President’s Report 2011
More than a decade ago, a group of people who share a passion and a love for Meredith came together to map out their vision for the College’s future. That effort culminated in the strategic plan known as Initiative 2000. Several years later, a second strategic plan, Vision 2010, was created and approved. Though strategic plans are generally not known for their glamour, when properly developed to serve as living documents that truly guide the efforts of an institution, the results can be astonishing.
Such is the case with these two plans, which have served as a roadmap and source of inspiration for the entire Meredith campus over the past twelve years. Expanding the College’s study abroad participation from 9% to 40% . . . doubling the percentage of multicultural students . . . establishing a woman-focused
Meredith College
engineering program—these things did not just happen, they were part of
seeks to create
a vision for Meredith, and their accomplishment took much hard work and
academic programs
deliberate planning by all.
and a campus culture
This success also required the enthusiastic support of donors and friends, particularly alumnae, who joined and created new alumnae chapters in record
that prepares students for their lives
numbers, and whose gifts helped catapult The Campaign for Meredith past its
as engaged global
original goal to raise more than $40 million. This unprecedented engagement by
citizens and leaders.”
those who love Meredith has made such tremendous growth possible, which in turn has dramatically enhanced the educational experience for students. And
-Vision 2010
the advances that have taken place since 1999 ensure that new students find their own experiences just as engaging and relevant as did the Immortal Ten. You are invited to share in the experiences of six students . . . experiences that have allowed them to excel, explore, lead, compete, innovate and connect. As you read their stories, you will find much that is familiar, as well as much that is new—a direct result of the advances Meredith has made through its strategic plans. Thank you for all that you have done, and continue to do, to help create the unique and memorable experience that is a Meredith education.
President’s Report 2011
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Our mission calls us to look for areas where women are not yet excelling, and do what we can to meet those needs.� -Maureen A. Hartford, State of the College, September 2009
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President’s Report 2011
Meredith’s long-standing reputation for academic rigor has become stronger during the past twelve years through the implementation and expansion of academic programs such as Service-Learning and Undergraduate Research—more than 140 research projects were conducted in 2009-10 by teams of students and faculty. Meredith’s Business School also received accreditation by the Association to Advance Collegiate Schools of Business. Less than one-third of U.S. business schools and just 5% of business schools worldwide are AACSB-I accredited.
Meredith’s Engineering Dual Degree program is the best of both worlds—it was this program that attracted me to Meredith. I was looking for a close-knit community of scholars where I could interact with my peers and professors on a daily basis. I also wanted to pursue a challenging degree in both mechanical engineering and mathematics. Engineering is generally a male-dominated field. Women constantly have to prove themselves in the classroom and workplace to be considered intellectual peers. Meredith College encourages women to push the limits and break boundaries. The engaging class discussions at Meredith prepared me to be an active student at NC State, even in large classroom settings that used to intimidate me. Growing up in Daytona Beach, Florida, I had the opportunity to visit Kennedy Space Center on many occasions. NASA’s incredible research in space exploration and aeronautics has always interested me; I never thought I would have the chance to work with them. The NASA-MUST program includes a scholarship, a 10-week internship at one of ten NASA centers across the country, mentor and tutoring opportunities, and wonderful networking possibilities. I will be forever grateful to my academic advisor at Meredith who encouraged me to apply to the program. I believe the valuable real-world experience gained from my NASA internship and guidance from my mentors have given me the skills necessary to confidently complete my education and begin my own career as an engineer. My dream job would include working with NASA and its future endeavors with commercial space companies.” Megan Yohpe, ’12, Engineering Dual Degree Student and NASA-MUST Scholar
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Your education will include getting to know your world—this continent and others. We will push you hard to leave your comfort zone to understand cultures other than your own through firsthand experiences.” -Maureen A. Hartford, Junior Visitation, President’s Welcome, February 2009
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President’s Report 2011
Students are studying abroad in record numbers—the percentage of students who do so has increased from 9 percent in 2001 to 40 percent of the most recent graduating class. Additional funding for scholarships to support students studying abroad has made this important program more accessible to all students, as did the opening of the permanent location in Sansepolcro, Italy. Meredith’s campus increasingly reflects a more global society, with 45 countries currently represented among students.
Traveling to China with Meredith’s MBA program was the opportunity of a lifetime. We toured popular tourist attractions like the Great Wall of China and met with business executives from a Chinese entrepreneurial firm. Every activity we engaged in advanced us culturally, socially and academically. I was optimistic, yet nervous about visiting a country where I couldn’t speak the language. Once I started touring, my nervousness subsided and I enjoyed the opportunity to visit local destinations with the help of a map and guidebook. Visiting the Great Wall was such a humbling experience. The pictures I took don’t compare to climbing the historic structure. It was fascinating to compare management styles in China with what I see on a daily basis—for example, I observed similarities in employee morale techniques, and differences in strict business attire. Prior to the trip, my fellow students and I focused on China as an emerging market. Now, it has become commonplace for us to use the country as a benchmark for how the world has progressed and how the business world will evolve. Studying abroad in China helped me understand how people from other countries feel when they come to the United States and how they have to adjust to our culture. It also helped me appreciate the life I have been afforded, and instilled in me a desire to pursue future travel opportunities. I have not decided whether I will stay in my current area of purchasing and logistics or expand in a new direction. But I definitely want a position that will continue to challenge me as much as pursuing my degree at Meredith.” Jackie Boggs, ’12, MBA Student and Medical Spare Parts Buyer/Planner, Siemens Medical Solutions
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All of us who work at women’s colleges understand the special and disproportionate role these institutions have played in the preparation of women leaders in the United States.” -Maureen A. Hartford, Inaugural Speech, April 15, 2000
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President’s Report 2011
An emphasis on leadership development over the past 12 years has led to a dramatic increase in student participation in programs such as the Emerging Leaders Seminar series, while Meredith was the first women’s college to bring LeaderShape® to its campus. The 2009 Women’s Leadership Summit brought together more than 500 women representing a broad spectrum of ages, ethnic backgrounds and professional fields to talk about what it means to be an ethical, effective leader in today’s world.
When I came to Meredith, my definition of leadership was largely positional. The only leaders I saw were presidents of organizations and people who were in charge of large projects or programs. I certainly didn’t consider myself a leader–I didn’t hold a position on campus, I didn’t know anyone important. Meredith provided a great environment for me to discover myself as a leader and to further develop my leadership abilities. We have one of the oldest student government associations in the South, and there really is something for everyone. In addition to actual leadership positions, there are resources on campus so that every leader can fulfill her duties to the best of her abilities— from conferences to programs to staff. The mentors I have developed on campus are indispensable. Learning about leadership is important because you never know when an opportunity to do something you’re passionate about may present itself. Having the skill set that comes with leadership gives you the ability and the flexibility to be a change agent in society. I think learning about leadership is important at a women’s college because many women are already doing work as leaders, they just may not have an official title. A working mom is just as much a leader as a CEO. The difference lies in the duties, but the skills sets are similar. Largely through my participation in the LeaderShape Institute, I now view leadership as relational. It’s about the connection between individuals and the work that they do to bring about a positive change. Leadership is about creating a vision for the future and working towards it; it’s about managing the possibilities.” Jennifer Prince, ’12, SGA President 2011-12
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I am convinced that colleges for women are more celebrative and full of tradition than any other type of college or university . . . We have rites, ceremonies and celebrations that unite the campus and give us all a sense of belonging to something enduring.� -Maureen A. Hartford, Opening Convocation, August 1999
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President’s Report 2011
At Meredith, competition is an integral part of the educational experience, from participating in traditions such as Cornhuskin’, to competing in one of Meredith’s six team sports. Such programs offer students hands-on opportunities to develop important leadership and organizational skills. The competitiveness of Meredith’s athletics programs has increased on a regional and national level—since joining the USA South Athletic Conference in 2007, Meredith is the only single gender institution to win several USA South championships.
Meredith women enjoy competition because it allows us to celebrate each other’s talents and rejoice in each other’s triumphs. It teaches us the significance of dedication, teamwork and creativity, and challenges our ability to organize events, manage funds and encourage participation. I’ve learned how to work with different personality types and leadership styles—in my future career, the ability to value others’ opinions will be a vital skill. And, I’ve learned how to balance my coursework with my involvement in Meredith traditions. By participating in competitions, I have a greater awareness of my strengths and weaknesses as a student and leader. For the past two years, I have had the privilege to serve as the president of the class of 2013. I also am a member of the White Iris Circle, which allows me to share my love for Meredith with potential students. In all my campus roles, I value being a spokesperson for my class and the Meredith community. I have been challenged to embody the qualities I want my classmates to exemplify. At Meredith, learning occurs inside and outside the classroom. Cornhuskin’ and other competitions have taught me how to be a leader whether in adversity or victory. Though losing is not fun, it teaches us to get joy from our experiences with one another. This year, my class did not win the overall competition, but we did win the valued spirit stick, which symbolizes integrity, enthusiasm and respect for the act of competition. Cornhuskin’ inspires me to work for something beyond myself, to carry on a cherished tradition, and to celebrate the talent of the Meredith community.” Michelle Cox, ’13, President of the Class of 2013
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We expect our students to be thoughtful problem solvers and scholars who are challenged by the unknown.” Maureen A. Hartford, President’s Welcome, Junior Visitation Day, February 2009
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President’s Report 2011
Colleges and universities have long served an important community function of spearheading innovation through ground-breaking research and novel collaborative efforts. With programs such as the laptop initiative, the first of its kind among women’s colleges, the Engineering Dual Degree program, and a student-led focus on sustainability across campus, Meredith has demonstrated an eagerness to embrace change for the betterment of its community and of society as a whole.
As an interior design student, I am continually faced with design challenges through studio projects. I am forced to critically think about the scope of the design problem, and the best way to solve that problem. There is a constant struggle between satisfying the creative element of design while meeting certain basic needs such as safety, accessibility and cost constraints. Finding equilibrium between those aspects of any design project forces me to be innovative in my solutions. I have developed an avid interest in the sustainable developments in my industry. In fact, I just received approval to take the Green Associates exam, which is the first step to becoming a LEED Accredited Professional. In our industry, that type of knowledge and title gives me a competitive edge. I believe that becoming a Green Associate is my duty as a socially- and environmentally-responsible designer. I value the creative challenge in seeking to design spaces that support and help invigorate our planet. This past summer I traveled to Copenhagen, Denmark, to study interior architecture for seven weeks. My studies there reinforced the interest I had already formed in sustainability, as such practices have been an automatic part of life and planning in Scandinavia for many years. Their approach to design is always firmly rooted in ‘green’ principles. Understanding the importance of making sustainability a part of every aspect of living really helped fuel my interest in the field here at home. Terms such as ‘vernacular’ and ‘livability’ are now essential parts of every project that I complete in my studies at Meredith.” Caroline Ashworth, ’11, Interior Design Student
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We at Meredith must seek to create a diverse community of students, faculty and staff; to find common ground among this diverse group while celebrating our differences.� Maureen A. Hartford, Opening Convocation, April 1999
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President’s Report 2011
A strong sense of community has always been a defining characteristic of Meredith. In the past 12 years, that community has become more diverse, thanks to initiatives designed expressly for that purpose. The College’s community has also reached out beyond campus in service to others. Efforts have included Tide of Hope, a tsunami relief effort following the December 2004 Indian Ocean tsunami, the completion of Meredith’s first Habitat home, outreach to the Gulf region following Hurricane Katrina, and the ongoing MeredithReads project.
I chose to attend Meredith after visiting campus and speaking to several faculty members. Afterward, when I was reading more about Meredith online, I remember that the words leadership, community, citizenship, socially-engaged and diverse stood out, because these words are vital for my advocacy and community service efforts. I felt that Meredith would not only educate me, but also provide the tools I needed in order to succeed. I have actively participated in the youth program at El Pueblo for almost seven years. I’ve also been part of other community efforts to improve the lives of North Carolinians. Those efforts include advocating for equal education rights for all students; being part of medical camps for teens; creating a Hispanic Career Fair at Sanderson High School; and working on a mentoring program for Hispanic and Latino students. The groups and organizations that I have had the pleasure to be part of motivate me to continue working for my community. Many people say that I am a community leader; I personally do not think the label is necessary. What is necessary is to recognize the potential our community has and bring people together to empower them. Everything I have done and continue to do is intended to improve our whole community. Currently, I am studying biology. I plan to continue my education after I receive my undergraduate degree, stay actively involved in my community, and join Doctors without Borders. Attending Meredith has inspired me to strive to become a catalyst for change. Our college prepares us to be successful, not because we have mastered everything but because we keep trying if something fails.” Carla Mena, ’12, Biology Student
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Meredith exists today because a multitude of faithful friends understood the creation and support of this college to be part of their responsibility to the future.� -Maureen A. Hartford, Inaugural Speech, April 2000
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President’s Report 2011
Since taking office as president in July of 1999, it has been my privilege to travel around the state, the country and the world on behalf of Meredith. I’ve met with alumnae from every class, and I’ve enjoyed working with such inspiring and interesting women. Every alumna I’ve come to know has her own stories to tell about her unique Meredith experience. While there’s certainly no “typical” Meredith alumna, I have found that they share a common sense of activism and vision for their community. That shared passion for bringing about positive change has become the force behind Meredith’s transformation these past 12 years. Whenever I meet with alumnae, I always ask them to do three things for Meredith: • Engage with the College. Join your local alumnae chapter (or create one if there is none!), attend lectures and other events on campus, share news of what is happening in your life. • Encourage students to attend Meredith. You are the most effective recruiter for Meredith because you know firsthand the impact your education has had on your life. • Give to Meredith. While financial support has increased dramatically during my time here, I ask you to remember that your contributions are the lifeblood of this institution. We really do need every alumna to give. As I pause to reflect on my own Meredith experience, the full scope of what it has meant to my life is difficult to measure—and I know full well that I will continue to engage with the College, seeking out new ways and new opportunities to support this institution we all love. For, you see, we are now the faithful friends of Meredith who are responsible for its future. And, based on what I have come to know during my tenure as president, that future looks bright indeed.” Maureen A. Hartford, President
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Meredith’s strong fiscal foundation can be attributed to many factors: to the careful and prudent stewardship of its resources by administrators, faculty and staff; to the hands-on involvement of the Board of Trustees; to the students who choose to attend Meredith and benefit from a unique educational experience; and, above all, to the alumnae and friends of Meredith who choose to support the College financially. Your choice to support Meredith is essential both to our ability to remain The current strength and
strong financially as well as grow academically. Gifts to programs such as
future vitality of Meredith
undergraduate research, study abroad and faculty development allow us
rest in the hands of those
to explore new horizons, even as we protect the integrity of the Meredith
who know and love the
experience. We are grateful for your willingness to invest in Meredith, and
College.”
we pledge to protect your investment by continuing to adhere to the highest
-Maureen A. Hartford,
ethical standards throughout this institution.
The Campaign for Meredith
Offered here is a brief financial update. For a complete financial report, go to www.meredith.edu/pres-report. Meredith College Endowment 2005-10
Annual Expenditures by Category for 2010
(as of June 30, 2010) 100,000,000
Instruction Institutional Support
90,000,000
Auxiliary
2007 2008
Academic Support
80,000,000
Student Services 2006
70,000,000 2005
2009
60,000,000
Aid*
2010
Public Service 0
4M
8M
12 M
16 M
20 M
*State contractual aid only. In 2010, Meredith expended 12.3 million in student aid.
Meredith College Investment Allocations
15%
Fixed income
Meredith College Endowment Funds Breakdown*
12.3%
28.5%
Other
Domestic equities
52%
Scholarships
3.7%
Faculty development
15%
Real assets, including timberland
21%
15%
Hedge funds/ private equity
5.5%
International equities
Emerging markets
25.4%
General support
6.6%
Lectures and professorships
*% calculated based on 12/31/10 market values
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President’s Report 2011
Office of the President 3800 Hillsborough Street Raleigh, North Carolina 27607-5298 (919) 760-8600 www.meredith.edu
Photography by Katie Dow, Christopher Ferrer, Lisa Gotwals, Gary Knight, Brian Lynn, David Timberlake, Christine Webb, Michael Zirkle. Additional photos courtesy of Meredith College faculty, staff and students. Produced by the Department of Marketing 3/11 11-022