Come to CFA Forum on Pensions: "Who’s Got Your Back?" April 14, 4 p.m. at University YMCA, 1001 S. Wright Street

Guest speaker will be Ralph Martire, Executive Director of the Center for Tax and Budget Accountability in Chicago. Mr Martire is an expert on pensions and the Illinois state budget. He is a regular columnist for the Sun-Times and a technical advisor on budget issues to the Illinois state legislature. He has written and spoken widely on Illinois’s budget crisis. In our forum he will discuss:

• The state of Illinois’ pension fund
• Why Illinois is not a high spending state
• Why Illinois is not a high taxing state
• What needs to be done to guarantee pensions

To hear his dynamite video, The Illinois Budget Crisis in Three Minutes click here.

CFA and Graduate Education by Harriet Murav, Professor of Slavic Studies and Member of CFA Executive Committee, February 16, 2009

My roles as a faculty member and as a member of Campus Faculty Association, are inseparable. The decisions that determine my capacity to work with graduate students as a Professor of Slavic and Comparative Literature– are being made beyond my control. It is only through unionization that shared governance can be recovered, and a voice in fundamental issues governing the academic workplace, including graduate education, can be had. There is no clearer evidence of this basic fact of our academic life than President Hogan’s decision to pursue restructuring in the face of our own Academic Senate’s rejection of his proposal. We now have two new Vice Presidents whose raises alone could fund six 50% TAships, which is two more TAships than one of my home departments currently holds.

Our lack of control over our own academic future as providers of graduate education clearly emerges in the new campus-wide assessment of doctoral programs that comes right on the heels of the block grant competition; why similar data and narratives (including student accomplishments and placements, for example) have to be submitted to a committee whose charge is obscure is not obscure to any thinking faculty member. Provost Wheeler’s charge to the doctoral assessment committee includes language about determining “the strengths and weaknesses of each program” and a statement about a plan for the “dissemination of best practices for doctoral education and possibly further analysis of some programs” in academic year 2011-2012. Don’t the awards made in the competitive block grant distribution of ay 2010-2011reveal what these best practices are? Well-meaning individuals will be unwittingly caught up in an allegedly consensual process that will lead to the termination of certain programs: “further analysis” leads only in one direction. Faculty serve in good faith on many committees, but without the right to collective bargaining, we will never have a voice in graduate education or any other dimension of the academic workplace.
While doctoral programs on this campus are undergoing an unnecessary review, the newly created Professional Science Master’ is not. This new terminal master’s degree was developed with a $450, 000 grant from the Sloan Foundation. Its staff includes a director on a 12-month salary, plus other, additional positions. Three programs are already available in the Professional Master’s Program; according to the Graduate College website, more are on their way. The Professional Science Master’s Program is the only graduate program, as far as I can tell, that has advertising on the Graduate College Website. Graduate College handles the marketing and recruiting of these students. Most other doctoral programs use their own faculty to design recruitment materials without help in human or financial resources from Graduate College. The PSM graduated 9 students in December 2010. They paid approximately $30,000 for their sixteen-month program; they were not required to write a master’s thesis.

How does this new and expanding program fit our University’s stated mission as a land-grant university to serve as a “preeminent public research institution?” Consider the word “public.” Does the PSM serve the public? How many recent college graduates in the state of Illinois have $30,000? Consider the words “preeminent research institution.” The graduates of the PSM did not write a thesis. What is their relation to research, except a business relation? Our preeminence as a public research institution could be undermined by such programs, which are growing in number, and gaining even more rapidly in symbolic weight as the new model for graduate education.
None of this would matter so much if the threat to traditional graduate programs, particularly, but not exclusively, those in the humanities and interpretative social sciences, were not so pressing. Pushing the horizon of new knowledge means pushing the horizon of knowledge that does not translate into dollars. The humanities and arts are at the core of the university’s mission. With the help of TAs, thousands of IUS are generated, but the tuition dollars are not credited back to the units who generate them. Programs in the humanities, unjustly smeared as the welfare queens of the university, are underfunded and “analyzed” whereas new programs that have no relation to the public mission of this university are the new darlings of the campus. We as faculty have no access to the information that would tell us how much revenue the alleged revenue generating programs consume. That gift of knowledge comes only with unionization and collective bargaining rights.

We lack fundamental information about revenues and resources at this campus; we have no place at the table where decisions are made, in spite of the advisory committees on which we serve, and in spite of the Academic Senate’s best efforts. There is only one way to overcome these problems: work with CFA for collective bargaining rights for tenure and non-tenure stream faculty.

CFA President Kathy Oberdeck’s speech to the General Meeting of September 13, 2010

Welcome
 
Thank all of you for attending today’s membership meeting and for supporting CFA. It’s an honor to serve this organization because Campus Faculty Association brings together teachers and scholars from all over campus, and I get to know the people who really make this place work
 
Reviewing the Past Year
 
For this meeting in particular we come together at a historical moment when these questions are more critical than ever. The University of Illinois has been through a year of crises and changes—crises over the integrity of leadership and the arrival of a new president, crises of academic labor relations in the form of the GEO strike, crises in budgetary shortfalls accompanied by rapid-fire administrative fixes. This made for a very busy year for the Campus Faculty Association. Over the last twelve months, our members helped draw attention to the need for new administrative leadership and for more democratic processes of decision making on campus. We have marched with the GEO to maintain the salary and tuition waiver support that compensate our excellent graduate students and make graduate degrees accessible to the wide diversity of students—from across a range of ethnic, gender and class backgrounds—whom a great public university should serve. We have responded to mandatory furloughs with teach ins, Senate resolutions, research, rallies and mass lobbying in Springfield. These actions demanded more transparency in budgetary decision making, and speaking out to the Legislature on what kind of funding is needed to keep quality education accessible to the citizens of Illinois. As importantly, they were aimed at enlarging our own membership to include more faculty from across our campus who are concerned about the conditions of their teaching, research, and service. They see the Campus Faculty Association as an important vehicle for making faculty voices heard in decisions that affect those conditions. Our membership grew by 40% through these important initiatives, through the work of members with academic organizing experience who helped some of us think more strategically about how to talk to members about organizing, and because many of you went out and talked to your colleagues, cross-disciplinary associates, friends and neighbors about your concerns about the University and how the CFA can help.
 
Toward the Future: Collective Bargaining and the CFA
 
For this year, it is our top priority to make the Campus Faculty Association visible and available to an ever wider circle of University of Illinois faculty of all descriptions—full and untenured, faculty from the sciences, social sciences, arts and humanities, faculty of color, women faculty, single and partnered parents, senior faculty on the verge of retirement, to name just a few. As you’ll be hearing a little later from our organizing committee, we welcome and urge more and more members to have these conversations with colleagues, friends, neighbors and acquaintances about the CFA’s purposes. CFA will grow only through your efforts and it is vital that CFA grow.
We’re also here to discuss a revision of the statement of purpose contained in our Constitution, and also to be featured in our website and recruiting literature, that will help convey to more of our colleagues what we’re about. That statement of purpose restates principles the CFA has been committed to for decades: a democratic University in which faculty have a meaningful voice through shared governance; the defense especially of those who might experience discrimination because of race, gender, disability or sexual orientation bias, among others. It also poses an open process of collective bargaining to ensure our ability to defend faculty’s individual and collective welfare in the areas of economic compensation, academic freedom, the integrity of our teaching and research, the fairness of University policies as they apply to diverse faculty and students, and the capacity of this university to offer the quality higher education that we consider the foundation of a democratic society. This revised statement of purpose will signal to potential members our commitment to a strong faculty voice in University decision making, but can only be meaningful if we expand our membership to a proportion of the faculty that would make CFA representation of faculty interests a reasonable claim.
 
In addition to getting on your radar a number of events planned to expand our membership and familiarize faculty with some of the benefits of collective bargaining, we wanted to start the semester off with this meeting to talk face to face about what many of us might hope and fear about collective bargaining and why we need it. What do we mean by “an open process of collective bargaining”? To some, collective bargaining conjures unsavory images of self-serving union bureaucrats meeting in inaccessible chambers with top-level administrators to hammer out decisions on pay and conditions to which union members will be asked to conform. Certainly, this is hardly an attractive model for an organization that takes as its main rallying cry the democratization of university structures that make decision on increasingly corporate, hierarchical, and opaque models. But this image of collective bargaining it is not born out by the examples of collective bargaining closest to home—examples like the GEO, where a large negotiating committee represented union members in bargaining sessions with University administrators. It’s also an image of collective bargaining that’s inconsistent with our own view of the range of issues that could be bargainable—not just salaries and benefits, important as they are, but also issues of academic freedom, working conditions, and transparency.
 
Others worry that collective bargaining will commit them to a strike on questionable pretexts, potentially imperiling their sense of duty to their students. These are understandable concerns, fully congruent with our statement of purpose’s declarations of commitment to the quality education we believe this University should offer. But the collective actions that provide teeth to collective bargaining can take a variety of forms, and none of them would be approved without a vote of the membership.
 
Another pressing question is, WHY collective bargaining? Don’t we have shared governance? What about the Academic Senate, the stewarding excellence teams that involved faculty and administrators in reviewing possible budget streamlining, and our individual contributions to a host of departmental, college and campus level committees where we look after the curricular, research and service missions of the university, often at the expense of our own research and writing agendas? As a current or recent participant in all of them, I have great respect for these various venues for faculty involvement in making and executing University policies. But we can find a lot of evidence that they are not sufficient to secure University of Illinois faculty a voice in the decisions that affect our conditions of work and our commitment to the University’s core missions of teaching, research, and public service. I want to give a few examples from recent and ongoing CFA activities to illustrate this.
 
Much of our growth last year came because faculty were upset about a sudden and, upon inspection, rather ungrounded decision on mandatory furloughs. CFA actions on common Furlough days helped to raise important questions about what sort of funding the University has and where it is being spent. These efforts have matured into a report, currently on our website and reported to the press, of remarkable rises in the numbers of administrative positions and the salary figures devoted to them over the last six years. This is an important context for many recent concerns. The general trend toward administrative top-heaviness affects the way the university responds to problems like the budget crisis. They turn to furloughs instead of caps on runaway academic salaries. They offer a system of project teams to identify plans for streamlining that was overwhelmingly staffed by administrators rather than regular faculty. The University maintains structures of funding through the University of Illinois Foundation that can allow the continued financial connection between an off-campus academy ungoverned by ethics of open research and academic review AFTER the university had agreed with the Academic Senate to sever such ties. And Administration has also been able to pressure the Senate, with a few critical questions from CFA members, endorse the growing corporatization of the university by granting the President the title of CEO. Collective bargaining at other universities has managed to fight at least some initiatives that compromise faculty governance in these ways, and grievance procedures to address not only salary issues (many of us are not getting raises, which compounds the economic effect of fuurloughs while administrative salaries go up) but issues of academic freedom, governance, and working conditions.
 
In April many of us got on the bus to join more than ten thousand educators at all levels to lobby our legislative representatives in Springfield with respect to the funding that’s needed to provide quality public education at an affordable price. We invited administrators to join with us, but they seemed to prefer other channels of correspondence with legislators that they tell us are active but the substance of which we never hear. Faculty governance in a truly public university demands that FACULTY represent to the public the faculty missions of teaching and research we spend our days, and nights, undertaking, and their importance to the public. Collective bargaining agreements elsewhere have included effective legislative relations programs.
 
The GEO has for many of us been a model of effective and democratic academic organization, and also of the community outreach to make good on our institutional promise of teaching, research and service. Many CFA members walked with the GEO last November and learned a lot from their determination to maintain tuition waivers that enable many grad students from minority and working-class background to contribute to the mission of higher education and, as we know, enable us to attract the most talented and exciting graduate students from these and other backgrounds to maintain the fine reputation of both our graduate programs and the undergraduate teaching to which these students contribute. But now the waivers that were at the center of the GEO’s strike are under threat again, as cashed-strapped departments especially in the arts and humanities have resorted, with higher administration approval, to lowered base-rate waivers in order to keep their graduate programs afloat at all. This is a complex issue with many dimensions. It raises questions about the commitment of the University to attracting and keeping quality graduate students in the humanities and arts, it exposes the pressures on quality education in a variety of departments that find their teaching assistant budgets slashed while a variety of inticements to profit-generating graduate degrees and department funding tied to on-line course development are dangled before them. We also have growing numbers of non-tenure track faculty often entailed in these shifts, and their interests need attention and voice as well. Faculty need an independent organization that can assess and address these many transformations of the education we offer, and sustain the opportunity for education in the all-too-quickly disappearing capacities for critical thinking, civil discussion, and reasoned argument, made available to a wide public. We need the strength in numbers to be that organization.
 
JOIN US
 
We can do this with a purpose that invigorates our colleagues and a commitment to engaging them in that purposes that brings more members in. Before we break for some small group discussions about your views of how effectively our new statement of purpose supports those goals, I want to mention briefly some upcoming plans for this semester that are intended to help us move forward on this agenda, and some specific ways for some of you who want to get more involved. THIS FRIDAY, Sept. 17, our organizing committee is meeting to make plans for a fall organizing campaign, discuss communities of faculty to which we can most effectively direct our efforts. As Siobhan Somerville and Clarence Lang from the organizing committee are going to explain shortly—WE ARE ALL ORGANIZERS AND EVERYONE IS INVITED TO COME TO THIS MEETING. It will be held at noon, Friday Sept 17 in 210 Illini Union.
 
Organizing IS our main priority—but while I’m on the topic of things your CFA could use help with—we also have an communications committee, currently very snazzily headed up by Harriet Murav, that needs more help to get our messages out. And we have an open position of Equal Opportunity Officer for someone who wants to help organize our initiatives on issues of minority, gender, and sexual orientation discrimination and bias.
 
The next week, the BOT will be meeting on the Urbana campus at the I Hotel. The GEO is already planning a rally to tell them about our concerns about tuition waivers, salaries, and other issues they will be addressing. EVERYONE IS URGED TO ATTEND THIS RALLY, and let the BOT –to which the CFA continues its fight for faculty representation—know that the CFA is watching and listening.
OCTOBER 7 is a NATIONAL DAY of ACTION for education. The labor coalition of this campus is planning a public action for that day that you should keep your eyes out for our announcements of those events.
 
Finally, in NOVEMBER we will be having another CFA members event—to which interested potential members will also be welcome—on the benefits of collective bargaining, where we plan to have speakers from already organized Illinois campuses like SIU and EIU. We’re working on scheduling that around the schedules of the speakers we’re seeking, but we hope it will be an opportunity to further the discussions we come up with today about our new statement of purpose and its focus on collective bargaining.
 
So I’m going to turn things over for a few minutes to Siobhan and Clarence to talk about organizing, and then to small groups of you to talk about our statement of purpose. We’ll come back to have a presentation on the dues issue that you were notified about—obviously all this organizing and expansion takes resources, and you’ll hear about our own budgetary crisis in providing those. For now, though, let me turn things to Siobhan and Clarence. Thank you.
 
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Pasted from

CFA Response to Ikenberry’s Work Group Report

The CFA applauds efforts to streamline administration and procurement costs in order to commit shrinking university resources to core missions of teaching and research. But we also see much to give faculty pause in recent announcements about the report of President Ikenberry’s Administrative Review and Restructuring Work Group and impending plans to implement its recommendations.

• The centralizing of “human capital” strategic plans and monitoring procedures according to new business models engineered from above are of particular concern, especially as they will affect all academic personnel and staff and the vital educational missions they support.

• The focus of IT investment in on-line learning environments while classroom technologies in a number of sectors of the university continue to lag also needs faculty input.

• The coordination of Foundation and alumni fundraising relations with little mention of the importance of key faculty research objectives and departmental connections threatens to strangle communications to potential funding sources of the most important, ground-level activities of teachers and researchers.

• The spectre of new “consulting” firms coming in to advise the process raises further concerns about the voice faculty will have in shaping these important changes; not to mention the extra expenses to be incurred in implementing them.

The Working Group is right that communications programs provide a broad range of services to connect with and inform the many and varied stakeholders of the University…” Put in a more education-friendly form, it is vital that transformations of university procedures actually facilitate the free exchange of ideas among faculty, students, staff, administrators, alumni, fundraisers and the larger communities we serve.

Observing that President Ikenberry has been charged by incoming President Hogan to move forward quickly in implementing the Working Group’s recommendations, the CFA looks forward to substantial faculty input on the implementation process, which seems, from the list of working-group members, to have been lacking in the formation of the Working Group itself. As a voice for faculty communication throughout this process, the CFA stands ready to investigate and address the faculty’s many vital interests. Please join us.

Kathryn Oberdeck
President, Campus Faculty Association
June 25, 2010

Great Day in Springfield on April 21st!!

Lobby Day in Springfield is an annual tradition for educators to meet and greet state lawmakers and have their voices heard. But this year Lobby Day was inflected with a real urgency as 15,000 teachers, staffers and school workers converged on Springfield to express their frustration with Illinois’ unprecedented budget crisis and the threat of cuts to education at all levels. CFA members decided to take our fourth and final furlough day on April 21 in solidarity with Illinois Education Association and other U. of I. campus unions, and so we got up early and got on the bus.

Lobby Day was surprisingly fun, in large part because of excellent IEA organization that got us and our banners there comfortably, with plenty of donuts and coffee. We enjoyed a huge march and rally, addresses by state leaders, and visits to lawmakers’ offices inside the stunning Capitol building. We met and congratulated our allies (in the CFA’s case, Mike Frerichs) and faced heated if not well-reasoned resistance in discussions with our very pressured opponents. Illinois Education Association members gave everyone lunch with amazing efficiency.

For CFA members who had not participated in lobbying before, this was an eye-opening event. Not only did we speak face-to-face with central Illinois State legislators about the importance of a fair tax increase, but we felt surrounded by and connected to many other kinds of people who work helping, teaching, counseling and supporting Illinois students from preschool to graduate school. We were reminded that as University of Illinois faculty we are part of a much larger structure of public education that is, ideally, a structure of opportunity and personal advancement for everyone in the state. At least that’s what I felt. Rather than production workers in a credential factory, or ivory tower technocrats, we‘re connected to educators across the state as we try, in straightened circumstances, to help students learn and grow. While it’s true times are hard in Illinois, it’s also true that the opportunity for a strong public education, up to and through university, should be expanded not narrowed. I’ll be in Springfield next year, and for as long as it takes.

Professor Susan Davis
Department of Communication
CFA Executive Committee Member

Organizing 102: Common Furlough Action Day #3!

Join us on April 6th at the university YMCA for Organizing 102, the next common furlough action day! After the success of Organizing 101 at the February teach-in, we decided another “class” in the series was necessary. There are no pre-requisites in order for you to attend, though!

The event is straightforward, yet crucial to our success. From 12-1 those of us with organizing experience will moderate discussion and train attendees on how to organize. From 1-2:30 we plan to go out and do the organizing: write the emails, set up the meetings, and talk to our colleagues. Doing can be a lot more scary than talking, but we won’t have success, and we won’t grow, if all we do as a union as talk. Finally from 2:30-3 we will debrief (with cookies, of course). There is a chance we will shorten this event so that it doesn’t overlap with an AAUP event on the tenure process.

I look forward to hearing your thinking on the kinds of topics you want to see covered in Organizing 102. Don’t work on your furlough day, organize to affect change… and most importantly, bring a friend!

CFA Brown Bags on March 31st

Attend CFA Organization Building Workshops March 31st

What: CFA Workshops addressing organizing among the under-represented in the CFA, namely:

• contingent faculty,
• untenured tenure-track faculty
• women, and
• people of color

When: March 31st 12:00-1:30
7:00-8:30 (same program as 1:00 for those not free during the day)

Where: University YMCA 1001 S. Wright St.

More info contact: Kate kclancy@illinois.edu or Siobhan: sbs@illinois.edu

Shared Faculty Mission at UIUC?

On March 4, 2010, the Campus Faculty Association sponsored an event titled “The University’s Core Mission: Are We Really All in This Together.” The event was attended by faculty from six different colleges (ACES, Education, Engineering, FAA, LAS, Law) and the University Library. Those who attended the event discussed the contributions faculty make to the university, our community, and society. We discussed how the University of Illinois is different from a technical school, liberal arts college, or a job training center, and what it is that makes this university great.
Our discussions revealed some differences across disciplines. For example, the work of some faculty focuses on immediate contributions to society whereas others do work whose greatest contributions may only be appreciated in the future. More importantly, our conversations also revealed significant commonalities. These commonalities, and our discussions of them, helped clarify the components of what we believe is the university’s core mission.
Our discussions led to the drafting of a Shared Faculty Mission Statement, which is divided into two parts: (a) a description of our shared contributions; and (b) implications of our shared contributions for the future of the university. The version available on this blog is a draft version, which has been circulated to panel participants and is now open for comments from the University faculty community. Please post comments on this site (if you can) or e-mail comments to campusfacultyassoc@gmail.com. The final version of the statement will be transmitted to the University community, the president, the Board of Trustees, state legislators, and the public.

Shared Faculty Mission Statement

Shared Contributions

• The core contribution made by all faculty is to use their intellects in creative ways to generate knowledge, insight, beauty, wisdom, and practical products and applications that will make our campus, our community, the state of Illinois, and the world a better place in which to live.
o The ways in which faculty do this are remarkably varied. Here are only a few examples. Some faculty will create music that no one may be able to appreciate immediately, but which may be admired by thousands or even millions in years to come. Others may delve into agricultural production and consumption or engineering problem-solving with the goal of producing knowledge or other tangible products that will have an immediate impact, either locally or internationally. Other faculty do research, whether on the culture of a distant land or the biology of bees, that may not have an immediate impact, but which will prove to be remarkably useful at some future point in time for reasons we cannot currently even imagine. Many of us produce knowledge about our fields (be they in education, history, or the sciences) that is used to address inequities related to racism, sexism, or homophobia. But we also do research on topics that may attract little attention from the public at large, until and unless they have had the opportunity to participate in learning activities that excite new curiosities and interests.

• Through their teaching in the classroom, laboratory, and studio, their advising, and their sharing of their own creative work with students, faculty teach undergraduate, graduate, and professional students how to think critically, communicate effectively, engage the world around them, solve problems, and be thoughtful, productive citizens of this community, state, country, and the world.
o We teach 700 students at a time in some large survey courses, but we also give one-on-one training in skills that cannot be taught any other way. We teach students to appreciate chronologically, geographically, and culturally distant worlds they have never imagined, and the problems of people next door with whom they will need to work as fellow citizens. We train them in reading, writing, focused attention, collaborative work, and creative thinking they will need to succeed at work and with their neighbors – these are skills they will use to make their local communities, the state of Illinois, and the world a better place. We counsel our students with regard to the prospects of our professions and the skills they need to succeed there, and we grade their work in order to help them assess the level of their own skills. Finally, we instruct and learn from our colleagues across the globe through conferences, journal articles, and presentations, so we are able to bring the wealth of our fields’ knowledge to Illinois.

• Faculty help graduate and professional students reach an exceptional level of excellence in order to carry on, refine, and apply the knowledge that we create and disseminate. We work in labs, offices, classrooms, clinics, and libraries where graduate and professional students are trained and make vital contributions to the University and community.

• In addition to sharing their knowledge and skills with students, faculty engage in community outreach. The contributions made by faculty are not limited to the University of Illinois campus.
o For example, we talk to community groups, elder hostels, primary and secondary school classrooms and teachers about what our knowledge means to them. We reach out to many communities of lifelong learning and engagement. We provide free consultation and services. We serve on professional, business, and community organizations, from the local level to the international.

Implications of Shared Faculty Contributions for the Future of the University

• Given that the core contributions of faculty revolve around their ability and willingness to be creative, it follows that the key to a successful university is the establishment and maintenance of an environment that permits that creativity to flourish. This means that ideas must be able to flow freely — in research projects and applications of research; between faculty and students, among faculty and among students; across our global professional networks and down the street to a local reading group.
• Because we value the diverse ways in which we pursue, disseminate and apply knowledge, we value above all the varieties of creativity that the university promotes. For example, engineers and their students benefit from the opportunity to learn the skills of communication and group process from humanities and education professionals; humanists and their students benefit by the presence of scientists, engineers and policy specialists who are transforming the material foundations of our social, cultural and artistic networks. The different fields represented at the University of Illinois form an interdependent institution that cannot survive without supporting all of its parts. While groups of relatively homogeneous scholars and professionals, whether humanists at a liberal arts college or engineers at a technical institute, can make valuable contributions to society, the realization of the full potential of a university, as described above, depends on the ability of all fields to flourish.

• Given the diversity of contributions made to this common purpose by faculty who are experts in so wide an array of scholarly fields and teaching endeavors, we need shared governance to make sure that resources are distributed fairly, and that the contributions made by faculty in different disciplinary fields are judged by standards of value appropriate to those fields. Shared governance helps to preserve the clear, consistent, and permanent lines of communication among all members of the University community which are essential if we are to appropriately represent our respective contributions to our shared mission.

Opportunity to comment on budget

Governor Quinn has established a website with budget information, updates, and an opportunity for comments. Since there are likely to be many comments advocating cuts in education and opposing any sort of tax increase, members may wish to voice their opinions, or at least check out details regarding the budget. You can access the official web site and provide comments at the following url:

http://www2.illinois.gov/budget/Pages/default.aspx