When Stephen Lehmkuhle became the chancellor of the brand new University of Minnesota-Rochester campus, he had to start from scratch. He did not inherit a legacy mission that established what the ...campus did and how to do it; rather, he needed to find a way to rationalize the existence of the nascent campus. Lehmkuhle recognized that without a shared understanding of purpose the scope of a new campus expands at an unsustainable rate as it tries to be all things to all people, and so his first act was to decide on the driving purpose of the campus. He then used this purpose to make decisions about institutional design, scope, programs, and campus activities. Through personal and engaging anecdotes about his experience as the inaugural chancellor at the University of Minnesota-Rochester, Lehmkuhle describes how higher education leaders can focus on campus purpose to create new and fresh ways to think about many elements of campus operation and function, and how leaders can protect the campus’s purpose from the pervasive higher education culture that is hardened by history and habit.
The sudden onset of a cue triggers visual attention, which then enhances visual processing in the zone near the cue. This enhancement causes a motion illusion in subsequent stimuli presented near the ...cue. At greater separations from the cue, the illusory motion reverses direction, indicating prolonged processing speed. Measurements of the strength and direction of illusory motion at increasing separations from the cue reveal an attentional ‘perceptive field’ with an excitatory center at the locus cued and an inhibitory surround subtending the remaining visual field. These findings help explain the traditional attentional ‘benefits’ and ‘costs’ of attention.
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