restructured ASWSC to insure greater voice for nontraditional and minority students. Another dominant aspect of the Weber State culture is the truly collegial relationship among faculty and administrators. Upon moving to Utah I was amazed to find that the indigenous, statewide faculty professional organization not only welcomed me into its membership, but also elects administrators to leadership positions. This symbolizes a general attitude of mutual respect, a disposition to believe others are doing their best within their respective roles. The Weber State faculty voice in formulating policy is strong and typically responsible, if not homogeneous on every issue. Strenuous debate on such volatile issues as equitable salaries, tenure quotas, evaluation of instruction, professional ethics or the College mission statement typically leads in time to workable resolution. A remarkable propensity for issues to transcend personalities produces events rarely observed in academia, such as Faculty Senate proposals to forego a portion of the annual salary increase or redirect it disproportionately to the most needy, in order to serve the higher purpose of improving professional working conditions. This atmosphere reinforces a capacity for self-analysis that nourishes the health of the organization. Mutual-help workshops, in which faculty and staff explore topics like lecture tactics, grading standards, advisement, computing skills, science anxiety, or instructional research, have been popular ways to greet the new academic year. Periodic reviews of academic programs for the Board of Regents and of the entire institution for accreditation typically become occasions to improve the qualityof Weber State education, rather than merely to suffer. External reviewers see us as unusually responsive in satisfying the needs of those who support us. They marvel at the level of campus morale in the face of daunting adversity. Somehow, we keep our perspective sufficiently intact to risk new ventures often enough to have gained a reputation as Utah higher educations innovative frontier. Our collective creativity has produced such mechanical developments as a student registration system that automates the mechanics of academic advising and a slightly time-shifted class schedule that creates an extra hour when students are most available each morning. Blending the mechanical and intellectual, we created a computerized writing laboratory, using unique software developed through a joint venture between the College and private industry. Unable to acquire budgets sufficient to meet community needs for training in entry level job skills, we negotiated a complicated series of real estate and program transfers among the State, the College, and local school districts to create a vocational center in Ogden with its own base of support. We have cut through political thickets to fashion a model for the state in coordinating regional vocational education among school districts, area vocational centers, and the College. A pilot early college allows capable high school seniors to earn their diplomas while simultaneously accumulating a year of general college credit. An interactive computer network links junior high and high school mathematics teachers with the Colleges Mathematics Department, providing instant access to classroom demonstrations the teachers themlves have produced. A contract with the Saudi Arabian government to train computer maintenance technicians spawned an instructional program in English as a Second Language so effective it was adopted as a regular academic offering. A massive collaboration among faculty and students in several of our academic departments with technical volunteers from industry, government agencies, and universities resulted in successful design, construction, and deployment from the space shuttle of an earth satellite. This first-time venture for a college anywhere is stimulating a new industry in low-cost satellite technology. Growing recognition of Weber States role in industrial technology transfer and economic development has led the State to create a high-technology training center here. This penchant for innovation has also produced a fundamental redefinition of faculty responsibilities. Largely abandoning the familiar tradition of overload and summer teaching for extra pay, faculty now collectively distribute their annual responsibilities to students around the calendar, freeing time for closer student contact and professional pursuits. This extensive reorientation allows us to bolster lagging salaries; helps faculty to remain current with their fields of expertise; provides a rational basis on which to reduce inequitable variations in salary; and generally improves the quality of intellectual life at the College. It also appropriately symbolizes Weber States evolution during the last decade of its first century, which has been dominated by rising expectations on several fronts. By the end of the 1970s the faculty had proclaimed a new set of professional standards, reflected in tenure, promotion, and salary decisions, based on meritorious performance. Teachers are expected not only to know their subjects, but to remain up to date through professional contributions that maintain, interpret, or advance knowledge. While many avenues exist to meet this expectation, the goal is to expose our students to an intellectually live group of role models who are both teachers and practitioners in their specialties. In support of this aim budgets for research, travel, and library resources were increased, and the availability of sabbatical leaves has been steadily expanded. Expectations for students have risen, as well. We controlled a surge of enrollment at the turn of the decade with subtle changes insuring that practices conform with policy; introducing financial incentives to register early and persist in chosen classes; enforcing student discipline; and upgrading evening and off-campus classes to the same standards as regular academic programs. For qualitative improvement in the longer term, minimum competency expectations in mathematics and English were added to degree requirements; entry standards to college level classes were raised; and hefty tuition surcharges were attached to remedial classes. As positive incentives, a series of four -year scholarships the most lucrative in Utah were established to attract outstanding students. Dramatic growth in a reinvigorated Honors Program has been particularly satisfying. Rising expectations have been reinforced by rapid introduction of the most significant new technological tool of our time the digital computer. In 1980 Weber State lagged seriously behind the modern world