in hardware, in organization to deliver computing power, and in academic applications of computing; by 1984 accreditation reviewers commended us on our students unusually good access to computers. Since then, spurred by a participative planning process, we have invested heavily in academic machines and staff; the central Computing Services organization has been placed under the jurisdiction of Academic Affairs; a plethora of personal computers has appeared all over campus; and the transformation culminated with a student-generated fund of over a million dollars to integrate computing tools into all curricula. With all these potentially stressful changes occurring, it is important to check the collective pulse and blood pressure periodically. Attitudinal surveys have shown a growing level of satisfaction with our resistance to bureaucratic rigidity, our participatory tradition in governance, and our administrators credibility. Of course, all is not sweetness and light among any community of a thousand workers. Such hardy perennials as parking and athletics will eternally focus discontent. The reward system is a constant source of misunderstanding and ill will. Inadequacy of library holdings and specialized workspace undermine productivity. Heavy teaching responsibilities in the face of competing priorities keep faculty under pressure. Tension over whether to import administrators, grow our own, or simply abolish positions arises with each vacancy. As the centennial approaches, our dominant environmental issue is Utahns limited ability to continue supporting education in the manner to which they are accustomed. The populations bent to reproduce itself faster than it can afford to meet the resulting need for public services seems finally to have reached a breaking point. Utahs desire for isolation from a stagnating national economy is unfulfillable. As in most states, even a buoyant economy cannot quite produce appropriations that arrive in time; faculty contended with recent enrollment growth by increasing the Colleges instructional productivity nearly 30. Moreover, the Legislatures decisions are chronically too optimistic, almost annually provoking forced rescission of some portion of the budget due to insufficient State tax or College tuition revenues. Salaries have been frozen repeatedly. Only twice in recent years each time on the heels of national reports about the diminishing quality of American education have legislative appropriations appeared to give more than lip service to the historically central place of education in Utah. But then, before lapsing into a full-blown jeremiad, I should recall the many other crises in the history of the College. Even lip service can convey sympathy effectively. And somehow we continue to maintain a productive atmosphere and tolerable morale in the face of all difficulties. From my administrative perspective I think part of the secret is to resist the common temptation to centralize authority in hard times. By maximizing the latitude of deans, department chairs, and directors to control resources, we release the creative energy of many to invent solutions appropriate to their own segments of the organization. Another factor may be the fluidity that characterizes Weber States administrative organization. Responsibilities are frequently redistributed to take advantage of individ-ual strengths. Unneeded jobs need not be perpetuated; as new technology intrudes, for example, more clerical tasks can be transformed into fewer, but more challenging, professional jobs. Already a higher proportion of the College budget goes directly into instruction than is typical even of community colleges, much less four-year colleges or universities. Finally, new technology and new faces generate their own excitement, even in the direst of straits. While growth provided the opportunity for new ideas in the early part of the decade, retirements are now dominating College demography. Climaxed by the Great Exodus of 1987, most of the longtime faculty and staff, who saw Weber State through its transition from junior to undergraduate college, have reached the ends of their careers. Following several accreditation reviews critical of academic inbreeding and faculty homogeneity, a president with strong ties to the government and corporate worlds outside Utah succeeded in arousing a broader consciousness. Since the start of the Brady administration, a distinct majority of faculty and nearly half the deans have been recruited from other states. Year-opening rituals and the weekly Open Hour seminars and convocations are bringing more visitors of national stature to the campus. Under the very recent leadership of President Stephen Nadauld, strategic thinking occupies center stage; ends have again become more important than means. Faced with dwindling State resources, doing the right things, rather than merely doing things right, must be the guiding principle. Changes are already evident, starting with separation of the vocational Skills Center and continuing with phaseouts of programs having weak markets or career prospects, displaced by newly emerging needs and more sophisticated training. Thus, technical sales supplants cosmetology; computer-integrated manufacturing supplants welding and construction technology; high-technology automotive service supplants diesel mechanics. Exactly how the shape of Weber State will change as it passes into the second century is gradually coming into focus. Appropriately, the entire campus community devoted the winter preceding the Centennial to a reexamination of the Colleges mission. The resulting statement recognizes the values of both tradition and innovation. It reaffirms our broad undergraduate effort, while encouraging selectivity in choosing both programs and students; reaffirms the value of acquiring knowledge, while encouraging refinement of learning skills; reaffirms the established academic disciplines, while encouraging interdisciplinary examination of the worlds problems; and reaffirms our individualized concern for students, while encouraging faculty to pursue professional distinction. Building from existing strengths, our mission envisions Weber State as a recognized leader in welcoming the complete spectrum of students, in stimulating community economic development, and in helping to improve Utahs precollege education system. Change itself is inevitable. Equally inevitable are the successes of the people who are Weber State. I find it significant that few of my counterparts around the country obviously enjoy their work as much as I. In my first two years here I met more genuine human beings than in two decades of