Theresa Mendoza was recently promoted to a newly established advancement position in the Office of the Chancellor of The California State University. Serving more than 417,000 students at 23 campuses throughout California, the CSU is the largest system of public higher education in the nation. As senior adviser for campus advancement programs, Mendoza works as a strategic partner, helping executive leaders at individual campuses build tailor-made advancement programs. She earned a bachelor's degree at George Washington University and a master's degree from Arizona State University. She can be reached at tmendoza@calstate.edu.

What are some of the challenges and opportunities you are discovering in your new position?
My job, which became effective in January, is intellectually challenging and professionally exciting. Being the first person in this new position allows me the opportunity to better understand and respond to the day-to-day advancement needs of the campuses. In addition to providing input on all aspects of advancement, my focus is on campaigning and on funding multi-campus research opportunities, such as in educational leadership, health and environmental sustainability, and social entrepreneurship.

We are an impressively diverse group of campuses from southernmost San Diego State to northernmost Humboldt State. Some of our campuses are 150 years old and some are brand new; they are urban, rural and maritime. One can imagine the challenges these institutions face in attracting the best students, retaining and recruiting quality faculty, and engaging in real-time research to benefit their communities and the world at large.

Advancement and fundraising are still relatively new to public universities, especially at the CSU, where fundraising was not allowed by the state legislature until about 20 years ago. Our universities are really playing catch up. My personal challenge is to help my colleagues forge new practices and build a case for support. For example, the CSU culture embraces what we call the "teacher-scholar" model in which faculty welcome, even require, the participation of undergraduate students in their research activities. This approach is particularly compelling to parents, alumni and potential employers. I think it is a great story to showcase when we bring prospects to campuses and constitutes a competitive advantage in our fundraising.

In another example, we are now asking campuses to think about building comprehensive campaigns that include community involvement as early as the priority-setting stage. Traditionally, a university sets priorities internally, then uses the feasibility study to inform the community and seek advice before finally assessing fundraising capacity. The problem is that this internal process can take a couple of years and much internal hard work on the part of individual faculty and deans. I believe that a more honest and enlightened academic discussion of campaign needs results if a university seeks early feedback about the community's and potential donors' interests. I am having those discussions with campuses in pre-campaign activities.

How has your background and experience led you to your position today?
As a 25-year veteran in the field of advancement working with start-up programs at public universities in the Southwest, the West, and in Mexico, I understand the effort it takes to engage in philanthropic work from the ground up. Most importantly, I have come to understand that universities have a special place in society. People are awed by individuals who devote their entire lives to the study of a particular aspect of this universe. The public, in general, wants universities to succeed in expanding knowledge, empowering all students to fulfill their educational ambitions and to help build a more civil society. I, too, feel that admiration when I talk to devoted faculty and feel hope each and every year I attend a commencement ceremony. I have chosen to work in the advancement field in part because it connects universities to their extended alumni families and their communities. This makes our collective work relevant, personal and timeless.

What are some of the great development challenges and issues facing the CSU?
On a day-to-day scale, recruiting and retaining quality advancement professionals is certainly a shared challenge across our profession. But on a grand scale, the CSU is undergoing a transformation from being the "girl next door" to "the belle of the ball." Our universities are being recognized for their intellectual accomplishments and lauded for their active participation in their communities. Our challenge is to tell our stories far and wide, engage our alumni in sharing pride in our accomplishments, and encourage them to understand that their philanthropic investment will make us better at what we do and make their degrees more valuable. It is that simple and that complicated.

Please describe some of your background in working with CASE.
I have a 25-year association with CASE as a member and have served on the District VII Board of Directors and the Committee on Diversity and Equity. I also was part of the faculty for the Minority Advancement Institute Conference for Diverse Managers recently held in Washington, D.C. Currently, I serve as a commissioner on the Commission on Philanthropy.

This article is from the May 2007 issue of BriefCASE.
Please share your questions and comments with Pam Russell via e-mail at russell@case.org or by telephone at +1-202-478-5680.