of events.

A Private Directive is a set of instructions from a particular member of the

committee to his or her staff, directing them to execute specified actions. These may be

issued to take action that is within a delegate’s power at any time during session, and should

be done through the use of crisis notes. Crisis staff will decide if the request will be granted

and then the delegate will be informed of the results.

A Public Directive is a document that is worked on by a delegate, or number of

delegates, has a set number of signatories, and will be formally introduced before the

committee through the use of a motion. It details an action the committee will take and will

be voted upon by the delegates. Press releases from the committee will operate in the same

way.

The University of Western Topeka

Prospec t ive Student I nformation Book let

Overview 2

UWT History and Future 3

Academic Programs 4

Athletics 6

Student Life 7

Financing UWT 8

Table of Contents

WELCOME TO UWTWhether through helping students achieve their dreams with a world-class education, as a result of life-changing research conducted by faculty, or by the myriad social and economic contributions it makes to the local community, the University of Western Topeka changes countless lives every day.

UWT is one of the most highly-regarded institutions of higher learning in the Greater Topeka area and is committed to continuing and expanding on a long-standing legacy of excellence. Very few schools of our size can match our offerings and the resources we make available to our students.

The small and tight-knit atmosphere provides the basis for lifelong friendships and numerous men-toring opportunities, both from faculty and peers.

The University of Western Topeka family is a welcoming one; we are honored that you are consid-ered joining it. Contained in the next few pages are some of the many reasons that we think UWT is

right for you.

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Diligent in pursuit of our goals

Unflappable in the wake of obstacles

Cooperative so we all achieve more

Keen to learn and do the best we can

Selfless and doing good for its own sake

The D.U.C.K.S. Creed

A Dream Realized The University of Western Topeka owes its founding to an Ice-landic philanthropist by the name of Viktor Sveinbjörnsson. Hav-ing amassed a great fortune as a fishing tycoon, he left his home-land in the mid-1800s to seek a great perhaps across the ocean,

traversing the Atlantic in a rudimentary water-craft before heading west from New York in a cross-country train. He had traveled no further than Topeka when he suddenly passed away from his old age, leaving behind a sizeable en-dowment for an educational institution to be founded at the site of his death. This particu-lar clause of his will was not understood until years later, when it was read by a native speaker of Icelandic speaker for the first time, and the University of Western Topeka was subsequent-ly founded in 1875. Sveinbjörnsson’s initial en-

dowment supported the fledgling school for years, and his legacy lives on in places ranging from the Administration Building to the Narwhal Research Institute (the establishment of which was also

mandated by the will as a condition of accessing the endowment).

Topeka 2020 UWT already has a long-standing reputation for

excellence, but Ducks are never satisfied with the status quo.

The University has invested millions of dol-lars into the various components of the To-peka 2020 strategic plan, which aims to raise UWT into the top tier of regional universities.

From new construction to greater funding for es-tablished programs, UWT is embracing the chal-lenge of becoming a modern, forward-thinking

university in the twenty-first century.

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44 Majors. Infinite Possibilities.UWT’s focus on undergraduate education means rigorous, high-quality instruction by ex-perienced faculty. With forty-four majors to choose from (and several additional subjects offered exclusively as minors), students are sure to find something that fits their interests.

A Small College with Big OpportunitiesAll classes at UWT are taught by experienced professors, and our low student-to-instructor ratio ensures plenty of opportunities for collaboration. At the same time, the resources available on campus rival those of much larger colleges. In this way, UWT students truly get to experience the best of both worlds.

UWT also places a heavy emphasis on experiental learning. Political science students find in-ternships at the Kansas State Capitol just down the street. Sports management students work alongside Duck coaches and trainers on the field. WUWT-TV and WUWT-FM are full service broadcasting stations run by journalism and communication students, with a small backbone of professional staff. If a student can do a job, a student does. A music and criminology double ma-jor was even able to perform a small concert at the county jail. UWT professors stop at nothing to offer students one-of-a-kind opportunities to practice what they learn.

Student Spotlight: Melanie Styles Marketing Major, Class of 2016

“You’re not just a number at UWT (your student number is mainly for checking out li-

brary books). The classes are small, you get to know your classmates, and the profes-

sors recognize you and challenge you. There are more opportunities than you know

what to do with!”

African-American Studies**Animal ScienceAnthropologyArtArt HistoryAstronomyBiologyBiochemistry *Business AdministrationChemistryChinese StudiesClassical Languages *CommunicationComputer ScienceCreative Writing**CriminologyEconomicsEducation**Elementary Education*

Engineering Science *EnglishEntrepreneurship**Environmental StudiesFrenchGeosciencesGermanGreekHistoryInternational StudiesJournalismLatinLinguisticsMarketingMathematicsMusicNeuroscience *PhilosophyPhysics

Political SciencePublic Relations (Strategic Communication)

PsychologyReligionRussianSecondary Education*Sports ManagementSociologySpanishTheatreUrban Studies**

* Major Only** Minor Only

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s The World Leader in Narwhal StudiesKansas may not be the most intuitive home for an academic research center focused on the study of an Arctic marine mammal. But more than fifty years after its founding, UWT’s Institute for Narwhal Research is the preemi-nent academic institution solely dedicated to research on Monodon monoceros in the state and the world.

While, admittedly, not much field work is done near campus, UWT researchers work closely with scientists at in-stitutions like the University of Washington, the Smithsonian National Museum of Natural History, and the Kansas Humane Society.

• The Institute for Narwhal Research generates over half of UWT’s external research funding

• Field research is performed on location and in cooperation with partner institutions abroad

• UWT’s Animal Science Major incorporates a Narwhal Studies track for interested students

Regional CampusesAccess has been an important consideration for the university since our found-ing. Regional campuses located in Wichita, Dodge City, Overland Park, and Joplin (Missouri) allow us to expand the reach of a UWT education to an even greater number of deserving individuals. Regional campuses also offer night, weekend, and continuing education courses eligible to count toward UWT degrees!

Study Abroad CentersWant to go global? Places on UWT’s award-winning study abroad programs

are highly sought after -- and with good reason. We even own and manage study abroad centers in London, Paris, and Barcelona, com-

plete with comfortable student accomodation, classrooms, computer labs, and library facilities!

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UWT, a member of the NCAA Division II, offers one of the most extensive athletic programs of any comparatively-sized school.Cheering on the Ducks at a sporting event is one of the best and easiest ways to feel the Western Topeka energy. UWT sponsors sixteen men’s and women’s sports in the Mid-America Intercollegiate Athletics Association conference, and the teams get better every year!

Men’s SportsBaseballBasketballCross CountryFootballGolfSoccerTrack and Field (Indoor and Outdoor)

Women’s SportsBasketballCross CountryGolfSoccerTennisTrack and Field (Indoor and Outdoor)Volleyball

Recreational and Club SportsEven though our major sports give us a lot to cheer about, you don’t need to be a big star to enjoy some major athletic competition on campus. Hundreds of UWT students partici-pate in intramural leagues each year, with activities including basketball, dodgeball, kick-ball, and Ultimate Frisbee. Club sports are also an important part of our sports fabric, with offerings including crew, ice hockey, and rugby.

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Induge your interests while discovering new onesInvolvement is a very important part of the Duck experience, and UWT is home to more than 50 student-run clubs and organizations and an active Student Govern-ment Association. In fact, UWT students have an amazing assortment of extracurric-ular options on-campus and off. No matter what you’re interested in, you can most likely find others to join with at school or in town.

Many students choose to live on campus, benefitting from a tightly-knit communi-ty and close access to classes and activities. Whether attending or participating in intramural sporting events, activities planned by student-run programming boards, or musical performances, there is always something to do!

The UWT campus has undergone a major facelift in the past few years, with the construction or renovation of a new library, residence hall and fitness complex, academic build-ings, and athletic facilities. Some of these changes are still underway, but construction is always planned in a way that minimizes disruption to students and campus activities as much as possible.

Topeka: Our Community

Between a growing UWT and nearby Washburn University, To-peka is quickly becoming a bona fide college town -- a great place to learn and have fun at the same time! The city is the state capital of Kansas and a short drive away from the bustling me-tropolis of Kansas City as well as natural options abound.

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Student Spotlight: Sarah Brown Spanish and History Double Major, Class of 2017

“I fell in love with UWT on my first tour here, and now I help new students settle in as

an orientation leader. I try to take advantage of all the resources and opportunities I

can, and I involve myself in campus life both inside and outside of class.”

Finan

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Making It Possible: Financing a UWT EducationCollege can be a big investment, but it’s also a tremendously important one.

Financial aid traditionally comes from four sources: grants, scholarship, loans, and work-study employment. Furthermore, aid can be provided by the federal govern-ment, state governments, private organizations, and UWT itself.

84% of UWT students receive some form of financial assistance.

For the 2014-2015 school year, tuition and fees for a full-time student total $29,410. Together with on-campus housing (approximately $4,290) and optional but recom-mended meal plan (approximately $4,100), the minimum annual cost of attendance at UWT is $37,800 before required books, travel, and other miscellaneous expenses.

Various scholarships are offered to admitted students from the university on the basis of merit and/or financial need, including:

• UWT Presidential Scholarship

• UWT Dean’s Scholarship

• UWT Tomorrow’s Leaders Scholarship

• Outstanding Out-of-State Student Tutition Waiver Scholarship (full and 50%)

• National Merit and National Achievement

Federal (and some state) financial aid requires submission of a Free Application for Federal Student Aid (FAFSA).

The University of Western TopekaO ff ice of Admiss ions

201 McCar ter Hal lHuntoon St . at G age Blvd.

Topek a, KS 66604

Financial Pressures Mount at UWT

“All Options” To Be Considered

As the clock tower chimes and flocks of students flood the tree-lined quad, the University

of Western Topeka becomes the quintessential small college, superficially interchangeable with

any number of schools from coast to coast. Unfortunately for the 139-year old institution, it

increasingly resembles many similarly-sized institutions in another, more unfavorable manner: its

troubled finances.

The University’s most recent financial report, released yesterday, reveals an alarming

picture decidedly at odds with the calm, quaint atmosphere of its campus. Operating costs have

exceeded revenues for several consecutive years, and the school has again dipped into a shrinking

endowment to fill the gaps – making only piecemeal cuts in its operations thus far to compensate

and refusing to raise tuition. Recent spending on construction and renovation of buildings campus-

wide have also added millions to an otherwise serviceable, though relatively sizable, debt. Those

projects, among other reasons, were cited in the no-confidence vote against the university’s

administrative leadership by its faculty several months ago, a move that preceded the eventual

resignation of former president James Fuller, who initiated them.

If fiscal misery loves company, UWT is certainly not alone. “Approximately one-third of

all colleges and universities have financial statements that are significantly weaker than they were

several years ago,” according to a report by the management consulting firm Bain and Company.i

“We have tried our hardest to minimize disturbance to all aspects of campus life, but we

have reached the point at which all options must be on the table,” acknowledged UWT President

Finlay Rowley without elaborating further, saying only that “any and all decisions will be made in

the best interest of the university and its long-term sustainability.”

The college is not in any immediate danger of closing; faculty paychecks have not yet been

late, programs have not yet been cut, and there is no potential merger in the works with another

institution. Nonetheless, “If I were an administrator [at UWT], I would be panicking,” said Connie

Chipman, an independent New York-based financial analyst who specializes in the education

sector. Chipman believes the school has indefinitely put off dealing with the structural issues that

plague it, in effect making the current situation more dire. “It has, frankly, been fortunate to hang

on to its credit rating as long as it has, but I would be flabbergasted if the most recently released

information did not result in a downgrade in the near future.”

As administrators and trustees weigh options, “One advantage that UWT has is the ability

to look at the measures that other schools have implemented in response to a financial crisis and

see what’s worked and what has not,” said Chipman. And there are many case studies.

In 2013, and within days of each other, the University of the District of Columbia and

Minnesota State University-Moorheadii phased out majors, disbanded or merged departments (18

at MSUM alone), and cut faculty due to budget pressures. UDC did so while deciding to preserve

a Division III athletic program losing $5 million per yeariii. Paul Quinn College, near Dallas, chose

a different path, cutting its football team and turning the field into an organic gardeniv. Phoenix-

based Grand Canyon University was even sold to a for-profit company in a deal that included its

name, accreditation, and groundsv -- a deal which was the first of its kind in U.S. historyvi but has

since become more commonvii. Some schools have chosen to merge with another institution instead

of closing outright.

Jon Marcus, writing in the Boston Globe in the wake of a school’s closing, noted that some

small colleges “collectively face a steep drop in the number of high school graduates, increasing

sensitivity to cost, and new competition from online higher education and other cheaper

alternatives. “Their endowments, already thin,” he continues, “have suffered years of

unpredictable returns, and they’re being forced to pay out ever-larger proportions of their income

from tuition for financial aid to fill seats.”viii

Efforts to reduce costs have led some colleges to consider pooling resources together, an

approach famously used by the highly-regarded Claremont Colleges in California, the Five College

Consortium in Massachusetts, and others.ix

Short of an outright merger, however, those solutions would not address UWT’s money-

losing NCAA Division II athletics program, to which a good deal of UWT’s deficit spending

supports. Spokesperson Eliza Shaw defended the expenditures, noting the relative recent success

of several marquee programs and “the integral role that sports teams play in school pride, identity,

and visibility.” If enrollment figures are of concern, she suggested, making cuts to athletics would

only exacerbate the issue.

The university’s Board of Trustees, wary of the degree of experience and involvement

necessary to right the ship, have assembled an exclusive committee with the extraordinary power

to make board-level decisions and define institutional vision in the wake of the crisis. The

committee, which is to include administrators, representatives from faculty, students, the athletic

department, and others, in addition to community leaders, represents a last ditch effort to chart a

new course for the school. Just about everyone on campus will tell you it needs one.

i Denneen and Dretler (2012) ii Owings (2014) iii Strauss (2013) iv Adelson (2013) v Ledbetter (2004) vi “the first regionally accredited non‐profit university to convert to a for profit educational institution in American history,” Significant Federation, LLC. vii Jaschik (2010) viii Marcus (2013) ix Carlson (2013). Note: This article is located behind a paywall at the website of the Chronicle of Higher Education. The URL listed in the bibliography contains a useful summary of the article while the rest of the information in the bibliographical listing may be used to find the full text in databases provided by schools and public libraries.

Bibliography: Adelson, Eric. 2013. "Saying no to football paid off for one small Texas college thanks in part to the

Cowboys." Yahoo Sports. October 31. http://sports.yahoo.com/news/ncaaf--how-one-small-

texas-college-made-money-by-saying-no-to-football-065751785.html.

Blumenstyk, Goldie, and Alex Richards. 2010. "149 Nonprofit Colleges Fail Education Department's Test

of Financial Strength." The Chronicle of Higher Education. August 11.

http://chronicle.com/article/150-Nonprofit-Colleges-Fail/123878/.

Carlson, Scott. 2013. "Tough Times Push More Small Colleges to Join Forces." The Chronicle of Higher

Education. February. http://eric.ed.gov/?id=EJ994254.

Denneen, Jeff, and Tom Dretler. 2012. The Financially Sustainable University.

http://www.bain.com/Images/BAIN_BRIEF_The_financially_sustainable_university.pdf.

Grasgreen, Allie. 2012. "Beyond Sports." Inside Higher Ed. November 1.

https://www.insidehighered.com/news/2012/11/01/spelman-eliminates-athletics-favor-

campus-wide-wellness-initiative.

Jaschik, Scott. 2010. "Standing Up to 'Accreditation Shopping'." Inside Higher Ed. July 1.

https://www.insidehighered.com/news/2010/07/01/hlc.

Ledbetter, Tammi Reed. 2004. "Grand Canyon Univ. sold; trustees in advisory role." Baptist Press.

February 10. http://www.bpnews.net/17607/grand-canyon-univ-sold-trustees-in-advisory-role.

Marcus, Jon. 2013. "Higher education is headed for a shakeout, analysts warn." The Hechinger Report.

September 3. http://hechingerreport.org/content/higher-education-is-headed-for-a-shakeout-

analysts-warn_12996/.

—. 2013. "Why some small colleges are in big trouble." Boston Globe. April 14.

http://www.bostonglobe.com/magazine/2013/04/13/are-small-private-colleges-

trouble/ndlYSWVGFAUjYVVWkqnjfK/story.html.

McDonald, Michael. 2014. "Small U.S. Colleges Battle Death Spiral as Enrollment Drops." Bloomberg.

April 14. http://www.bloomberg.com/news/2014-04-14/small-u-s-colleges-battle-death-spiral-

as-enrollment-drops.html.

Owings, Cali. 2014. "MSUM's new budget fix cuts faculty to mend $4.9 million shortfall." TwinCities.com.

January 23. http://www.twincities.com/localnews/ci_24975898/msums-new-budget-fix-cuts-

faculty-mend-4.

Rivard, Ry. 2013. "Paper (Tuition) Cuts." Inside Higher Ed. September 16.

https://www.insidehighered.com/news/2013/09/16/small-private-colleges-steeply-cut-their-

sticker-price-will-it-drive-down-college.

—. 2013. "Private Distress." Inside Higher Ed. December 9.

https://www.insidehighered.com/news/2013/12/09/private-colleges-remain-under-weather.

Schuman, Rebecca. 2013. "A Ghost Town With a Quad." Slate. November 26.

http://www.slate.com/articles/life/education/2013/11/minnesota_state_moorhead_could_cut

_18_academic_programs_why_do_colleges.html.

Selingo, Jeffery. 2013. "Colleges Struggling to Stay Afloat." The New York Times. April 12.

http://www.nytimes.com/2013/04/14/education/edlife/many-colleges-and-universities-face-

financial-problems.html?pagewanted=all&_r=0.

SignificantFederation, LLC. n.d. "Grand Canyon University Case Study." Signifcant Federation, LLC.

http://significantfederation.com/FinalGrandCanyonUniversityCaseStudy_4.1.11.pdf.

Strauss, Valerie. 2013. "UDC drops physics, history but keeps money-losing sports program. Really."

Washington Post. November 20. http://www.washingtonpost.com/blogs/answer-

sheet/wp/2013/11/20/udc-drops-psychics-history-but-keeps-money-losing-sports-program-

really/.

Weissmann, Jordan. 2014. "Small Private Colleges Are in Deep Trouble (as They Should Be)." Slate. April

15.

http://www.slate.com/blogs/moneybox/2014/04/15/small_private_colleges_are_in_crisis_the_

rest_of_us_should_celebrate.html.