Provost's Post

Partnership, clarity and commitment to facts over fear

Cay Leytham-Powell — Thu, 23 Apr 2026 21:44:34 +0000

Partnership, clarity and commitment to facts over fear Cay Leytham-Powell Thu, 04/23/2026 - 15:44

Ann Stevens

Part II of a three-part series by Provost Stevens on the values she brings to academic decision-making and leadership

Throughout this past year of Provost’s Conversations, I’ve heard a common theme: solutions to our challenges in higher education, whether logistical, resource-centered or philosophical do not work when they are dictated from above. I hear that, I agree, and I take that sentiment seriously.

This idea, like our current moment, calls for us to stay closely engaged with the challenges within academic and academic support units, grounded in how priorities are experienced by faculty, staff, students and others. It also calls for us to build a shared understanding of the details of our true challenges, what needs to change, what doesn’t, and how we move forward together to achieve our goals.

In this spirit, I approach decisions by listening first, working to build a common understanding and partnering with you to identify solutions that we carry out together. Sometimes, time or other exigencies will demand a compressed effort that may not cast as wide an input net as we’d all like. In other cases, requests for input will come earlier or later than some might prefer. Nevertheless, I will do my best to seek broad input at the right time and from the right groups.

A good example of this approach is the decision on the structure of our College of Arts and Sciences. To arrive at a key decision on the college’s structure, we first announced a date of decision, then I met with a variety of stakeholders for listening sessions: A&S central leadership, the deans of division, the Arts and Sciences Faculty Senate, and the chairs of divisional councils. At all points, we considered both existing aspirations and current realities (budgets, resources, enrollment trends, changing student wants and needs). I was honest with all constituents, they were honest with me, and in the end, we met our deadline and successfully unveiled the permanent A&S structure with a clear vision for the future.

This underscores what is for me a basic commitment: to make decisions guided by facts, not by perceptions and never by fear. This is one of the real challenges of collaborative leadership. Even in our community of research and scholarship, and in times where more information than we can process comes at us every day, perceptions can overcome facts. People hold on to long-standing paradigms—to things they’ve heard from trusted colleagues or to definitions of problems that look clear and complete from where they’re standing.

I understand this dynamic, I have bought into those perceptions myself as a faculty member and a leader at multiple levels. But with what we are facing now—national funding issues, public skepticism toward our mission, political division and ever-changing student demands—we do not have the luxury of anchoring ourselves in habits and perceptions. This should not imply that past experience should not guide us, but our shared imperative is to arrive at a common and contemporary understanding of the challenges we face. This means looking not only at what the data tell us, but also at the stories beneath the data and the lived experiences of our students, faculty and staff partners. This isn’t easy and will sometimes leave us short of a clear consensus.

It is important that you know I recognize all that has gone before me at CU �鶹ӰԺ: the struggles and successes, the great trajectories of excellence hard won and the ongoing efforts that have yet to bear fruit but that hold great promise. I respect the knowledge and experience gathered over time at CU �鶹ӰԺ, and I recognize, too, that it is now my role to help carry all of this forward with you. My approach is always going to be to dig for the truth and be open to many voices, to seek what’s needed to solve problems and to invite you to dig with me so that we arrive at solutions together.

As I wrap up my first academic year at CU �鶹ӰԺ, I’m grateful to do this work in partnership with you, grounded in our shared commitment to students, excellence in research, scholarship and creative work, integrity in policy and programmatic analysis and transparency in decision-making. Above all, my goal is that we serve as careful stewards of this institution, strengthening trust, deepening our connection to our mission, and ensuring CU �鶹ӰԺ is stronger and better prepared for the future through the choices we make together today.

Thank you for all you do to make this work possible. I wish you a strong close to the academic year and a joyful celebration of our graduates, along with time for some rest and recreation over the summer.

Part one of this series is available on the Academic Affairs website.

Part II of a three-part series by Provost Stevens on the values she brings to academic decision-making and leadership.

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Faculty Fellows project working to implement faculty salary working group recommendations

Cay Leytham-Powell — Mon, 17 Nov 2025 20:59:50 +0000

Faculty Fellows project working to implement faculty salary working group recommendations Cay Leytham-Powell Mon, 11/17/2025 - 13:59

Last May, then-CU Provost Russell Moore commissioned Fernando Rosario-Ortiz, interim vice chancellor for academic resource management (and a member of the Chancellor’s Faculty Salary Task Force), to oversee a working group to focus on advancing some of the recommendations from the Faculty Salary Procedures Working Group (FSPWG).

The fellows are currently focusing their work on developing best practices and documenting unit-level merit procedures across CU �鶹ӰԺ, drawing on the FSPWG report. Specifically, the fellows will be supporting unit level procedures around faculty annual merit evaluations, and aligning those merit evaluations with recommendations for salary increases. In addition, the fellows will provide support and resources, including training sessions for academic leaders on implementing unit-level procedures. Overall, the work of the fellows seeks to promote transparency and best practices in our merit processes.

The fellows are Derek Briggs (education), Steven Vanderheiden (political science), and Jerry Jacka (anthropology)—a group Rosario-Ortiz says “combines experience in unit-level financial and compensation strategy with the operational judgment that arises from long standing as faculty members and unit leaders.”

The Provost’s Post submitted several questions to Rosario-Ortiz to update the campus on the work of the Faculty Fellows.

Question: How does the Faculty Fellows’ work in the larger context around the work that the campus is doing around faculty compensation?

Answer: Currently, campus has different efforts targeting this topic. This past summer, the chancellor and BFA announced the creation of the Chancellor’s Task Force on Faculty Salary. This group has met and will release its report to the campus community in short order. Parallel to the work of this Task Force, the Office of the Provost is leading other efforts as well. For example, the Faculty Fellows are leading the work around supporting some of the recommendations from the FSPWG. We are starting by asking all units to submit to us any written procedures or guidelines around how they conduct their annual merit evaluations. The plan is to evaluate these submissions and work with units on improving, or implementing procedures as needed, as all units are required to have written procedures for this process. As a faculty member, I know I would appreciate clarity around how my annual evaluation is conducted, and the fellows and I are here to support units in this work. This effort will take some time as we work with all units. Afterwards, the fellows will work on other aspects of faculty compensation including how annual merit evaluations are translated into annual salary increases.

Q: How are people submitting feedback to the fellows?

A: For the first phase of the work of the fellows, units can submit general feedback to vcaa@colorado.edu. Grace Maniscalco, manager of provost operations, is also supporting this project and is helping the fellows and I collect and assess the annual merit evaluation information provided. We want this process to be in part a conversation with units as well, as we progress we will be reaching out to meet.

Q: What is the timing for the fellows to complete their work?

A: The overall scope of the work of the fellows will take some time, but we plan to complete this initial part, reviewing and helping units implement annual merit procedures, within the next 6 to 8 months. There will be other recommendations from the FSPWG that we will also look to implement, and we will continue to support units through the different efforts.

Q: What other efforts in addition to the fellows is the provost’s office working on?

A: In the larger context of supporting improvements in processes around faculty compensation, the provost’s office is working on updates to faculty salary equity and grievance procedures. Initial drafts of updated policies and procedures will be released to the campus for shared governance feedback in early spring. The Faculty Fellows will also support units in implementing these updated procedures. Ultimately, the work of the Faculty Fellows will help our collective efforts at improving different aspects related to faculty compensation.

Interim Vice Chancellor for Academic Resource Management Fernando Rosario-Ortiz gives an update on the project and where we go from here.

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CU �鶹ӰԺ Online welcomes new leadership as visioning process begins

Cay Leytham-Powell — Mon, 20 Oct 2025 14:25:02 +0000

CU �鶹ӰԺ Online welcomes new leadership as visioning process begins Cay Leytham-Powell Mon, 10/20/2025 - 08:25

Following the departure of Robert McDonald, former dean of libraries and senior vice provost for online and extended education, Fernando Rosario-Ortiz, interim vice chancellor for academic resource management, announced in July that McDonald’s online education responsibilities would be restructured. This leadership transition marks a formal separation between University Libraries and CU �鶹ӰԺ Online, paving the way for a renewed strategic direction.

Effective July 1, Randall Fullington temporarily assumed some of the tasks held by former Dean McDonald and continues to lead the Office of Academic and Learning Innovation (ALI) within the Division of Academic Affairs. Scott Battle, vice provost and dean of Continuing Education (CE), will partner with Fullington to ensure strategic alignment in serving CU students and global learners in the online space. Rosario-Ortiz will serve as the administrative lead for CU �鶹ӰԺ Online, reporting to and collaborating with Provost Ann Stevens.

Together, Battle, Fullington, Rosario-Ortiz, and Stevens are embarking on a visioning process to reimagine and strengthen CU �鶹ӰԺ’s online programs, as the university continues to focus on the success of all students, faculty and staff. This visioning process will focus on developing strategies and processes designed to serve both campus-based students and broader national and global learners.

The following interview with Fernando Rosario-Ortiz addresses the background of online education and the goals for the visioning process for CU �鶹ӰԺ Online.

The campus historically has had a scattered online presence throughout the university—CE, ALI, the graduate school, the colleges and schools and undergraduate microcredentials. What was the catalyst for a holistic review of our online offerings?

We’ve built a strong foundation in online education—including the formation of CU �鶹ӰԺ Online—and I am thankful to those who led the way and have gotten us to where we are today. Now the provost has directed us to evolve our online model to be more scalable and sustainable, with the interest of supporting learners across different stages in their careers. Our goal is to create an online learning environment where students at all levels can more easily navigate campus resources while being intellectually challenged and supported throughout their journey, and where faculty can create rigorous and innovative coursework based on their research, scholarship and creative work. Ultimately, we seek to continue to expand the overall impact of CU �鶹ӰԺ beyond our residential population, bringing our history of excellence in academics and research to other communities.

By undertaking a more holistic approach, what opportunities do you see for students, faculty, staff?

Our goal is to create an online learning environment where students at all levels can more easily navigate campus resources while being intellectually challenged and supported throughout their journey, and where faculty can create rigorous and innovative coursework based on their research, scholarship and creative work.

For students, to provide clearer opportunities to use online programming to complete their degrees, or to add skills and knowledge via microcredentials and industry certificates to enhance their degrees. For faculty, to provide the chance to innovate in their teaching and course development and reach new audiences in a more collaborative way. For staff, to be able to constantly upgrade their skills and knowledge, making their work and collaboration more enriching.

How does this vision process align with CU �鶹ӰԺ’s institutional priorities?

This visioning process for our online education is a critical and timely undertaking for CU �鶹ӰԺ and aligns seamlessly with two of our institutional priorities: fostering the success of all students, faculty and staff and aligning our resources and infrastructure to our mission to empower learners to thrive, innovate and lead in a rapidly evolving world.

Would you describe the timeline of this effort?

The provost and I have had conversations to clarify goals and expectations for the process, and I have started conversations with past and current leadership around online programs. Beginning in January 2026, I plan to engage with subject matter experts across campus—those who are envisioning the future, those who bring it to life and those who sustain it.

My aim is to have a well-defined, holistic vision in place by the end of spring 2026, with value-added changes beginning thereafter. We want the end result to make it easier for the campus community to engage in online teaching and learning, to have a clear sense of opportunities in this space and to add to the overall value of the academic experience CU �鶹ӰԺ offers.

An interview with Fernando Rosario-Ortiz on the process to reimagine and strengthen CU �鶹ӰԺ’s online education

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Supporting the academic enterprise

Cay Leytham-Powell — Mon, 16 Jun 2025 21:10:28 +0000

Supporting the academic enterprise Cay Leytham-Powell Mon, 06/16/2025 - 15:10

Interim Vice Chancellor for Academic Resource Management Fernando Rosario-Ortiz reflects on new role and areas of focus for upcoming year

Interim Vice Chancellor for Academic Resource Management (VC ARM) Fernando Rosario-Ortiz took over the position on April 1, 2025 after former VC ARM Ann Schmiesing moved to become interim vice chancellor for strategic initiatives under Chancellor Justin Schwartz in March, and then was named to the permanent post on June 9. The Provost’s Post talked with him to learn more about the position, what made him want it, and areas of focus for the upcoming year.

Question: How do you see the role of the vice chancellor for academic resource management serving the university?

Answer: The VC ARM principal focus is to determine, enhance and align the financial and physical resources available to support the academic mission of CU �鶹ӰԺ. As such, I get to work with different academic units and other constituent groups on campus with the ultimate goal of supporting a successful academic enterprise. Specifically, I support efforts around usage of academic space, budget model, compensation and online and graduate education.

What made you want to do the job?

During the past eight years I have served in different leadership positions at CU �鶹ӰԺ, starting with leadership positions at the environmental engineering program, then as associate dean for faculty at the College of Engineering and Applied Science, and most recently as interim dean for the School of Education. In these roles, I have had an opportunity to learn about what makes CU and its programs thrive and be impactful.

Serving in a leadership position at the School of Education gave me the opportunity to appreciate how different units function and how ultimately the different parts of the university work together toward achieving the overall mission and goals at CU. As a result, I was interested in continuing to serve in leadership, but at a campus level, where I would have the opportunity to support all units and the broader mission of CU. Provost Moore supported my interest and felt I was right for the interim role, so here I am.

Do you have a basic philosophy, approach or set of guiding principles that guide your work in this role?

I strongly believe in the benefit of working collaboratively towards achieving goals. Ultimately, I see myself as a problem-solver and a strategic thinker, but with a clear understanding that problems are better solved with a strong sense of direction, clarity and vision that is informed by opening spaces for ideas from stakeholder groups and by supporting people. In my new role, I look forward to addressing challenging opportunities by working together with different groups as CU continues to grow in impact both locally and globally.

How does the job interface with other academic units and leaders on campus?

Given that my portfolio is centered in resources—money, physical infrastructure and other assets I get to work with different unit leads and other stakeholders on campus. For example, I get to be part of discussions about space utilization and development of new academic spaces, as well as thinking through how to best support units as they grow and continue to adapt to a changing environment. I have enjoyed these interactions so far and look forward to continued conversations with folks around campus.

What are you seeing as the top three to five areas you’ll be focusing on in the 2025-26 academic year?

During the next academic year, I will be working to support efforts around the continued evolution of the budget model, compensation strategy and online education, among other areas of emphasis both ongoing and yet to emerge.

Interim Vice Chancellor for Academic Resource Management Fernando Rosario-Ortiz reflects on new role and areas of focus for upcoming year

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