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UR President Ronald Crutcher announces plans to step down from post in 2022

Following a sabbatical, Crutcher will return to the faculty as a university professor.  

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Ronald A. Crutcher has announced his intention to step down as president of the University of Richmond with the goal of the next president taking office no later than July 1, 2022.

“As I considered the great disruption and challenges facing higher education due to the pandemic, and contemplated what would best ensure the success of a future presidential search and our institutional momentum, I decided that it was important for the University to have as much time as possible to effectively identify and recruit the next president,” Crutcher said in a letter to alumni, faculty, staff, and students.

“The Board is extraordinarily grateful for the thoughtful manner in which President Crutcher has approached his decision, announcing his plans now to ensure time for a successful presidential search in this challenging national and global climate,” said Paul B. Queally, the board’s rector. “As he indicated to the Board, the University’s momentum of recent years is too important to risk interrupting, and we fully agree.”

Crutcher will continue to advance a variety of critical University initiatives, including guiding UR through the pandemic and the uncertainty and disruption it has brought.

“This year will certainly bring challenges, but it will also offer all of us new possibilities,” Crutcher wrote in his letter. “In every instance, we must seize such moments as opportunities to advance our shared aspirations and dreams for the University — and to realize our goal of being, and being recognized as, one of the strongest liberal arts institutions in the nation. That work continues to encourage and inspire me every day, and I look forward to what we will accomplish together over these next two academic years.”

Under Crutcher’s leadership the University has achieved the following:

  • Enhanced resources available to faculty, including programs focused on academic leadership and the creation of the Teaching and Scholarship Hub.
  • The creation of the Office of Scholars and Fellowships and the growing record of students’ success in securing prestigious national awards.
  • An increased national reputation for academic excellence as evidenced by the University’s highest ever U.S. News & World Report ranking of 22 among the nation’s top liberal arts colleges for 2021.
  • Important attention to developing and implementing strategies to ensure greater diversity and a more inclusive community, as detailed in the University’s Making Excellence Inclusive initiative.
  • A more diverse faculty, with 36% of hires in the last five years being persons of color or international and 42% being women.
  • Increased pride among UR alumni, who are more actively engaging with the University and contributing to historic levels of fundraising success.
  • Outstanding new facilities for well-being and Athletics.
  • Renovations of academic facilities in the arts and in the humanities, including an expansion to Ryland Hall to develop a center for the humanities.

“We look forward to the further achievements that are sure to come under President Crutcher’s continued leadership,” said Susan G. Quisenberry, vice rector. “As he has indicated, he remains intently focused on what he intends to accomplish in the years to come, and the Board very much looks forward to our continued work together in this time.”

The Board will begin the search for the University’s next president this fall and will soon establish and charge a search committee to identify and recommend candidates. The search committee will include trustees, as well as members of the Spider community. Details about the search process, committee, and timeline will be communicated in the coming weeks. Input from the University community about the priorities the new president will be asked to advance and the qualities and skills most important to seek in candidates will also be crucial to the success of the search and the University’s next president.

Following a sabbatical, Crutcher will return to the faculty as a university professor.

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Trevor Dickerson is the co-founder and editor of RVAhub.com, lover of all things Richmond, and a master of karate and friendship for everyone.

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New book by former VCU president, history professor tells four-decade history of the university

“Fulfilling the Promise: Virginia Commonwealth University and the City of Richmond, 1968–2009,” by Eugene Trani and John Kneebone illuminates the past and future of American public higher education.

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In “Fulfilling the Promise: Virginia Commonwealth University and the City of Richmond, 1968–2009,” VCU President Emeritus and University Distinguished Professor Eugene P. Trani, Ph.D., and Associate Professor of History Emeritus John T. Kneebone, Ph.D., tell the story of VCU from its founding in 1968 through the end of Trani’s tenure as president in 2009, and the university’s role in Richmond.

The book, published by the University of Virginia Press and released in September, shows how VCU — created from the merger of the Medical College of Virginia and Richmond Professional Institute to serve a city emerging from an era of desegregation, white flight, political conflict and economic decline — reflects a larger, national story of urban universities and the past and future of American higher education.

Sen. Tim Kaine wrote the foreword of the book, and dust jacket blurbs were provided by former UVA President John Casteen III; former VCU basketball coach Shaka Smart; Susan Gooden, Ph.D., dean of VCU’s L. Douglas Wilder School of Government and Public Affairs; bestselling novelist and VCU alumnus David Baldacci; and Roger Gregory, chief judge of the U.S. Court of Appeals for the Fourth Circuit and former rector of the VCU Board of Visitors.

The authors’ royalties from sales of the book will go to the VCU Foundation to fund student scholarships.

Trani and Kneebone recently spoke with VCU News about “Fulfilling the Promise,” which they say shows how VCU has been, and continues to be, a force for positive change in Richmond and Virginia.

What inspired you to work together to tell the story of VCU?

Kneebone: We were coming up on the 40th anniversary and, at that time, people felt like we had something to celebrate. The city had come back and VCU of course was quite successful — it had a large enrollment, enrolling more Virginia students than any other city university.

The book cover of “Fulfilling the Promise: Virginia Commonwealth University and the City of Richmond, 1968–2009."
“Fulfilling the Promise: Virginia Commonwealth University and the City of Richmond, 1968–2009″ published in September. The authors’ royalties will go to the VCU Foundation to fund student scholarships.

In the summer of 2009, I got a call from the president’s office. Dr. Trani, who was just stepping down, proposed that he and I work together on a history of VCU. My first instinct was to think, well, maybe this isn’t for me. Let me propose to him that I’ll do oral history interviews and we can put together a biography of Dr. Trani, a transformative leader.

He immediately said, “No, that’s too narrow. VCU’s story is much bigger than just one person and more complicated.” He said, “You know, VCU’s last history was Virginius Dabney’s 1988 book on the 20th anniversary. And he gave more attention in that book to the history of the Medical College of Virginia and Richmond Professional Institute than to VCU itself. So VCU really needs a proper history.”

We talked a bit and I said I know a lot about Virginia and Richmond. I’m not sure about higher education. And he said, “Well, I know something about higher education, so we can collaborate.” We set out with me doing research on the earlier years and interviewing him, sort of preliminary interviews.

Of course I could come to him and say, here’s something that was going on in Virginia higher education back then, do you have any thoughts? And he’d go, “Yeah. You know, this is what I was seeing in Nebraska. This is what seemed to be happening in Missouri.” So we had a sense of that larger context as well. We talk about the process in the book’s introduction. I think our different strengths actually worked together.

What is it about VCU’s story that makes it serve as a good microcosm for higher education in the U.S.?

Trani: Sen. Tim Kaine, in the foreword to this book, states there have been three trends that have led to a “powerful transformation in Richmond.” They are the emergence of VCU, the desire of its citizens to change long patterns of discrimination, and a concerted effort to emphasize the city’s natural beauty, especially the James River. This book explains the first of the three, how two institutions — MCV and RPI — came together to create a university that has worked with its community and that by doing so, showed that a large public institution with a significant medical center can not only survive but thrive and play a role in what is known as the “eds and meds” phenomenon that is typically played in urban America by elite private institutions with large medical centers. In that way, VCU can be a role model for higher education in the U.S.

Kneebone: We say that VCU is sort of exemplary of the fall and rise of urban universities. And we tell the story. Urban universities, of course, have always existed but today’s universities in urban areas are more than half of the total number of institutions. City education has become the norm, and that wasn’t always the case. Higher education, the idea was that putting students out in the countryside in a bucolic location where they weren’t distracted gave them a chance to engage in the high jinks of fraternity and sorority life and college life in general.

Urban universities, which catered to working-class immigrant minority students, students who were occupation oriented rather than liberal arts types you might find at traditional schools, seemed to be lower status. The higher status was for more selective schools and schools engaged in research. Urban universities, coming from a low point where they were in the midst of cities that were falling apart, suffering from suburbanization and white flight and conflicts, and with a mission to help solve some of these city issues as well, ended up becoming sort of the exemplars of higher education.

Students today at just about every school are career oriented, are thinking ahead to what they’re going to do in the future, less connected and less worried about fraternities and sororities. And urban universities, particularly, I think, for students who grew up in the suburbs, are a place that is actually lively and exciting instead of scary and dangerous as it was 40, 50 years ago. So it’s a success story that we’re telling.

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U of R School of Law awarded grant to support community work, technology needs for low-income seniors

A new grant from The Community Foundation for a Greater Richmond’s Central Virginia COVID-19 Response Fund will provide $14,500 in support of the MLP, which is a partnership with VCU.

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The University of Richmond School of Law’s Medical-Legal Partnership provides medical and legal services to approximately 300 residents at Dominion Place Apartments, an affordable housing facility for seniors or individuals with disabilities living on or below the poverty line.

A new grant from The Community Foundation for a Greater Richmond’s Central Virginia COVID-19 Response Fund will provide $14,500 in support of the MLP, which is a partnership with VCU.

“During COVID-19, Dominion Place, like all elderly resident facilities, has placed strict bans on visitors thereby exacerbating the loneliness crisis among older adults,” said Leigh Melton, Richmond’s elder law faculty member who leads the program.

The grant will directly support COVID-19 related items for Dominion Place residents, including masks, soap, cleaning supplies, and gloves. The funding will also support technological devices with video screens equipped to work with Alexa, Amazon’s voice assistant.

“This technology will not only allow the residents much-needed connection with family and friends but also allow the Richmond legal team and the VCU medical group to continue to meet with the residents,” Melton said.

Melton also noted that the pandemic has motivated many residents of Dominion Place to expand their use of technology for the first time, and these devices, which have a camera to help those with visual impairment, help them connect to the outside world.

This program was previously awarded a grant from the Regirer Foundation.

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Family workshops abound in HCPS’ newly reimagined ‘Bridge Builders Academy’ series

Henrico County Public Schools’ family workshops have always been about transformation. Now, the workshop series itself has been transformed to bring Henrico families and educators even more useful presentations, speakers, and events.

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Henrico County Public Schools’ family workshops have always been about transformation. Now, the workshop series itself has been transformed to bring Henrico families and educators even more useful presentations, speakers, and events.

The new name better evokes the series’ purpose: to build connections among families, the community, and the school division. The series has also been divided into four “learning strands,” or categories, to make it easier to find relevant information. The learning strands are: Beyond the Classroom; Diversity, Equity, and Inclusion; Exceptional Education; and Information, Access, and Opportunities.

All fall “Bridge Builders Academy” workshops are virtual, and students, staff, and members of the public can participate using Microsoft Teams. Instructions for joining the workshops are at the new Bridge Builders Academy webpage at https://henricoschools.us/bridgebuildersacademy. Workshops are recorded for later viewing, and you can watch past workshops by going to the Bridge Builders Academy page.

Fall 2020 Bridge Builders Academy workshops are below, grouped by category. For more information, go to https://henricoschools.us/bridgebuildersacademy. The fall sessions are moderated by the HCPS Department of Family and Community Engagement, in conjunction with the session hosts. Questions about workshops can be directed to [email protected].

Fall 2020 Bridge Builders Academy workshops, listed by category:

Beyond the Classroom:

  • Supporting Student Participation in a Virtual Classroom (Sept. 29 at noon). In the new space of virtual learning, families and caregivers have the new responsibility of supporting students in the virtual classroom. This session will focus on tips and strategies to support your learners, straight from the mouths of educators in the virtual classroom.
  • Understanding “New Math” (Oct. 7 at 6 p.m.). A common challenge for most parents is understanding the transition to “new math.” Mathnasium will join us to help families and caregivers understand why the switch was made and how to assist your learner who may need support.
  • Building Resilience in Your Learner (Oct. 20 at noon). When you think of resilience what comes to mind? Join nonprofit ChildSavers for a workshop on building resilience in your learner to help them succeed in their learning space and beyond.

Equity, Diversity, and Inclusion:

  • Raising a G.U.R.L.L. (Greatness Using Real-Life Lessons) (Oct. 14 at 6 p.m.). “Greatness Using Real-Life Lessons” will focus on Mrs. Scott-Mayo’s journey raising her daughters. The discussion will cover how we can empower our girls, boost their self-esteem, and encourage a positive self-image.
  • Exceptional Education:
  • “Centering You” with the Center for Family Involvement (Oct. 21 at 6 p.m.). Have you heard of the Center for Family Involvement at VCU’s Partnership for People with Disabilities? This session will provide an overview of the organization’s resources and a bonus self-care session for parents to help them support their virtual learners.
  • Virtual IEP Kits (TBD). “IEP Kits” were sent last year to each HCPS school, to help keep families informed about the Individualized Education Program. Explore the digital version, and get access to the information you need about IEPs.

Information, Access, and Opportunities:

  • Digital Resources at Your Fingertips (Sept. 30 at 6 p.m.). Are you ready to help your child reach for the stars? Do you want to get a closer look at the digital resources that support your child’s pre-K through grade 5 virtual classroom? If you answered yes to any of these questions, join us for an up-close look at Henrico’s digital resources.
  • Save, Spend, Achieve (Oct. 6 at 6 p.m.). This session will discuss setting financial goals and strategies to achieve them.
  • Welcome to Henrico from the HCPS Welcome Center (Oct. 13 at noon). Starting in a new school division is a major shift for any family, but especially for families who may need language assistance. Join the HCPS Welcome Center for a session for English-learner families entering Henrico Schools.
  • Grandparents Raising Grandchildren (Oct. 27 at noon). Grandparents raising their grandchildren often face unique challenges as they navigate the school experience. Especially this fall, grandfamilies and other relative caregivers must learn new technology, practices, and systems. Join us as nonprofit Formed Families Forward provides tools and resources for grandparents raising their grandchildren.
  • Advanced Courses (Oct. 28 at 6 p.m.). Advanced Placement courses, specialty center programs, and honors courses are available across Henrico County for students interested in challenging themselves academically. This session will focus on information to help your learner access these courses in middle and high school.

Fall 2020 Bridge Builders Academy workshops, listed chronologically:

  • Save, Spend, Achieve (Oct. 6 at 6 p.m.)
  • Understanding “New Math” (Oct. 7 at 6 p.m.)
  • Welcome to Henrico from the HCPS Welcome Center (Oct. 13 at noon)
  • Raising a G.U.R.L.L. (Greatness Using Real-Life Lessons) (Oct. 14 at 6 p.m.)
  • Building Resilience in Your Learner (Oct. 20 at noon)
  • “Centering You” with the Center for Family Involvement (Oct. 21 at 6 p.m.)
  • Grandparents Raising Grandchildren (Oct. 27 at noon)
  • Advanced Courses (Oct. 28 at 6 p.m.)
  • Virtual IEP Kits (TBD)

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