Point 1--- A New Fundraising Campaign
The AnewAU capital campaign, the most comprehensive fundraising campaign ever conducted by the university, was successfully launched two years ago. To date, we have raised nearly $110 million toward the $200 million goal.

AnewAU will provide direct support to faculty, students, and a wide array of academic programs, as well as the necessary funding for making substantial improvements to university facilities and infrastructure. The campaign will also bolster American University's financial foundation by strengthening the endowment and the Fund for Excellence, our two most crucial sources of income next to tuition. To meet the $200 million goal, we need the continuing support of our dedicated alumni, students, faculty, staff, and friends

Since the launch of AnewAU, alumni giving and overall giving to the university continues to reach record levels. At the end of our past fiscal year in April 2005, 20% of alumni donated to AU. This is compared to 2001, when only 10% of our alumni gave. Total giving to university reach nearly $18 million last fiscal year, and we have set a goal to raise $20 million dollars this year.

One of the high points of the campaign took place in October 2005 with the official grand opening of the Cyrus and Myrtle Katzen Arts Center at the 24th Annual President's Circle Dinner. The evening offered AU an opportunity to both celebrate the opening of this magnificent facility and recognize the university's most dedicated donors. Nearly 900 guests were entertained by performing arts students and alumni and view the opening of the second exhibition in the American University Museum at the Katzen. The Katzen is home to the Department of Art and Department of Performing Art. The building is comprised of classrooms, graduate studios, faculty offices, a studio theatre, a dance studio, recital hall, and three-story museum.

For more information on campaign progress and news, please visit www.american.edu/anewau.

 

Point 2--- A Smaller University
In fall 2005, 1221 new full-time freshmen enrolled, a reduction from the fall 2001 entering class of 1387. The overall quality of each freshmen class continues to improve. The cumulative average SAT score for the entering class of fall 2005 was 1267, compared to 1249 in fall 2004 and 1226 in fall 2003. This fall (2005) the admit rate dropped to 51%--the lowest in AU's history. The fall 2004 admit rate is 53.2%. The percentage of admitted students in the top 10% of their high school class has risen from 36.9% in fall 2004 to 51% in fall 2005.

While the number of freshmen decreased, the number of transfers has remained constant. The total number of transfers was 422 in fall 2005, compared to 421 in fall 2004. Early indications for the transfer class of 2005 are that the quality of the new transfer students will be high. For example, the undergraduate GPA of newly admitted transfer students increased from 3.23 in 2004 to 3.25 in fall 2005. The high school GPA improved from 3.01 in 2004 to 3.06 in 2005. Enrollment in our graduate programs also increased this year to 1211 students from 1203 in fall 2004.

 

Point 3--- Undergraduate Experience
A broad-based project team, convened by the provost and the vice president of campus life and comprised of faculty, staff, and students, has been working throughout the 2002-2003 academic year on designing a University College-an innovative and distinctive experience for first and second-year students. The University College will tie more closely together existing strengths of the undergraduate program, enhance the sense of community, and better enable each student to pursue their intellectual journey in connection to Washington and the world. The team has articulated specific and assessable objectives, benchmarked programs from around the country, and conceptualized fundamental components for a working model. In order to ensure the best possible design and to engage the university community in its development, implementation of the University College is not expected to be until academic year 2005-2006, at the earliest.

In addition to focusing on the University College, the institution has made tremendous progress in its efforts to improve the undergraduate experience. This can be seen through several important studies of student experiences and student satisfaction. For example:

• Ninety-two percent of graduating undergraduates report that they are satisfied with their undergraduate experience, up from eighty eight percent in 1999. Ninety-three percent say they are proud to be an AU graduate.
  
• American University participates in the nationally recognized National Survey of Student Engagement. The latest results (2002) for freshmen indicate that American University is ranked in the 90th percentile for "Level of Academic Challenge" and "Student Interactions with Faculty" in its Carnegie Classification. It is the top scoring institution in its classification for "Active and Collaborative Learning" and "Enriching Educational Experiences".

 

Point 4--- Fewer and Higher Quality Graduate Programs
In September 2002, the university undertook a historic review of its graduate programs. Guided by the criteria set forth in Point 4, each school and college conducted comprehensive analyses of their programs, with the deans forwarding recommendations to the provost for his consideration in January 2003. The provost's final recommendations, discussed with the Faculty Senate and others this past spring, were accepted by the president and approved by the Board of Trustees in May. These decisions will result in fewer doctoral and master's programs but stronger ones in terms of academic quality and support.

Doctoral programs scheduled for termination include chemistry, education, mathematics education, sociology, and statistics. Master's programs scheduled for termination or consolidation include comparative politics, human resources management, toxicology, development finance and banking, financial economics for public policy, education leadership, education technology, education specialized studies, French studies, Russian studies, and statistics for public policy. Each of these programs has made important contributions to the university, but, for various reasons, it is not possible to raise their progress to the levels and national prominence called for in Point 4.

The majority of doctoral and master's degree programs at American will continue, and some will experience even further growth and enhancement in quality. In all cases, each program is expected to achieve the standards set forth in Point 4 in the established time frame, or less. The deans and the faculty of the schools and colleges will work to establish specific benchmarks related to their disciplines to reflect the quality goals of Point 4. As an outcome of the review, the future of graduate education at American University is clearer and more secure than ever.

 

Point 5--- Reduced Costs and Increased Operational Efficiency
The university has appointed a 10-person process improvement project team that has been trained in techniques and tools to identify places where processes could be done in a more efficient way. Since last year, many new on-line processes are up and running. Students can now register, professors now have class rosters at their fingertips, and staff and faculty can now report their work hours and leave from my.american.edu.

Academic Affairs has increased operational efficiency through several significant actions in the past year. The English Language Institute and the e-academics office were dissolved, with their functions eliminated or reorganized into other existing units. With the closure of e-academics, academic technology services are now provided by the Center for Teaching Excellence and the University Library. Teaching English language courses for international students were phased out with the adoption of higher English language competency in admission standards. At the same time, improved support services for international students are provided through the College of Arts and Sciences and the Office of Campus Life. The Computer Science and Information Systems department was also reorganized with the transfer and merger of the computer science program and faculty with the Physics department, while the information systems program and faculty were transferred to the Kogod School of Business.

New online services through the Registrar's Office have helped to reduce staff and increase efficiency, particularly in relation to student services. Some of these changes include online registration by students, electronic distribution of class rosters to faculty, online grade submission by faculty, electronic degree audit reports and transcript services. Many other process improvement projects are in the works.

Three pilot projects have been selected for short and long-term improvement. Staff who are involved with the selected areas will be asked for input by project team facilitators in brainstorming sessions and other steps.

Another example of operating more efficiently is the approval of a two-year budget that includes multi-year initiatives and cost savings across the university. During the initial phase of the new Plan, we developed ways to achieve greater efficiency by sharing resources across divisions, consolidating services, reallocating internal resources, and increasing the use of management technology. We continued our disciplined financial planning strategy by putting aside to use as backup for everyday expenses as well as for the endowment in order to strengthen the university's position in both weak and strong economies or in the event of an enrollment shortfall. Such increased efficiency and sound fiscal management have earned American an "A" rating by Standard & Poors for current and future bond offerings. In a time when other higher education institutions are having their bond ratings lowered, AU's has improved.

Additional efficiencies will be realized as American's wireless initiative eliminates the need to invest in out-of-date infrastructure and technology. There are added benefits besides saving money-everyone benefits from improved technology. According to John Richardson, director of the center for teaching excellence, "The purpose of technology in education is to help make instructors better teachers and the students better learners."

 

Point 6--- Enhanced reputation as a Washington-based global university; a new office of International Affairs
To enhance our reputation as a Washington-based global university, in September 2002 American established a new office of International Affairs (OIA) under the leadership of a Vice President, Dr. Robert A. Pastor. The major initiatives of the office include transforming and dramatically expanding the study abroad options for AU students, developing new programs to recruit international students from prestigious universities and negotiating new partnerships, expanding AU's international presence, developing Centers for the study, research, and public policy outreach on two fundamental issues - democracy and North America - that will also have an impact on national and international public policy, and integrating and expanding websites as they relate to international affairs at AU.

International Student Exchange

• AU Abroad
  Expanded and diversified the sites and programs of AU Abroad, negotiated partnerships with prestigious foreign universities, and linked study abroad with students' major and minor fields. OIA has also undertaken an intensive and systematic effort to improve data collection and reporting on study abroad by AU students.
• Abroad at AU
  Began a unique program, called "Abroad at AU," which brought outstanding students from all over the world to study at AU.
• Undertook a far-reaching program of website development that has linked students more integrally to AU Abroad, introduced Abroad at AU to the world, and made the campus more aware of internationalization.

Academics

• Regional Centers and International Councils
  Begun a project to examine AU’s international centers with a regional focus, designed to contribute further to the university’s internationalization goals.
• Center for North American Studies
  OIA's Center for North American Studies has a larger inter-disciplinary faculty advisory committee, numerous outstanding Visiting Fellows, research on Mexico's "development gap," summer institutes on North America, including for business students, student exchanges with funds provided by FIPSE, and the Independent Task Force on the Future of North America sponsored by the Council on Foreign Relations
• Center for Democracy and Election Management
  OIA's Center for Democracy and Election Management has a large inter-disciplinary faculty advisory committee. It has organized the Commission on Federal Election Reform, co-chaired by Jimmy Carter and James A. Baker III (http://www.american.edu/Carter-Baker), and a project on Election Reform in Nigeria.

International Presence

• ABTI-American University of Nigeria
  Increased AU's international presence with support for ABTI-American University of Nigeria (AAUN), which opened with its first class in September 2005. OIA also created a website and web-based application process for AAUN.
• The 'American University in China' Project
  Increasing AU's international presence with preliminary work to design an American-style university in China.
• OIA launched a Premier Global University newsletter, which features outstanding international initiatives of the entire campus community.
• OIA placed AU among the three national finalists for excellence in internationalizing the campus in the prestigious Andrew Heiskell Award competition of the Institute for International Education.

To learn more about the progress in these categories, read the comprehensive annual report. (http://www.american.edu/ia/pdfs/oia_ar_2005.pdf)

 

Point 7--- New Meaning and Resources for Faculty Teaching, Research, and Services; Presidential Research Fellowships
Teaching: The university continues to reward excellence in teaching by making it a central component in all merit-based awards. In addition, the Center for Teaching Excellence (CTE) has worked closely with faculty to facilitate the use of technology in the classroom and to provide overall support to improve teaching effectiveness. The transfer of the former e-academics services to the CTE has already evidenced remarkable increases in the numbers of faculty adopting and using Blackboard-our primary technology support for undergraduate and graduate teaching. Further enhancements to the CTE's mission of bringing technology to the classroom will be supported by a newly established replacement fund for information technology and other equipment. The CTE's effectiveness will also be extended by a reconceived annual Ann Ferren Teaching Conference.

Improvements in teaching are seen in the Student Evaluations of Teaching and the 2003 undergraduate Campus Climate survey. The percentage of students who say faculty in their major use technology in the classroom has jumped to 82%, up from 60% in 1999. Almost 95% of undergraduate students say that they are satisfied with the quality of faculty in their major, up from 88% in 1999.

Research: Scholarship, research, creative work and professional contributions of all sorts are vibrant at American University and richly diverse in form and substance. In two years, a full-time faculty of 550, with an average five-course load, has reported 136 books, 226 book chapters and refereed conference proceedings, 266 refereed journal articles, and 51 poems, plays and exhibitions. They have also generated $26.5 Million in grants and contracts.

A base increase of $400,000 has been made to the University Library's materials budget, which will expand subscriptions and electronic resources in the areas of the humanities, sciences, and social sciences, and will add to the library's collection. A new Presidential Research Fellows Program will provide $500,000 for faculty research. The program will be implemented the procedure and criteria for these awards have been set.

Numerous centers, institutes, and interdisciplinary councils provide the expertise of world-renowned scholars and actively work to integrate that research into the life of the university community, as well as the broader community through volunteer service and educational programs.

Service: The University College's design will emphasize student-centered service and will be the principal mode for the service-teaching nexus called for in Point 7. Relatedly, a faculty-in-residence experiment in Anderson Hall has been highly successful and is paving the way for future replication.

In addition to service on faculty committees, faculty service takes other forms, as outlined by the Faculty Manual. While it would be impossible to document all such service, a few examples represent this kind of work:

• Members of the School of Education helped to train teachers, provide technical support, and set up a Web site at a local Washington, DC elementary school.
• Professor and filmmaker Randall Blair (SOC) helped a Washington DC school to produce a series of videotapes to train teachers how to teach disabled students.
• Faculty members from WCL are actively engaged in activities such as the DC voting rights movement and war crimes research.
• The number of faculty who serve on editorial boards has increased from 71 in 1999 to 126 in 2001.

 

Point 8--- Fewer Adjunct Faculty
As part of improving the overall academic quality and learning experience at AU on both the undergraduate and graduate levels, students will be taught by fewer adjunct faculty. While adjunct faculty possess considerable talents, the challenge here is to place them appropriately in the university's curricula.

Reducing the number of adjunct faculty involves complex variables that require special consideration as the university moves to implement the 15 Point Plan. An initial investment of $1.2 Million by Fiscal Year 2005, will enable the university to add as many as 17 new tenure-track faculty members over the next two years. The reduction in selected graduate programs will also make a contribution to adjunct reduction, as will continued management of the curriculum.

The total number of adjuncts teaching has decreased from 321 in fall 2000 to 272 in fall 2002. As US News reports, the percentage of undergraduate courses taught by full-time faculty has moved from 70% in 1999 to over 75% in 2002. Recent new faculty hires will assist in increasing this figure to 80% in the near future. The university is examining the implications of the 5% limit on the use of adjuncts for graduate courses. It expects to meet this limit for doctoral courses by next year.

While the number of adjunct faculty is being reduced, the quality of adjunct faculty has improved. Results from the Student Evaluation of Teaching indicate that satisfaction with adjunct faculty have improved from a mean score of 4.78 (on a 6 point scale) in 2000 to 4.90 in 2002. Furthermore, it is expected that those adjunct faculty who achieve "in-residence" status will demonstrate a commitment to the university beyond teaching one or two courses.

 

Point 9--- A New Faculty System of Differential Teaching and Research Loads
As of the 2003-2004 academic year, all units are expected to be on differential teaching loads. This goal is being implemented while at the same time taking care to balance it with other aspects of the 15 Point Plan, such as the percentage of adjuncts teaching courses and the average class size. As we move forward, the goal is to establish a 4-course load average for all faculty members who maintain active, productive, and influential research agendas and make related and significant professional contributions.

 

Point 10--- A Restructured and More Significant Academic Advising System
The provost, vice president of enrollment services, and the vice president of campus life have been charged to lead a project team to assess the current method of academic advising and identify ways to make this service more student-centered. This team will convene as soon as outlines for the University College are better established and when decisions regarding the vice president for international affairs' project team report have been made.

Overall, students are pleased with advising. Results of the 2003 Campus Climate Survey indicate that over 71% of students say they are satisfied with the quality of academic advising.

 

Point 11--- Enhanced Reputation as a Values-Based University
Evidence abounds that students, faculty, and staff embody the university's values. For example, the 2003 undergraduate campus climate survey finds:

• Approximately 87% of students say that, where appropriate, courses and programs present perspectives sensitive to the issues of diversity.
• Three out of four students say that AU demonstrates a commitment to service and community services.
• More than nine out of ten students say that AU demonstrates an interest in other cultures and global issues.

According to the 2002 National Survey on Student Engagement, AU students are significantly more likely than their peers to:

• Participate in community service or volunteer work
• Study abroad
• Experience a practicum, internship, field experience, co-op experience or clinical assignment
• Have serious conversations with students of a different race or ethnicity than their own.
• Have serious conversations with students who are different from themselves (religious beliefs, political opinions, or values)
• Develop skills that enable one to contribute to the welfare of one’s community.

Each year, through AU’s well-known Washington Semester program, more than 800 students from colleges and universities across the country come to the city to intern with federal and District government agencies and cultural and media organizations. These students help their sponsoring organizations provide services to the community. The Washington College of Law’s clinical programs provide free legal services, under close faculty supervision, to poor and otherwise under-represented residents of the District. The Women and the Law Clinic represents indigent women in family law cases and offers a special program in domestic violence; the Community and Economic Development Clinic works with under-represented clients through a variety of advocacy strategies; the Criminal Justice Clinic prosecutes and defends criminal cases; the Civil Practice Clinic assists low-income residents of the District of Columbia with a wide range of civil legal problems; the International Human Rights clinic handles domestic and international cases with human rights dimensions including District residents seeking asylum through the immigration system; the Tax Clinic represents taxpayers involved in Internal Revenue Service cases who would otherwise not be able to secure legal representation; and the Intellectual Property Law Clinic assists under-represented D.C. residents with cases involving copyright, patent, trademark and related fields. The primary goal of our Law Clinics is pedagogical. Students also develop public interest projects, work with Neighborhood Legal Services and the Whitman-Walker Clinic, and are involved in the Voting Rights Project working to achieve full Congressional representation for Washington, D.C. Pro bono work by law school faculty has included representation of local housing groups, tenants’ associations, community development groups, labor unions, homeless shelters, and domestic violence shelters. One prominent professor is a nationally recognized expert on, and strong proponent of , D.C. Voting Rights. The Community Service Learning Project benefits residents of the District who need personal support and/or social services. It involves over 50 students per year in a community service project consisting of at least 40 hours per semester of approved off-campus work. Most recently, one of our graduate students received the Mayor’s award for outstanding community service for developing a leadership program in Southeast Washington, D.C.

Academic integrity is a core institutional value, and the university continues to develop and implement new initiatives to promote integrity and prevent dishonesty. In September 2002, the university launched a dynamic academic integrity Web site for students and faculty, notable in higher education for its comprehensiveness. In addition to numerous on-campus activities, university efforts and expertise has been featured on public radio and in a visible higher education journal (August 2003 issue).

American remains committed to maintaining the academic integrity of the institution. The past few years have seen the reaccreditation of the psychology department, School of Education, School of Public Affairs, School of Communication, Kogod School of Business, and the Washington College of Law. Currently, American is undergoing the Middle States reaccreditation process. American is also doing everything we can to support the faculty. New standards for teaching, scholarship, and service are being implemented by the Provost's office and the Academic Deans.

American is committed to making our entire university community better citizens and human beings. As a distinctive academic community, we encourage each other to explore broadly in the development of ideas, intellectual passions, commitments, and in the search for truth.

Five principles capture the spirit of American University. They form a foundation for our community of students, faculty, and staff, teachers, and learners, as we strive to turn our "ideas into action and action into service.

I - Internationalism. The world is our campus. We aspire to achieve a global perspective through our studies and activities in the nation’s capital and abroad.

D - Diversity. Our community is a mosaic. We celebrate our differences and affirm the dignity of each individual.

E - Ethics. We are a values-based community. We are dedicated to social justice and expect ethical conduct in our intellectual inquiry and in our relationships with others.

A - Action. We are a community of engaged citizens committed to the common good. We turn ideas into action in the classroom, on campus, in Washington DC, and throughout the world.

S - Service. We are a "private university with a public responsibility." We believe service is essential to the well being of our community and to our development as compassionate human beings and productive citizens.

Point 12--- Enhanced Reputation as a Student-Centered University; A New Office of Campus Life
The new office of Campus Life (OCL) was introduced in June 2002. This reorganization came after a year of discussion among staff who were charged with looking for additional ways to streamline services for students and integrate services that are functionally related. Significant changes included the formation of Housing and Dining Programs(formerly Residential Life and Housing Services) which assumed responsibility for all student housing; aspects of dining services including marketing and contracting of student meal plans and shared responsibility for management of the overall program; and management of the One-Card program, EagleBucks, and laundry services. The Office of the Dean of Students assumed responsibility for parent programs. The University Center now handles all event scheduling, and a new University Center Project Team was formed to provide advice and guidance on matters related to the use and development of the three building footprint that makes up the University Center (Mary Graydon Center, Butler Pavilion, and Bender Arena). New areas of collaboration were identified between the Office of Campus Life and Public Safety. Further changes to the office are anticipated over time as the needs of the campus evolve. The Office of Campus Life now encompasses 15 offices that oversees the development and implementation of policies and programs that shape and guide student life. These offices include:

• Academic Support Center
• Community Service Center
• Counseling Center
• Office of the Dean of Students
• Disability Support Services
• Gay, Lesbian, Bisexual, Transgender, and Ally Resource Center
• Housing and Dining Programs
• International Student Services
• Judicial Affairs and Mediation Services
• Kay Spiritual Life Center
• Multicultural Affairs
• New Student Programs
• Student Health Center
• Student Activities
• University Center

Surveys are issued regularly by Auxiliary Services and the Housing and Dining Programs to measure students’ (customer) satisfaction with the quality and types of services offered, as well as with the menus offered in the Terrace Dining Room. Based on student feedback, improvements are made, contracts renewed, or new services are brought in.

As a result of student input, the Student Health Center is being reorganized and will have offices on campus by fall 2004. Efforts are being made to provide more on site services and to educate the student community about the importance of wellness in their lives through stress reduction classes, alcohol and drug counseling, etc.

Improvements are being made on a continuing basis to my.american.edu that will make more services and portals available to our current and prospective students, parents, and high school guidance counselors. Greater effort is being made to return phone calls and e-mails in a timely manner. The Admissions and Financial Aid offices respond personally to all the e-mail that comes through their Web site within a 24-hour period.

The newly formed Process Improvement Team is reviewing all the areas where students have a great deal of interaction with staff including: Financial Aid, Student Accounts, and the Registrar. Students have also been invited to become active members of the University Council, Auxiliary Services Project Team, and the Wellness Project Team to name a few.

 

Point 13--- A New Model of Governance
In April 2002, the university faculty overwhelmingly ratified a proposal for a new Faculty Senate that would serve as “the authoritative voice of the entire faculty on matters pertaining to the academic mission and strategy of the university as established in the University Bylaws.” This historic change was implemented in the fall 2002 semester, and the body has operated with great success throughout this past academic year. This reorganized senate balances the decision-making capacities of the academic units with the responsibilities of a university-wide deliberative body. It has streamlined its rules and procedures while at the same time tackling a very substantial agenda centering around important instructional and curricular issues. A second round of elections has been completed already and new members are seated for another year.

 

Point 14--- A New University Enterprise Center
The vice president of finance and treasurer is centering attention on three areas:

• Wireless Campus Project. Now that wireless technology is installed on all campuses and remote locations, focus is turned to fully utilizing opportunities for teaching enhancements, creative technological advancements, and innovative use of the wireless infrastructure to benefit students, faculty and staff. AU’s initiative is widely recognized as being in the forefront of wireless technology utilization, and we will continue to benefit from marketing our experience and expertise.
• International Academic Initiatives. Feasibility studies for new relationships with universities located in foreign countries are underway, with careful consideration of safety and other risk factors.
• Strategic Real Estate Opportunities. Several potential opportunities are being investigated.

In 2002, the vice president of finance and treasurer and provost conducted a series of meetings with university deans, seeking their advice on new initiatives for institutional development. Some of these initiatives are under consideration and study. The vice president of finance and treasurer and provost will conduct another round of discussions with the deans during the upcoming academic year, for continued consideration of possible opportunities.

Also in 2002, the university’s credit rating was upgraded to an “A” by Standard and Poor’s, and Moody’s Investor Service assigned an equivalent credit rating of “A2”. This upgrade benefited AU in marketing a tax-exempt $37 million bond to finance construction of the Katzen Arts Center and Greenberg Theatre and will provide significant advantages for future financial entrepreneurial initiatives.

 

Point 15--- A New Emphasis on Physical Fitness
The Wellness Project Team meets monthly to implement ways to help transform the AU community into a health-conscious one. The group has identified more than 40 Wellness Resources offered by American. This information will be posted on my.american.edu under the Learning Resources link.

The Team's mission is to find ways to make everyone in the AU community aware of what it means to be healthy, well, and physically fit. American offers many opportunities for members of the campus community to take responsibility for their health and wellness. There are programs for nutrition, fitness, substance abuse, smoking cessation, relaxation, and stress management. For example, as part of this initiative, Bon Appetit has offered the services of its dietitian/nutritionist to everyone at AU. She will make presentations on healthy eating, eating to manage stress, or just to answer questions. Announcements of her visits are in Today@AU, the Weekly, and the Eagle.

The Wellness Team is also working in conjunction with the Health Center and the Student Confederation to present a campaign to help everyone understand the importance of balance in life-from exercise to food or work to play. The campaign will address some of the basics, like knowing when you've had too much sun, fun, alcohol, or exercise and helping participants learn ways to watch for warning signs.

Articles on nutrition are appearing in The Eagle on a monthly basis. In addition, the Jacobs Fitness Center staff are working with departments on campus to conduct health assessments for their staffs. Fitness Center staff discuss the benefits of being well and ask the participants to complete a health risk assessment. When results come back, there is an opportunity for a session with one of the personal trainers to discuss goals for becoming well. So far, four divisions have taken advantage of this program.