96 DEANS AND DEVELOPMENT Arts and Sciences organizationally into three colleges, including the College of Humanities and Social and Behavioral Sciences. CHSBS (for which Pamela Gates serves as dean) is the largest college on campus with eight departments and ten interdisciplinary programs, yet its name has been a challenge for anyone outside of the academy. As noted previ- ously in this book, most alumni associate themselves with their degree, department, or major program but may not feel any particular connec- tion to the college or school from which they graduated. Given that to some degree every department or program within the College is engaged in either public service or global citizenship, a new administrative arm (The School of Public Service and Global Citizenship) was created to market what they do in a focused way and provide opportunities for donors to support that work. At the University of Nebraska at Omaha (UNO), the idea that the College of Arts and Sciences (for which David Boocker serves as dean) is a liberal arts college within a metropolitan university is stated in the college’s mission statement and, indeed the college is acknowledged as the major proponent for the liberal arts. Just outside the dean’s office is a donor recognition board that thanks donors for their “support of academic excellence in the Liberal Arts.” The College of Arts and Sciences, the oldest and largest of the six colleges at the University, is comprised of 14 departments and six interdisciplinary programs. The University as a whole currently is focused on three core values: academic excellence, student focus, and community engagement, and like CMU, UNO’s commitment to community is critically important. For example, UNO is a regional leader in service learning opportunities for students, with 2,300 students in 121 service-related courses. Similarly, many of the college’s fundraising priorities and outcomes are connected to this focus on engagement. From these two examples alone, we can recognize that what consti- tutes Arts and Sciences varies dramatically from campus to campus, which complicates the ability for anyone to create a unified strategy for makingthecaseforArtsandSciences.Butthevaluesespousedbyaliberal arts education need not be determined by an institution’s organizational structure; instead we need to recognize that a complete education, in