Strategic growth While Erskine remains intentionally small, restructuring opens the door for


growth in program development, enabling Erskine “to move quickly when op- portunity knocks,” Clavell says. New programs “can be evaluated, piloted, and launched within a single academic ‘home’ rather than built piecemeal across multiple departments.”


The School of Business, for example, could pilot innovative programs in re- sponse to current marketplace needs. Similarly, the School of Education could explore graduate programs and alternative pathways to teaching, in addition to its traditional undergraduate programs. With the internal structure of the schools in place, academic areas will be equipped to respond more nimbly to program needs.


External partnerships


The new structure creates clear lines of communication between the college and external partners, such as healthcare systems, school districts, and busi- - ies, internships, or employment, and will bolster the college’s fundraising ef- forts through grant opportunities. Within the School of Mathematics and Science, for example, Clavell sees


fresh opportunities to build relationships with the medical community, which will “deepen health-profession advising, expand research and clinical shadow- ing partnerships, and secure articulation agreements,” creating new pathways to graduate school and careers in healthcare.


“Schools serve as natural counterparts for grants, internships, and workforce pipelines,” he says.


Recruitment and identity


            the new model is designed to foster a sense of identity and ownership within each school.


“For students, this will mean clearer administrative processes, focused fac- ulty support, creative innovation in programs, and a stronger sense of academic  The schools will also create clarity for prospective students.         resumés, enhancing Erskine’s competitiveness,” Clavell says.


     dean will be able to advance his or her school’s brand identity, which “gives each academic division a dedi- cated voice in strategic planning.” “Ultimately,” Clavell says, “the school-based model enhances Erskine’s sustainability and reputation while keeping our focus on forming whole persons for service and leadership.”


All about community In the end, the goal of the restruc- turing process is to enhance the Erskine community by supporting faculty and serving students.  collaboration throughout the process. “While restructuring at other in- stitutions can stir up bitter rivalries,” the professor says, “at Erskine I’ve seen the restructuring process emerge as an encouraging example of the great things that can be accomplished - ful for all who have used their unique gifts in service to the college.” Clavell is quick to emphasize that the new model supports Erskine’s identity and mission as a Christian school where students are challenged to grow and serve. “This initiative strengthens—but does not change—the soul of Erskine,” the provost says. “Our Christian mis- sion, commitment to whole-person education, and close-knit community remain at the center.”


Dr. Christiane-Marie Abu Sarah


May/June 2026


13


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32