Kenyon College

“L'quentus thomas, trustee, and david meuse, trustee, have a business relationship.”

“Form 990 review - the board has delegated the review and approval of form 990 to the audit subcommittee of the budget, finance, and audit committee. The review is conducted with the assistance of the outside public accounting firm.”

“Form 990 provided to governing body - the college has distributed form 990 to the full board of trustees with the exception of donor information on schedule b. Because of schedule b's private and confidential nature, the board has delegated the authority and responsibility for reviewing that schedule to the chair of the board and the chair of the audit subcommittee on behalf of the full board. As such, we are required to answer "no" to the question on line 11a even though a copy of form 990 (with redacted donor information on schedule b) was provided to the trustees.”

“Monitoring and enforcement of conflict policy - the college's conflict policy is distributed at the fall meeting of the board of trustees. Annually, officers and trustees are asked to disclose conflicts, and these disclosures are monitored. If a conflict arises, the person is not permitted to vote or participate in the discussion of the proposed transaction. People who are independent of the individual make the decision on the transaction.”

“Review and approval of compensation - comparability salary studies from peer institutions are performed for the college's president and for members of senior staff. Recommendations are presented to and approved by the executive committee of the board of trustees. The trustees are independent of the individuals for whom compensation decisions are being made. The deliberations and decisions of the executive committee are noted in the committee's minutes.”

“Availability of documents - the college makes its financial statements available to the public on its website. The college makes its governing documents and conflict policy available to the public upon request.”

“Over the 190 years of its life, kenyon college has developed a distinctive identity and has sought a special purpose among institutions of higher learning. Kenyon is an academic institution. The virtue of the academic mode is that it deals not with private and particular truths, but with the general and the universal. It enables one to escape the limits of private experience and the tyranny of the present moment. But to assert the primacy of the academic is not to deny the value of experience or of other ways of knowing. Kenyon's academic purpose will permeate all that the college does, but the definition of the academic will be open to recurrent questioning. Kenyon's larger purposes as a liberal arts institution derive from those expressed centuries ago in plato's academy, although our disciplines and modes of inquiry differ from those of that first "liberal arts college." we have altered our curriculum deliberately in answer to changes in the world, as an organism responds to its environment without losing its identity. Kenyon's founder gave a special american character to his academy by joining its life to the wilderness frontier. His kenyon was to afford its students a higher sense of their own humanity and to inspire them to work with others to make a society that would nourish a better humankind. To that end, and as an important educational value in itself, kenyon maintains a deep commitment to diversity. Kenyon today strives to persuade its students to those same purposes. As a private and independent college, kenyon has been free to provide its own mode of education and special quality of life for its members. Its historic relationship with the episcopal church has marked its commitment to the values celebrated in the judaeo-christian tradition, but without dogmatism, without proselytizing. Because its faculty and students are supported by neither church nor state, the college must charge fees and seek support from donors. While this preserves kenyon's independence, it sets unfortunate limits. The college's ambitions must be tempered by a sense of what is economically feasible. As an undergraduate institution, kenyon focuses upon those studies that are essential to the intellectual and moral development of its students. The curriculum is not defined by the interests of graduate or professional schools, but by the faculty's understanding of what contributes to liberal education. The faculty's first investment is in kenyon's students. The college continues to think of its students as partners in inquiry, and seeks those who are earnestly committed to learning. In the future, kenyon will continue to test its academic program and modes of teaching and learning against the needs of its students, seeking to bring each person to full realization of individual educational potential. To be a residential college means more than that the college provides dormitory and dining space for its students. It argues a relationship between students and professors that goes beyond the classroom. It emphasizes that students learn and develop, intellectually and socially, from their fellows and from their own responses to corporate living. Kenyon remains a small college and exemplifies deliberate limitation. What is included here is special, what is excluded is not necessary to our purposes. Focus is blurred when there is dispersion over large numbers or over a large body of interests. Kenyon remains comprehensible. Its dimensions are humane and not overpowering. Professors, knowing students over years, measure their own growth. Students, knowing professors intimately, discover the harmony or conflict between what a teacher professes and his or her behavior. To enable its graduates to deal effectively with problems as yet uncalculated, kenyon seeks to develop capacities, skills, and talents which time has shown to be most valuable: to be able to speak and write clearly so as to advance thoughts and arguments cogently; to be able to discrimin”

“Change in interest rate swap obligation 577,416. Loss on extinguishment of debt -7,802,553.”