Arts and Sciences on Campus 37 or partners. Department chairs tend to think the dean’s priority should be on campus talking to them and faculty and students, perhaps teaching some on the side while also keeping up a research program. Department chairs and faculty more highly value the dean who remains the teacher/scholar than the fundraiser, partly because they can see the former activity but not the latter. Without a sense of the work involved in fundraising, the faculty may assume it is a time-sink, or a pretty easy thing to get people to write checks to their alma mater. Relationship with the Foundation The relationship between the Arts and Sciences dean and the Founda- tion is critical to success. To a considerable extent, the key is for both sides to develop a solid understanding of the world the other inhabits. The development officer, for instance, must know that fundraising is only a small component of a dean’s work; what typically occupies the dean are personnel matters, programmatic issues, budget, recruitment and retention, and then as time permits, fundraising and alumni rela- tions. The vastness of an Arts and Sciences college requires much more internal governance and communication than a professional school. To cite but one example, a dean of a professional school probably has all of his/her faculty in a single building; the Arts and Sciences dean has departments in multiple buildings, perhaps a dozen or more. And then beyond the size difference, the Arts and Sciences dean likely will be caught up more in related campus conversations, such as space utili- zation, recruitment of first-year students, scholarship administration, web site traffic, and retention. Other than commenting on how well it prepares students, professional schools like law or medicine seldom participate in discussions about general undergraduate education. They are not responsible for the delivery or quality of the writing, math, science, and speech classes that are the core of a student’s first year in college. They do not face remedial education issues or the scope of read- mission cases for students who start college on the wrong foot. The development officer needs to appreciate that a dean puts in long hours, many of which are relatively intense. A dean may wish to carve out a small amount of space for his/her own professional, disciplinary