This Case Story Can Be Enlightening

I believe that I was forced to retire from the University of New Haven or face being fired for not teaching marketing. There are several reasons that this occurred with very few having to do with me. This is my story of what occurred. I invite any participants to add their own point of view.

The issue for me is can a professor be forced to teach course content restricted to applying only a positive view of textbook content and testing? Can a professor encourage and challenge their students to learn for them self multiple and conflicting points of view?

I have been researching and teaching marketing and storytelling along with common textbook content. Students have had a range of responses from not caring to screaming their discontent. As any academic knows it is at these moments as a professor that colleagues and administration can encourage these thoughts or suggest that the student talk with the professor. They can suggest that from past experience that the professor is fair and they would most likely learn a great deal.

This requires honest, tolerant, and brave university leadership that I believe to be lacking in private and public universities outside of the ivy league. The reason is as simple as ivy league envy. These devotees cannot comprehend that it is possible for their professors or students to perform. They will not embrace the idea that all students can learn anything and become leaders in their society. Those with advanced ivy league envy long for the day when students that are going to the ivy league will choose to attend their university.

2001

President Kaplan interviewed for the job of provost at UNH. He took the position as Chancellor instead of provost. We hired a very capable and honest man for provost at UNH. He got sick and died of cancer.

University of Virginia at Wise Newspaper On Line

Butler University Dean of College of Liberal Arts and Sciences
Steve Kaplan Named Chancellor of U.Va.-WISE
May 22, 2001 -- Steven Kaplan, dean of the College of Liberal Arts and Sciences at Butler University in Indianapolis, Ind., has been named chancellor of the University of Virginia's College at Wise.

U.Va. President John T. Casteen III made the announcement Monday in Wise, where he introduced Kaplan and his wife, Anemone Schweizer-Kaplan, to the U.Va.-Wise faculty and staff.

"Steven Kaplan's commitment to liberal arts education and his vision for solidifying the College's growth in stature as one of the nation's premier public liberal arts institutions give him a powerful base on which to build as chancellor," Casteen said. "His background includes both significant scholarship and progressively more responsible leadership positions in higher education administration. In an uncommonly talented group of applicants, he stood out as the ideal candidate to lead Wise in new directions, including international initiatives, collaborative education and service learning. We are fortunate to have attracted someone of his energy and talent, and we are pleased to welcome Mr. Kaplan and his family to the University of Virginia community."

Kaplan succeeds L. Jay Lemons, who left U.Va.-Wise in January to become president of Susquehanna University in Selinsgrove, Penn. Lemons had been chancellor of University's only branch college since 1992.

"I feel honored and a deep sense of gratitude to have been selected as the next chancellor of The University of Virginia's College at Wise," Kaplan said. "I welcome the responsibility and challenges that accompany this important position. I believe firmly in the transforming power of a liberal arts education. U.Va.-Wise has a tradition of not only preparing students for careers but of cultivating their humanity. Based on the high quality of the college's faculty, staff and academic programs, I am confident that together we can lead this institution to new heights as the best public liberal arts college in the nation."

Formal approval of Kaplan's appointment is expected at the University's Board of Visitors meeting on June 15 in Charlottesville. Kaplan will assume his new post July 1.

In addition to his time at Butler, Kaplan was dean of the arts and humanities at the State University of New York College at Buffalo for two years, and before that director of the Center for International Programs at the University of Southern Colorado in Pueblo. During his tenures as a dean, he worked with state legislators and was involved in fund raising and community relations. At Butler, he chaired the council of deans, represented all the colleges on the board of trustees and chaired the university's strategy and policy team on innovation.

Monday's announcement comes after a six-month search for the College's seventh chancellor. A 14-member search committee -- comprised of faculty, staff, a student, and representatives from both the UVa-Wise and the University's boards -- reviewed 60 applications for the post. As part of the final interview process, Kaplan, his wife and youngest daughter recently visited the College for three days, meeting with faculty, staff, students and community leaders.

"Steven Kaplan is the right person, at the right time, for the chancellor's job," said William J. Sturgill, chair of the U.Va.-Wise Board and the search committee. "Mr. Kaplan exhibits the characteristics necessary for the continued enhancement of the quality of the undergraduate experience at one of the South's top public liberal arts colleges. He possesses the educational credentials, administrative skills, vision, and personal charisma to work effectively with the college community, the community of Southwest Virginia, the University of Virginia and the Commonwealth."

"I encourage the UVa-Wise Board, faculty, administration, staff, students and entire college community to rally behind Mr. Kaplan as he leads The University of Virginia's College at Wise in its mission to become the top public liberal arts college in the United States," Sturgill added.

In addition to his administrative responsibilities, Kaplan is a professor of English at Butler. He has authored a book on American translations of the famed German poet Rainer Maria Rilke and numerous articles on American and German literature. In 1995, Kaplan published a book on critically acclaimed Vietnam novelist Tim O'Brien's fiction with the University of South Carolina Press and, in 1994, an anthology of international war stories with the University Press of Colorado. From 1989 until 1996, Kaplan held several teaching and administrative positions at the University of Southern Colorado, including assistant professor of English, associate professor of English, and chair of the Department of English and Foreign Languages. Kaplan also worked as a visiting lecturer in American studies and as an instructor of English as a second language at Eberhard-Karls Universitat Tubingen in Germany and at the University of Maryland's European division as an instructor of English and American literature and composition.

Kaplan received a bachelor's degree in history from the University of
California at Los Angeles and both a master's degree and Ph.D. in
comparative literature from the Eberhard-Karls Universitat Tubingen, one of the oldest universities in Europe. He also earned a diploma from Harvard University's Management Development Program.

Kaplan, 47, and his wife, Anemone, have four children: Aljoscha, 22, Silia, 19, Noemi, 17 and Janina, 15.

Ranked one of the South's top public liberal arts colleges by U.S. News and World Report, U.Va.-Wise is home to 1,500 students.
CONTACT:

After the death of our provost and the announced retirement of our president we began to search for a new president. Dr. Kaplan contacted the University of New Haven and voiced his displeasure with his current Chancellor position openly. He stated several time that they were not tolerant of him because of his religion. He wanted to make a move. He was welcomed.
July 2005 President Kaplan Arrives At UNH

Steven Kaplan CV on UNH Web page

EDUCATION:
Diploma 1997 Management Development Program, Harvard
University
Ph.D. 1988 Eberhard-Karls Universitdt T|bingen
Comparative Literature
MA 1982 Eberhard-Karls Universitdt T|bingen
German, English, Philosophy
BA 1976 University of California at Los Angeles
History

PROFESSIONAL EXPERIENCE:

2001 - 2004

Chancellor and Professor of English

The University of Virginia's College at Wise is the only four-year branch campus of The University of Virginia. The College enrolls about 1,700 students and is ranked by US News as eighth in the nation among public liberal arts colleges. As Chancellor I am directly responsible for all operations and planning at the college. Five vice-chancellors report to me,
and the college employees about 235 full time faculty and staff. The college's annual budget is approximately twenty million dollars. The college has expanded its physical plant quite dramatically in the last few years, and we now have funding for another new residence hall, a new arts complex, and the renovation of the college's first building. Last year I Initiated the first comprehensive strategic planning process the college has ever undergone. The college is guided and to a large extent governed by a
twenty-member local board, though some board decisions need approval by the University's Board of Visitors. I attend and report at all Board of Visitors meetings In Charlottesville.

1998 - 2001: Butler University

Dean of the College of Liberal Arts and Sciences and
Professor of English

The College of Liberal Arts and Sciences is the largest of the five colleges at Butler, with almost as many faculty as the other four combined. An associate dean, an assistant dean, fourteen department heads, the Director of the Pulliam School of Journalism, and four program directors report to the dean. As dean of the largest college, I served as the Head of the Council of Deans. There was not a provost at Butler while I was there, and so I also represented the deans on the Board of Trustees and served as the institutional representative for the Associated New American Colleges. I also supervised the coordinator of a dual-degree engineering program I helped design and implement with Indiana University/ Purdue University Indianapolis. This program currently has over ninety majors in mechanical, electrical, and computer engineering.

1996 -1998 State University of New York College at Buffalo

Dean of Arts and Humanities and Professor of English

With over 11,000 students, SUNY College at Buffalo is the largest of the 13 liberal arts colleges in the system, and the only one in an urban setting. It ranks forth among the 64 SUNY campuses in terms of research dollars. There are three deans overseeing three report to the Dean of Arts and Humanities. The Humanities Program and Women Studies Program
coordinators and the Director of the 850 seat Performing Arts Center also report to the Dean, as do an Associate Dean and an Executive Assistant to the Dean. SUNY College at Buffalo has the largest arts program of the 64 campuses in the system, and one of three graduate programs in Art Conservation in the country. As dean I thus was heavily involved in the
community and did fund raising.

1989 - 1996 University of Southern Colorado

Director of the Center for International Programs
(1994 -1996)

Responsible for internationalizing the curriculum and campus life. Together with faculty from over a dozen disciplines, I designed and implemented an
international studies minor, and I chaired a committee on internationalizing the university's general education program. I worked closely with faculty and administrators in the business and engineering colleges and with health sciences faculty and obtained outside funding for international efforts in these areas. Moreover, I established cooperative agreements with twelve universities in nine countries and created exchange opportunities with these institutions for students and faculty. I also recruited several hundred
international students, generating close to $1 million in tuition annually.

Chair of the Department of English and Foreign Languages (1992 - 1994)

This was the largest and probably most complex department at the university. As Chair, I oversaw the English and Foreign Language programs, assessed the Freshman Composition Program and supervised its coordinators, and I worked with three foreign language coordinators. Additionally, I oversaw assessment, accreditation, curriculum development, program reviews, and the budget. I created a campus-wide writing center and obtained funding for a computer-assisted writing classroom.

Associate Professor of English (1991 - 1996)

Taught mainly upper-division courses in Modern American Literature and the core Shakespeare course.

Assistant Professor of English (1989 - 1991)

Taught composition, special topics courses, and survey courses in World Literature.

1985-1989 Eberhard-Karls Universitdt T|bingen

Visiting Lecturer in American Studies

This is one of the oldest universities in Europe with one of the most visible American Studies programs. First I studied as a philosophy major in the same classrooms as Hegel and Schelling, and later I taught American culture to German students obsessed with the present. It was an interesting experience. I taught survey courses in American History and special topics
courses in American Literature, as well as several American Documentary of the 1960s, the Civil Rights Movement, and the Films of Woody Allen.

1982-1989 University of Maryland, European Division

Instructor of English and American Literature and Composition

Taught composition, Shakespeare, and survey and special topics courses to mainly non-traditional students. A highly rewarding teaching experience.

1979-1982 German-American Institute T|bingen

Instructor of English as a Second Language

Taught courses in English for non-native speakers from a broad range of countries.

RESEARCH AND SCHOLARLY ACTIVITIES:

Books

Understanding Tim O'Brien . University of South Carolina Press: 1995.

Between the Lines: International Short Stories of War. Pauletta Otis and Steven Kaplan, editors. University
Press of Colorado: 1994.

Robert Bly and Randall Jarrell as Translators of Rainer Maria Rilke: A Study of the Translations and their Impact on Bly's and Jarrell's Own Poetry .
Frankfurt am Main/New York: Peter Lang, 1989.

Journals Edited

Peace Review: A Transnational Quarterly. Volume II, Number 2, June 1999. Steven Kaplan, Carl Pletsch, and Will Wright, Special Editors.

Essays in Refereed Scholarly Journals and Books

"Will the Real Rilke Please Stand Up: American Authors Translating and Relating to Rilke." InRilke-Rezeptionen/Rilke Reconsidered. Sigried
Bauschinger and Susan L. Cocalis, editors. T|bingen: Francke Verlag, 1995.
"By Indirection Find Direction Out: The Narrative Technique Used by Goethe to Portray War in 'The Campaign in France'."War, Literature and the Arts :
Spring 1992.

"Playing with Facts and Fiction: An Interview with Tim O'Brien." The Missouri Review : Fall 1991.

"Using War Related Issues in Literature and Sociology Classes to Stimulate Critical Thinking on the `Costs' of War." Proceedings of the 11th Annual International Conference on Critical Thinking and Education Reform: 1991.

"The Undying Uncertainty of the Narrator in Tim O'Brien's Vietnam novel, The Things They Carried."Critique: A Journal of Modern Fiction : Fall 1991.

"Robert Bly's Translations from the Poetry of Rainer Maria Rilke: German Pictures at an American Exhibition." Poetry and the Fine Arts , ed. Roland
Hagenb|chle. Regensburg: Verlag Peter Pustet, 1988.

Co-edited Conference Proceedings

The Image of the City: Selected Papers from the 2003 Conference of the Society for the Interdisciplinary Study of Social Imagery: Will Wright and Steven Kaplan, editors: 2003.

The Image of Europe: Selected papers of the 2002 Conference of the Society for the Interdisciplinary Study of Social Imagery. Will Wright and Steven Kaplan, editors: 2002.

The Image of Science: Selected Papers from the 2001 Conference of the Society for the Interdisciplinary Study of Social Imagery. Will Wright and Steven Kaplan, editors: 2001.

The Image of the Twentieth Century: Selected Papers from the 2000 Conference of the Society for the Interdisciplinary Study of Social Imagery. Will Wright and Steven Kaplan, editors: 2000.

The Image of America: Selected Papers from the 1999 Conference of the Society for the Interdisciplinary Study of Social Imagery. Will Wright and Steven Kaplan, editors: 1999.

The Image of Class: Selected Papers from the 1998 Conference of the Society for the Interdisciplinary Study of Social Imagery . Will Wright and Steven Kaplan, editors: 1998.

The Image of the Frontier: Selected Papers from the 1997 Conference of the Society for the Interdisciplinary Study of Social Imagery. Will Wright
and Steven Kaplan, editors: 1997.

The Image of the American West: Selected Papers from the 1996 Conference of the Society for the Interdisciplinary Study of Social Imagery. Will Wright and Steven Kaplan, editors: 1996.

The Image of Violence: Selected Papers from the 1995 Conference of the Society for the Interdisciplinary Study of Social Imagery. Will Wright and Steven Kaplan, editors: 1995.

The Image of Technology: Selected Papers from the 1994 Conference of the Society for the Interdisciplinary Study of Social Imagery . Will Wright and Steven Kaplan, editors: 1994.

The Image of Nature: Selected Papers from the 1993 Conference of the Society for the Interdisciplinary Study of Social Imagery . Steven Kaplan and Will Wright, editors: 1993.

The Image of War: Selected Papers from the 1992 Conference of the Society for the Interdisciplinary Study of Social Imagery . Steven Kaplan and Will Wright, editors: 1992.

The Image of Crime: Papers from the 1991 Conference of the Society for the Interdisciplinary Study of Social Imagery. Steven Kaplan and Will Wright, editors: 1991.

Translations

Brown, Charles, Brockden, Somnambulism and Other Stories . Introduction trans. by Steven Kaplan. Ed. with an Introduction by Alfred Weber. Frankfurt: Peter Lang Verlag, 1986.

Kaplan, Steven, trans. Faust, Manfred. "Jean Paul's Essay on Word Formation." Allgemeine Sprachwissenschaft, Sprachtypologie und
Textlinguistik: Festschrift f|r Peter Hartmann. T|bingen: Peter Narr Verlag, 1983.

Kaplan, Steven, trans. Faust, Manfred. "Schottelius' Concept of Word Formation." Logos semantikos: Studia lingustica in honorem Eugenio Coseriu, vol. 1 . Berlin: Walter de Gruyter, 1984.

Papers Presented at Professional Conferences

Normality, Crime, and Vietnam. Presented at the annual conference of the American Society for Criminology in Washington, D.C. in November 1998.

The Vietnam War and Popular Culture in the 1950s.Presented at the annual Conference of the Popular Culture Association in Orlando, FL in April 1998.

Strategies for Deans as Fundraisers. Presented in a panel I chaired at the Council of Colleges of Arts and Sciences in New Orleans, November 1997.

"Narrative Strategies in Tim O'Brien's Most Recent Fiction." Presented at the annual conference of the South Central Modern Language Association in Houston: 1995.

"Will the Real Rilke Please Stand Up: American Authors Translating and Relating to Rilke." Invited Paper read at the Nineteenth Amherst Colloquium on German Literature, Amherst, Massachusetts: 1994.

"Contemporary Literary Interpretations of the Vietnam War." Invited Paper at the Zhejiang University of Technology, Hangzhou, China: 1994.

"Deconstructing the Vietnam War in Fiction." Read at the Annual Conference of the South Central Modern Language Association in San Antonio, Texas: 1993.

"Translating Rilke's Poems on Childhood." Presented at the Annual Conference of the American Translator's Association in San Diego, California: 1992.

"War Literature and Critical Thinking." Presented at the Annual Conference of the National Society for Critical Thinking in Miami Beach: 1992.

"Tim O'Brien'sThe Things They Carried ." Invited guest lecture at the University of Puget Sound: 1991.

"How to Translate the Energy of a Poem: American Translations of Rilke's 'The Panther.'" Presented at the 31st annual convention of the American Translators Association in New Orleans: 1990.

Rilke and Modern American Poetry." Presented at the annual convention of the Society for German-American Studies in Indianapolis: 1990.

"Cleanliness and Chaos on the Front: Goethe's Autobiographical Essays on 'The Campaign in France' and 'The Occupation of Mainz'." Presented at the
18th annual meeting of the Western Society for Eighteenth Century Studies in Colorado Springs: 1990.

"The Language of Madness in Shakespeare's King Lear " Presented at a conference on King Lear at Mesa State College: 1989.

"Feature Films on the Vietnam War." Presented at a Symposium on the Vietnam War at the Volkshochshule in T|bingen, W. Germany in June 1989.

"Shakespeare on the Modern Stage." Presented at the German-American Institute in T|bingen, W. Germany in June 1988.

Conferences Organized

National Conference on Reinventing the Liberal Arts.? Held in Buffalo, New York in May of 1998. Organized by Steven Kaplan and Gail Dinter-Gottlieb.

National Conference on "The Image of Europe I Literature, the Media, and Society. Held In Colorado Springs, CO, March 2002. Organized by Steven Kaplan and Will Wright.

National Conference of "The Image of Science In Literature, the Media, and Society. Held In Colorado Springs, March 2001. Organized by Steven Kaplan and Will Wright.

National Conference on the Image of the Twentieth Century in Literature, the Media and Society. Held in Colorado Springs, CO, March 2000. Organized by Steven Kaplan and Will Wright National Conference on The Image of America in Literature, the Media and Society. Held in Colorado
Springs, March 1999. Organized by Steven Kaplan and Will Wright

National Conference on The Image of Class in Literature, the Media, and Society. Held in Colorado Springs, March 1998. Organized by Steven Kaplan and Will Wright.

National Conference on "The Image of the Frontier in Literature, the Media, and Society." Held in Colorado Springs, March 1997. Organized by Steven Kaplan and Will Wright.

National Conference on "The Image of the American West in Literature, the Media, and Society." Held in Colorado Springs, March 1996. Organized by Steven Kaplan and Will Wright.

National Conference on "The Image of Violence in Literature, the Media, and Society." Held in Colorado Springs, March 1995. Organized by Steven Kaplan and Will Wright.

National Conference on "The Image of Technology in Literature, the Media, and Society." Held in Colorado Springs, March 1994. Organized by Steven Kaplan and Will Wright.

National Conference on "The Image of Nature in Literature, the Media, and Society." Held in Colorado Springs, March 1993. Organized by Steven Kaplan and Will Wright.

National Conference on "The Image of War in Literature, the Media, and Society." Held in Colorado Springs, March 1992. Organized by Steven
Kaplan and Will Wright.

National Conference on "The Image of Crime in Literature, the Media, and Society." Held in Colorado Springs, March 1991. Organized by Steven Kaplan and Will Wright.

AWARDS:

Provost's Award for Scholarship, 1994, University of Southern Colorado

Outstanding Faculty Award for Teaching, Service, and Scholarship, 1993, University of Southern Colorado

SERVICE:

At The University of Virginia's College at Wise University of Virginia's College at Wise Foundation Board

Virginia Council of Presidents

General Presidential Action Committee, State Council of Higher Education In Virginia

Commission on Higher Education of the Southern Association of Colleges and Schools

Cove Ridge Board of Directors Board of Directors of the Wise County Chamber of Commerce

Board of Directors of the Symphony of the Mountains
 
Board of Directors of the Southwest Higher Education Center

Executive Committee of the Southwest Virginia Public Education Consortium
At Butler University --

Head, Council of Deans

Chair, Innovation and Exploration Policy and Strategy Team

University Cabinet Council of Deans Representative on the Board of Trustees

University Capital Budget Planning Work Group

University Home Page Work Group

Institutional Representative to the Associated New American Colleges

At The State University of New York College at Buffalo-- College Senate, 1997-98 Academic Year, President's Representative

Enrollment Management Task Force, 1997-98 Academic Year

Buffalo State College Foundation Board, 1997-1998 Academic Year,
President's Representative

Faculty of Applied Science and Education Dean's Search Committee, 1997 -
1998

Deans' Initiative on Retention, 1997 - 1998

Arts and Humanities Advisory Board, 1997 - 1998

Co-Chair (with the Dean of Arts and Letters from the University at
Buffalo), Pan-American

Exhibition Commemoration Committee, 1997 - 1998

Arts and Humanities Curriculum Revision Committee, 1997 - 1998

Chair, International Education Steering Committee, 1997 - 1998

Chair, Siena Program Steering Committee, 1997 - 1998

President's Representative on the Evaluation Committee for the 1996 Chancellor's Award for Excellence in Librarianship

Arts and Humanities Fund Raising Committee, 1996-Present

College Senate, 1996-97 Academic Year, President's Representative

Erie County Cultural Resources Advisory Board, 1997-Present

Writing Oversight Committee 1996-Present

Burchfield-Penny Museum Arts Council 1996-Present

Chair, Art on Campus Committee, 1996-Present

Chair, Fund Raising Committee, Oasis Theater, 1997

Board of Directors, Oasis Theater, 1996-1997

Provost's Search Committee, 1996 - 1997 At the University of Southern Colorado --

Co-Director of Dept. of Education Title VIb Grant, School of Business, 1995-1996

College Personnel Committee, College of Humanities and Social Sciences,
1995

Chair, Intercultural Steering Committee for NCA Accreditation, 1995

Faculty Development Center Steering Committee, 1995

English and Foreign Language Promotion and Tenure Committees,
1993-95

Faculty Senate 1990-1994 (Vice-President in 1993)

Acting Dean, College of Humanities and Social Sciences, summer and
periodically throughout 1993

Committee on Revising the General Education Capstone Course, 1993

Political Science Promotion and Tenure Committees, 1993

Search and Screen Committee for a position in Spanish, 1993

Chair of the Search and Screen Committee for a position in World
Literature

Sociology Promotion and Tenure Committee, 1992

General Education Implementation Committee, 1991-92

Chair of English Department Committee for General Education II courses

Senate Curriculum and Academic Policies Board, 1990-1992

Search and Screen Committee/English Department, 1990

Program Review Committee/Sociology Department, 1990

English Curriculum Review Committee, 1990

Sponsor of Criminology Club, 1990

USC Rhodes scholarship representative, 1990-1996 At Eberhard-Karls Universitdt T|bingen --

Fulbright Scholarship Selection Committee, 1985-1989

Student Foreign Exchange Program Selection Committee, 1985-1989

Advisor for German Foreign Exchange Students Going to N. America,
1985-1989

Committee for the Establishment of a Freshman Orientation Program,
1988-1989

Director of the American Theater Group, 1985-1989

August 2004

All of a Sudden I was Bad When I Returned From Sabbatical

Before I returned from sabbatical it was suggested by a colleague that I may be targeted upon my return.

September 2005

And They Started Right Away. This is an Overview That I Kept.

First Department Meeting 9/04

First department meeting to discuss the future of the department Dr. Judd was bleak. Enrollments were still declining and if this continued he did not know what would happen to the department. The new president had said that it is now our responsibility to increase enrollments.

Dr. Halley discussed he was on some committees with the administration and that what may happen is that I would be sent to education and Dr. Kublin to history. I did not know if this was speculation or he was aware of something. I said nothing.

Dr. Roy was very fearful about the future of the Department and his job. He kept saying that we must do something to increase enrollments before we were out of a job.

Second Department Meeting the Provost Visits

Dr. Roy writes a memo to the Provost that there are three old timers and three young professors. He said how he was ashamed of the old timers and that they were ruining the department. I said this is an extreme memo and was he referring to me? He said no.

The Letter on Yale Letter Head

The following letter was sent to the Dean of the School of Business from a person that attended my second class to determine if they wanted to enter a marketing certificate program. From my knowledge this person had not signed up at UNH for this or any other course at this point. The person stayed for about one hour and a half and left. I do not recall having said anything to this person directly or indirectly.







A few weeks later. I was asked to come to the chairs office and when I did he showed me this letter and asked if what was said was true or false. At this point I was told that the top administration Provost and President had been given this letter and they were upset because nothing I had done or said had to do with marketing.

I asked what happened to the person being asked to contact the professor and discussing any misperceptions. After that the person was encouraged to take their issue to other sources to attempt to find more satisfaction. This was an unusual diversion from past practice.
After reading the letter I said that while it was not exactly as I recall but it was close. The person had not been able to link to marketing practice and I help my students to figure this out as the class goes along. I was then told that the Chair wanted to see all my papers and exams at the end of the semester. He said he would be the only one to read them and he would pass on his findings. I said I would of course share the papers but all I asked was for him to be fair.

I asked the chair which aspect did he think of the letter could not be linked to marketing? He said that I must follow the textbook and anything else could be perhaps mentioned but it should not take up class time. I then suggested that the textbook was lacking and did not include material that I believed important to teach marketing. I asked if he did not believe that many foods and drinks contained addictive substances in large amounts. He refused to discuss this and said just follow the textbook or I could be removed from the department for not teaching marketing. I then shut up and did not say too much from then on. I would gather data to prepare for an unfair battle and also talk to a lawyer. I would then wait to see what happened next.

I could not believe this letter and the reaction of the university. This gave me an early understanding that nothing was beyond saying or doing to accomplish goals. I knew that this reaction was an execration and that this was the new improved way of university management. I also had found in life that this of behavior is a personality trait and the thinking many be found everywhere else with what is said about everything. I also decided I would not argue back but I would not cow.

Response To Letter Written But Never sent

(I wrote this to the above letter but I did not send to anyone. It is best to be ready but not to say too much when initially attacked. Prepare and then fight if you have to.)

I do not know if the order that the student has presented her position reflects the actual times and sequences within the class. Added up her calculations will identify a misperception. I will follow the order as represented in the letter as a guide.

Syllabus

The students point on the syllabus is correct. When I did the syllabus I thought the class was one week earlier. I told this to Betty Miller to make sure that this change would be reflected in the syllabus on file. I changed the syllabus to put in the second week for the first week and then applying the 1st week of the current syllabus actually on the 2nd week. I told the class of my mistake in the first class and offered to e-mail it to them during the break without this represented change. No one felt it was necessary to make the specific changes in their e-mailed syllabus. Students came to my office and typed in their own e-mail and the syllabus was sent on my computer. I have the students e-mail the syllabus to them self or send me an e-mail request. This prevents transposition errors on my part.

I e-mail everything I can to the students to save the University the cost of copying. If a student for any reason requires a hard copy I will give them one. This seems to work most of the time.

I also ask students to e-mail me anytime with questions. I give them my cell phone number and ask them to call me after 9 p.m. with questions.

The Marketing Environment and Marketing Ethics

The Kitty Kelly book represents a change in the marketing environment in the USA. Obvious government interference in the marketing and sale of a book within the USA is uncommon in my experience. Government interference in the sale, marketing, and promotion of books outside of the USA is understood to be very prevalent. Salman Rushdie had a death warrant on his head by the Iranian Government for a book that he wrote. The government of England protected him for years at great expense because of their views on free speech. This is also one of our perceived American business and marketing rights and a foundation of a consumer society.

Government influence over the marketing, advertising, and sales of books is also viewed by many marketing professors as an attack on free speech. Examples of this type of action are used to demonstrate why our marketing system works best. Books in the USA have been given access to marketing outlets (both paid and unpaid) such as TV, radio, and newspaper without direct government interference. I found the Kelly example to be an extremely important marketing ethics issue.

Consumer Behavior and Marketing Ethics

The discussion of the Skull and Bones fraternity at Yale represents a long term divide in social class. The national and international press has identified a new divide in the USA that is clearly represented in the 2004 election. The red blue divide represents a major shift in segmentation and targeting in USA marketing. This shift I believe to have a great impact on all marketing practice for decades. The acceptable in textbooks now becomes unacceptable. Targeting derived from differentiated world views according to Stanley Greenberg is a major change in the understanding of the American people.

According to the Kelly book those who are not members of the Skull and Bones are referred to as barbarians. This type of rhetoric is one example put forth by me as a reason why political power (Bush and Kerry) was exerted against the marketing efforts of her book. When the head of state has a developed view that there are those that are good and those who are barbarians the government may move business and marketing in a particular direction without concern for the barbarians. I believe the new name for barbarians is evil doers.
If what is stated in a book is not correct by Kelly the recourse to us as Americans is to sue in a court of law for slander. This is also true when other forms of communications are misused by those in authority as justification for destructive behavior against another. The marketing issue is should a book that proposes positions against a state be ethically or legally be restricted by government. For government power or institution power to insist on a single source is very dangerous. We have identified this in education as brain washing. To restrict ideas, information, and products that any authority deems outside of their interest is far beyond the concept of academic freedom.

It is unconstitutional and outside of the guarantees of the Bill of Rights. I discussed this as a consumer behavior issue in marketing because of the attempt to restrict ideas and therefore the actions and thinking of the consumer. This issue could have been discussed in all disciplines from there particular perspective.

The Marketing Concept (Nonprofit Education Sector) Marketing Ethics Antitrust Law and Free Trade

The reference to Yale (and I believe I included my own Syracuse University) and extensive government support and funding in relationship to their overall budget does not support the marketing concept as a means of directing marketing thought and practice. I was suggesting that an institution that proposes a needs and wants of customers approach in their Business School may themselves be using collusion to overcome their own competitors.

Government direct and indirect grants when representing such a significant portion of revenue may have negative consequences on competition. As a Yale graduate and employee I would be surprised if the marketing concept and antitrust policy had been identified as a form of criticism her own institution. I also discussed the marketing impact on those institutions such as UNH who do not have this access.
If anyone disagrees with this proposition this should be an area for discussion and not as an opportunity to attack the professor outside of the classroom. Killing the messenger of different ideas that are contrary to our own would not be supported in a Yale education or any other university in the USA.

I gave the class a published account available on the Internet released by Yale of their budget. This information includes percentages of revenue given by outside, government, and private funding sources. I never got it back.

As academics we encourage dialogue and the exchange of ideas. The identification of such a reaction by a student in the past was seen as a learning opportunity. As a professor who comes from this tradition I would be happy to debate this issue at Yale with those holding an opposing view that challenges my own research and findings. All my students have many options to make any disagreement into a learning experience for all of us. American antitrust law and the impact it has on the practice of marketing has been identified for a century. The belief is that unfair advantages given to a business or institution represent an obstruction and interference with price in a consumer society. I do know that baseball was given an exemption but I do not know if Yale or universities were also given an antitrust exemption. I will check.

As a professor discussing topics in marketing I would much rather discuss idea that challenge my students thinking rather than the rote transfer of textbook definitions or leading them to believe that all marketing ideas and issues in the textbook should be accepted as common practice without question.

I rarely talk down to any student but rather try to bring them to an understanding of how marketing is embedded in culture which I have identified as al contextual framework. I believe that this approach between professor and students puts them on the path to wisdom.
Would I use the same example if I knew someone from Yale were in the class or audience? Yes, it is an important local example of the difficulties in following the marketing concept.

All my students are encouraged to disagree and show evidence that supports their own position. In my classes students are allowed to maintain a position purely derived from a lack of supported knowledge and emotion. This is part of the learning strategy of Real Life Learning. At a point I will say to the student we will agree to disagree and if either changes their mind let the other know. I do not judge them as an authority for their emotion and lack of evidence to support their position as long as it is done in good faith.

I would be happy if the perspective student came back to the course and challenged me as many times as she wished. This is called dialogue which is another component of the Real Life Learning framework. Ideas are challenged, supported, or rejected in an open forum.

International Marketing Propaganda and the Internet

The recent abductions and killings of innocent people in Iraq are amazing example of the power of the Internet to put positions forth that would have been easily censored by government in the past. The student failed to hear this part of the discussion. National and international marketing is facing a much different future with the new marketing capabilities of unimpeded customer response systems.
If a government is unable to control negative propaganda can a corporation through their marketing efforts do any better controlling consumer reactions? I have given my students many examples of my own experiences with consumption and the Internet. Now I can look up a product on the Internet and add the word problems. Hundreds of individuals put their positive and negative experience on the web. Companies like Amazon.com and newegg.com allow customer to say anything within the constraints of acceptable language about their experience with a product or service. Amazon.com actually allows their customers to purchase competitive products at reduced or greater prices on their own web site. This is an amazing change in marketing.

The creation of new approaches to marketing now available on the Internet is having an impact on the sale of products and services never before seen in the world. The Internet is one of the most difficult challenges facing those who have used marketing to sell inferior ideas, products, and educational program.

Would the University of New Haven allow this student to put her letter on our web page under my name or some other location? I would say yes it is ok. This will come to all Universities in the future. Negative information that counters marketing will be either on a universities web page or on another web page which any one can look at to find consumer feedback. Would the University of New Haven consider the inclusion of competition on our web site?

To keep both the good and bad reactions of consumers (students) from the marketplace of ideas at a university has been selective and is about to change because of the Internet. Many at UNH have begun to identify our students as customer and we should then face the same marketing challenges of any business. One student or person in the world just has to figure this out and marketing efforts at universities will be changed for ever.

Consumer Behavior and Marketing Ethics

The Amish are used by many in marketing as an example of a successful group of people that have rejected the beliefs of the dominant consumer society. I believe I also stated that this was a positive example of tolerance that the holders of a different world view of marketing were allowed to flourish in the USA.

Business Behavior, Marketing Management, Marketing Ethics, and Marketing Strategy

It has been a common understanding of American consumers that businesses edit out the negative from their marketing efforts. The student did not seem to believe that marketing in print and on TV could be incorrect or deceptive. The expression buyer beware is historic. The tendency of firms (private and public) to control truth is the reason in my life time for the development of consumer movement and class actions law suites.

This American marketing practice can also be sighted as a reason for the growth of Japanese products in the USA. American automobile corporations that continued to express through their marketing the benefits of their products without any positive changes were forced to deal with word of mouth marketing. Word of mouth marketing was able to over come billions of dollars in edited marketing campaigns and give the Japanese unprecedented market share. All the editing of text and marketing copy in the world could not counter the customers actual experiences. The government is constantly fining and forcing business to retract false claims.
 
Real Life Learning (Writing Down 20 Things That the Student Determines to be Important)

This approach to learning is part of President Kaplans so called Real Life Learning marketing initiative at UNH. The student is given the freedom to respond in a way that they determine to be beneficial. The theory is to have the student come to an understanding of marketing following their own interests. This also assumes that all within marketing can be connected to everything else. From any entry point all can be understood and learned. Throughout the history of thought the more difficult and challenging the entry the greater the findings that become available. Applying this view to marketing textbook content and instruction the student will not attain very much.
The reason that I wanted this particular assignment to be drawn from just the class and not the textbook or outside sources was explained in the first week. It is derived from my research that those who share a common experience still come to different conclusions. All common experiences are still actually contextual. What is said and the particular importance to each individual is far different until a new contextual experience can be developed. For example ask any of my students what is a Digital Nonlinear Accelerator? They will laugh and enjoy the question. The impact of this contextual approach to marketing education and practice is profound. Other assignments in my classes include the textbook and outside inputs.

If such a letter written by a student is seen as a cry to learn it then becomes a great marketing opportunity. An experienced business executive would immediately ask this question. The current response to such experiences advocated in business is to solve issues at the level in which they occur. To involve top executives with the trivial does not give those below a chance to learn and grow. This letter could be used as a case study in executive and marketing education.
Marketing Research and Information (Facts Unrelated and Unsubstantiated to Course) Marketing Ethics

To imply understanding without identifying the experiences of others is such a common mistake made by students, professors, and new marketing managers that I have designed an instructional tool to help students learn to overcome this obstacle. Much of what is learned in marketing is never substantiated outside the classroom by the student, professor, or employee. The monolinear form of marketing that does not accept the challenging of ideas is called orthodoxy. This was understood to be a low level military training model in past. The military is now rethinking this entire approach to the training of individual soldiers.

Each student is assigned as part of their midterm to check the professor. It is easy do disagree and pass judgment on anyone from a position of not knowing something in marketing.
 
Following Real Life Learning in my marketing classroom each student is responsible to select nine topics in the course and either support or negate this through a search of the Internet. The student assumes the responsibility and role of teacher. The student begins the process of researching and gathering information from outside sources (Internet). The student selects what they want to look up and learn more about.

I do ask students at times to look up particular thing which they ask me about or to bring more information to the class. The student has to present their findings orally and support their findings by sending the information around the room. In the smart classroom students go immediately for answers and I can then help them with there search strategies at the exact moment they need the help. To bring my students in to discuss their perception of learning marketing without an understanding of Real Life Learning will lead the inquirer to very false assumptions.

As a role model in the acquisition of knowledge I accept and thank the student for bring new knowledge to my attention. I want the students to see through my example that the professor is also a learner. If the finding were to support the professors position additional input is added because the student has identified this as an area of particular interest. Whatever they bring to the class has to be reinforced. Suggestions on future searches are appropriate to direct future searches. (Individualized learning then benefits the greater group)
Buyer Decisions, Consumer Behavior, and Marketing Ethics
The addictive qualities in common foods have a great impact on the consumption and marketing of a particular diet in a consumer society. The word unhealthy diet is substituted for the over consumption of addictive products. The addictive substances in mass marketed foods are relatively unknown by the masses and even marketing professors. I understand and discuss the political decision within the USA to avoid this debate within a consumer society.

As a marketing student this is knowledge that can assist them in the determination of ethical judgments at a personal and professional level. These addictive substances are not a problem for most consumers when consumed in moderation. Many nations see the marketing of American fast foods to their young as a national crisis.
The Marketing Environment and Marketing Ethics Marketing History Liberal Education

The reference of wars for chocolate in history gives an historic example of the impact of marketing on the sale of products throughout Western history. Columbus is to have discovered America in a quest to bring spices to the European markets. The search for gold and spices represented 400 years of pain for the indigenous peoples of America.

Marketing actions are more understood when identified within an historic context. I believe that this area of marketing was so underrepresented in the USA textbook approach that a marketing history group was formed in the American Marketing Association. I wrote and published a historic account of a key concept in marketing that had been developed without any accurate examples or historic facts.

Consumer Behavior and Marketing Ethics Diet

If I am the only marketing professor to bring forth the idea that the marketing of the American diet is dominated by unhealthy foods I would be surprised.

McDonalds has been accused of more than the addition of excessive salt to their fries. Because of consumer and especially governmental and military concerns about the mass market diet in the USA McDonalds has taken national steps such as eliminating super sized portions.

The comparison of potato chips to a potato and the nutritional value of each are well known in nutrition education. The marketing of a potato in the form of potato chips bring much greater revenue and lower nutritional value to a consumer than that of a potato. I have had many ethical discussions with my students on the sale of potato chips and many other high margin foods with low nutritional return to the young and the poor.

I have had this dialogue with many classes and the majority opinion of the students is always that the buyer should be able to make economic decisions that are not beneficial. Those in marketing would call this the creation of added value. I put this under an example of consumer behavior for obvious reasons. This is also an ethical and societal marketing issue.

Marketing mix, Marketing Segmentation, Targeting, Positioning for 1 1/4hours and Marketing Ethics

What can I say? The student was just uninformed about the mistake in the syllabus. I did not realize this or I would have corrected her misperceptions. She should have been criticizing me for taking so much time in this class for material that on a monolinear syllabus should only be part of the next class.

Consumer Marketing and Marketing Ethics Elvis

It is too bad that Elvis was unable to separate addiction to prescription drugs from drug addiction. One may speculate that marketing of legal drugs has caused many people to misuse and misunderstand. Much is being said about this in the media.
The price of drugs outside the USA and the inability of people to afford these drugs is a major issue and reflects a marketing point of view that has been challenged all over the world.

Bill Gates was proposed to my students as an example of a person with great wealth that was using his gains for socially responsible efforts. I believe to have a legacy of curing many diseases that have been overlooked by the large drug companies is worthy of discussion in a marketing class in the USA.

The use of immortality as a motivation to purchase products and services is timeless. We all face this issue, even the student and professor.

Creation of New Products, Social Responsibility, Marketing Ethics and Societal Marketing

The students negative reference to profit (in) or (is) waste also shows a lack of new product development understanding and social responsibility. For example changing steam to a liquid from the cooking of apples to make apple juice. The reselling of movies through different outlets and media is the recreation of a product long thought to be valueless. The diversion of heat in an apple plant to reduce the cost of production is reflected in higher profits from the sales of the produced products. See marketing work of Michael Porter and cost.
There is a current large movement for waste reduction that is led by corporations such as Duracell, Ford, and Nike. These companies are seeking greater profits, social responsibility, and less environmental damage in the production, marketing, and reclaiming of their products. The shift as I think I explained to the class is to divide materials into two ideas. One category is no negative impact on the environment and the other is must be recycled.

The example of the professor using paper on both sides is again, Real Life Learning. This shows through example how each of use can contribute to the larger marketing issue of destructive production of products. The professor as part of Real Life Learning classroom must set an honest example to gain creditability with students. To profess a position and not link it to a personal action is a monolinear teaching philosophy limited to examples given by the textbook.
In the case of profit from waste the only connection that the student made to marketing was the film industry. This is a start.

Two Hours had Passed and Marketing Ethics

40 minutes Kitty Kelly
35 minutes reading a list
1 1/2 hours on Mkt. Segmentation, Targeting and Positioning
According to the student 1:30 of the 2:00 that took 2:45 hours in her assessment was spent on marketing.

Buyer Decisions and Marketing Ethics

$1500 dollars of Yales money wasted? I have taken the time to go through the students letter for several reasons.

The students reaction and writing this type of letter in marketing and business terms is destructive to the student, the professor, the department, the School of Business, the University of New Haven, and Yale University. As the students professor I wish administrations had given me a chance to explain and help her to see the value of marketing and the course before the decision to circumvent academic practice.

This letter demonstrates a strong resistance to the skill of asking for clarification and to look first to find understanding of a point of view. I believe that to help a student have an experience that may lead to understanding rather than intolerance is one of the goals put forth at all levels of education. If not true we are just purveyors of state, religious, or corporate propaganda. A minimal exposure to world history shows that intolerance of the other has led to great human loss.

To immediately assume the person writing such a letter has acted in good faith and has identified actual experiences within a nominative context leads to a question of motive.

I am philosophically committed to the idea of many truths. As a professor of marketing I understand truth as embedded within a contextual framework. Insights should be found in examples that are also outside of the publisher motivation to product a textbook, provided test banks, overheads, videos, and many more supplements. As professors we blindly agree to the assumption that this truth is without motive.
 
I have thought having written many books and articles in marketing, taught marketing throughout the world, and having a great deal of broad and particular marketing experience in life is appropriate for discussion in my classroom.

Yale as an institution does not succeed when their employee are not given a chance to learn at a fellow university. For the top administration at Yale to see the form and tone of such a letter written on Yale stationary by a graduate of Yale and an employee should give pain to any compassionate person in power. The first question I believe they would ask is why such a reaction?
I would be happy to show this letter to the President of Yale with my assessment.

I have never had a problem with marketing content in my classes. My challenge as a Professor of Marketing has always been in two areas, the incorporation of instructional design principles and marketing ethics. I have never responded when accused of not teaching marketing as a code word for the inclusion of instructional design and marketing ethics.

To bring these two issues to the attention of any direct or indirect critic that would be a challenge to their own foundation for existence. I have always believed it best to take the path of leading through example. I have never wanted to be a challenge to a fellow marketing professor in the areas of instruction and marketing ethics. I also did not want to suggest that dogmatic adherence to a textbook created, and marketed through major industrial outlets is a terrifying proposition. I have always known this and have been careful never pointed this out to anyone outside of the classroom. I have taken the position that we need all kinds of professors with different skill sets to contribute to our students development. This is my worldview and I am well aware that other worldviews encourage tolerance and intolerance the understanding of the professor. The monolinear professor justifies organizational intolerance to support their actions.
I have always been happy in marketing and at the University of New Haven because I think my life, research, and unique skill sets can make a difference in the life long success of my students, the field of marketing, and the University. I really like the students, staff, and faculty. I have never been discouraged with students that could not or would not learn because I was one of them and I was able to overcome this in my life.

I do not believe I have ever written such a letter as the one that was written by this person but I only see it as an opportunity to offer help. Help may be refused for many reasons that are not obvious to respondents. I still believe it best to offer help that is honest and nonjudgmental even if we think it may be otherwise. This is part of my Christian belief system.

I have worked tirelessly to not criticize and through example to be a role model for Real Life Learning in and out of the classroom. I have observed for years the continual solution to our steady decline is found in the monolinear separation of curriculum, content, and business ethics by students, professors, and administrators. AACSB according to Dr. George Haley is most concerned currently with the lack of instruction and ethics in business education. My concerns and efforts started twenty years ago with the belief that I could do something to assist.

For all my academic life I have pursued the inclusion of broad ethical understanding and instruction that followed a Real Life Learning approach. In spite of occasional denigrations by a colleague who them self possess varying levels of knowledge, personal success, and understanding of different ethical foundations. It is far easier to talk than to actually attempt to apply ethics without judgment to improve each students path toward wisdom. I did not see this interest and focus as creating a personal threat but rather a noble quest.
Business professors are set adrift in the classroom with no experience or knowledge of the philosophical and instructional possibilities to be explored. I try not judge anyone. To be accused has again become the same as truth in the academy. To accuse falsely because of power, self protection, and economic motives is a well traveled path. I do not want to carry the cross. I am not worthy.

The identification of the missing components of instructional design, marketing ethics, and sharing power with students is not yet considered the main stream. To continue to follow past practice is the real marketing survival issue for private institutions of higher learning. This is especially identifiable when the institutions attempt to follow the same form of marketing as those who receive direct or indirect governmental support. This is simple and well understood in theory. The difficulty has always been the selection of examples and the identification of actual positions in the marketplace.

The approach taken within the University of New Haven to this letter has given me endless hours of thought. I have and always will work to improve my students understand of marketing. I have added several new strategies to help students to improve instructional design marketing capabilities in and outside of the classroom because of this thought. I believe that these changes will be reflected in less initial misunderstanding by a small percentage of students.

I strive to create a marketing learning environment bringing marketing ideas, ethics, and practice together for each individual student. I have through a religious, ethical, intellectual, and philosophical foundation never wanted to follow the path that any student should be ignored and separate because of instructional or ethical foundations.

In a declining market such as that experienced in current private business education all the changes in curriculum and course direction is still only selling a marketing commodity. The differentiation and decision making of current students in the selection of a university degree has nothing to do with the actual course content. If it did then every liberal arts graduate should be a failure in business.
 
President Kaplan has verbalized that he has identified instruction and the ethical relationships between the teacher, student, and course content as the center of the new direction and focus of the University of New Haven. I have every reason to believe that President Kaplan has the understanding, philosophical foundation, and the marketing expertise to make these linkages happen if he wants to. This is indicated by the Presidents first act was to create smart classrooms. The selection of smart classrooms would be at the bottom of the list for many leaders, administrators, and professors of private universities.

I have done a life time of work in this area of marketing. I have written two books that apply instructional design to marketing that are yet to be published. The business and education environments have not yet evolve to encourage this change in focus and relationships. With academic leaders in the world these books may have a chance to see the light of day. To focus on instructional design and ethical foundations in our content areas will bring us success. This will fail if the students identify these issues as a marketing or public relations campaign without substance.

October 2004
First meeting with Dr. Judd about the letter sent by a student.

Oct 2004
I cannot remember the day.

Dr. Judd called me into his office and discussed a letter from a student sent to the Dean.

He asked me to read it and discuss if I believed what was said to be an accurate account.

I said that many things that were said were correct but the order of presentation and the context had been greatly modified.

I said that everything I discusses was linked to an aspect of marketing. I offered Dr. Judd to check a certain things that he said were a stretch. He suggested that salt and sugar were not an addictive substances. I said that I disagreed and would he
consider looking them up. He said no.

I discussed that wars had been fought over the addictive substance chocolate. He was unaware of this and thought this type of historic reference would take too much time away from consumer marketing and the 4Ps.

I said to Dr. Judd that I was surprised that the Dean did not send the student to me first for resolution.

This did not seem to be an issue for Dr. Judd.

Dr. Judd was professional but unwilling to listen to rationales or evidence.

Second meeting with Dr. Judd
Oct 26 04 3:30

Dr. Judd called me into his office to talk about marketing classes and what should be taught with the context of these classes.

He stated that he had heard that I do not stick to the topics in the text book and tend to bring in areas that the field may consider to be marketing related but are not in the textbook.

Areas such as public relations are covered under different subject areas at the University.

The impact on of the structure of industry on marketing should be very briefly discussed.

The use of historical chronology to bring the student up to current knowledge should be kept at a minimum.

The use of different cultural points of view and of those consumers who follow a metaphysical approach to life should be a very minor focus of my time in class.

Unless the topic is discussed the textbook. For example the effect and different perceptions of marketing of a consumers who adhere to Christianity, Judaism, Islam, Hinduism and Buddhism was again a minor marketing issue. The impact of books such as the Bible, Torah, Quran and other great books in the world should not be linked to marketing practice or behavior.

I should stick to consumer marketing and not discuss other aspects of marketing such as government supported industries and their approach to marketing in depth.

Dr. Judd said that both the Dean and Dr. Judd have heard over the last 5 years from students that they had learned nothing in my classes to help them in marketing.

Dr. Judd wants to assess my students work and is supposed to report his findings to Provost and Dean. If necessary they will move me to another area more in
line with my interests.

Dr. Judd also said that they were serious and that the Dean was not that creative and he stuck just to the fundamentals. He also said that the Provost considered himself to have great familiarity with marketing.

I said that I believed in framing marketing within a broad context and then bringing it down to the specific. Dr. Judd said the broad context was taking too much time and stick to the 4 Ps.

I asked Dr. Judd when he wrote his report to make sure that the language he used could not be interpreted in more of a negative way than he intended. He agreed.

Dr. Judd also led me to believe that the Dean had done extensive interviewing of my students.

November 2004

Letter to The Faculty Welfare Committee

To: Faculty Welfare Committee
From: David Morris
November 9, 2004

Bob Rainish
Mike Rolleri
Saion Sinha
C.E. Vlisides
Bill Tofoya
Mike Saliby
Roger Frey
Guillermo Mager

Reference: Provost Cherrington Report

This is to inform you that the Reassignment of Faculty Policy Guidelines and other initiatives should be taken very seriously.

I am sure you are aware as stated in the above memo that the administrations management practice is to hire top consultants and legal expertise to assist
them with all initiatives.

Do not make any decisions on our behalf without the counsel and input of equal or better legal advice. To do so can put us all in a very negative position in the future.


TO THE UNIVERSITY FROM PRESIDENT KAPLAN

-----Original Message-----
From: Kaplan, Steven
Sent: Thursday, November 11, 2004 6:44 PM
To: UNHall
Cc: Kaplan, Steven
Subject:

Dear Colleagues:

Last Wednesday the BOG!/s Nominations and Governance Committee voted unanimously to recommend to the full board that Dr. Jim Fisher be selected to conduct a review of Board governance at the university. During that meeting, I also recommended that Dr. Fisher!/s review of Board governance be accompanied by an institutional review. Today at a special Executive Committee meeting with the full BOG, their was a solid consensus that we combine the Board and the intuitional review. I also sought and obtained feedback on the latter issue from the faculty advisory board I created to look at long term academic planning at UNH; and this group too supported the idea of an institutional review as part of our planning process. It is my expectation that this review will serve as a foundation for assessing our progress on the recommendations of the Commission as we move into the fifth year of this ten year plan, while providing a foundation for future strategic planning at UNH.

Jim Fisher is the author or editor of ten books, and is considered by many to be the most published author on leadership and organization in higher education. Dr. Fisher is President Emeritus of Towson University and President Emeritus of the Council for Advancement of Education. He has served as a consultant to more than three hundred colleges and universities and has conducted hundred of governance and institution reviews for public and private institutions and systems.

One of the primary aims of the review is to provide a completely objective, informed and candid profile of the University conducted by widely experienced professionals. Dr. Fisher will chair a team of four persons. None will have any vested interest in New Haven. All will be considered authorities in higher education and experienced in conducting institutional reviews. The team will evaluate the present condition of the University, clarify roles and make specific and strategic recommendations for the future. This review will also be of value to external organizations and agencies as a measure of the extent to which the University is committed to improvement and enlightened change. I have interviewed presidents at several universities where Dr. Fisher has conducted institutional reviews, and they told me that all who are involved in the process are more thoughtfully invested in the institution after an institutional
review.

The Review will consider the following in terms of strengths, limitations, aspirations, and then make strategic recommendations: (1) general condition; (2) Academic programs; (3) Technology; (4) Faculty; (5) Students; (6) Administration; (7) Budget and finance; (8) Senior Officers; (9) Private support and outside grants; (10) Public relations; (11) Governance, both campus and board; (12) Strategic planning; and (13) Other issues and conditions presented during the course of the Review.

The final report will be based on data gathered by the team or provided by University Officers and others; and, most importantly, it will be based on confidential interviews conducted with more than 100 persons, including faculty, staff, students, elected officials, members of the Board, alumni, benefactors and potential benefactors, newspaper editors and publishers, minority group leaders, officers of national associations and professional organizations, representatives of other colleges and universities, persons from the campus, community and region. After materials about the University have been received, interviews will be conducted over a 60-day period, but particularly during a three-day period (December 1-3, 2004) when the team will conduct in-person sessions on campus and in the area. Other interviews will be conducted by telephone. All interviews will follow the same general format, and all interviewees will be assured that their comments will be held in confidence but might be used in the final report without attribution.

Dr. Fisher will generate two reports: one with strategic recommendations to me and the Board on ways to strengthen the university, and one to the Board of Governors with recommendations on enhancing Board governance.

As many of you know, we have already over the past few months had consultants here to review admissions, financial aid, information technology, and most recently evening and graduate programs. I am also arranging for an external review of our facilities and maintenance. The reports from the consultants who conducted these reviews will be included in the materials I will send to Dr. Fisher. By the end of January we should have a detailed SWOT analysis of the university that will give us a better sense of our strengths, weaknesses, opportunities, and threats (thus SWOT). This analysis should provide us with a solid foundation for future planning and action.

I am confident that the external assessments from the above activities will enable us to strengthen the university and make it a better place to work for all of us and an even better place to learn for our students. As an institution of higher education, our mission is to generate new knowledge and to question the truth and meaning of existing knowledge. It is in this spirit that we should embark on the above process of self-discovery. Please feel free to contact me by email if you have any thoughts or suggestions on the intuitional review or any other matter pertaining to the University.

President Kaplan Visit to My Marketing Class

RUEI-CHI JUNG <rueichi_jung@yahoo.com> to David
show details 11/16/04
Dear Dr. Morris,
What's the proper timing for giving the President Kaplan the gift tie? Right after the speech in class or with the thanking note on the next day?
Have a nice day.
RUEI-CHI JUNG

-----Original Message-----
From: Miller, Evelyn
Sent: Monday, November 29, 2004 11:30 AM
To: Morris, David
Subject: STEVE KAPLAN AT YOUR CLASS ON NOVEMBER 30

Hi, David
I know I told you that Steve needs to leave your class at about 6:00 tomorrow evening for another appointment.
Please let me know what he should be prepared to discuss.
Thanks,
Evie Miller


"Morris, David" to Evelyn, dmorris432
show details 11/30/04

Evie
Of course anything that he would like to discuss would be great.
Perhaps his idea of using Real Life Learning as a means of differentiating the University in the marketplace would be interesting.
We are all happy that he is coming.
David

Marketing Class

Told my students when asked about real life learning that it was just a marketing ploy.


"David Morris, Ph.D." <dmorris432@yahoo.com> wrote:

Hello
I forgot to ask. Did the president send you a thank you note or email after the class?
Dr. Morris
Thank you note
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RUEI-CHI JUNG <rueichi_jung@yahoo.com> to David
show details 1/18/05

Dear Dr. Morris,
Thanks for thinking of this, but sorry to say that no thank you note has received.
Have a nice day.


December 2004

Negative Times for All

I had perceived a great deal negative rhetoric from the new president about the dire position of the University. There was such a great amount of negative talk that I believed to be an exaggeration. From experience these exaggerations were of course just to coalesce power. Would the next move be to let this drop and move on or something much more dramatic?

An e-mail came to us all that he was going to have a completely objective, informed and candid profile of the University. This would be done by an outside consulting firm run by Dr. Jim Fisher. As an academic I looked up Dr. Fisher on the web and read one of his books.
Dr. Fisher was anything but objective. He consistently put forth a consistent position of what was wrong with higher education and what was his solution. He had assembled a team of former University Presidents to supposedly do this objective assessment. Dr. Fisher proclaimed on his consultant reports that he alone took responsibility for the content of the report. This seemed unusual for members of a team to not take responsibility for a report. I have seen where members doing a report would sign their names as supporting a report or not. I believe that nonsupport is called a minority view.
To continue to test my initial hypothesis about the objective truth of this assessment of our university by the new president I looked up several of Dr. Fisher's reports. These were only reports that I could find on the web that were published by other universities. After about two hours of research I decide to write my own Fisher report for our university using the other reports as a template. I then e-mailed the report that I had done to myself. This was done by me after the consultation team had come to gather information. This was long before any report was said to have been submitted to the University.

This is one of the most interesting things I ever did in my life.

Once I had found what I believed to be Dr. Fisher's consistent point of view and sent the email to myself I really pondered if our president was aware. Had he inadvertently hired a consulting firm that seemed to give a consistent answer for their university assessments. As a person with corporate experience I was well aware of corporate consultants and report outcomes. Our president had come from a liberal arts background and perhaps he had picked a firm that may not be that objective? He claimed on his vita to have done post doctoral work at Harvard in what I interpreted to be one of Harvard's premier business programs. I was just not sure how informed he really was.
If I had informed the president and he was aware I would be seen as obstructionist and perhaps more bad things would be happening to me. If he did not know then how could he back away from the findings and all the money before they even presented their report and not loose face? I thought if he had done a similar assessment to mine and found this out he would do better to let the so-called objective assessment go and then not follow the findings. If he were to stop the consulting firm after they had signed agreements he would appear weak and indecisive to the board. So I thought it best to let it go and see what happened.










January 2005
Judd 1/05
Hallway
Told Ben that I was still working with students on their work and I would turn exams as soon as that was finished.
Agreed.

February 2005

Judd 2/05

Ben picked up in my office (I think)
Turned in exams
Exam books
2 MK 300
1 609
Fall Semester
2004

March 2005

Judd 3/05

My office
Asked Ben how he was coming on the assessment for the students work.

He said he just had not had the time and he would have to take a sample and make an assessment from that.

Judd 3/2/5

My office

Dr. Judd came in with his assessment of the final and midterm. He stated that he thought that the students did not demonstrate enough depth on knowledge of
marketing terms.

He also stated that there were several complaints in MK 300 that the students were not learning marketing. It was a waste of their time. Several complaints had gone to the Deans office and were being studied.

He also said that I should use the cases in the back of each chapter as a form of discussion and grading.

I said that I was unsure of why and showed my outlines from Feb 7 until Feb 28. I said I would try to get the others from before to see what I covered. I could not figure out how to send before. I was trying to send through my UNH email and they did not make it to the email so I switched to my yahoo.

Ben asked for a copy of the midterm and final that I showed him and I said I would send after today when I gave the other 25 terms to the students.

I also suggested that he bring in those who are complaining and ask them about the class notes and their relationship to class discussions and marketing?

He said he would check.

Ben said he had to go to a meeting.

I am going to ask for the exams back from Ben today.


Judd 3/2/05

Email
Sent Ben an e-mail asking for the exams back for my files.
No response.

Judd 3/4/04

Saw Ben in a meeting of a candidate for a position. At the end asked if he got email. Said yes. I asked if the exams would be returned. Ben said I will talk to you later and left.



TO AAUP FROM DAVID MORRIS
From: David Morris, Ph.D.
Sent: Monday, March 14, 2005 11:40 PM
To:AAUP

Subject: RE: Sending 4 James L. Fisher Ltd. Reports

March 14, 05

XXXX XXXX

The reason that I informed AAUP of my findings is I thought they would be of interest to your organization. What I would like is for someone to read them at AAUP and come to their own conclusions.

As far as documents at the University of New Haven are concerned I believe that our assessments from James L Fisher Ltd. have also come to the same conclusions. I
heard the documents are in the hands of the board. Perhaps the faulty will never see them.

I have brought this information to AAUP not knowing if your organization has already come to the same conclusions and have been working on this for a long time.

When I saw the reports on the web I realized that everyone of the assessments came to the same exact conclusions. Although I know this happens all the time in corporate practice I was take back to see this in
academic institutions.

I believe that James L. Fisher Ltd. and their assessments will impact my life as a professor. I believe that these reports are seen as truth by boards and they will feel obligated to take steps to make the suggested changes. Former presidents of Universities appear to have given their names and prestige to sell out the faculty in favor of top administration.

The cost of such reports to an institution are low if leadership can use them to change power to the president of a university. In the case of my own university I believe that it is possible that our president knew these outcome and has used this firm to abuse power.

What can AAUP do for me? I have no idea. I thought I was doing something for you. A friend suggested to me that I write an article for AAUP outlining what I have found. I do not know if this is something that is done. If I bring this forth and no one cares I will
face the whirlwind sooner than later.

Can I survive a post tenure review at my university? Can I survive the attack that I do not teach marketing to my students? Not easily if top administration keeps to their script. Can I beat back their attacks?
Most likely.

How many professors have been harmed by this strategic technique.

David Morris, Ph.D.

Grievance Committee Would Not Answer or Meet Anyone

As a Professor we were able to submit a grievance to the faculty. The Faculty would then investigate and then write a report. For one year the University the Grievance Committee did not meet or respond in any way to a submitted grievance. I do not believe that this had happened before this.

Grievance Submitted on 3/17/05 To UNH Grievance Committee No response yet

To: Faulty Grievances Committee
From: David Morris, Ph.D.
Date: March 17, 2005

Dear Members of the University Grievance Committee: Members, Allen, Bell, Bogan-Daniels, Raucher, Roy, Golbazi, Judd

I would of course request that Allen, Judd, and Roy step aside.

I would like to file a grievance against Dr. Ben Judd, Chair of my department. If there are procedures that I have to follow to formally file a grievance please let me know. If you require supporting evidence from me let me know?

I request that the following actions be taken on my behalf.

1.
I want this harassment of me to stop by Dr. Judd and anyone else influencing his behavior.

1.1
I want my grade books and all my student's exams returned at once.

1.2
I would like a list of those individuals who have had possession of my exams and grade books.

1.3
I would like to know who else in the University is involved in my harassment and why?

1.4
I would like in writing an explanation of what is going on and why this harassment is occurring?

1.5
I would like to know how many students have been interviewed from each class and why?

1.6
I would like to know how many students were counseled and or encouraged to be disruptive in each of my classes?

1.7
Is there anything in addition to the one enclosed student letter that I should be made aware of that I have done or not done?

1.8
I would like the exact rational and grounds for insisting that a tenured faculty member should follow any marketing textbook without deviation or face being removed from their department?

Chronology and Thoughts

2. E-mail request to visit my class. 9/15/04
A Yale employee e-mailed me and asked if she could come and visit my class to decide if she wanted to begin a marketing certificate program at UNH. I e-mailed her back with the requested syllabus and said it would be fine with me.

2.1 Visit to my class. 9/21/04
The person came to my class in the second week and states in her letter to have stayed for two hours and to have left at the break. I had no conversation with her to my knowledge.

2.2 First meeting with Dr. Judd.
Several weeks later I was called into Dr. Judd's office and a copy of a letter was shown me and I was asked to respond. This copy was addressed to the Dean of the School of Business. The letter was dated 9/23/04. I was told that the letter had been widely circulated and the provost and others were very concerned. The letter outlined a list of the senders perceptions of what she deemed to be unrelated examples of marketing content in the two hours she spent in class. Along with her assessment of what constitutes marketing she added her personal feeling about the professor and the students around her.

2.3 Verbal Response
My response was that I thought if I had been given a chance to talk to the person instead of administration immediately taking the most negative path it may have become a good learning experience for us both. I thought that this was normal procedure with a complaint in the School of Business. I still believe the decision made by the provost and dean (and perhaps many others) not to have a meeting between the two parties took away my ability to bring about a resolution. If this proved unsatisfactory then a meeting with others could be arranged. I would have suggested that since she copied individuals at Yale they should also be asked to attend. This may have revealed a totally different reason having nothing to do with me for the letter.

2.4 Follow the Textbook Only
I was told at this time by Dr. Judd that the Dean and Provost were calling in my students and asking them to comment on what they believed to be marketing content and their perception of how well that content was being covered. I was also told I must absolutely follow the textbook or I would face being moved to somewhere else in the University where my skills were a better match. This was in my hands to rectify by
following the textbook.

2.5 Agreed to Continue to Work to Improve I said that I would continue to create new ways to help my students to learn marketing from the textbook and other sources. The insistence on following only the textbook was news to me and to my knowledge I had never been told explicitly to do this before. Marketing and management are not accounting and statistics courses. I have also never been told that there was some type of universal rejection by my students of my marketing teaching methods and content selection.

3. Second meeting with Dr. Judd.
In a second meeting Dr. Judd said that their discussions with students had revealed to them that it was true that the students believed I was not covering marketing content in my classes according to the textbook. This was determined, I believe by asking students if I was directly following the textbook chapter by chapter. Dr. Judd said that the provost had delegated him to look at my students' exams to determine if my students were actually learning anything about marketing. Dr. Judd told me that he alone would be reviewing these exams and then he alone would make a recommendation to the provost. He was given this task and these exams would not be shared with others. I agreed because I believed that my student's privacy would be maintained. I asked Dr. Judd when he wrote the final report that he write it in a way so that it could not be misinterpreted.

3.1 1/05
At the beginning of the spring semester 2005 I gave exams and grade books to Dr. Judd as I had agreed.

3.2 2/05 Checking
Several weeks went by and I asked Dr. Judd if he had a chance to look at the material. He said that there was so much to read that he would just have to look at a
sample.

3.3 Not at Anytime
I was never asked any questions by Dr. Judd after he received the exams such as what are the pedagogical reasons behind the assigned learner tasks? What are
the foundations derived from learning theory in the way that I had structured my class? What are my expectations for applying these particular evaluation tools to measure student performance?

3.4 To the Committee
I also note to the grievance committee that President Kaplan and the provost have made real life learning a focus of their initiatives at UNH. This focus has been expressed in several documents, talks with faculty, and in the media. Dr. Charles Vigue was asked to chair a committee and report back to the president last summer. My Ph.D. is in Instructional Design and one of my expertise and interests is in the design of marketing instruction. I am particularly interested in real life learning as applied to marketing education, my classes, and marketing practice.

3.5 Follow the Textbook
As a Marketing Professor with Instructional Design expertise I realized early that the textbooks designed for marketing students were sub-optimal and in fact cognitively destructive as a learning tool. In spite of this both the midterm and final paper for each of the reviewed course reviewed require knowledge derive from the textbook. The students finals were totally derived from their textbooks. My classes have never been a monlinear march from chapter one to the end of a textbook. When accuse by the dean and provost through Dr. Judd that I was not teaching the textbook I did not want to criticize and challenge my colleague's instructional acumen or their reasoning for such a conclusion.

3.6 Follow the Textbook
I am also accused of not following the textbook by the visitor because I included historic content through chronologies that bring the student to current marketing actions. I cannot justify the education that I have been given as a gift from God to become a functionary of a textbook created by a conglomerate for profit. There is a major movement in the United States that links current textbook content to the bias
and greed of publishing conglomerates at the expense of American students. Lynn Chaney is a leader in this movement in the USA.

3.7 My philosophy
For a student to enter a specialization such as marketing and not bring with them anything that they learned before is nonproductive and perhaps destructive to our civilization. I do not believe that it is in the best interest of administration to attempt to force the point of view created by two major conglomerates striving to enhance sales of marketing textbooks from university bookstores. I would also ask the committee to inquire into the financial returns to universities directly and indirectly from textbook firms each year? Who are the specific beneficiaries of those moneys and perks? This may bring a different perspective to the dogged support by university departments, schools, and administrations and their insistence on textbook usage.

3.8 My Philosophy
As a marketing professor I believed my role in the classroom is to bring to each of my student the best that I am capable of achieving. Within this environment I believed as my professors believed to add underlying theoretical and philosophical foundations, histories, and struggles that brought those in current marketing to their conclusions.
Although many of my students could not have been selected by Ivy League Universities I have never believed that my students should be dumbed down and trained. What would their families say if professors were to believe that at UNH their students were only entitled to a textbook education in marketing?

4. Third meeting with Dr. Judd 3/2/05
Without any questions or clarifications pertaining to the analysis of my students' work an assessment was made. I felt the sting of insight that countless of others in the world have faced. The words came ringing through show trial and I could not help but turn to see if the executioner had arrived. To paraphrase, student understanding of marketing was not fully developed. I was never asked what changes I had implemented since the original discussion with Dr. Judd and what did I find from those changes. Again I was told that I was not teaching marketing in my Mkt 300 class. I ask three times was he sure it was Mkt 300? He said yes and many students had again been called in top administration and they had identified that I continued not to follow the textbook chapter by chapter. I had failed to uphold and heed their well
intentioned warnings. I showed Dr. Judd the notes for Mkt 300 that I typed on the computer during each class to help the students organize their thoughts. When Dr.
Judd saw that they were absolutely marketing related the got up and began to leave. I said he should ask these students if these are the notes from the class or is someone making up stories. Dr. Judd said yes he should. That day I sent an e-mail to Dr. Judd to return the exams according to our agreement.

4.1 3/3/05
The next day I saw Dr. Judd in a meeting and asked if he had received the e-mail. I said again that I wanted the work returned. He said he had to go and he would
talk about the exams later and then left the room.

4.2 Student Exams
I do not know what happened to my student exams and Dr. Judd has not been forth coming. Did Dr. Judd give three classes of my students? exams to someone
violating an agreement between colleagues? If so, a more appropriate action may have been to advised others that an agreement had been made and those
requesting this change should ask for the exams them self.

4.3 Sharing Exams
If Dr. Judd shared these exams without my permission or the permission of my students I believe it may be a breach of collegiality. This may also be a breach of
trust that a University must maintain between students and their professors. An example that comes to mind is a private tape recorded conversation between President Bush and someone many years ago. There are professors and administrators in the world who do bad things with information that comes into their hands.

4.4 Call for Controls
I ask for my student, the entire faculty, and myself that we all should be free from these abuses at our University. To accuse me of not following the textbook through intermediaries and putting my students into harms way is against my Christian beliefs. When any student or faculty member is denied their right to privacy at the University of New Haven I am ashamed that I was so naive and trusting. My students did not agree that their work would be observed and critiqued by someone beside their professor.

4.5 Right to Privacy
To show my students' work without any contextual understanding to anyone in or out f the University may reveal an intention to do specific harm. This methodology used to find so called truth does not represent the slightest under understanding of
research design. If a student were to do the same.


E-mail to Harvard

On 3/22/05, David Morris, Ph.D. <dmorris432@yahoo.com> wrote:
Dear Harvard:

I am checking a vita where a person has represented that they were in the 1997 Harvard Management Development Program.

One representation is that they received a diploma in this program. "Diploma 1997 Management Development Program, Harvard University"

Another represents is that they earned a post - doctoral diploma in Management Development from Harvard. "and a post-doctoral diploma in Management Development earned at Harvard"

In 1997 would an individual that was a Dean of a Liberal Arts College with no business education or experience have been able to gain admission to this program?

How much did the program cost in 1997?

Would a person in 1997 have been able to be sponsored by a university and not a business be able to gain admission to this program?

Is it legal for anyone to request verification that a person was indeed a member of the MDP program in 1997 if this information is represented as accurate on a University web page?

David Morris, Ph.D.


E-mail after meeting with the Dean

-----Original Message-----
From: Morris, David
Sent: Wednesday, March 30, 2005 12:55 PM
To: Schuster, Julian
Cc: 'dmorris432@yahoo.com'
Subject: Not teaching marketing

March 30 05

Julian

To Be or Not to Be Teaching Marketing

In our meeting today we discussed the absolute lack of professionalism in performing a fair review of my students work by Judd. To make a decision and write a report with no information about the instructional intent of a professor is uninformed at best. You are aware that my Ph.D. is in Instructional Design and I believe that those with minimal knowledge or interest in instructional growth should not pass judgment on what they believe they think is current. The field of Instructional Design has left many business and marketing professors behind. AACSB and other agencies are very concerned. My students papers are not a mass produced assignment with a fill in the blanks or select from a 4 possible answer multiple choice test. Judd sounded perplexed when he told me the student papers appeared to be disjointed in our last visit. Disjointed perhaps to the uninformed, disinterested, or vindictive.

Contextual

All testing is contextual. Many identify forms of testing as tyranny. To create and fabricate context with no regard for meaning does not show academic integrity or an awareness that different points of view can exist. The military is now changing their training model by applying multi-skilled instruction to soldiers. (that I have been working on in marketing for 20 years) A call to AACSB would bring on laughter that professors that are expanding the content areas of marketing by applying examples from the liberal arts are now singled out as deficient at UNH.

President Kaplan

I find it almost impossible that President Kaplan is unaware and not interested in the national cry for a change in instruction. I also must believe that this is being done to me without his knowledge. President Kaplans in his books and articles takes an extremely humane approach to people and their development within the context of community. He is on the Board of one of the Oskar Schinder Foundations and professes to have learned from his step-father the value of standing against the storm.

President Kaplans focus on real life learning and its requirement to move away from textbook dependence that obstructs marketing is well documented.

Marketing?

If Judd with direction or alone is attempting to create teaching deficiency to harm me for unexpressed reasons the University should consider that this behavior to be outside the boundaries of protected ethical responsibility and support. The Pope has said that unbridled evil is the great issue we all face.

I believe you when you say that you did not march in students at all to check on me both last semester and this semester. I believe that you also did not have specific students placed in my classes to report back to you on all actions that transpired in my classes. I also believe that you did not send in students to disrupt and confront me in class. I believe that you did not encourage students to complain and write letters expressing their disapproval about what they are learning in marketing.

Experience This Semester

This semester I have had some very disruptive students. In the case of one student I wrote a letter to security, that I did not send of my concern for my safety. When I thought he may just have been sent to the class to disrupt by someone I was much relieved.

MK 515

This semester in MK515 I was late because I got mixed up on the time that class started.

When I got to class several students had left because I had told them if I was not there I could be in the hospital with another kidney stone attack. I also told them that I may need an operation for a blocked kidney stone and it could happen very quickly. If I was not there take off and I would get back to them later.

Two days after I was late for my class Dr. Judd visited me and asks me if I was ok. I said that I was fine. He then asked why I was not in class. I said exactly what happened and that several students had stayed and we went the entire time. I said I got mixed up on the class time because perhaps the fears about my kidneys. He laughed and said that Jerry Allen had scheduled himself into two classes at the same time.

Mk 300

I had planned to give my midterm on a day in early March on the syllabus. I told the students that if they would like I could keep going over the material and give the exam at a later date. A female student that I have not seen since, started to raise her voice and saying that she could not handle the idea that the exam would be postponed. She also said that I must give her a specific date. This was required. I said that would be fine and I picked a date. Many students came to me with surprise about her request and the intensity of her reaction when moving the midterm forward. I just said perhaps she was prepared and wanted to get it over with.

Dr. Judd again returned to my office and mentioned that I had postponed the exam in MK 300 and that one student was upset. I said yes I did.

At this time I then knew that specific students were reporting back to someone. Dr. Judd suggested several times that this was you at the behest of the provost and president. I then knew that anything that goes on in class would be reported directly to you, the provost, and others.

This kind of experiences is the reason why it is best to inform a professor about a complaint from a student. I have never given any student a lower grade that did not agree with me. I always and still believe that it is my role to clarify and give them the chance to learn. (That I was given) Even after the course has ended.

Dr Judds mantra students are still complaining. I will not tell you what they are saying or who is saying it.

If Dr. Judd has taken this responsibility onto himself for personal reasons or some kind of vendetta it is worthy of exploration by the University. If Dr. Judd has done this without your knowledge (as you stated to me) at the behest of the provost or anyone else what is going on? Why would they go around a dean if they thought their behavior was ethical?

Dangerous to Everyone

These are very dangerous concerns if they are representative of a small cabal of people in an American institution of higher learning. As I told you I have filed a grievance against Dr. Judd. You may share any findings with the grievance committee that relate specifically to your exclusion. We both agreed that we are not afraid to face down evil no matter where it is found. And as you say the truth will come out.

I will keep you informed.

Every best wish to you in your life,
David Morris

April 2005

Here are the references from the web of Fisher Reports that used to write the report for UNH. This is a good example that even information people do not believe it will be them.

Illinois State University September 27-30 1998
http://www.bot.ilstu.edu/fisher/ISU_review.pdf

Old Dominion University January 21-22 2000
http://web.odu.edu/webroot/orgs/AO/PO/bovpols.nsf/files/01-21-22-00.pdf/$FILE/01-21-22-00.pdf

Towson University March-June 2001
http://www.towson.edu/tu/events/tureview.pdf

Grambling State University October- December 2002
http://www.gram.edu/Departments/Public%20Relations/Archive/Special%20Report/Grambling%20Reviewfinal.PDF

University of Louisiana at Monroe December 2001-Mar
2002 http://www.ulm.edu/review/review.pdf

Here is my report that I did for UNH after 2 hours of research on the web and then I e-mailed to myself in December 2004.

When the Fisher report was given to the University, the President in my view went into an extreme mode to try to save us all from evil and sloth. He stated that now he had what he required to turn the corner and create a great and prosperous future for UNH. According to the president in a meeting with the board and Dr. Fisher without the president we were told that Dr. Fisher outlined what had to happen to keep us afloat. The board would have to act boldly and decisively to save the institution. If they did not we were in a slow decline to oblivion. I suppose Fisher suggested that the board specifically turn over authority and accountability to the president. He should assume complete control and responsibility over the entire institution including the faculty. He must have a mandate.

In a meeting in April to tell us all the terrible findings I got up and suggested that the President may have been deceived and hired the wrong firm. He did not say a word so I said I had looked up other reports from Fisher that were on the web and they all seemed to come to the same conclusions. I also said that I thought that the University must have paid perhaps hundreds of thousands for the Fisher report that I could have given to them for free after two hours work. No response

So I sent the e-mail I had sent to myself to the entire faculty. One of the most interesting things happened. Not one faculty member commented on my report and the strange similarity with our UNH report. We usually cannot resist commenting on everything and this seemed to the first time I could remember no one said boo.

-----Original Message-----
From: Morris, David
Sent: Sat 4/16/2005 9:23 PM
To: UNH-Faculty
Subject: Fisher and Morris reports


Dear Colleagues:

At our meeting with President Kaplan last week to discuss the Fisher report, I mentioned that I had predicted the content of the report based on my review of other Fisher reports that are posted on the internet. Below you will find an email that I sent to myself on December 26, 2004, which contains that prediction. (At the end I also wrote a "Morris report" of recommendations that I would make to improve the university.)

Every best wish,

David Morris


"David Morris, Ph.D." <dmorris432@yahoo.com wrote:
Date: Sun, 26 Dec 2004 19:48:58 -0800 (PST)
From: "David Morris, Ph.D." <dmorris432@yahoo.com
To: dmorris432@yahoo.com

Assessment of current position at the University of New Haven Board

The governance issue is the most critical area.

Unclear and competing power centers. Board, President, Senate.
The Academic Senate must acknowledge the authority of the President and finally the Board of Governors over the University.

Academic Senate makes recommendations to President who makes recommendations to the Board.

The Board must assume responsibility over the constitution and the University.

President is delegated power by the Board.
The Board should reframe from day by day operations.

Faculty

The graying of faculty.
Faculty feel that administration does not respect performance.
Low performance has no consequences for faculty.
Tenured faculty must be evaluated by piers.
Tenured faculty may be terminate after 7 years.
Merit pay only form faculty increases in salary.
Never seen faculty moral so bad.
Faculty unappreciated ignored, threatened, and treated with distain.
Negotiate early retirement with faculty.
Define faculty workloads much more clearly.
Real time instruction must prevail.
Older faculty openly confessed that they are turned off.
Faculty must be more rigorous on tenure and promotion.
1940 tenure statement. Term contracts preferred over tenure.
President should not defer to the wishes of faculty.
University is not a democracy.

Technology

Faculty do not know how to use the technology.

Administration

Too many positions not filled.
Timid uninspired unimaginative management and administration.
Ingrown administration and management must be assessed.

Schools

Weak School of Business and Engineering.
Program consolidation and elimination recommended.
Schools have not capitalized on opportunities.

Admissions

More selective for freshmen.

Campus

Should work to become a more friendly campus.
Living facilities for students must be upgraded.
Course schedule reforms required.

Provost

Assess adjunct professors.
Review current academic leadership.

President

Reduce those who report to the president.
Undated 5 year strategic plan.
More closely identify benefits with cost of growth at the University.
Campus in need of major upgrading.
Technology in need of major upgrading.
Development in need of major up grading.

I added my David Morris Report (For Free) to the e-mail that I wrote at the same time and sent to myself together

President must increase gifts and giving to the University.

Deans and Chairs should serve at the will of the faculty.

Individual initiatives over collective initiatives.

A thousand simple low cost actions over one or two big initiatives.

Internal creation of programs should follow success. Not the other way around.

Use resources of the institution in much more creative and interconnected way.

Eliminate textbooks from the classroom.

Eliminate packaged online courses.

Encourage suggestions through email.

Any individual should have access to up to $1000 of seed money to implement any requested initiative. If an initiative is successful an assessment team should determine its value to the University and the per