Duke Alumni Association

1. Indicative s of a DAA Board Member • Act as ambassador • Sharing of best practice • Reporting/communicating to the regions and alums • Act as resource to alums with respect to Duke alumni programming • Recruiting and leadership development  catalyzing Duke volunteers • Program leadership (remaining active as a leader of programs while on the DAA board) • Upholding standards (ensuring the quality of the Duke brand) • Assisting with fundraising identification and a spirit of Duke support • Representation of all alums • s of redefined board role • Act as ambassador • Board selection: are nominees suited for and comfortable with that role. Can they devote the necessary time? • Board structure: is board sufficiently representative, especially regionally? • Training/ education: are board members sufficiently prepared and knowledgeable? • Sharing of best practice • Training/ education: is best practice codified and accessible (as with DAE)? • Reporting/ communicating to the regions and alums • Metrics: how do we agree on consistent measurement? What data do we want to collect? • Communication tools: what else can we be doing, especially with respect to social media and the DAA network? How to make sure the communication is effective both into the DAA and out from the DAA? • Act as resource to alums with respect to Duke alumni programming and Duke more generally • Board education: does board sufficiently understand what is happening at Duke? Does it understand DAA resources? How can training be made more effective? • Recruiting and leadership development • Board development: how do we create a full and high-quality pipeline of future board members? Is there sufficient structure? • Board training: would formal leadership training be helpful? Would a more structured board mentor system be worthwhile? • Program leadership (remaining active as a leader of programs while on the DAA board) • Communication: needs to be an explicit expectation • Upholding standards (ensuring the quality of the Duke brand) • Board communication: requires effective sharing of lessons learned among board • Metrics: should events have more standardized and publicized ratings? How to make effective? Lessons from YPO and other groups? • Assisting with fundraising identification and a spirit of Duke support • Board selection and training: should be made an explicit part of selection process • Metrics: are there specific standards that can be articulated (e.g., assume a leadership role in reunions)? • Are there particular s of the current capital campaign? • Representation of all alums • Board selection and training: articulate balance between “constituency” (region, professional school, etc.) and role of board as a whole • Additional s • Need to revise and articulate job description. Identify desirable attributes. Should they be force-ranked? • Board size and terms: do these require re-examination? Is the board too large to act in the role that is envisioned? • Board meetings: typical agenda will inevitably change • Staff structure: how to align the board and the staff structure most effectively? • DAA structure: more defined, with “clubs,” then regional boards, then DAA board Duke Alumni Association DAA New Board Member Orientation November 8, 2013

2. Indicative s of a DAA Board Member • Act as ambassador • Sharing of best practice • Reporting/communicating to the regions and alums • Act as resource to alums with respect to Duke alumni programming • Recruiting and leadership development  catalyzing Duke volunteers • Program leadership (remaining active as a leader of programs while on the DAA board) • Upholding standards (ensuring the quality of the Duke brand) • Assisting with fundraising identification and a spirit of Duke support • Representation of all alums • s of redefined board role • Act as ambassador • Board selection: are nominees suited for and comfortable with that role. Can they devote the necessary time? • Board structure: is board sufficiently representative, especially regionally? • Training/ education: are board members sufficiently prepared and knowledgeable? • Sharing of best practice • Training/ education: is best practice codified and accessible (as with DAE)? • Reporting/ communicating to the regions and alums • Metrics: how do we agree on consistent measurement? What data do we want to collect? • Communication tools: what else can we be doing, especially with respect to social media and the DAA network? How to make sure the communication is effective both into the DAA and out from the DAA? • Act as resource to alums with respect to Duke alumni programming and Duke more generally • Board education: does board sufficiently understand what is happening at Duke? Does it understand DAA resources? How can training be made more effective? • Recruiting and leadership development • Board development: how do we create a full and high-quality pipeline of future board members? Is there sufficient structure? • Board training: would formal leadership training be helpful? Would a more structured board mentor system be worthwhile? • Program leadership (remaining active as a leader of programs while on the DAA board) • Communication: needs to be an explicit expectation • Upholding standards (ensuring the quality of the Duke brand) • Board communication: requires effective sharing of lessons learned among board • Metrics: should events have more standardized and publicized ratings? How to make effective? Lessons from YPO and other groups? • Assisting with fundraising identification and a spirit of Duke support • Board selection and training: should be made an explicit part of selection process • Metrics: are there specific standards that can be articulated (e.g., assume a leadership role in reunions)? • Are there particular s of the current capital campaign? • Representation of all alums • Board selection and training: articulate balance between “constituency” (region, professional school, etc.) and role of board as a whole • Additional s • Need to revise and articulate job description. Identify desirable attributes. Should they be force-ranked? • Board size and terms: do these require re-examination? Is the board too large to act in the role that is envisioned? • Board meetings: typical agenda will inevitably change • Staff structure: how to align the board and the staff structure most effectively? • DAA structure: more defined, with “clubs,” then regional boards, then DAA board Duke Alumni Association Table of Contents November 8, 2013 • Implications of Serving on the DAA Board • Evolution of OTM • DAA Board Handbook • Calendar of Major Events 2013-14 • Board Structure and Policies • Committees, Task Forces and Action Plans • Discussion Topics • Wrap-up and Questions

3. Indicative s of a DAA Board Member • Act as ambassador • Sharing of best practice • Reporting/communicating to the regions and alums • Act as resource to alums with respect to Duke alumni programming • Recruiting and leadership development  catalyzing Duke volunteers • Program leadership (remaining active as a leader of programs while on the DAA board) • Upholding standards (ensuring the quality of the Duke brand) • Assisting with fundraising identification and a spirit of Duke support • Representation of all alums • s of redefined board role • Act as ambassador • Board selection: are nominees suited for and comfortable with that role. Can they devote the necessary time? • Board structure: is board sufficiently representative, especially regionally? • Training/ education: are board members sufficiently prepared and knowledgeable? • Sharing of best practice • Training/ education: is best practice codified and accessible (as with DAE)? • Reporting/ communicating to the regions and alums • Metrics: how do we agree on consistent measurement? What data do we want to collect? • Communication tools: what else can we be doing, especially with respect to social media and the DAA network? How to make sure the communication is effective both into the DAA and out from the DAA? • Act as resource to alums with respect to Duke alumni programming and Duke more generally • Board education: does board sufficiently understand what is happening at Duke? Does it understand DAA resources? How can training be made more effective? • Recruiting and leadership development • Board development: how do we create a full and high-quality pipeline of future board members? Is there sufficient structure? • Board training: would formal leadership training be helpful? Would a more structured board mentor system be worthwhile? • Program leadership (remaining active as a leader of programs while on the DAA board) • Communication: needs to be an explicit expectation • Upholding standards (ensuring the quality of the Duke brand) • Board communication: requires effective sharing of lessons learned among board • Metrics: should events have more standardized and publicized ratings? How to make effective? Lessons from YPO and other groups? • Assisting with fundraising identification and a spirit of Duke support • Board selection and training: should be made an explicit part of selection process • Metrics: are there specific standards that can be articulated (e.g., assume a leadership role in reunions)? • Are there particular s of the current capital campaign? • Representation of all alums • Board selection and training: articulate balance between “constituency” (region, professional school, etc.) and role of board as a whole • Additional s • Need to revise and articulate job description. Identify desirable attributes. Should they be force-ranked? • Board size and terms: do these require re-examination? Is the board too large to act in the role that is envisioned? • Board meetings: typical agenda will inevitably change • Staff structure: how to align the board and the staff structure most effectively? • DAA structure: more defined, with “clubs,” then regional boards, then DAA board Duke Alumni Association Implications of Serving on the DAA Board (1/3) November 8, 2013 • Act as ambassador • Sharing of best practice • Reporting/communicating to the regions and alums • Act as resource to alums with respect to Duke alumni programming • Recruiting and leadership development  catalyzing Duke volunteers • Program leadership (remaining active as a leader of programs while on the DAA board) • Upholding standards (ensuring the quality of the Duke brand) • Assisting with fundraising identification and a spirit of Duke support • Representation of all alums

4. Indicative s of a DAA Board Member • Act as ambassador • Sharing of best practice • Reporting/communicating to the regions and alums • Act as resource to alums with respect to Duke alumni programming • Recruiting and leadership development  catalyzing Duke volunteers • Program leadership (remaining active as a leader of programs while on the DAA board) • Upholding standards (ensuring the quality of the Duke brand) • Assisting with fundraising identification and a spirit of Duke support • Representation of all alums • s of redefined board role • Act as ambassador • Board selection: are nominees suited for and comfortable with that role. Can they devote the necessary time? • Board structure: is board sufficiently representative, especially regionally? • Training/ education: are board members sufficiently prepared and knowledgeable? • Sharing of best practice • Training/ education: is best practice codified and accessible (as with DAE)? • Reporting/ communicating to the regions and alums • Metrics: how do we agree on consistent measurement? What data do we want to collect? • Communication tools: what else can we be doing, especially with respect to social media and the DAA network? How to make sure the communication is effective both into the DAA and out from the DAA? • Act as resource to alums with respect to Duke alumni programming and Duke more generally • Board education: does board sufficiently understand what is happening at Duke? Does it understand DAA resources? How can training be made more effective? • Recruiting and leadership development • Board development: how do we create a full and high-quality pipeline of future board members? Is there sufficient structure? • Board training: would formal leadership training be helpful? Would a more structured board mentor system be worthwhile? • Program leadership (remaining active as a leader of programs while on the DAA board) • Communication: needs to be an explicit expectation • Upholding standards (ensuring the quality of the Duke brand) • Board communication: requires effective sharing of lessons learned among board • Metrics: should events have more standardized and publicized ratings? How to make effective? Lessons from YPO and other groups? • Assisting with fundraising identification and a spirit of Duke support • Board selection and training: should be made an explicit part of selection process • Metrics: are there specific standards that can be articulated (e.g., assume a leadership role in reunions)? • Are there particular s of the current capital campaign? • Representation of all alums • Board selection and training: articulate balance between “constituency” (region, professional school, etc.) and role of board as a whole • Additional s • Need to revise and articulate job description. Identify desirable attributes. Should they be force-ranked? • Board size and terms: do these require re-examination? Is the board too large to act in the role that is envisioned? • Board meetings: typical agenda will inevitably change • Staff structure: how to align the board and the staff structure most effectively? • DAA structure: more defined, with “clubs,” then regional boards, then DAA board Duke Alumni Association Implications of Serving on the DAA Board (2/3) November 8, 2013

5. Indicative s of a DAA Board Member • Act as ambassador • Sharing of best practice • Reporting/communicating to the regions and alums • Act as resource to alums with respect to Duke alumni programming • Recruiting and leadership development  catalyzing Duke volunteers • Program leadership (remaining active as a leader of programs while on the DAA board) • Upholding standards (ensuring the quality of the Duke brand) • Assisting with fundraising identification and a spirit of Duke support • Representation of all alums • s of redefined board role • Act as ambassador • Board selection: are nominees suited for and comfortable with that role. Can they devote the necessary time? • Board structure: is board sufficiently representative, especially regionally? • Training/ education: are board members sufficiently prepared and knowledgeable? • Sharing of best practice • Training/ education: is best practice codified and accessible (as with DAE)? • Reporting/ communicating to the regions and alums • Metrics: how do we agree on consistent measurement? What data do we want to collect? • Communication tools: what else can we be doing, especially with respect to social media and the DAA network? How to make sure the communication is effective both into the DAA and out from the DAA? • Act as resource to alums with respect to Duke alumni programming and Duke more generally • Board education: does board sufficiently understand what is happening at Duke? Does it understand DAA resources? How can training be made more effective? • Recruiting and leadership development • Board development: how do we create a full and high-quality pipeline of future board members? Is there sufficient structure? • Board training: would formal leadership training be helpful? Would a more structured board mentor system be worthwhile? • Program leadership (remaining active as a leader of programs while on the DAA board) • Communication: needs to be an explicit expectation • Upholding standards (ensuring the quality of the Duke brand) • Board communication: requires effective sharing of lessons learned among board • Metrics: should events have more standardized and publicized ratings? How to make effective? Lessons from YPO and other groups? • Assisting with fundraising identification and a spirit of Duke support • Board selection and training: should be made an explicit part of selection process • Metrics: are there specific standards that can be articulated (e.g., assume a leadership role in reunions)? • Are there particular s of the current capital campaign? • Representation of all alums • Board selection and training: articulate balance between “constituency” (region, professional school, etc.) and role of board as a whole • Additional s • Need to revise and articulate job description. Identify desirable attributes. Should they be force-ranked? • Board size and terms: do these require re-examination? Is the board too large to act in the role that is envisioned? • Board meetings: typical agenda will inevitably change • Staff structure: how to align the board and the staff structure most effectively? • DAA structure: more defined, with “clubs,” then regional boards, then DAA board Duke Alumni Association Implications of Serving on the DAA Board (3/3) November 8, 2013

6. Indicative s of a DAA Board Member • Act as ambassador • Sharing of best practice • Reporting/communicating to the regions and alums • Act as resource to alums with respect to Duke alumni programming • Recruiting and leadership development  catalyzing Duke volunteers • Program leadership (remaining active as a leader of programs while on the DAA board) • Upholding standards (ensuring the quality of the Duke brand) • Assisting with fundraising identification and a spirit of Duke support • Representation of all alums • s of redefined board role • Act as ambassador • Board selection: are nominees suited for and comfortable with that role. Can they devote the necessary time? • Board structure: is board sufficiently representative, especially regionally? • Training/ education: are board members sufficiently prepared and knowledgeable? • Sharing of best practice • Training/ education: is best practice codified and accessible (as with DAE)? • Reporting/ communicating to the regions and alums • Metrics: how do we agree on consistent measurement? What data do we want to collect? • Communication tools: what else can we be doing, especially with respect to social media and the DAA network? How to make sure the communication is effective both into the DAA and out from the DAA? • Act as resource to alums with respect to Duke alumni programming and Duke more generally • Board education: does board sufficiently understand what is happening at Duke? Does it understand DAA resources? How can training be made more effective? • Recruiting and leadership development • Board development: how do we create a full and high-quality pipeline of future board members? Is there sufficient structure? • Board training: would formal leadership training be helpful? Would a more structured board mentor system be worthwhile? • Program leadership (remaining active as a leader of programs while on the DAA board) • Communication: needs to be an explicit expectation • Upholding standards (ensuring the quality of the Duke brand) • Board communication: requires effective sharing of lessons learned among board • Metrics: should events have more standardized and publicized ratings? How to make effective? Lessons from YPO and other groups? • Assisting with fundraising identification and a spirit of Duke support • Board selection and training: should be made an explicit part of selection process • Metrics: are there specific standards that can be articulated (e.g., assume a leadership role in reunions)? • Are there particular s of the current capital campaign? • Representation of all alums • Board selection and training: articulate balance between “constituency” (region, professional school, etc.) and role of board as a whole • Additional s • Need to revise and articulate job description. Identify desirable attributes. Should they be force-ranked? • Board size and terms: do these require re-examination? Is the board too large to act in the role that is envisioned? • Board meetings: typical agenda will inevitably change • Staff structure: how to align the board and the staff structure most effectively? • DAA structure: more defined, with “clubs,” then regional boards, then DAA board Duke Alumni Association Evolution of OTM November 8, 2013 • The One-To-Many (OTM) concept was developed in 2012 to increase the reach and effectiveness of the DAA • by utilizing members of the Board in more active roles to assist the DAA in achieving its goals • New paradigm for board service • will shift the talent, energy and efforts of our members away from their predominantly advisory role • more externally focused DAA Ambassadors • DAA Board agreed to move forward with this change in our May 2013 meeting • Several implications, many of which require the creation of infrastructure to meet the changing needs of the DAA within this framework: • Board member selection process • Board education and training • Board development • Board size and structure • Regional accountability and measurements

7. Indicative s of a DAA Board Member • Act as ambassador • Sharing of best practice • Reporting/communicating to the regions and alums • Act as resource to alums with respect to Duke alumni programming • Recruiting and leadership development  catalyzing Duke volunteers • Program leadership (remaining active as a leader of programs while on the DAA board) • Upholding standards (ensuring the quality of the Duke brand) • Assisting with fundraising identification and a spirit of Duke support • Representation of all alums • s of redefined board role • Act as ambassador • Board selection: are nominees suited for and comfortable with that role. Can they devote the necessary time? • Board structure: is board sufficiently representative, especially regionally? • Training/ education: are board members sufficiently prepared and knowledgeable? • Sharing of best practice • Training/ education: is best practice codified and accessible (as with DAE)? • Reporting/ communicating to the regions and alums • Metrics: how do we agree on consistent measurement? What data do we want to collect? • Communication tools: what else can we be doing, especially with respect to social media and the DAA network? How to make sure the communication is effective both into the DAA and out from the DAA? • Act as resource to alums with respect to Duke alumni programming and Duke more generally • Board education: does board sufficiently understand what is happening at Duke? Does it understand DAA resources? How can training be made more effective? • Recruiting and leadership development • Board development: how do we create a full and high-quality pipeline of future board members? Is there sufficient structure? • Board training: would formal leadership training be helpful? Would a more structured board mentor system be worthwhile? • Program leadership (remaining active as a leader of programs while on the DAA board) • Communication: needs to be an explicit expectation • Upholding standards (ensuring the quality of the Duke brand) • Board communication: requires effective sharing of lessons learned among board • Metrics: should events have more standardized and publicized ratings? How to make effective? Lessons from YPO and other groups? • Assisting with fundraising identification and a spirit of Duke support • Board selection and training: should be made an explicit part of selection process • Metrics: are there specific standards that can be articulated (e.g., assume a leadership role in reunions)? • Are there particular s of the current capital campaign? • Representation of all alums • Board selection and training: articulate balance between “constituency” (region, professional school, etc.) and role of board as a whole • Additional s • Need to revise and articulate job description. Identify desirable attributes. Should they be force-ranked? • Board size and terms: do these require re-examination? Is the board too large to act in the role that is envisioned? • Board meetings: typical agenda will inevitably change • Staff structure: how to align the board and the staff structure most effectively? • DAA structure: more defined, with “clubs,” then regional boards, then DAA board Duke Alumni Association DAA Board Handbook November 8, 2013 • DAA Board Handbook • Where to find it, what is in it

8. Indicative s of a DAA Board Member • Act as ambassador • Sharing of best practice • Reporting/communicating to the regions and alums • Act as resource to alums with respect to Duke alumni programming • Recruiting and leadership development  catalyzing Duke volunteers • Program leadership (remaining active as a leader of programs while on the DAA board) • Upholding standards (ensuring the quality of the Duke brand) • Assisting with fundraising identification and a spirit of Duke support • Representation of all alums • s of redefined board role • Act as ambassador • Board selection: are nominees suited for and comfortable with that role. Can they devote the necessary time? • Board structure: is board sufficiently representative, especially regionally? • Training/ education: are board members sufficiently prepared and knowledgeable? • Sharing of best practice • Training/ education: is best practice codified and accessible (as with DAE)? • Reporting/ communicating to the regions and alums • Metrics: how do we agree on consistent measurement? What data do we want to collect? • Communication tools: what else can we be doing, especially with respect to social media and the DAA network? How to make sure the communication is effective both into the DAA and out from the DAA? • Act as resource to alums with respect to Duke alumni programming and Duke more generally • Board education: does board sufficiently understand what is happening at Duke? Does it understand DAA resources? How can training be made more effective? • Recruiting and leadership development • Board development: how do we create a full and high-quality pipeline of future board members? Is there sufficient structure? • Board training: would formal leadership training be helpful? Would a more structured board mentor system be worthwhile? • Program leadership (remaining active as a leader of programs while on the DAA board) • Communication: needs to be an explicit expectation • Upholding standards (ensuring the quality of the Duke brand) • Board communication: requires effective sharing of lessons learned among board • Metrics: should events have more standardized and publicized ratings? How to make effective? Lessons from YPO and other groups? • Assisting with fundraising identification and a spirit of Duke support • Board selection and training: should be made an explicit part of selection process • Metrics: are there specific standards that can be articulated (e.g., assume a leadership role in reunions)? • Are there particular s of the current capital campaign? • Representation of all alums • Board selection and training: articulate balance between “constituency” (region, professional school, etc.) and role of board as a whole • Additional s • Need to revise and articulate job description. Identify desirable attributes. Should they be force-ranked? • Board size and terms: do these require re-examination? Is the board too large to act in the role that is envisioned? • Board meetings: typical agenda will inevitably change • Staff structure: how to align the board and the staff structure most effectively? • DAA structure: more defined, with “clubs,” then regional boards, then DAA board Duke Alumni Association Calendar of Major Events November 8, 2013 • Typical agenda structure for meetings • Meeting schedule for the year http://www.dukealumni.com/daaboard#dates • Duke Events Calendar • Duke Academic Calendar

9. Indicative s of a DAA Board Member • Act as ambassador • Sharing of best practice • Reporting/communicating to the regions and alums • Act as resource to alums with respect to Duke alumni programming • Recruiting and leadership development  catalyzing Duke volunteers • Program leadership (remaining active as a leader of programs while on the DAA board) • Upholding standards (ensuring the quality of the Duke brand) • Assisting with fundraising identification and a spirit of Duke support • Representation of all alums • s of redefined board role • Act as ambassador • Board selection: are nominees suited for and comfortable with that role. Can they devote the necessary time? • Board structure: is board sufficiently representative, especially regionally? • Training/ education: are board members sufficiently prepared and knowledgeable? • Sharing of best practice • Training/ education: is best practice codified and accessible (as with DAE)? • Reporting/ communicating to the regions and alums • Metrics: how do we agree on consistent measurement? What data do we want to collect? • Communication tools: what else can we be doing, especially with respect to social media and the DAA network? How to make sure the communication is effective both into the DAA and out from the DAA? • Act as resource to alums with respect to Duke alumni programming and Duke more generally • Board education: does board sufficiently understand what is happening at Duke? Does it understand DAA resources? How can training be made more effective? • Recruiting and leadership development • Board development: how do we create a full and high-quality pipeline of future board members? Is there sufficient structure? • Board training: would formal leadership training be helpful? Would a more structured board mentor system be worthwhile? • Program leadership (remaining active as a leader of programs while on the DAA board) • Communication: needs to be an explicit expectation • Upholding standards (ensuring the quality of the Duke brand) • Board communication: requires effective sharing of lessons learned among board • Metrics: should events have more standardized and publicized ratings? How to make effective? Lessons from YPO and other groups? • Assisting with fundraising identification and a spirit of Duke support • Board selection and training: should be made an explicit part of selection process • Metrics: are there specific standards that can be articulated (e.g., assume a leadership role in reunions)? • Are there particular s of the current capital campaign? • Representation of all alums • Board selection and training: articulate balance between “constituency” (region, professional school, etc.) and role of board as a whole • Additional s • Need to revise and articulate job description. Identify desirable attributes. Should they be force-ranked? • Board size and terms: do these require re-examination? Is the board too large to act in the role that is envisioned? • Board meetings: typical agenda will inevitably change • Staff structure: how to align the board and the staff structure most effectively? • DAA structure: more defined, with “clubs,” then regional boards, then DAA board Duke Alumni Association Board Structure and Policies November 8, 2013 • Local and regional presence http://www.dukealumni.com/alumni-communities • Registration and reservation process http://www.dukealumni.com/daaboard#hotel

10. Indicative s of a DAA Board Member • Act as ambassador • Sharing of best practice • Reporting/communicating to the regions and alums • Act as resource to alums with respect to Duke alumni programming • Recruiting and leadership development  catalyzing Duke volunteers • Program leadership (remaining active as a leader of programs while on the DAA board) • Upholding standards (ensuring the quality of the Duke brand) • Assisting with fundraising identification and a spirit of Duke support • Representation of all alums • s of redefined board role • Act as ambassador • Board selection: are nominees suited for and comfortable with that role. Can they devote the necessary time? • Board structure: is board sufficiently representative, especially regionally? • Training/ education: are board members sufficiently prepared and knowledgeable? • Sharing of best practice • Training/ education: is best practice codified and accessible (as with DAE)? • Reporting/ communicating to the regions and alums • Metrics: how do we agree on consistent measurement? What data do we want to collect? • Communication tools: what else can we be doing, especially with respect to social media and the DAA network? How to make sure the communication is effective both into the DAA and out from the DAA? • Act as resource to alums with respect to Duke alumni programming and Duke more generally • Board education: does board sufficiently understand what is happening at Duke? Does it understand DAA resources? How can training be made more effective? • Recruiting and leadership development • Board development: how do we create a full and high-quality pipeline of future board members? Is there sufficient structure? • Board training: would formal leadership training be helpful? Would a more structured board mentor system be worthwhile? • Program leadership (remaining active as a leader of programs while on the DAA board) • Communication: needs to be an explicit expectation • Upholding standards (ensuring the quality of the Duke brand) • Board communication: requires effective sharing of lessons learned among board • Metrics: should events have more standardized and publicized ratings? How to make effective? Lessons from YPO and other groups? • Assisting with fundraising identification and a spirit of Duke support • Board selection and training: should be made an explicit part of selection process • Metrics: are there specific standards that can be articulated (e.g., assume a leadership role in reunions)? • Are there particular s of the current capital campaign? • Representation of all alums • Board selection and training: articulate balance between “constituency” (region, professional school, etc.) and role of board as a whole • Additional s • Need to revise and articulate job description. Identify desirable attributes. Should they be force-ranked? • Board size and terms: do these require re-examination? Is the board too large to act in the role that is envisioned? • Board meetings: typical agenda will inevitably change • Staff structure: how to align the board and the staff structure most effectively? • DAA structure: more defined, with “clubs,” then regional boards, then DAA board Duke Alumni Association Committees, Task Forces & Actions Plans November 8, 2013 • Committee Action Plans