CommissionerSam.com - Higher Education Industry

Come to the Come Back Fair!

Daniel Ronan — Tue, 04 Sep 2007 23:15:11 -0700

Portland Public Schools, in collaboration with the Portland Schools Foundation and the alternative educational options are sponsoring a Come Back Fair.

The Come Back Fair is an opportunity for youth that are no longer in school to get back on track and find an educational program that fits their needs.

It's a one-day event (Saturday, September 8), held at Holladay Park, and youth can stop by anytime between 12 pm - 5 pm. The 20+ alternative educational options that PPS provides will be represented, and other service providers will be there as well.

It's like one-stop shopping for youth thinking about dropping back in; they can investigate the different options that are available to them and connect with the programs that best fit their needs.

It'll be a fun event, and the whole family is welcome. Lots of free food will be available.

Jammin' 95.5 will be present along with local youth bands. There will be also be a raffle, with chances to win i-pods, a bike, Nike gear, a $100 Adidas gift certificate, and many other great prizes.

Everything is free and open to the public.

Come to the Come Back Fair and get back on track!

University System Improvements will Benefit Economy for Oregonians

Jane Ames — Sun, 01 Jul 2007 19:21:49 -0700

An important economic impact for Portland and Oregon, will result from the capital funding allocation for the Oregon University System. The $561 million capital budget including the $60 million allocated to reduce the system's $640 million deferred maintenance backlog will help meet critical repair needs, and modernize classrooms and laboratories.

The efforts that will take place on campuses across Oregon will also create more than 11,800 construction jobs over the next several years. The projects will provide a $1.25 billion economic output of goods and services through the projects, and provide almost $400 million in increased earning for Oregonians.PCAT Building in the Background on PSU Campus

Portland State University will benefit with funds to help with the redevelopment of the PCAT building (that is the older turquoise tile building on 5th and 6th Avenues); improvements in the Science Teaching and Research Center; Science Building repairs and updating; and Lincoln Hall repairs. The Economic Benefits will Roll Out to Portlanders

While the improvements will be excellent for PSU, the economic impacts of those projects will roll out to Portlanders far beyond the campus.

Oregon Opportunity Grants and Aspire Benfit from the Legislative Session

Jane Ames — Sun, 01 Jul 2007 16:45:37 -0700

With Sam's advocacy, this is the first year the City of Portland has added higher education to its Legislative Package. Several of the higher ed priorities have been successful; including increased funding for the Oregon Student Opportunity Grants, and establishing Aspire as an officially recognized State Program. Both of these programs are run out of the Oregon Student Assistance Commission.

Aspire is a highly successful mentoring program, training and coordinating volunteers to help high school students be successful getting Aspire Mentoring Programinto college and applying for scholarships and financial assistance. Beyond being recognized as an official state program, Aspire has been allocated $700,000. These funds will allow Aspire programs to expand from the current 83 high schools in Oregon, to 115 schools next year. $300,000 of the allocation will serve as match, for school districts and high schools to develop their new programs.

I volunteered with Aspire five years ago and was impressed with the program's ability to encourage and assist students who didn't necessarily see themselves going on to college. One of my students came from a family who had emigrated to the U.S. from Nigeria when she was a baby. Her parents weren't familiar with our higher education system and, while their English was good, FAFSA (financial assistance), scholarship, college applications, and all the related forms and details can singe the synapses of anyone. In my case, since I was learning this information to help my daughter, why not use the knowledge to help some other kids as well? It's great to watch this program continue to expand.

College is ExpensiveThe Oregon Opportunity Grants will offer $107 million to financially needy undergraduate Oregon residents over the next two years. The Legislature passed and the Governor signed into law an allocation of $35 million to be distributed in the first year, and $72 million to be distributed in the second year of the 2007-09 biennium.

The legislation also directed changes in the calculations for who will be awarded grants and how much the student will receive. Previously, only those from very low income families qualified: a family of four earning $32,000/year did not qualify...because they "earned too much". While the calculations are still a work in progress, the new formulas will stretch the range of family income to allow those closer to middle income to receive benefits.

College is expensive; worth it, but expensive. These are good moves by our Governor and Legislature to help our youth and families prepare for family wage jobs and careers, as well as to reap the intangible benefits of college education.

It's good for Oregonians and it's good for Oregon.

No Time like the Present...to Prepare for the Future: Higher Education

Jane Ames — Sun, 01 Jul 2007 15:11:33 -0700

Thank Goodness, and THANK YOU Governor Kulongoski and State Legislators.

The Oregon University System (OUS) received a 23% increase in a combination of operating and capital projects funding from the State Legislature and Governor Kulongoski. The General Fund budget for the OUS system for 2007-09 is $870.4 million. As OUS Chancellor George Pernsteiner stated, "This budget signals a major commitment by the legislature to meet ...the ten-year reinvestment plan to improve student access and affordability, high quality learning, innovative research and programs directed at economic development, workforce shortages, and other state priorities for Oregon."

That is a mouthful, but it points out the various crucial roles higher education plays in Oregon.

The Community College System received $512 million total, a $71 millionPCC increase over the 2005-07 budget. The strong signal here is to provide for workforce development and to insure access to affordable higher education throughout Oregon. There are 17 community colleges in Oregon, many located in communities without four year college options. Whether students are heading for workforce training, a four year academic degree or lifelong learning opportunities, the community college allocation is significant to all Oregonians.

The Oregon university system alone has a $640 million backlog in deferred maintenance and repairs; the $60 million directed to reduce that backlog will mark the first time in several decades the backlog will be reduced. It is a good time to be turning from disinvestment to investment, and providing and planning for the future.

Sam led City Council efforts to make higher education funding, as well as PSUthe Oregon Opportunity Grants and Aspire mentoring program, priorities for Portland's Legislative package. He joined students, community, business and education leaders who became vigilant and vocal higher education advocates testifying, lobbying, writing letters and making calls throughout the session. Together, they created a steady drumbeat of support, highlighting the educational and economic necessities for improving higher education funding in Oregon.

Newspapers throughout the State reinforced the demand for higher education support. David Sarasohn, Associate Editor at The Oregonian was particularly effective and relentless. His nearly weekly editorials clarified the current dismal reality and the existing and future need for strong higher education opportunities in Oregon. Frankly, the state's investment in higher education isn't yet what it needs to be for the sake of our children and our economy. But, as of now, we are heading in the right direction.

Bravo. Encore. And again, Thank You.

Hurrah

OREGONIAN EDITORIAL: A state of low-wage jobs

Warren Jimenez — Wed, 02 May 2007 10:48:09 -0700

As the President of the Local Elected Officials on the Workforce Investment Board and the Higher Education Liaison for the City of Portland, Sam has been advocating for more state funding during this legislative session.

Unfortunately, the federal trends are worst. Since 2003, federal allocations for our region have gone from $25 million to an anticipated $15 million for 2007.

Worksystems Inc. recently received word from the Oregon Department of Community Colleges and Workforce Development that the primary federal resources available to provide workforce development services in our region will be cut by nearly 27% or just over $2.7 million for services beginning July 1, 2007. These cuts mean about 800 adults and 300 youth will not receive training or related services.

A state of low-wage jobs
Wednesday, May 02, 2007

O f all the questions raised by the Progress Board's report on the Oregon economy, here's the most important:

Do you want fries with that?

That is the vital question in a state that is becoming the world's best place to find a low-wage job. The Progress Board's new Benchmark Report to the People of Oregon, released Monday, paints a discouraging picture of a state led by a Legislature that still hasn't made the connection between quality education and skills training, and good jobs.

Instead, the report is full of statistics that painfully illustrate the results of Oregon's decades-long disinvestment in education and training. Among them:

Per-capita personal income in Oregon is only 93 percent of the U.S. rate, has steadily declined since 1996 and is now at its lowest level in nearly 20 years.

Only one Oregon worker in three makes at or above 150 percent of the poverty rate for a family of four.

Oregon's concentration of professional services, such as lawyers and accountants, is falling. Less than 40 percent of Oregon workers received at least 20 hours of training in 2005 -- far from the distant goal of 75 percent.

In the dry language of the Progress Board report, "Adult education attainment and skill development indicators, key to building a quality work force, are off track." Yes, they are.

If you wonder why, you could look back over the past 20 years and see the choices that Oregon has made: Measures 5, 47 and 50, property-tax limits that foisted K-12 school funding onto the state; the Measure 11 decision to invest in prisons, not education; voters' stubborn insistence on funding public services with a single volatile source, the income tax.

But really, you need look no further than the budget debate now under way in Salem. It's all there: The lip service lawmakers are paying to universities, the utter disregard of community colleges, the fight it is taking just to get lawmakers to invest a measly $10 million in work force training.

That's not how you build a strong work force. That's not how you get companies to bring family-wage jobs here, or persuade them to keep them here.

No, that's how you get an economy where new jobs pay less than the old ones they are replacing. That's how you wind up with a huge population of working poor, who live without health insurance and spend a huge portion of their income on housing. That's how you wind up with Oregon's economy.

Look at the neighbors: The Washington Legislature just agreed to invest several billion more dollars in education. The Oregon Legislature, meanwhile, is trying to summon the nerve to require some of the state's largest corporations to pay more than the $10 a year they now pay in corporate income taxes.

Ten bucks. It all leads back to that essential question in the new Oregon economy:

You want fries?

Adequate Higher Education Funding is a Necessity

Sam Adams — Sun, 22 Apr 2007 17:56:18 -0700

"Never before has the academic mission of colleges and universities-to generate and impart knowledge-been so fundamentally tied to regional economic success."
Greater Philadelphia's Knowledge Industry Plan

Oregon's and Portland's economy depends on our ability to meet the knowledge and workforce needs required to strengthen, attract and keep businesses that will provide family wage jobs.

Higher Education requires Adequate Funding. The Co-Chairs' budgets (see below) for operating the Oregon University System and the Oregon Community College System need shoring up. The capital budgets need a lifeline. I have been advocating for higher education in Salem, through letters, and here in Portland.

I now describe higher education as our knowledge industry. Included under the label of higher education I include colleges, universities, community colleges and career colleges. Manufacturing jobs have left the country in droves; we need to develop jobs linked to products and services dependent on knowledge to keep our economy robust.

Higher education and workforce training is not a luxury for Oregon. The State has determined that over 600,000 skilled workers are needed to fill new jobs and to replace retiring workers by 2014.

There are occupations which face current gaps: nurses, healthcare workers, welders, construction trades, business services. Oregon has been working to educate more engineers; yet more are needed to fill vacancies and attract new businesses. We are becoming a center of apparel and outdoor wear design; we need the design programs to help grow this industry.

Portland has been ranked the #1 Sustainable City in the U.S. by Sustainlane.com. This distinction and Portlanders' values and efforts open many doors for the city. We need to support and increase the talent base to take advantage of our opportunities to develop products, businesses and services that increase the livability of Portland. With sustainable industries we can increase livability by cleaning our air, water, and soil, facing our development challenges in ways that align our growth with our values, and by providing living wage jobs for our residents.

Higher Education is one of the necessary ingredients for solving these problems and capitalizing on these and other opportunities. Oregon can't afford to under-fund higher education any longer.

These are the numbers...the Governor's Recommended Budget are more challenging for legislators to reach, but it is necessary:

Community Colleges:
• Operating Funds
o $483 million Governor's Budget Recommendation
o $453 million Co-Chairs' Recommendation
• Capital Funds for Repair and Construction
o $103Million Governor's Budget Recommendation
o $ 6.5 Million Co-Chairs' Recommendation

Oregon University System:
• Operating Funds
o $864.5 million Governor's Budget Recommendation
o $840 million Co-Chairs' Recommendation
• Capital Funds for Repair and Construction
o $313.8 million Governor's Budget Recommendation
o $ 53 million Co-Chairs' Recommendation

Thomas Friedman is not ready to Cede the 21st Century to China Yet...

Jane Ames — Thu, 14 Dec 2006 10:45:35 -0800

Thomas Friedman has written an interesting column about the education goals necessary for the global economy that exists today. Competence, skill and creativity will be crucial for thriving in an economy that can scan the globe to find the least expensive resources and labor. A continuing committment to learning and changing will serve us well as individuals and as a community.

The New York Times

December 13, 2006
Op-Ed Columnist
Learning to Keep Learning
By THOMAS L. FRIEDMAN

I recently attended an Asia Society education seminar in Beijing, during which we heard Chinese educators talk about their "new national strategy." It's to make China an "innovation country" - with enough indigenous output to advance China "into the rank of innovation-oriented countries by 2020," as Shang Yong, China's vice minister of science and technology, put it.

I listened to this with mixed emotions. Part of me said: "Gosh, wouldn't it be nice to have a government that was so focused on innovation - instead of one that is basically anti-science." My other emotion was skepticism. Oh, you know the line: Great Britain dominated the 19th century, America dominated the 20th and now China is going to dominate the 21st. It's game over.

Sorry, but I am not ready to cede the 21st century to China yet.

No question, China has been able to command an impressive effort to end illiteracy, greatly increasing its number of high school grads and new universities. But I still believe it is very hard to produce a culture of innovation in a country that censors Google - which for me is a proxy for curtailing people's ability to imagine and try anything they want. You can command K-12 education. But you can't command innovation. Rigor and competence, without freedom, will take China only so far. China will have to find a way to loosen up, without losing control, if it wants to be a truly innovative nation.

But while China can't thrive without changing a lot more, neither can we. Ask yourself this: If the Iraq war had not dominated our politics, what would our last election have been about? It would have been about this question: Why should any employer anywhere in the world pay Americans to do highly skilled work - if other people, just as well educated, are available in less developed countries for half our wages?

If we can't answer this question, in an age when more and more routine work can be digitized, automated or offshored, including white-collar work, "it is hard to see how, over time, we are going to be able to maintain our standard of living," says Marc Tucker, who heads the National Center on Education and the Economy.

There is only one right answer to that question: In a globally integrated economy, our workers will get paid a premium only if they or their firms offer a uniquely innovative product or service, which demands a skilled and creative labor force to conceive, design, market and manufacture - and a labor force that is constantly able to keep learning. We can't go on lagging other major economies in every math/science/reading test and every ranking of Internet penetration and think that we're going to field a work force able to command premium wages. Freedom, without rigor and competence, will take us only so far.

Tomorrow, Mr. Tucker's organization is coming out with a report titled "Tough Choices or Tough Times," which proposes a radical overhaul of the U.S. education system, with one goal in mind: producing more workers - from the U.P.S. driver to the software engineer - who can think creatively.

"One thing we know about creativity is that it typically occurs when people who have mastered two or more quite different fields use the framework in one to think afresh about the other," said Mr. Tucker. Thus, his report focuses on "how to make that kind of thinking integral to every level of education."

That means, he adds, revamping an education system designed in the 1900s for people to do "routine work," and refocusing it on producing people who can imagine things that have never been available before, who can create ingenious marketing and sales campaigns, write books, build furniture, make movies and design software "that will capture people's imaginations and become indispensable for millions."

That can't be done without higher levels of reading, writing, speaking, math, science, literature and the arts. We have no choice, argues Mr. Tucker, because we have entered an era in which "comfort with ideas and abstractions is the passport to a good job, in which creativity and innovation are the key to the good life" and in which the constant ability to learn how to learn will be the only security you have.

Economics is not like war. It can be win-win. We, China, India and Europe can all flourish. But the ones who flourish most will be those who develop the best broad-based education system, to have the most people doing and designing the most things we can't even imagine today. China still has to make some very big changes to get there - but so do we.

Higher Education: Sam Signs Up to Help Portland Biggest 'Industry'

Jane Ames — Sun, 10 Dec 2006 17:50:10 -0800

In early November, Sam met, in his capacity as Council's liaison for Higher Education, with representatives from more than fourteen Portland public and private higher education institutions to discuss their legislative priorities for the upcoming state legislative and national congressional sessions.

Those present represented a range of perspectives on budgetary, legislative, and student assistance concerns. State funded institutions, including those represented by the Oregon University System and Oregon Association of Community Colleges, are concerned about operating budgets, capital expenditures, and student assistance resources. Private non-profit institutions do not receive public operating support, but share a desire for increases in student grants and loan assistance. The for-profit institutions asked for support lobbying for students to qualify for student assistance dollars.

Following the meeting, Sam drafted a letter on behalf of himself, Mayor Potter, and presidents of many of the institutions to the Governor outlining the priorities upon which the organizations concur. A follow-up meeting was held on November 15, 2006 to discuss the full range of institutional priorities with James Sager, the Governor's Education and Workforce Policy Advisor.

Sam believes the Portland institutions share similar concerns and, as a set, can increase their opportunities. Higher Education, which by Sam's definition includes post-secondary formal educational, research, and workforce training opportunities provides over $1.8 billion in annual payroll in Portland. The total number of full-time employees exceeds 20,000 and the number of part-time employees tops 12,000. Research funds that have been granted to the institutions surpassed $811 million between 2000 and 2005. These figures are all based on information Sam gathered directly from the organizations in 2005.

Higher education institutions focus their missions on educating our youth and our workforce; they are often described as operating for the public benefit based on the work they perform, their community partnerships, and outreach they provide. The economic and employment information Sam compiled reinforces what regional economists know; higher education is the largest "economic engine" in Portland. Sam strongly believes the City needs to develop a proactive role to support and nurture this "industry." Legislative advocacy is one step in developing this proactive role helping these institutions reach their capacity.

Related Documents:

Letter to Governor Kulongoski

Governor's 2007-09 Budget Proposal: Education

Community Partners:

Concordia University

Art Institute of Portland

Everest College

University of Portland

Portland State University

Oregon Health & Science University

Lewis & Clark College

Reed College

Warner Pacific College

Western Culinary Institute

Pacific Northwest College of Art

Portland Community College

Linfield College - Portland

University of Oregon - Portland

Western States Chiropractic College

National College of Natural Medicine

Oregon College of Art and Craft

Oregon Independent Colleges Association

Oregon University System

Oregon Community Colleges Association

Media Mention:

Business Journal: Higher Ed Economics

Our Blog:

Keep on Keepin' on: Education

Let Knowledge Serve the City

Think Big

Jane Ames — Sun, 01 Oct 2006 18:01:19 -0700

There is a new program in town, at Portland Community College.

Halton CAT, of Portland, is one of six regional Caterpillar dealerships stretching the region from Montana, to Eugene, and up to Alaska who are partnering with PCC to provide a Caterpillar Dealer Service Technician Program.

Sam was on hand to join PCC RockNew CAT Service Technology Program at PCC, partners with Industry Creek President Katherine Persson in welcoming the first set of students and to honor the sponsors. Sue Halton, Vice-president of Halton Company on N.E. Columbia Blvd. represented Halton Co. as one of the sponsors whose contributions and committment to the success of the project has been key in establishing the program.

Students who apply, are selected, and complete the program will earn an Associate of of Applied Science degree. They will spend about half of the time on their technical and academic education at Portland Community College. The other half of the time, the students will work at on -the-job interships at one of the sponsoring dealers. The program will involve a rotating cycles: 10 weeks of classes, followed by 10 weeks of internship experience, throughout the 2 year program. And the internship wage they earn is enough to live on, and pay for school.

Those who complete the program can expect excellent pay, stable employment, and good benefits. This is an excellent example of a public/private partnership that contributes to strong communities today and looks to the future for individual businesses, the industry, well prepared employees, and a generally strong workforce.

For more information on ThinkBIG go to http://www.haltonco.com/Product%20Support/Technical%20Services/Think%20Big/product_support_techserv_thinkbig.htm

Interested in Transportation Planning? Attend this PDOT-PSU Class.

Roland Chlapowski — Mon, 18 Sep 2006 11:41:58 -0700

PSUPDOT

Who do you talk to when you have questions about speed limits, speed humps or parking policies? Why do density and design matter when you're trying to cut traffic? How can you best go about making sure public transportation projects meet the needs of all users as effectively as possible? Who can help me get a good project considered and funded? Who's paying for transportation projects and who's benefiting?

Neighborhood traffic, transportation options and how to get things done in your neighborhood and the larger community are the focus of the well-Traffic Calming is one of many subjects that will be studied.respected "Portland Traffic & Transportation" class. The Portland Office of Transportation and Portland State University have teamed for the last twelve years to present this ten-week university course.

Hundreds of Portland residents have taken this popular class and learned how to negotiate the various traffic and transportation agencies and issues. Here's your chance to hear about how you can make a difference in your neighborhood and city.

Speakers include policy and decision-makers, planners, and engineers from TriMet, Metro, and Portland's Office of Transportation - people who can make things happen. Commissioner Adams, Jason Tell (ODOT's regional administrator), and former Vancouver (BC) Councilor Gordon Price are among the speakers.

What: A ten-week course sponsored by City of Portland Bureau of Transportation System Management and Portland State University Urban Studies Program

When: September 27 to December 6, 2006
Wednesdays, 6:40 - 8:40 p.m. (except November 22)

Where: Portland State University Campus

Who: This course is designed for the neighborhood activist, new or experienced, who wants to make a difference on traffic and transportation in their Portland neighborhood. Isn't it also designed as a credit course for students interested in transportation issues? Although I would understand if the answer is that they are not the target audience for this communication.

Limited space is available for the ten-week class during the Fall Term. Full scholarships are available to City of Portland residents for the non-credit course. To be eligible for the few remaining scholarships, please apply ASAP.

Please register at:

http://www.portlandonline.com/transportation/index.cfm?c=35727

For more information, call or email Peter Hurley at (503) 823-5345 or peter.hurley@pdxtrans.org.

Road to Success

Roland Chlapowski — Mon, 26 Jun 2006 18:18:13 -0700

Portland has gained a national reputation for bicycle-friendliness and it attracting interest across the country. The latest sign of this interest is the Bicycle and Pedestrian Institute at Portland State University.

Read about this and other developments in Portland bicyling in the Daily Journal of Commerce article below.

Road to Success

A proposed Bicycle and Pedestrian Institute at Portland State University would educate the next generation of transportation design cities less focused on cars. Biking and walking provide healthy, low-cost
and pollution-free alternatives to commuting in cities crowded by motor vehicles. The problem is that most American cities are still being designed
for cars in ways that are unsafe or inconvenient for cyclists and pedestrians. "The suburbs are just hell for cyclists," with streets that dont connect, six-lane thoroughfares and gated communities, said PM. Summer, transportation alternatives coordinator for the city of Dallas, Texas.

"Transportation planners need to begin to be less automobile-centric nationwide," Summer said.

Read the rest of this DJC article below in pdf format...

Attachment	Size
DJCarticle.pdf	3.37 MB

Excerpts from Sam's speech to the PSU Ferdinand Society

Jane Ames — Thu, 16 Feb 2006 22:10:02 -0800

PSU is a real-world university; it really reflects Portland and truly serves the city. I’m a good example. My background:
I lived on my own in high school, and paid my own way through my first round of college. I quit college when I got a job with now Congressman Peter DeFazio. I was 38 when I started at back at PSU. I went back to college because I do not like to leave stuff undone.
I also went back to college because PSU made it possible for me to hustle up here from City Hall during the day and after work…
Attending classes for two years at PSU allowed me to finish my degree at the U of O – but I will always be a Viking at heart.

PSU doesn’t have to wow people with statistics on diversity… just walk around the campus.
Nearly everybody is represented.
And because everyone is expected to be here,
everyone is pretty well accepted as belonging here.

According to a Fall 05’ survey on perceptions of PSU, that dedication to diversity is one of the qualities students, faculty, and staff identify as something that sets PSU apart from other institutions.

I am grateful for PSU's mission: "Let Knowledge Serve the City".

The educational opportunities you provide and the academic excellence, including research, that you perform are often where the conversation concludes about how universities serve. But at PSU, another large category of impact exists: public and community service and engagement.

Currently, our economic development plans do not set attainable, measurable goals. Our cities and counties are pulled in different directions and, as a result, we get muddled outcomes. Meanwhile, our cost of living is increasing; our median family income is declining. The economic challenges facing our region are not unique but our lack of urgency to deal with them is unique!

I also think we need to turn PSU’s motto around and
Let the City Serve Knowledge.
I have a responsibility to serve you as a City Commissioner.

I asked Mayor Tom Potter to create the position of Higher Education Advocate and I asked to be appointed to the job. He did and I am.
So, I am responsible to help PSU serve Knowledge to the city through its teaching, research, and civic engagement. I bring passion and ideas to this new role:
I plan to launch a Knowledge City Strategy:

1. “Knowledge Cities” are characterized by a significant investment of community resources in research, education and training. (We clearly have to work on this. Sunday, Feb. 12th’s Oregonian article on "Two States, Two Directions" pointed out the dismal Oregon Higher Ed spending level of $613 million, compared to Washington’s $1.53 Billion.) And our current K-12 funding crisis reflects our long standing battles over school funding.

2. Knowledge Cities engage in knowledge-driven community development: development that provides both direct and indirect benefits to individuals, communities and institutions.

3. Knowledge cities rely on a critical skill base in the business and legal sectors;

4. And in research excellence in social and life sciences, as well as technology;

5. They build, and build on an entrepreneurial culture linked to local and global expertise and enterprise;

6. They depend on efficient and accessible infrastructure to facilitate the flow of people, goods and information.

Please click here for the entire text of Sam's speech to the Ferdinand Faculty Club.

Business #137: University of Portland

Warren Jimenez — Fri, 23 Dec 2005 14:27:20 -0800

Who: University of Portland

When: September 27, 2005

The University of Portland is a Catholic college that is ranked among the Top 10 regional universities in the west. It boasts a faculty-student ratio of just 13:1 and academic offerings that include over 1,100 courses, 60 undergraduate programs of study, and 12 graduate programs. Education is a major player in today's economy, and the University of Portland is a great asset to the city not only for the educational services it provides Portlanders and the dollars it attracts to the city, but also its sensitivity to the Portland community and emphasis on charity and community service. UP is a great neighbor in a host of ways and Sam appreciates the institution greatly.