PRESIDENT’S REPORT 2015

PRESIDENT’S
REPORT 2015
VISION
Letters From Leadership
FROM OUR PRESIDENT
dear friends of drury university,
The campus is ablaze with color and visitors have had wonderful crisp weather in which to enjoy our inviting
environment. It has been my pleasure to greet many of these visitors and to tell them of the Drury Difference.
To ensure Drury continues to grow, prosper and deliver on its promises, it is vital that the University move
deliberately on objectives that will yield important positive results in the next three years.
We have now completed nearly two quarters of pursuing objectives in the Strategic Plan: 2015–2018 and
offered our second quarterly report at the end of November. All of the objectives address the pathways that
respond to Drury’s ten Strategic Initiatives:
• We will strengthen academic initiatives and create new, distinctive offerings that respond to the
demands of the 21st century.
• We will increase the enrollment of Drury University such that carrying capacity is optimized.
• We will improve student experience and the culture of student affairs.
• We will ensure that the Drury University campus environments respond to the needs of students in
the 21st century.
• We will sharpen the Drury brand and distinctiveness.
• We will strengthen Drury University’s community outreach.
• We will create a financial platform to ensure Drury University’s viability and sustainability.
• We will ensure that Drury University attracts, retains and invests in faculty and staff necessary to
accomplish its mission in the context of the 21st century.
• We will create a campus environment of transparency and openness.
• We will build greater development capacity, enhance external resources to support strategic
objectives and cultivate an alumni/donor base that will be pivotal to the success of Drury University.
A key part of this larger strategy is Drury’s Strategic Enrollment Plan. This integrated, university-wide initiative
addresses new program development, admissions, retention, new market development and financial aid. A
multi-year effort, the action plan focuses on clearly articulating the value of a Drury education, improving the
geodemographic sphere of recruiting, and developing programs that respond to the needs of the 21st century
marketplace. Our faculty and staff are energetically engaged in achieving our goals and objectives.
Creating an organizational structure that facilitates engagement and deliberate positive movement has been
one of my goals. I am pleased that we have modified the academic structure to one that includes six new dean
positions for the three colleges and the three schools:
• Breech School of Business Administration
• College of Graduate Programs
• College of Humanities and Social Sciences
• College of Natural and Mathematical Sciences
• Hammons School of Architecture
• School of Education and Child Development
CONTINUED ON NEXT PAGE
2
VISION
Letters From Leadership
Recently, I established an Executive Vice President and Provost model of leadership. Administrative and
campus functions that are directly related to the student experience will now report to the provost. These
functions include recruitment and enrollment, academics, student life, technology, financial aid and
operations. Dr. Steven Combs will serve in this role. We are now poised to be more effective on actions which
will yield impactful, positive results for Drury’s future.
Dr. David P. Manuel
President
LAST YEAR, UNRESTRICTED
GIVING INCREASED BY 15%
3
VISION
Letters From Leadership
THE LIBERAL ARTS AT DRURY
Drury is now, and always will be, a liberal arts institution. Yet, it has enacted its own vision of the liberal arts.
For example, in 1960 we added a school of business, something that was not considered part of a traditional
liberal arts profile. Similarly, we added a school of architecture in the 1980s. We believe our identity as a liberal
arts institution that offers professional programs is not only uncommon in higher education but also is a point
of distinction and strength. Unlike some institutions, we require all of our students to complete a liberal
education drawn from multiple university disciplines, which strengthens and enriches their major areas of
study and adds value to their education. In addition, we offer graduate programs and built an evening school
of continuing and professional studies that today is nearly twice as large as our day school. In each case, we
sought to bring the excellence of a liberal education to new audiences.
At one time, being a liberal arts institution simply meant offering a particular set of majors, especially those in
traditional areas of humanistic thought, such as my field—rhetoric. The liberal arts evolved, however, and
became more demanding. They no longer refer to mastering specific content but also to the difficult and noble
task of embodying a set of crucial competencies and dispositions. The liberal arts now demand that we
intentionally build curricula and learning environments, inside and outside the classroom, that help shape
students with passion and purpose, curiosity and creativity, ethical insight and social awareness, intercultural
competencies, and the courage to take intellectual risks. The liberal arts are more valuable than ever and
necessary in order to achieve well-being across one’s personal, communal and career lives.
Drury’s commitment to that liberal arts mission is steadfast. First, we will always center our general education
on the liberal arts, including the humanities and arts, and the natural and human sciences. Every Drury student
will have substantial coursework in liberal arts disciplines. Furthermore, I have made a public commitment to
keep the amount of required coursework in majors reasonable so that students have many elective hours
which they can use to explore courses and programs outside their majors. Finally, realizing its essential place
at the heart of our community, I have invited faculty and staff to have a university-wide discussion on the
meaning and value of the liberal arts organized around reading Colleges That Change Lives.
It is also crucial to note that the definition of liberal arts disciplines has broadened. For example, whereas
the “arts” once included only studio and performing arts, it now includes media arts, which involve the same
strengths and creative habits of mind promoted by traditional artistic disciplines. Looking forward, we are
working on a degree in English that focuses on professional writing with an emphasis on new media. We also plan
majors in animation, film and television production, and digital design; all of which highlight the intersections of
art, communication, and business, and are strengthened and informed by our deep liberal arts foundation.
Drury was, is, and always will be, a liberal arts institution. Our enactment of the liberal arts has always been
unique and special, and it will remain so as it continues to evolve.
Dr. Steven C. Combs
Executive Vice President, Provost
4
VISION
Letters From Leadership
DEEPENING ROOTS, EXPANDING REACH
What a spectacular fall day!
Looking out my window on Burnham Circle, I’m reminded of how well our campus wears a stunning fall day. In
the midst of this brisk Friday afternoon, I also see our community of students, staff and faculty moving about
campus doing the work of education. I’m encouraged by this amazing university, and it’s this scene that I want
every prospective student and their parents to experience first-hand.
We’re in the middle of a shift in the higher education landscape and many small, private, liberal arts colleges
are figuring out their role. Drury has been deep in those very conversations for the past two years in our
Strategic Enrollment Planning process. Drury is positioning itself for success in this new higher education
environment, but it takes a lot of work, planning and commitment. In spite of the challenges we face, we are
dedicated to enrollment growth at Drury.
Over the next few years I hope you’ll hear a great deal about our Strategic Enrollment Plan. This plan includes
deepening our roots locally in what we’re calling “Springfield First.” We’re also committed to expanding our reach
to new metro markets around our “super region” in order to establish a diverse geographic footprint that can
withstand the shifts in higher education and competition. Early indicators reveal that we are reaching new
audiences in Chicago, St. Louis and Kansas City, while maintaining our home front of Springfield. Additionally,
we’re investing in new academic and athletic programs to support our enrollment growth as well as a new
cutting edge marketing campaign to firmly establish our presence in these new places. Our new marketing
tagline says it all: “We’re the best university you’ve never heard of!”
Now for the “ask.” I’m asking for your support in our enrollment efforts by providing the Office of Admission
with information on great students that you may know (or be related to). You can direct these students to
our information request form: www.drury.edu/admission/info-request. I want a chance to show every
student how great Drury is — especially on spectacular fall days like this!
Jay Fedje
Vice President of Enrollment Management
5
VISION
Letters From Leadership
FROM OUR DIRECTOR OF ATHLETICS
I consider it a privilege to serve Drury University as its new Director of Athletics. My family moved to the Ozarks
27 years ago, and the hospitality and friendliness that we witnessed then still thrives to this day in Springfield,
the surrounding communities and on the Drury campus.
When it comes down to it, friendliness and hospitality can be construed as a direct product of pride—pride in
where a person lives, pride in where they work, and pride in the school where a person is educated to set
them up for success after graduation.
I witness that pride and passion now as I interact with the Drury coaches, faculty, staff, administration, and
loyal boosters. I want to cultivate those feelings by continuing the great tradition that Drury Athletics established
on the fields, courts and in the classrooms. It’s an expectation of athletic and academic excellence that started
long before my arrival here, but it’s one that I have respected and admired for many years from both my previous
positions in athletics in Springfield and as a father of a former Drury student-athlete.
One Drury coach phrased it “The Drury Way,” and that’s the way I believe we need to continue conducting
business as an athletic department. I have an opportunity to interact with our dedicated coaches, faculty,
staff and alumni to ensure that those standards of maximum effort, sportsmanship and success continue to
be the focus of our approach. Whether it’s winning national championships, Great Lakes Valley Conference
Championships or simply competing with a rival in a single game or match, we want to make sure we continue
to give everyone that sense of pride in programs that are doing things the right way, “The Drury Way.”
That belief extends into our efforts to create new competitive opportunities for current and future Drury
University students, with new ventures currently underway and others in the works in the coming years. It will
always be a driving motivation to build tremendous partnerships with area and national businesses and alumni,
and ensure that all parties involved have reason to be proud of their association with Drury University.
Mark Fisher
Director of Athletics
IN 2015, ALL-GLVC HONORS
12 DRURY TEAMS EARNED A 3.30
GPA OR HIGHER
6
VALUE
Grow Our Value
NEW TEACHING AND LEARNING CENTER
A vibrant and strong faculty is at the heart of every successful university, inspiring students through meaningful
moments in the classroom and enhancing the reputation of the institution through research. In the last few
decades, many institutions of higher learning have implemented on-campus centers to help faculty members
connect with needed resources — and with one another — to achieve excellence in their professional goals.
In May, Drury created its first “Teaching and Learning Center.” Working out of our new digs on the second floor
of the library, the Teaching and Learning Center (TLC) aspires to be a space for people, projects and initiatives
that advance the art and science of effective teaching. We recognize the importance of collaboration in the
pursuit of transformational learning environments and are committed to encouraging conversation,
experimentation and research that contribute to a dynamic academic community at Drury University.
To fulfill this mission, we:
• Promote faculty development and renewal during all stages of one's career.
• Foster the adoption and sharing of innovative, inclusive, and effective teaching and learning practices.
• Encourage research and scholarly conversation related to teaching and learning practices.
• Provide instructional technology support and mentorship to faculty, staff and students in one-on-one
and group settings.
• Advocate for engaged learning initiatives on Drury's campuses and communities.
• Promote a distinction between “learning” and “knowledge” to create an environment of curiosity and
intellectual growth for faculty and students alike.
This fall, the TLC promoted a series of training workshops for faculty members to familiarize themselves with the
latest updates to our online learning platform and learn about innovative new tech applications for the classroom.
The TLC partnered with the Office of Development and Alumni Relations to offer two programs on grant seeking
and grant writing. Pairing with other groups on campus, the TLC co-sponsored faculty research talks and
workshops on the digital humanities and engaged learning. We’ve also resumed the time-honored Drury
tradition of occasional Friday faculty lunch in order to collaborate on projects and share insights about best
practices in the classroom.
Looking forward, the TLC plans a number of book groups and writing retreats, as well as more workshops and
trainings designed to enhance existing pedagogies. We are proud that the traditional chalkboard classroom
may always be the gold standard for great teaching at Drury, but we’re also eager to embrace new media,
new technologies and a bright future.
Dr. Erin Kenny
Associate Professor of Anthropology, Director of Teaching and Learning Center
7
VALUE
Grow Our Value
TRANSFORMING OUR HONORS PROGRAM
Drury’s Honors Program was created in the late 1980s to help exceptionally prepared students engage in
interdisciplinary inquiry and research. Over the past 30 years, this model has worked well and generated
scores of high quality honors theses. Higher education, however, has been rapidly changing over the past
decade, and Drury faculty and administration realized that it was time to transform the Honors Program.
To better meet the needs of today’s students and the current job market, we will be launching a new honors
curriculum for the 2016-2017 academic year. Today’s honors students are looking for hands-on courses that
allow them to take ownership over their education. After a comprehensive review of its curricula, we have
identified over 70 honors courses that emphasize student-directed learning. In these classes, students pose
solutions to scientific, social, and cultural problems, engage in service-learning projects throughout the region,
work with faculty on research projects, and dig deeply into the scholarly literature in their fields. The culmination
of the program will remain the honors thesis, but the new curriculum will require each student to complete the
thesis in their major and present their work at an academic conference. Honors students will also create online
portfolios to document their honors activities, which they can share with graduate schools and employers.
Drury has also focused on improving the student experience for honors students. Upperclassmen started the
Honors Student Association this past summer. The group hosts regular dinners with faculty, plans weekend
trips, and comes together to attend local theatre shows and films. Honors students may also choose to live
together in Living and Learning Communities (LLC) during their freshmen year.
With these changes, we believe that the Honors Program will be able to help today’s students realize their
dreams for the future.
Dr. Richard Schur
Professor of English, Director of Drury Honors Program
97% OF DRURY GRADS ARE EMPLOYED, IN
GRAD SCHOOL, OR TAKING A GAP YEAR
WITHIN 6 MONTHS OF GRADUATION
8
VALUE
Grow Our Value
COLLEGE OF GRADUATE STUDIES
Drury awarded more than 100 master’s degrees in 2015. We are honored that these graduates, and the 4,700
alumni who preceded them, entrusted Drury with their graduate education and professional dreams. As the
new Dean of the College of Graduate Studies, I am eager to advance Drury’s commitment to graduate studies
and look forward to implementing initiatives in 2016 to deepen and grow our portfolio of degree offerings.
Currently, Drury offers master’s degrees in four areas: business, communication, education, and studio art
and theory. These programs are led by passionate, responsive and dedicated directors who are committed
to program quality and student learning. At the instructional level, our graduate faculty work tirelessly to
shape and deliver outstanding learning experiences that seamlessly connect theoretical knowledge with
practical applications.
Building upon this excellent foundation, we are excited to announce several new initiatives:
• In January, the Department of Communication will launch a new Master of Nonprofit and Civic
Leadership. It’s a 30-hour degree designed for individuals who aspire to lead nonprofit
organizations or simply want to be a better board member or volunteer.
• The College of Education is offering two new degrees. The Online Teaching program supports the
growing number of educators who are faced with course delivery in an online environment, and
the Instructional Leadership program meets the needs of elementary and secondary education
teachers who want to lead, but not serve in an administrative role.
• The Studio Art and Theory degree, an intensive three-year summer program, will be renamed in
2016 to Visual Arts to better capture the curriculum’s focus.
• Finally, efforts are underway to develop educational opportunities (degrees and certificates) that
serve employer-based cohorts who seek distinctive and timely professional development
opportunities for employees. The Breech School of Business Administration is leading the way
with an extension of the MBA degree that is designed for professionals working in healthcare
administration.
The future is bright for Drury’s College of Graduate Studies. We aim to offer degrees that enrich the lives of
students while enhancing their leadership potential in their respective professional fields. As we grow the
breadth of our degree offerings and expand student accessibility to our degrees, I look forward to recognizing
the achievements of an even greater number of graduates who choose Drury for their advanced degree.
Dr. Regina Waters
Dean of the College of Graduate Studies
9
VALUE
Grow Our Value
THE COLLEGE OF CONTINUING PROFESSIONAL
STUDIES (CCPS)
The College of Continuing Professional Studies (CCPS) continues to focus on student success and access to education.
A few years ago, CCPS implemented a conditional admittance status for incoming students who previously
struggled academically. This conditional admittance limits the number of classes a student can take and
increases the advisor’s ability to oversee and communicate with the student. While the conditional admittance
may decrease our total credit hours, the results have been worthwhile—students are succeeding in their
classes and our overall default rate is falling. Our advisors continue to meet with students in person, and they
have expanded these meetings to phone conferences, and soon, to video conferences. CCPS is working to
involve faculty members in the advising process to help facilitate student engagement and retention.
CCPS recently inducted 89 members into the Alpha Sigma Lambda honor society—one of our larger classes of
inductees. These new inductees will begin serving as peer mentors to fellow students to help motivate and
encourage them. In addition, CCPS has several alumni who are serving on the Alumni Council to encourage
CCPS students to stay involved with Drury after graduation. We look forward to seeing our past students at
future alumni events.
Our biggest news of the fall involves our Monett campus, as we received the incredible gift of the former
United Methodist Church building from Glen and Sharon Garrett. The Garretts have longstanding ties with
Drury, and this wonderful donation will help us to further expand our presence in Monett and the surrounding
area. Our Monett location has experienced rapid growth over the last eight years, and this gift allows Drury to
offer even more for this diverse population once remodeling is finished.
CCPS also launched a new degree program: an Associate of Science in pre-ministerial studies. This program is
available completely online and gives ministry students early acceptance to the Phillips Theological Seminary
in Tulsa, Oklahoma. This program also serves as an accompaniment to bachelor degree programs such as
organizational communication and development, psychology and others. We are also offering our emergency
management degree program online.
Our dual credit program has been growing rapidly as both parents and high school students seek affordable
ways to begin a college career. We are happy to announce the launch of the Associate of Science in behavioral
science as our first program that can be completed through dual credit seated and online classes. This unique
program offers high-achieving high school students a chance to work on a college degree.
CCPS continues to explore and implement pathways to higher education through the use of online and blended
classes. We will establish several new cohorts in the coming semesters to help students in our outlying sites a
degree completion option. CCPS will also utilize technology to offer a variety of classes, including graduate-level
courses, to areas in which students have been limited due to location constraints. We look forward to
continuing the Drury tradition of serving those in underserved markets.
Aaron Jones
Dean of the College of Continuing Professional Studies
10
LEGACY
Promise for the Future
DRURY PROMISE FUND
it is alumni commitment to drury students and to the future
of drury university that makes the difference.
Because of you and your dedication to Drury, our overall giving is on the rise. This includes undesignated
support, which is up nearly 15% from last year. Total giving from alumni and friends topped $3.5 million in
2014-15. A major reason for the growth is the increased giving by our alumni through the Harwood Circle
Society, alumni class gifts, and the Loyalty Society.
Your support and participation helped distinguish Drury University with the ranking of #1 Best Value Midwest
Regional University in the U.S. News & World Report’s “Best Colleges” 2015. Alumni participation in class giving
over $2.7 million helped Drury achieve this ranking.
More than participation, it is alumni commitment to Drury students and to the future of Drury University that
makes the difference. Like all alumni who treasure memories of their time at Drury, you are helping current
and future students share in the university’s unique, personalized educational experiences and engaged
learning opportunities.
As we look to Drury’s future, we know it is more important than ever to attract new students and financially help
exceptional students who can’t afford to attend our outstanding university. Recent national graduate surveys
reflect that the average U.S. student graduates with $35,000 in debt. Drury students have fared far better and
graduate with less debt than the state, regional and national averages.
To attract highly qualified students, to address the problem of rising post-graduate debt and to adapt to the
rapid changes taking place in higher education funding, the university will introduce a new initiative to support
direct financial need-based scholarships. Please look for information in the coming months about this
opportunity to invest your money—dollar-for-dollar—in scholarships for Drury students. The impact of your
investment will be immediate and direct—giving new students the chance to attend Drury, get a first-class
education and create memories of their own that they will cherish for the rest of their lives.
In the meantime, your participation and support as alumni and friends to The Drury Fund, your college or
school fund, and scholarships continues to sustain one of the best college values in the Midwest.
Dianne Johnson
Vice President of Development and Alumni Relations
11
LEGACY
Promise for the Future
FERRELL-DUNCAN CLINIC PARTNERS FOR
STUDENT SUCCESS
The longstanding relationship between Drury and Ferrell-Duncan Clinic is growing even stronger. The clinic is
providing $30,000 annually over the next five years to create three new programs for undergraduates seeking
careers in the medical field.
The agreement strengthens the longtime connection between the clinic and the university, furthering both
organizations’ mutual goal of enhancing the state of the healthcare industry in southwest Missouri. The deal
is a win-win, bolstering Drury’s historically strong pre-med program while adding a valuable physician
recruitment channel for the clinic.
The connections between Drury and Ferrell-Duncan run deep: Ferrell-Duncan’s co-founder Dr. Thomas Ferrell was a
Drury alumnus; Dr. Loren Broaddus ’57 is a life trustee; and 10 Drury alumni currently serve as physicians at the clinic.
“Being a physician is a lifelong journey,” says Dr. Broaddus. “I was a different person professionally when I retired
than when I started. I took care of three generations of families, and there was a maturation of compassion that
comes about from understanding that you take care of people—not diseases.”
The new programs include:
• Loren Broaddus Medical Service Scholars – This initiative will build upon the Drury Health
Services Corps (DHSC), which sends pre-med students to Jordan Valley Health Clinic for a
structured volunteer experience. Drury will now expand that program and send students
to other medical facilities following their work at Jordan Valley.
• Thomas Ferrell Medical Relief Travel Grants – These grants will provide funding for travel
associated with participation in medical relief programs. Such efforts offer valuable
opportunities for students to work with medical professionals providing healthcare to
underserved populations.
• Douglas Duncan Research Experience in the Natural Sciences (RENS) Fellowship – This program
will provide summer funding for students in biomedical research under the direction of a
member of the natural sciences faculty.
An additional portion of the agreement will place a practicing physician from the Ferrell-Duncan Clinic in a
fellowship position in Drury’s Department of Biology. The physician fellow will teach an annual course in
clinical medicine, with lecture and clinical rotation experiences through Ferrell-Duncan, to third- and
fourth-year pre-health sciences students.
Partnerships like this put Drury graduates at an advantage as they work toward establishing lives and careers of
meaning and purpose.
12
LEGACY
Promise for the Future
THE MEADOR CENTER
Many who grew up in or near Springfield have known the name L.E. Meador as we played and swam at the
park that bears his name. But what we might not have known is that Meador was a professor of political
science at Drury College and an intellectual powerhouse in Missouri state and local government. Now,
Drury’s Department of Political Science is using the Meador endowment to establish the L.E. Meador Center for
Politics and Citizenship.
The Center represents the ideals best expressed by Meador: “I had in mind my chief objective to impress upon my
students the importance of solving the many perplexing problems and questions that they will meet in the society
in which they live. They should take a constructive and active part in trying to bring about a more democratic and
more hopeful world.” The Center’s work inspires and engages the Drury community toward those goals.
The Center has established scholarships to support students’ study abroad/study away, community engagement
and scholarly work. Additionally, we have established a theme-based speaker series. The 2015 –2016 inaugural
year theme is “Created Equal: Civil Rights, Liberties and Citizenship.” New Yorker columnist and CNN analyst
Jeffrey Toobin gave the inaugural speech on October 28 at Drury. In March 2016, University of California
Professor Rodney Hero, the foremost expert on racial politics and immediate past president of the American
Political Science Association, will visit Drury to talk about “Race, Ethnicity, and (In)Equality in American Politics.”
Next year’s series is titled “45: Prospects and Challenges for the 45th President.”
Stay tuned as the Meador Board of Advisers—composed of faculty, students and community members—and I
host Wilson fellows, and develop engagement programs, including high school outreach and an immigration
clinic. Visit us next time you’re on campus, or visit www.drury.edu/meador-center.
Dr. Daniel Ponder
L.E. Meador Endowed Chair of Political Science , Professor of Political Science
A “BEST IN THE MIDWEST”
UNIVERSITY
- THE PRINCETON REVIEW
13
LEGACY
Promise for the Future
BY THE NUMBERS
NET ENDOWMENT ASSETS
TOTAL GIVING
2007 2008 2009 2010 2011 2012 2013 2014 2015
2008 2009 2010 2011 2012 2013 2014 2015
(IN MILLIONS)
(IN MILLIONS)
9.7
84
84
78
68
71
74
81
89
87
6.8
6.4
6.3
6.2
4.2
3.4
OPERATING INCOME
2012
2013
2014
2015
39,907,949
39,295,327
38,143,839
36,668,700
Auxiliary Enterprises
9,564,238
9,648,207
9,481,443
9,206,770
Endowment
3,016,389
2,504,537
2,586,488
2,667,834
Other Income
1,978,745
2,109,779
1,270,724
1,099,615
Federal & State Grants
1,714,621
1,677,992
1,404,466
1,248,266
Private Gifts
2,069,565
2,259,741
2,223,106
1,719,771
$58,251,507
$57,495,583
$55,110,066
$52,610,956
Net Tuition & Fees
Total
OPERATING EXPENSES
2012
2013
2014
2015
Instruction & Academic Support
31,826,291
29,905,087
28,331,996
27,214,396
Institutional Support
12,327,274
11,861,993
11,150,079
10,554,855
Auxiliary Enterprises
5,580,411
5,647,904
5,772,785
5,436,051
Athletics
3,683,623
4,125,152
4,204,480
4,026,988
Plant Operations
3,417,713
4,621,514
4,537,034
4,509,803
Student Services
2,407,336
2,517,543
2,183,240
2,077,279
$59,242,648
$58,679,193
$56,179,614
$53,819,372
Total
14
3.6
LEGACY
Promise for the Future
BY THE NUMBERS
GRADUATE SCHOOL ENROLLMENT
2008
2009
2010
505
526
531
2011
2012
2013
2014
EVENING SCHOOL ENROLLMENT
2015
2008
2009
2010
3,443 3,457
463
448
2011
3,283
3,040
418
2012
2013
2014
2015
3,168
2,656
2,464
297
2,119
256
FIRST YEAR TO SOPHOMORE
STUDENT RETENTION STATS
DAY SCHOOL ENROLLMENT
2008
2009
1,555
1,550
2010
2011
2012
1,631
1,618
1,607
2013
2014
2015
2008
2009
2010
2011
2012
2013
82.1
80.9
82.6
82.7
82.7
82.9
2014
2015
78.1
76.5
1,575
1,454
1,315
15
LEGACY
Promise for the Future
STATEMENT OF FINANCIAL POSITION
ASSETS
2012
Cash and cash equivalents - general
$ 13,804,090
14,060,458
10,004,330
12,060,851
1,997,025
2,078,174
1,869,106
2,006,677
Accounts receivable - other
238,480
133,303
151,123
341,349
Prepaid expenses
398,671
432,096
180,577
189,157
Inventories
387,817
306,627
299,694
264,746
Notes receivable
414,209
337,937
256,697
216,564
1,025,124
978,013
993,981
1,023,651
118,750
117,010
Pledges receivable
4,693,026
3,485,710
2,574,206
2,203,776
Investments - real estate
6,037,000
6,037,000
6,037,000
4,741,820
Investments - marketable securities
54,437,854
61,677,452
68,134,605
70,624,304
Property, plant, and equipment, net
79,269,436
83,478,268
82,327,555
78,644,073
Contributions receivable from trusts
476,978
523,636
496,707
603,922
Beneficial interest in health care trust
687,256
771,555
576,905
608,655
Beneficial interest in perpetual trusts
7,535,445
8,180,310
8,422,365
8,373,799
586,593
567,039
547,486
527,933
$172,107,754
$183,164,588
$182,872,337
$182,431,277
Accounts receivable from students,
net of allowance
Student loans receivable - federal program
Bond reserve held by trustee
Unamortized bond issue costs
Total Assets
2013
2014
2015
CONTINUED ON NEXT PAGE
16
LEGACY
Promise for the Future
STATEMENT OF FINANCIAL POSITION
LIABILITIES
Accounts payable
2012
2013
2014
2015
$ 2,029,388
1,502,603
1,462,470
873,347
2,812,609
2,848,061
2,737,988
2,635,885
Other accrued expenses and liabilities
182,612
226,919
159,001
170,867
Unearned income and student prepayments
550,498
643,008
722,499
819,801
2,500,000
3,500,000
Notes payable - property purchases
706,751
565,817
447,809
332,140
Funds held for others
615,412
679,561
625,194
608,340
Salary continuation plans
650,000
570,000
510,000
410,000
5,812,495
3,061,116
2,602,042
4,301,653
5,275,787
5,003,640
4,705,059
33,655,000
33,108,000
32,520,000
31,940,000
1,721,576
1,869,925
1,791,659
1,978,580
903,137
885,355
899,006
877,661
$52,139,478
$54,736,152
$49,481,308
$49,653,333
Accrued payroll and benefits
Notes payable - operating
Interest rate swap agreement
Capital Leases
Bonds payable
Liabilities under split-interest agreements
Federal advances for student loans
Total Liabilities
NET ASSETS
Unrestricted net assets
2012
2013
2014
2015
58,985,622
67,956,703
70,597,237
67,464,601
Temporarily restricted net assets
6,560,038
4,280,203
6,179,905
7,327,094
Permanently restricted net assets
54,422,616
56,191,530
56,613,887
57,986,249
119,968,276
128,428,436
133,391,029
132,777,944
$172,107,754
$183,164,588
$182,872,337
$182,431,277
Total net assets
Total Liabilities and Net Assets
17
LEGACY
Promise for the Future
ALUMNI BY STATE
10
201
340
229
397
632
100
97
161
19
84
16,746
454
52
90
117
70
546
153
105
22
16
30
71
100
122
44
462
81
217
181
195
28
90
221
69
865
480
35
Armed Forces
33
American Samoa 1
51
GRAND TOTAL
1-9
10-50
13
14
22
26
12
51-100
101-250
18
251-1,000
24,354
1,001-17,000
8
43
51
15
104
29
LEGACY
Promise for the Future
ALUMNI BY COUNTRY
Country
Alumni Count
Argentina
Australia
Bahamas
Belgium
Brazil
Burma
Cameroon
Canada
China
Colombia
Cote d'Ivoire (Rep.)
Croatia
Democratic People's Rep. of Korea (North)
Denmark
Dominican Republic
East Timor
Ecuador
Egypt
England
Federated States of Micronesia
France
Germany
Ghana
Greece
Guam
Guatemala
Hong Kong
Hungary (Rep.)
India
Indonesia
Ireland
Israel
Italy
Japan
Kenya
Kuwait
Libya Jamahiriya
2
3
3
1
1
1
1
16
16
1
1
2
1
1
1
1
1
1
12
1
1
18
1
4
3
1
6
4
6
1
1
1
2
22
1
1
2
Country
Alumni Count
Malaysia
Mexico
Monaco
Morocco
Netherlands
New Zealand
Nigeria
Northern Mariana Islands
Norway
Philippines
Poland
Puerto Rico
Rep. of Singapore
Republic of Estonia
Republic of Korea (South)
Republic of Panama
Russian Federation
Saudi Arabia
Senegal
Slovakia
Slovenia
South Africa
Spain
Sweden
Switzerland
Taiwan
Thailand
Trinidad And Tobago
United States
Venezuela
Vietnam
Virgin Islands
Zambia
Zimbabwe
GRAND TOTAL
19
2
3
1
2
4
1
3
1
2
1
4
2
2
1
3
1
1
4
1
1
10
1
8
5
4
2
3
1
24,354
2
2
3
1
1
24,579
CONNECTION
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the future of Drury.
When you give to Drury, you are helping to sustain Drury's vision for today and tomorrow. Through The Drury
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Whether giving through The Drury Fund or a bequest, your support may be undesignated or allocated to a
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LAST YEAR, 45% OF
GRADUATES STUDIED ABROAD
20
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IN THE PAST FIVE YEARS, DRURY
HAS HOSTED OR BEEN AWARDED
9 FULBRIGHT SCHOLARS
21