Department of Anthropology and Geography Self-Study Report to the Academic Planning Committee

In January of 2001 the Department of Anthropology and the Department of Geography became the Department of Anthropology and Geography. This merger was not requested by members of either unit: it was imposed administratively. Under ideal circumstance, such mergers evolve organically through a history of collaborations from the bottom up. Nevertheless, faculty of each unit had collaborated in a variety of contexts so there was some basis for integration. As one may imagine, one of the first things we set out to accomplish as a newly formed unit was the establishment of a common set of by-laws. After about six months of joint meetings we created our by-laws which represented a first crucial step in integrating the department. The administrative and committee structures are fully integrated even though the department functions as two separate curricular programs. The next significant step in our history came in the summer of 2002 when the Geography Program faculty moved out of Avery Hall and physically merged into Bessey Hall and Morrill Hall space occupied by faculty of the Anthropology Program. Prior to our physical merger, we had the option of the Geography Program occupying space in Nebraska Hall. Faculty in both programs strongly felt that such a move would hinder our ability to grow together as a cohesive department even though a physical merger would place great hardships on us all by sharing such a small space. The archaeologists were especially inconvenienced by the loss of teaching and research laboratory space. Nevertheless, we believe we made the correct choice. In August of 2002 Dave Wishart became chair of the department. Patricia Draper had been chair at the inception of the merger and there was reasonable concern that the numerically dominant anthropologists would hold administrative sway in the department. Wishart\u27s election put that fear to rest. Since the move and election of Wishart as chair we have met on numerous occasions to discuss department integration programmatically. Out of these discussions came the Indigenous Peoples specialization in the Geography doctoral program which was approved by the Graduate College in November of 2003. This new doctoral program will permit graduate students to pursue a doctoral degree in the Geography Program in an area, indigenous peoples, in which faculty in both programs have interest and expertise. There is discussion of another track in the Geography doctoral program that would emphasize archaeology, GIS, and cartography. It should be noted that these programmatic mergers, to some extent, were driven by a long history of anthropology faculty serving on geography doctoral committees of students who had research topics that bridged our two disciplines. Finally, we are searching for ways to develop a shared undergraduate minor in regional or area studies. Our merger as a cohesive unit has been accomplished successfully. We are proceeding deliberately to simultaneously maintain the integrity of our disciplines while taking advantage of interdisciplinary opportunities that benefit us and our students. Includes Faculty vitae, Course descriptions, Review of Existing Instructional Programs, proposal for a Specialization in Professional Archaeology at the MA level, Review Team Report: (May 1997), Self-Study Report to the Academic Planning Committee Geography Program, supplementary materials

Department of Anthropology and Geography Self-Study Report to the Academic Planning Committee

In January of 2001 the Department of Anthropology and the Department of Geography became the Department of Anthropology and Geography. This merger was not requested by members of either unit: it was imposed administratively. Under ideal circumstance, such mergers evolve organically through a history of collaborations from the bottom up. Nevertheless, faculty of each unit had collaborated in a variety of contexts so there was some basis for integration. As one may imagine, one of the first things we set out to accomplish as a newly formed unit was the establishment of a common set of by-laws. After about six months of joint meetings we created our by-laws which represented a first crucial step in integrating the department. The administrative and committee structures are fully integrated even though the department functions as two separate curricular programs. The next significant step in our history came in the summer of 2002 when the Geography Program faculty moved out of Avery Hall and physically merged into Bessey Hall and Morrill Hall space occupied by faculty of the Anthropology Program. Prior to our physical merger, we had the option of the Geography Program occupying space in Nebraska Hall. Faculty in both programs strongly felt that such a move would hinder our ability to grow together as a cohesive department even though a physical merger would place great hardships on us all by sharing such a small space. The archaeologists were especially inconvenienced by the loss of teaching and research laboratory space. Nevertheless, we believe we made the correct choice. In August of 2002 Dave Wishart became chair of the department. Patricia Draper had been chair at the inception of the merger and there was reasonable concern that the numerically dominant anthropologists would hold administrative sway in the department. Wishart\u27s election put that fear to rest. Since the move and election of Wishart as chair we have met on numerous occasions to discuss department integration programmatically. Out of these discussions came the Indigenous Peoples specialization in the Geography doctoral program which was approved by the Graduate College in November of 2003. This new doctoral program will permit graduate students to pursue a doctoral degree in the Geography Program in an area, indigenous peoples, in which faculty in both programs have interest and expertise. There is discussion of another track in the Geography doctoral program that would emphasize archaeology, GIS, and cartography. It should be noted that these programmatic mergers, to some extent, were driven by a long history of anthropology faculty serving on geography doctoral committees of students who had research topics that bridged our two disciplines. Finally, we are searching for ways to develop a shared undergraduate minor in regional or area studies. Our merger as a cohesive unit has been accomplished successfully. We are proceeding deliberately to simultaneously maintain the integrity of our disciplines while taking advantage of interdisciplinary opportunities that benefit us and our students. Includes Faculty vitae, Course descriptions, Review of Existing Instructional Programs, proposal for a Specialization in Professional Archaeology at the MA level, Review Team Report: (May 1997), Self-Study Report to the Academic Planning Committee Geography Program, supplementary materials

Annual Report of the University, 1999-2000, Volumes 1-4

The Robert O. Anderson School and Graduate School of Management at The University of New Mexico Period of Report: July 1, 1999 to June 30, 2000 Submitted by Howard L. Smith, Dean The Anderson Schools of Management is divided into four distinct divisions- the Department of Accounting; the Department of Finance, International and Technology Management; the Department of Marketing, Information and Decision Sciences; and the Department of Organizational Studies. This structure provides an opportunity for The Anderson Schools to develop four distinct areas of excellence, proven by results reported here. I. Significant Developments During the Academic Year The Anderson Schools of Management • As a result of the multi-year gift from the Ford Motor Company, completed renovation of The Schools\u27 Advisement and Placement Center, as well as all student organization offices. • The Ford gift also provided for $100,000 to support faculty research, case studies and course development. • The Schools revised the MBA curriculum to meet the changing needs of professional, advanced business education. • The Schools updated computer laboratory facilities, with the addition of a 45-unit cluster for teaching and student work. • The faculty and staff of The Schools furthered outreach in economic development activities by participating directly as committee members and leaders in the cluster workgroups of the Next Generation Economy Initiative. • The faculty, staff and students of The Schools contributed to the development of the Ethics in Business Awards; particularly exciting was the fact that all nominee packages were developed by student teams from The Anderson Schools. • The Schools continue to generate more credit hours per faculty member than any other division of the UNM community. The Accounting Department • Preparation and presentation of a progress report to accrediting body, the AACSB. The Department of Finance, International and Technology Management • The Department continued to focus on expansion of the Management of Technology program as a strategic strength of The Schools. The Department of Marketing. Information and Decision Sciences • Generated 9022 credit hours, with a student enrollment of 3070. The Department of Organizational Studies • Coordinated the 9th UNM Universidad de Guanajuato (UG) Mexico Student Exchange

Annual Report of the University, 2000-2001, Volumes 1-4

Message from the President Thank you for joining me in this look back over the past year at the University of New Mexico. It was a year filled with activity, accomplishment and challenge, and this is our opportunity to reflect back on that year. In 2000-2001 we engaged in a University-wide strategic planning process that called on the energies and talents of hundreds of individuals- faculty, staff, students and members of our broader community. The plan, which will be completed in Fall 2001, will serve as our roadmap for the future and will guide our efforts to capitalize on the opportunities and to meet the challenges of the next several years. This process has encouraged us to examine closely our mission and our values, who we are and what we aspire to become. It has given us reason to be proud of our past and cause to think seriously about how we must change in the future. While this was a year for looking ahead, it was also a year of significant accomplishment. For example, we launched a comprehensive set of programs designed to enrich the academic and social experiences of our undergraduate students. We began the implementation of Freshman Learning Communities where small cohorts of students study and learn together in a common set of courses under the guidance of a senior faculty scholar. We reorganized our advisement systems, we undertook the construction or renovation of student-centered facilities on campus, and we created new support systems to enhance student academic success. It was a year in which our support of faculty, staff and students was our highest priority. Through the support of the New Mexico Legislature, faculty and staff received significant salary increases. A new health benefits plan for graduate assistants was implemented. Our Staff as Students program enabled more than 40 staff members to obtain UNM degrees. And, a Center for Scholarship in Teaching and Learning was established to assist faculty in their efforts to develop more effective teaching skills. Finally, this was a year in which UNM dramatically expanded its role in the local community and throughout the state. Never before has the University been as active or as visible in meeting its public responsibility as it was in 2000-2001. From its active participation in economic development initiatives, to its involvement in K-12 educational improvement efforts, to its significant leadership role in health care delivery, UNM demonstrated its ability to help the state meet its most pressing social challenges. And, as UNM took on a more visible role in supporting the state\\u27s citizens, the support for UNM was returned in kind. This year, annual giving to the University rose to a record 35.3 million dollars, a 40% increase over just two years ago. All told, it has been a gratifying and successful year. However, we cannot allow our past accomplishments to mask the continued challenges facing this University. Neither will we allow these challenges to dominate our thinking and diminish out pride in what the University has achieved. So we will savor our successes and continue to move forward. As always, we thank you for sharing our dreams and for supporting the University of New Mexico. Sincerely, William C. Gordon, Presiden

57th Annual Rocky Mountain Conference on Magnetic Resonance

Final program, abstracts, and information about the 57th annual meeting of the Rocky Mountain Conference on Magnetic Resonance, co-endorsed by the Colorado Section of the American Chemical Society and the Society for Applied Spectroscopy. Held in Snowbird, Utah, July 26-31, 2015

Annual Report of the University, 1992-1993, Volumes 1-4

SIGNIFICANT DEVELOPMENTS Preparation, approval by President Peck, delivery to NMCHE of UNM\u27s response to House Memorials 38 and 25 (on minorities and women). Development and packaging of a presentation on minorities at UNM to Hispanic community people and organizations. Renewal of faculty instructional workload report and other information for use by President Peck and others in the President\u27s Council in testimony to the legislature on accountability by faculty. Significant workload and contributions to WICHE\u27s Diversity Project: - responses to long questionnaire - projected demographics - substitution for O. Forbes on planning for diversity Reprogramming of obsolete computer program of the University of Southern California\u27s Faculty Planning Model. Work remains incomplete. Support and staff work for University Planning Council, Faculty Senate Long Range Planning Committee, Senate President, Senate Budget Committee, Student Learning Outcomes Assessment Committee, Admissions and Registration Committee, Staff Council; Graduate Petition and grade Review Subcommittee Service to NMCHE\u27s Outcomes Assessment Advisory Group; NMCHE\u27s review group on diversity plans Service on Albuquerque Business/Education Compact Conducted several special data analyses to provide user outcome information for the Center for Academic Program Support (CAPS). Wrote reports to summarize analyses. Served in an advisory capacity to VP Zuniga Forbes for the two surveys (Campus Climate for Diversity, ACT Student Opinion Survey) and helped to draw the sample for the ACT survey. Conducted secondary analyses and prepared report of all analyses of the Freshman Survey (CIRP) for VP Zuniga Forbes. Gave presentation of CIRP findings to the Regents Subcommittee on Student Affairs. Conducted secondary analyses and prepared report of all analyses of the Campus Climate for Diversity Survey for VP Zuniga Forbes