Thomas Jefferson s clear and unique vision gave the University of Virginia a strong foundation. His University, one of excep-tional architectural design, was conceived in the early nine- teenth century be a university, not a college. It was to be the capstone of public education in the nation and a force for political good in a young and vigorous country. In this academical village," students and faculty were to live and learn together in an orderly and serene environment, with a curriculum designed to promote learning in all the useful sciences" and to produce thoughtful, articulate, and public-spirited young leaders. For Jefferson, utility and science were defined broadly; that which was useful" was anything that improved the material or spiritual condition of humankind, while the scie nces" encompassed all branches of knowledge. In emphasizing an education for leadership and moral integrity, our founder understood the importance of broad intellectual exposure and the opportunity for unfettered inquiry into the nature of the universe.
Thomas Jefferson s University also embodied his understanding of and faith in change. As a product of the Enlightenment, he conceived that change informed by knowledge and understanding and driven by good will is progress. His University, constructed around these concepts, was to be a great manufactory of progress and prosperity for the Commonwealth and the nation.
As we move toward the twenty-first century, the world is changing dramatically, raising new intellectual, moral, and practical questions. Within recent generations, moreover, the University has broadened its vision to embrace many new branches of knowledge while diversifying its community of learners to include women, persons of all races and ethnic backgrounds, and international and nontraditional students. Our challenge in the 1990s is to reconceive the Jeffersonian idea of the academical village for the year 2000 and beyond, and to accommodate within this academic community the changing substance, style, and scope of higher education. The University must prepare individuals for a world characterized by heterogeneous and increasingly interdependent societies, a complex global economy, dr amatic political shifts, rapidly developing technology, environmental concerns, and a knowledge base swiftly expanding in range and volume. The nation s expectations for its universities are also changing: increasingly, universities are looked upon not only as places for reflection and contemplation but also as environments in which solutions for society s greatest problems may be f o u n d .
In planning for the University s future, we are attempting both to change in order to meet the challenges of the twenty-first century and to give renewed vitality to some of the institution's defining principles. We must reformulate our vision of education to ensure that its educational programs undergraduate, graduate, professional, and outreach create and teach both the broad knowledge and the specialized skills necessary for an effective citizenry while instilling in the nation s future civic, business, education, scientific, and professional leaders a lifelong inquisitiveness towards new conceptual frames of reference and new critical skills of mind. The University is committed to providing a premier undergraduate education as well as graduate and professional programs of distinction. It strives to be a model for undergraduate learning within the context of the modern research university as well as a place where theoretical and applied research take place simultaneously.
The University conceives of itself as a true community of learners, a place where students, faculty, and staff of varied backgrounds, interests, and aspirations are supported and encouraged in their common pursuit of thoughtful and creative inquiry, mastery of skills, and acquisition of appropriate values, all in the service of individual improvement and societal betterment. Such a community requires the willingness to cross-examine and test ideas, tolerate disagreement, appreciate pluralism and diversity, and commit to the moral life of the academic community.
At the heart of the University s mission are the discovery, preservation, dissemination, and application of knowledge and the fostering of creative endeavor, all with the purpose of increasing society s understanding of the dynamic physical, social, moral, economic, political, and philosophical forces of our changing world, and the interplay among them. The University must continue to strive for eminence as a center of higher learning as a balanced enterprise involving education, research, and service. This requires that we build deliberately upon our present disciplinary and interdisciplinary strengths and that we move, with equal deliberation, into selected new areas of inquiry and into collaborative partnerships with other institutions. It also requires that we reflect critically on what we currently do, to ensure that we not do it if we cannot do it well. As an institution committed to maintaining its moderate size, the University cannot hope to be truly comprehensive in academic scope.
Achieving eminence requires a renewed commitment to the highest standards of rigorous scholarship and challenging teaching. It requires a superb faculty committed to a professional life that joins and balances research, teaching, and service. It requires students who seek the intellectual traits of an educated citizenry and who are themselves eager to learn and to contribute. And it requires that the University, using its special talents, continue to assist society through significant public service.
Ultimately, the University pursues neither the discovery, the sharing, nor the application of knowledge for its own sake. Rather, both the substance and process of all the intellectual work generated within the University community are used to advance the frontiers of knowledge, to equip students to be leaders in society, and to contribute substantively to the betterment of our world and the human condition. By engaging simultaneously in teaching, research, and service, the University can provide succeeding generations of students with the analytical tools and practical skills necessary to ensure not only that they are prepared to make lifelong intellectual contributions to society but also that they embody the inquisitiveness and open-mindedness characteristic of the University Thomas Jefferson founded and of which we are today the trustees.á
The concept of the academical village detailed in Thomas Jefferson s intellectual and architectural scheme is the i d e a l toward which the University will strive as we approach the year 2000. This model is predicated on the assumption that the life of the mind is the common pursuit of all participants in the University, that learning is a lifelong and shared process, and that interaction between scholars and students enlivens the pursuit of knowledge. The University s core values are exemplified in its modern-day academical village" a diverse community whose members live and learn together, vigorously exploring ideas and seeking understanding in an intellectual environment characterized by tolerance, civility, and reason. We actively promote self-governance, the desire to serve, a commitment to good health, and the cultivation of creativity, analytical rigor, tolerance, and responsibility for learning and accountability for one s own actions and education. These core values extend to all citizens of the academical village faculty, students, staff, administrators, and alumni and create an environment in which scholarly, professional, and personal growth is fostered. In the pages that follow, we map our reconception of Thomas Jefferson s academical village for the twenty- first century. We begin with the process of education the academic experience" articulating the ways in which knowledge is created, disseminated, and applied in the context of a major university. We then discuss the participants here, the community of learners" comprised of faculty, students, staff, administrators, and alumni for realization and results. Finally, we consider the place the academic environment" that organizes and nurtures the life of the mind. Guiding Principles
As envisioned by Thomas Jefferson, the academical village is a community committed to the creation, dissemination, and application of knowledge in service to society. In this respect, his University combines the teaching-oriented British college with the research-oriented Germanic university. Our challenge is to be at the forefront of the creation and pursuit of unbounded knowledge, while becoming a national model for undergraduate learning within the context of a modern research university.
We perceive this challenge based on our belief that a university s research, teaching, and service the creation, dissemination, and application of knowledge are not separate functions that necessarily compete for attention but, rather, are integrated activities. The best research usually has the potential of enriching the classroom experience, just as teaching equally has the potential of reinforcing research. To be sure, there is a tension between these activities that derives not from the lack of potential synergy but from time and resource constraints. And yet we see a balance between teaching and research as healthy, even essential to the vigor of the institution. While competing in time, they are complementary in results. The life of the mind, for both students and faculty, sometimes requires private study and solitary reflection, while at other times it depends on public articulation, careful listening, and the refining influence of vigorous debate. We focus in turn on the creation, dissemination, and application of knowledge on the processes that, in combination, produce the invigorating a c a d e m i c e x p e r i e n c e .
THE CREATION OF KNOWLEDGE
Knowledge is produced throughout society, in places as diverse as corporate research laboratories, governmental agencies, and individual homes. Universities have a special role, however, as the principal places where ideas can be tested and refined without artificial constraints and within an environment where the cross-fertilization of ideas from various disciplines and fields is nurtured. In addition, universities are almost unique in being the places where research is done jointly with the training of the next generation of scholars. University research and teaching are mutually reinforcing in all the disciplines the humanities, the social sciences, and the fine arts as well as the sciences, medicine, and technology. Our professional schools have a special role of creatively expanding knowledge in the service of their professions. The University functions as well as a source of exceptional talent prepared to assist governmental, civic, health, educational, scientific, and business leaders in solving society s pressing problems.
Knowledge at the University is arrived at in myriad ways. The study of documents and artifacts, the isolation of an enzyme in a laboratory, the creation of a musical composition, the collection of oral testimony,the development of metal stress tests, the exploration of ways in which cooperative or selfish behavior influence individuals, organizations, and society, are all examples of research in the context of a university; all create knowledge in the sense of building upon ideas that have come before. Work that expands the boundaries of current knowledge is often as painstaking and consuming as it is important and exhilarating. The creative enterprise requires time, talent, persistence, consultation, contemplation, and resources. As the University community engages in the creation of knowledge, we must generate an environment that will yield the most beneficial results.
We encourage the entire community of learners to participate in the process of creating knowledge and other parts of this plan will discuss how students and other constituencies share in this enterprise. It is most likely, however, that faculty, who have the deepest understanding of their fields and a lifelong commitment to intellectual exploration, are the ones who will make the most original and lasting contributions to the growing body of knowledge. As one of the nation s leading public institutions of higher learning, as well as the repository of the Jeffersonian ideal of producing discoveries for the benefit of society, the University has a deeply rooted obligation to explore the frontiers of knowledge. We plan to involve our students in this creative venture, both to acquaint them with the excitement and the process of discovery and to share with them both what is learned and how it might be used.
1. Set Scholarly Priorities. The University will set a broadly conceived scholarship agenda for the institution by establishing as its academic priorities those scholarly areas of present or anticipated institutional strength as well as those areas where need and opportunities are joined. In doing this, we will set these priorities against the needs of society and the intellectual world, remaining cognizant of existing strengths of other i n s titutions. The University will direct its energies to obtaining and allocating the human and material resources necessary to the creation of knowledge in those fields that it has identified as its academic priorities. We will regularly review the status of our academic departments and schools, to identify those that can benefit dramatically from enhanced financial support and direct support in recruiting and retaining faculty members. To accomplish this, we intend to maintain and strengthen the existing system of peer review by visiting committees impaneled by the Center for Advanced Studies.
2. Promote Exceptionally Promising Scholarly Work. Through funding mechanisms such as the Academic Enhancement Program, the University endeavors to promote scholarly work in selected academic programs of high potential. In the past three years, such funding has supported ventures as important and varied as the neuroscience program, the Molecular Biology Institute, the Biodynamics Institute, the Carter G. Woodson Institute for Afro-American and African Studies, the Global Systems Analysis Program, and the Center on Aging and Health. We will continue to fund similar programs and will expand existing ones as opportunities occur.
3. Encourage Flexibility in Scholarship. The University seeks creative ways to maximize opportunities for both the creation and the dissemination of knowledge. Some faculty members function best, and some knowledge is best produced, in an environment where there is daily interplay between teaching and scholarship. For others, more intensive teaching for some periods of time followed by more intensive commitments to individual study and reflection may be most productive. For yet others, contact with those in business, applied science, or the professions open new research perspectives. As an institution committed to both the production and the dissemination of knowledge, the University will experiment with greater flexibility in faculty assignments with a goal of becoming more productive, efficient, and more individualized in the ways our faculty undertake their responsibilities.
4. Increase Endowed Leaves. Scholarship sometimes requires concentrated blocks of time. In addi tion, many faculty require time away from the Grounds in order to make their most significant scholarly contributions. Some require access to resources outside this institution, such as archives, laboratories, field study sites, or museums. Some need to travel nationally or internationally to study particular environments, texts, or techniques. In order to provide the time and solitude for new study, for the design of new courses and course materials, and for acquisition and rejuvenation of intellectual tools that will benefit research and teaching, the University endeavors to expand opportunities for paid leave for productive faculty while insisting on rigorous accounting by the faculty for that time.
5. Creatively Use the Center for Advanced Studies. Effective use of the Center for Advanced Studies will allow the University to promote the highest forms of scholarship. The University seeks the funds necessary to endow the center, which is an important mechanism for attracting and retaining our most distinguished faculty members.
6. Establish New Centers. The University seeks funding for the development and continuation of new initiatives such as the Commonwealth Centers that innovatively combine disciplines, draw on particular faculty interests and strengths, or generally offer an exceptional opportunity to move to the forefront of a particular field. An example is a proposed Center for New World Archeological Studies, that would draw on existing strengths while moving the University into the forefront of archeological studies of colonist development and allied areas, thus recognizing our strategic location to implement such studies.
7. Provide Necessary and Appropriate Tools. Laboratory equipment, facilities, and library resources are the traditional tools of scholars. In addition to ensuring that the University stays abreast of changes in these resources, the University must also invest in new generations of computers and their associated data bases, since they now provide the basis for much of the creation and exploration of knowledge in the humanities, the arts, and the professions as well as the theoretical and applied sciences. Through the Equipment Trust Fund, the Commonwealt h has recognized the importance of such tools; the University seeks to tap this, as well as new sources of funds, to ensure that its equipment is appropriate for its scholarly and teaching programs.
8. Foster Interdisciplinary Study. With the understanding that disciplinary boundaries are shifting and that new knowledge is at least as likely to develop between or beyond the established disciplines as within them, we seek to maintain strong departments while encouraging faculty and students to explore the many and novel ways in which knowledge crosses, transcends, and reconfigures disciplines. The University plans to facilitate this exchange of knowledge and the generation of new knowledge by encouraging participation in conferences, workshops, institutes, and centers, by ensuring that administrative structures can accommodate and facilitate creative interactions, and by funding new positions to be shared by different departments and schools. In addition, the University will seek donor support and endowments for faculty and student forums and special support systems devoted to interdisciplinary scholarship, including endowments for conferences and visiting scholars, research databases, equipment, and staffing.
9. Develop Global Perspectives. The University continues to recognize the interdependence of cultures and society s need to understand the common experience of cultural groups, through, among others, its programs in African-American studies, New World studies, and East Asian studies. In the coming decade, area study programs will be augmented. In addition, the University will explore the expansion of study-abroad opportunities and exchange programs, as well as an increase in the number of language houses.
10. Create Collaborative Partnerships. Recognizing the value of participating in interdepartmental and interschool activities, multiuniversity research consortia, innovative partnerships with corporate entities and public institutions, and electronic computing and library networks of regional, national, and global scale, the University will develop selective collaborative partnerships for research among its departments and schools and between the University and other institu tions. As one example, the University plans to explore the viability of creating a School of Health and Health Policy Studies to support, among other things, health services research, health economics, health policy studies, health informatics, and a statewide health data bank. Such a school, based in the Health Sciences Center, would accommodate academic programs in key health-related disciplines that belong strictly to neither medicine nor nursing and would give an academic home to present and projected programs in the allied health p r o f e s s i o n s .
THE DISSEMINATION OF KNOWLEDGE
As the capstone of our nation s formal educational system, universities have an obligation to teach to disseminate both the knowledge they receive and the knowledge they create. In planning for this University in the twenty-first century, we must explore innovative ways to share knowledge. While the methods vary, the goal does not: to channel the diverse talents of the community into the communication of knowledge.
The balance between teaching and research at universities, at least as it involves the undergraduate curriculum, is the subject of ongoing examination, at this institution, at universities generally, and within society at large. Facile criticisms that suggest there is clearly too much research and not enough teaching may stem in part from a lack of appreciation of the qualitative benefits that accrue to undergraduates from an educated faculty engaged in the pursuit of knowledge of a modern university, qualities that set a university education apart from that available at a liberal arts college. The criticism is more warranted when it stems from our failure to find more creative ways to focus resources in the pursuit of gifted teaching, and we must ensure that we maximize the delivery of our existing resources. The question is one of striking the appropriate balance in time and attention; we do not believe there is an inherent conflict in principle between the discovery and the dissemination of knowledge to a community of learners. They are not isolated spheres, where improvements in one necessarily cause losses in the other. More often than not, the quality of teaching is enri ched and enlivened by an instructor s ability to go beyond the information provided in texts and to bring new information and novel perspectives to issues under discussion, perspectives and information that have been acquired in the process of scholarship.
We must provide to our undergraduates a rigorous education that includes maximum contact with instructors involved in both the generation and dissemination of knowledge. Simultaneously, we must provide to our professional students the perspectives and skills they will need to be contributing leaders of their professions, and provide to our graduate students the knowledge and skills they will need to be the intellectual leaders of future generations, as well as the classroom experience that will train outstanding teachers in the future.
There are many types of learners at a university. Faculty are engaged in lifelong learning through their scholarship and their interactions with collaborators, undergraduate, graduate, and professional students. Students are, quite obviously, learners, but they also share responsibility for the thoughtful use and transmission of the knowledge they have acquired. Students of all levels deserve excellent teaching, and in turn they must be encouraged to use their knowledge for the enrichment of society. Graduate students are apprentices in both research and teaching, and they must be accorded opportunities to practice and refine their skills.
1. Provide Incentives for Superior Teaching. The University places great value on the quality of instruction at all levels of the curriculum. Some of the current public debate about higher education stems from a belief that universities, through their own internal mechanisms as well as external forces, provide incentives that emphasize research at the expense of teaching. Just as this institution rejects the notion that superior teaching should be separated from creative scholarship, it also recognizes a need to ensure that outstanding teaching is recognized and rewarded so that the appropriate balance can be struck and maintained. The creation of endowed chairs that recognize distinguished teaching, such as the Cavaliers Distinguished T e a c h i n g P r o f e s s orship, is one important element of this strategy, as are funded teaching awards and summer curricular grants. Appropriate career recognition mechanisms that acknowledge and reward distinction in teaching toward the end of a c a r e e r w i l l a l s o b e e x p l o r e d .
2. Evaluate and Monitor Teaching to Ensure Excellence. This University will continue to encourage excellence, vitality, rigor, and innovation in instruction through regular assessment of teaching. The institution will provide training and support to assure that teaching by faculty at all levels and by advanced graduate and postdoctoral students is effective. The strong competitive position of the University means that it has a right to insist in the tenure process on distinguished teaching as well as distinguished scholarship. The University intends to use evaluation tools that will ensure the careful assessment and appropriate weighting of teaching in the tenure process.
3. Assess Curriculum Against Articulated Goals. Since formal education should be more than a series of random encounters, the University supports the establishment of articulated goals as to what particular schools and programs hope to accomplish through their undergraduate curricula and teaching. The institution will then engage in rigorous and ongoing assessment of how well these goals are being met. The University views the articulation and assessment of educational goals as mutually reinforcing and a necessary part of an evolving process.
4. Examine Teaching Strategies. The University should explore diverse pedagogical strategies for the sharing and delivery of knowledge. In doing this, it is important to attempt to match the method of delivery with the coherence and depth of the subject matter, in order to avoid superficial approaches that are at odds with the concept of higher education. Examples of the kind of innovative teaching initiatives the University will explore include:
5. Increase Interaction Between Faculty and Students. Students acquire a love of learning through more than the formal classroom experience. One of the advantages of being a student at a research university is the opportunity to interact with faculty members and graduate students whose own inquisitive spirits and examples can spark in the student a similar lifelong intellectual quest. Opportunities to discuss faculty members scholarship in informal settings are accordingly an important part of the educational environment, particularly at this University, with its rich heritage of the academical village. The University will seek opportunities, such as informal colloquia in residential colleges and o ther interactive forums, to ensure that the educational environment extends beyond the walls of the classrooms.
6. Maximize Available Teaching Resources. Resources for teaching faculty, like all resources today, are constrained. Within the limits of available resources, the University seeks to maximize contact between students and faculty, expecting that such interaction will lead to innovative teaching and to involving students in the excitement, challenge, and satisfaction of creating and applying knowledge. This may involve carefully planned use of technological innovations, such as interactive video teaching and computer software, for the dissemination of knowledge in specific areas or disciplines that lend themselves to these methods, in order to free up time and resources needed for more intensive student-faculty interaction in other areas.
7. Recognize and Support Differential Teaching Efforts. Within schools and departments, similar expectations for the amount and type of teaching apply to all faculty, except where outside funding or other compelling reasons (such as administrative assignments) justify reducing a faculty member s teaching loads. Cognizant that the optimal balance between teaching and research for a faculty member may not be invariant over a career, and that greater quantities of teaching (and lesser quantities of scholarship) may be more appropriate for individual faculty at some points in their academic careers than at others, the University plans to explore the use of teaching contracts that take such variations into account, and, where appropriate, reward faculty decisions to teach more. The University seeks to focus as well on other ways to reward superior teaching and to prompt gifted teachers to offer additional courses, such as by awarding summer grants to such faculty members.
8. Creatively Use Graduate Students. The University believes that the availability not only of faculty members who are renowned in their fields but also of graduate students who themselves are acquiring and producing important knowledge is one of the distinctive benefits of acquiring an undergraduate education at a major research university. The University is committed to usin g graduate students more effectively as teachers, both because this increases the scope of educational opportunities for the undergraduate students and because it fulfills the institution s obligation to prepare graduate students for their own careers. Such opportunities for undergraduates include seminars and other forms of close involvement with graduate students in their specialty fields of research. The University will continue to undertake serious efforts to make its graduate students effective teachers through the Teaching Resource Center and the active commitment of the faculty to provide the n e c e s s a r y t r a i n i n g .
9. Emphasize the Linkages Among the Creation, Dissemination, and Application of Knowledge. The University seeks to emphasize in curricula across the University the dynamic interdependency of research, teaching, and service. A prime example of this interdependency occurs in the fine arts. The Bayly Museum, for example, involves students in its activities by offering internships and museum-based academic courses that introduce students to issues in curatorial responsibility. Similarly, other fine arts, such as music and the visual and dramatic arts link theory to performance and exhibition and require resources for adequate practice, studio, and performance facilities and for the sustenance of quality performing groups.
10. Promote the Publication of Scholarship. As a means to share scholarship, disseminate information, and train graduate students, the University will continue to support noteworthy publication projects. Journals such as Callaloo and the Virginia Quarterly Review, will be encouraged, as will the continued editing of the Papers of George Washington and the Papers of James Madison. Through the University Press, we strive to gain recognition as a purveyor of original and important scholarship. We seek the resources to maintain and expand this kind of publishing.
11. Accommodate Cross-Enrollment. The University encourages the cross-enrollment of learners among schools and departments. The institution sees study outside one s major department or school as a part of the preparation of a well-rounded citizenry and hopes to publicize such opportunities and to reduce administrative barriers to such cross-registration.
12. Equip Students to Meet Society's Evolving Needs. As the University has a dual responsibility to its students and to society to prepare students for productive careers, the University will continually monitor and reexamine its academic programs, enrollment patterns, and curricular goals in light of anticipated workforce needs and qualification requirements for the various professions for which the University prepares students.
13. Support Clinch Valley College in Becoming a Comprehensive Institution. Clinch Valley College, the branch campus of the University of Virginia, gained four- year status in 1968. The challenge now for Clinch Valley is to become a comprehensive institution with programs in the arts, health, technology, and graduate education, thereby enlarging the educational opportunities available to the residents of Southwest Virginia and the Commonwealth.
THE APPLICATION OF KNOWLEDGE
The larger community, especially the Commonwealth of Virginia and the nation, is a major beneficiary of the knowledge that is created and disseminated by the University. Some of this benefit is implicit in the process and product of the University s dual missions of teaching and research. Universities are uniquely situated to provide the wider community with the knowledge necessary to fashion intelligent solutions as well as the education of leaders who will implement those solutions. Public service that applies knowledge is rendered both by individual members of the University community, including faculty, students, staff, and alumni, and by the University as an institution.
The University is a place where the frontiers of knowledge are pushed outward. The diverse products of this University s schools and departments include technological innovations, new diagnostic and therapeutic procedures, scientific and social theories, and skilled analysis of economic, social, cultural, educational, ethical, and legal problems, all of which shape and change society in profound ways. In a fundamental sense, all our students acquire intellectual skills and traits of an educated citizenry that s e r v e t h e m a l l t h e i r l i v e s and that equip them to become contributing members of society and of their professions. Our students in professional programs in architecture, business, education, engineering, nursing, law, and medicine employ their knowledge gained within the Grounds to the resolutions of issues in the world beyond. Such programs remind us of the direct ways in which dissemination of knowledge leads to its application.
The University supports service that is consistent with its mission and scholarly priorities and that is cognizant of the needs of society. Service rendered by the University takes many forms, such as through the provision of comprehensive health care; consultative services for government, industry, and education; continuing education for government, business, and the professions; library, data, research, and evaluative services; engineering and technology development; licensing and certification services; applied research to improve education, government, health, and the environment; cultural and intellectual enrichment; and fine arts events and activities. For all of these service initiatives, our mission remains that defined by Thomas Jefferson for this institution: to use our knowledge for the prosperity, health, and happiness of the human race.
Society now looks to universities as sources of practical assistance, as data banks, as public service agencies, as laboratories for problem-solving, as direct providers of essential services, and as a model for social change without social upheaval. And we respond to these increased societal requests and obligations from the unique perspective of a university that of a dispassionate provider of knowledge and its products.
A key question for the 1990s is how the University should balance the challenges of service, our relationships and responsibilities to society, the needs of our internal student groups, and the talents and commitments of our faculty and staff. During this decade, we intend to develop more effective mechanisms for applying the knowledge generated inside the institution to the world outside, recognizing always that the application of knowledge is a corollary of, and not a competitor with, the creation and dissemina t i o n o f k n o w l e d g e .
1. Integrate Service into Instructional Programs. At the school and departmental levels, public service opportunities for students and faculty can link service initiatives thematically to elements of the curriculum. Such initiatives can include academic credit for academically-based, faculty- supervised public service projects, the expansion of academic internship and field study opportunities in areas that are derived from and reinforce the University s scholarly strengths and priorities, and the use of new programs such as University reading holidays and short courses for this purpose. Such linkage of scholarship and service acquaints students with the real-life implications o f t h e i r s t u d i e s .
2. Recognize and Reward Service. The application of knowledge, when integrated with its creation and dissemination, is appropriately an element of the promotion and tenure process, and the University will develop meaningful ways to measure and evaluate such service, while continuing to require that faculty given tenure have met the highest standards of teaching and research.
3. Offer the Learning Resources of the University Throughout the Commonwealth. Through the Division of Continuing Education, the professional schools, specialized centers and institutes, and the libraries, the University will create increased opportunities for lifelong learning and leadership development for members of the professions, for corporate and government executives, for alumni, and for the general public. Through centers such as the Southwest Center in Abingdon and the joint centers this University has established in Northern Virginia, Hampton, and Roanoke with Virginia Polytechnic Institute, the University will offer appropriate, strategically located courses to interested audiences throughout the Commonwealth. In addition, through interactive video and computer technology, the University will expand its outreach programs to cover additional geographical areas within the Commonwealth.
4. Assist Education Throughout the Commonwealth. Education is a lifelong venture. Just as the University prepares an educated and responsible citizenry, so, too, the future success of the Universi ty in fulfilling its missions will depend on the kinds of educational training our students bring with them when they arrive. The University will develop programs to extend the talents of the faculty to other educational institutions throughout the Commonwealth, particularly public schools and community colleges, and to assist public K-12 schools and their teachers in improving the quality and effectiveness of precollege educational process.
5. Assist State and Local Governance Throughout the Commonwealth. Many of the University s service initiatives involve municipal, county, and state governance issues. Through the Center for Public Service, the Institute of Law, Psychiatry, and Public Policy, and programs in a number of schools and departments, the University intends to continue to serve the Commonwealth and its agencies, legislative bodies, and communities. Among the services we provide are the collection and analysis of demographic, economic, health, and environmental statistics and projections for planning purposes, business forecasting, networked advising on public administration, consultative assistance to governmental commissions, and assistance with the drafting of legislation and the formulating of public policy.
6. Enhance Health Care Throughout the Commonwealth. One of the University s chief forms of service is health care. As we approach the year 2000, the institution will maintain its commitment to make comprehensive health care services available to the people of the Commonwealth and the mid- Atlantic region and, in certain specialties, to people from around the nation and the world. We will also maintain our commitment to the sciences that are fundamental to the exploration of human health and disease and to the discovery of new means of preserving or restoring health. We will focus our health care programs to meet the particular needs of our society and to address critical issues of health policy and health education for the Commonwealth and the nation. We will bring our research and clinical strengths to bear on devising better means of delivering efficacious, cost-effective health care, on assessing the use of technology and the outcomes of care, on adapting instructional programs and clinical facilities to accommodate greater demands for ambulatory and community- based care, on linking the University by electronic means with underserved areas of the Commonwealth, and on testing in this region of Virginia new organizational and delivery models for assuring all citizens access to basic health c a r e .
7. Promote Conferences on Policy Issues Involving Both Scholarship and Service. Taking advantage of its heritage and proximity to the capitals of the Commonwealth and the nation, the University intends to establish and promote itself as a special setting for conferences on policy issues of local, state, national, and global importance that involve both scholarship and service, and to embed these activities into academic programs.
8. Link the University with Other Institutions and Communities. The University plans to apply its knowledge- based resources by improving electronic communication and computer networks that link us with other institutions, agencies, and individuals. These networks provide access throughout the Commonwealth to the University s libraries, computing and information services, health care services, and research and consultative services, and will support educational and professional services in disadvantaged and underserved areas.
9. Cultivate Collaborative Ventures. The University seeks to cultivate ties with the public and private sectors in areas where collaboration can benefit all parties. These ventures conjoin research, teaching, and service, and may involve both faculty and students. Virginia s Center for Innovative Technology, of which the University is a prominent member, and the Newport News Continuous Electron Beam Accelerator Facility, whose design originated in a University laboratory, demonstrate the value of partnerships involving the University with the state, industry, and other universities.
10. Integrate Research and Service. The University encourages service initiatives that make explicit the linkage between the laboratory, classroom, and society. For example, the Commonwealth Plan for the Health of Virginians, an initiative that integrates service and scholarship, basic research and clinical practice, a nd marshals these resources for improving the health status of the people of Virginia, was established in 1989 as a partnership between Virginia Commonwealth University/Medical College of Virginia and the University of Virginia. This program proposes to develop two institutions basic and clinical research initiatives together. The Commonwealth Plan establishes explicit and powerful linkage between research and patient care, extending the expertise of the laboratory into both the clinical and the public health arenas in a dozen targeted areas. The University seeks resources to implement the Commonwealth Plan.
11. Involve the University in the Local Community. The University will continue to reach out to the surrounding community and to promote dialogue and cooperation with it. Specifically, the institution is committed to cooperative planning with the community for accommodation of possible modest enrollment growth, expansion of facilities, management of safety-related and transportation services, and implementation of the University s facilities master plan. Through the Citizen-Scholar Program, many of the University s regular course offerings are open to adults in the community as are a wide variety of non-credit courses and conferences. Moreover, the University will continue to make available to the public its cultural and athletic programs and expanded fine arts programs as well as its programs for comprehensive health care, wellness, and fitness and will support innovative extracurricular activities, including joint University-community initiatives.
12. Expand Summer and Other Special Course Offerings. The University will explore creating additional courses, seminars, workshops, and institutes through summer session and other special offerings for teachers, business executives, elementary, middle-school, and high-school students in both enrichment and upward-bound activities, and alumni.
The Community of Learners
< B > G u i d i n g P r i n c i p l e s
As conceived for the academical village, the life of the mind encompasses a community of diverse learners, all of whom are engaged in what Thomas Jefferson described as generating, sharing, and testing knowledge that is useful and beneficial to a self-governing people. The process of learning here is an active, lifelong pursuit that depends on the qualities of the participants and that creates an informed and responsible citizenry prepared for leadership.
Our principal goal is to create and sustain a community of learners, free to engage in the wide-ranging exercise of creating, sharing, and applying knowledge. We do so according to the norm of inquiry defined by Thomas Jefferson: We are not afraid to follow the truth, wherever it may lead, nor tolerate any error so long as reason is l e f t f r e e t o c o m b a t i t . & # 3 4 ;
We champion diversity in our thinking and discourse as well as in the composition of our community. We recognize that individuals and groups make contributions to the University community and to constituencies beyond the boundaries of the academical village, reflecting varied talents, assumptions, heritages, and accomplishments. We believe that a community that is intellectually and culturally heterogeneous, and willing to engage in the academic rigor of discussing and testing conflicting views, is necessary both to meet the highest aspirations of a national university and to prepare our students to become productive citizens in a rapidly changing and increasingly globalized society. The new international community requires all participants to possess broad general knowledge, an understanding of the global economy, an ability to bridge cultures and sociopolitical systems, an appreciation of the global ecosystem, and a willingness to work collaboratively on common problems. We must also be vigilant to make our classrooms, offices, and other facilities accessible to those with physical disabilities and learning attainable for those with communication and specific learning disabilities.
The composition of society is changing in both the Commonwealth and the nation. Demographic projections indicate that the in-state college-age populatio n, after declining in the early 1990s, will increase dramatically by the end of the decade. At the same time, the Commonwealth s elderly population is growing rapidly, especially since Virginia continues to attract retirees from other regions of the country. Population groups now defined as minorities will, as an aggregate, be the majority in many regions of the United States by the year 2000. Changes in demography alter society s needs for what universities can provide in education, research and scholarship, professional training and career development, health care, cultural enrichment, and arts advancement. The University is committed to a curriculum and to a faculty with expertise that will address the interests and needs of this population. Preparing our students for the twenty-first c e n t u r y d e m a n d s n o l e s s .
< B > O b j e c t i v e s
The principal wealth of a great university resides neither in its bricks and mortar nor in its tangible equipment, but in its faculty. We must ensure that those who are equipped to discover knowledge are equally prepared to disseminate it, for the University s preeminent goal for the year 2000 is to sustain and further develop a distinguished faculty superbly prepared to discover, create, and communicate. The obligation of the university scholar is not to do work in the abstract, but to work in the context of communicating that work to students, other faculty, and society at large.
The heart of a national university is the faculty it attracts and retains. This is not just because of the institutional reputation that will follow. Without a faculty of the first-rank, we cannot begin to fulfill our ambitions for either the creation, the dissemination, or the application of knowledge. And, without a faculty of the first rank, we cannot hope to attract those students who will be the future leaders of our society and who will make their own significant contributions to the Commonwealth, the nation, and the world. Thus, the University places great value on its faculty and supports them in participating fully in the life of the academical village, in contributing in substantial ways to knowledge in their areas of inquiry throughout their professional lives, a nd in meeting always the highest standards of excellence in their teaching, scholarship, and service.
< B > S t r a t e g i e s
1. Focus on Faculty Recruiting and Retention. The University aggressively plans to retain and recruit distinguished faculty of all ranks, deliberately using endowed professorships, the Center for Advanced Studies, Commonwealth Centers created by the state, and other mechanisms. Efforts will focus particularly on disciplines that have been determined through strategic planning to be essential either to sustaining or achieving academic e x c e l l e n c e .
2. Provide the Necessary Material Resources. To sustain and further develop a distinguished faculty, the University must be prepared to provide the necessary material resources. To compete successfully for faculty, the University must provide working conditions that compare favorably to those at the best institutions in the country. This will require substantial investment in the form of endowed professorships, competitive salaries and benefits, research funds, endowed Sesquicentennial Associates and other faculty research leave programs, technological equipment, library resources, personnel and services, and adequate office and laboratory space.
3. Recruit and Retain a Diverse Faculty. As student populations become more diverse, and as world communities and cultures become more interdependent, the University must actively seek to recruit a heterogeneous faculty committed to the goals of equal opportunity. The institution also must involve more women and minority persons in the administrative functions and governance of the University and its schools, departments, and committees. The perspectives of faculty of different races, genders, and cultures will fortify the curriculum, enrich its institutional governance, and facilitate the rigorous exploration and testing of ideas.
4. Recognize and Reward Evolving Career Strengths. Faculty members interests and optimal talents often change over time, and the patterns of such career cycles vary both individually and by specialty field. The University must be aware of, and respond appropriately to, the faculty s evolving career strengths. This must be regarded as a positive good, optimall y deploying the institution s resources across the creation, dissemination, and application of knowledge, and should be rewarded accordingly. While research is a major responsibility of the faculty, so too are its sharing and application. Some faculty are better able to create knowledge at one stage of their careers than another. Some find renewed vitality in teaching graduate students after periods of intense advanced research. Others grow into master teachers as they mature and develop a wealth of specialized expertise. The University endeavors to use the best strengths of tenured faculty throughout their careers and to reward varied and productive use of talents. We strive to support in creative ways those faculty who at mid- career wish to redirect their scholarly work and may require new skills, additional education, or protected time in order to establish their new career directions. As such flexibility also requires accountability, the University will ensure systematic review of the processes and products.
5. Stimulate and Reward Diverse Measures of Productivity. The University seeks to generate processes for faculty performance review that take into consideration and reward distinction that invigorates and strengthens our community. Areas of distinction might include the production of scholarship that tangibly improves teaching, scholarly service both within and outside the University, innovative curriculum development, exciting teaching, and participation in activities that foster student development and intellectual engagement outside the traditional classroom setting. In a diverse community of learners, the University pursues multiple means for stimulating faculty productivity and endeavors to raise the resources necessary to support the faculty s development of innovative activities.
6. Recognize Distinct Contributions in Different Fields. Just as individual faculty members may vary in their optimal balance of creating, disseminating, and applying knowledge, so, too, do different fields and departments perceive the basic balance differently. The contributions of the philosopher through scholarship to society are as important, though perhaps not as direct, as are the day- to-day services of the health care professional, who directly brings the University s resources to bear on improving the health of the Commonwealth s citizens. That we consider the one to be more heavily engaged in research" and the other in service" points up the essential arbitrariness of these categories. Thus, flexible packaging of teaching, research, and service should be encouraged. The University aspires to apply rigorous, fair, and yet flexible standards for tenure, promotion, and other rewards consistent with its multiple mission.
7. Provide a Supportive Environment. The University must foster collegiality and cooperative ventures among the faculty of the different departments and schools. A pervasive spirit of inquisitiveness and mutual support is as important in the long run to the ability of the faculty to meet the institution s goals as are the material elements of support. The University will also continue to support the efforts of faculty and academic units to obtain external funding for their scholarly endeavors, including grants and fellowships and study and teaching at other institutions. In addition, the University must be able to attract diverse and talented students of all levels to ensure that faculty members have the kind of student support necessary to meet the institution s goals. Finally, faculty also have career cycles in terms of their work, home, and family responsibilities. The University wants to work creatively to assure appropriate flexibility for faculty and for general faculty and staff to accommodate these important concerns.
8. Use the Strengths of Emeritus Faculty. The University s retired faculty constitutes a distinguished, talented, and wise group of individuals. Many emeritus faculty are eager to contribute to the larger life of the community. The University endeavors to find the resources to tap the strengths of this group in meeting the multiple demands on the institution. Among other possibilities, retired faculty may be able to offer specialized instruction in particular areas and in special formats, such as short courses, reading holidays, and informal exchanges that occur in residential colleges and other settings outside the clas s r o o m .
Our undergraduate student body currently is one of the most highly qualified and exciting enrolled at any public institution of higher learning. We are challenged by the quality of our undergraduate students and proud of the opportunities we provide them for personal and academic growth. Our system of self-governance, our honor system that insists on personal and public integrity, our emphasis on life outside the classroom, our programs for leadership development, have all created and sustained the University s reputation for a rich undergraduate experience. Such programs are predicated on the belief that much practical learning occurs beyond the classroom. Moreover, by encouraging students to have close contact with the providers of knowledge faculty and graduate students alike the University creates an environment in which students encounter high expectations and great intellectual excitement; it is the University s job to ensure that undergraduates become acculturated to these features of a research university.
Our academic programs are varied, involving both the College and the professional undergraduate schools with various curricular approaches and styles of instruction. Learning here takes place in large lecture halls, in seminars, through internships, in research labs, and through independent study. We seek to diversify the undergraduate learning experience further by developing opportunities both inside and outside the University to reach more populations and to stimulate more students here to explore new areas of learning.
A major goal is to attract a highly qualified, motivated, and heterogeneous undergraduate student body. We seek in our students diversity of background as well as variety of talent, recognizing that the breadth and depth of the aggregate undergraduate experience contribute significantly to the excellence of the University.
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1. Provide Financial Resources to Assemble and Retain a Talented and Diverse Student Body. The University seeks to assemble an undergraduate community comprising the most highly qualified men and women of diverse backgrounds. We want to enrich our population with more Afri can-American, Asian, and Hispanic students, more students from abroad and from disadvantaged areas of the Commonwealth, as well as students gifted in sciences, humanities, and the performing and fine arts. To create a truly diverse community, the University must provide full need-based undergraduate grant, loan, and work-study assistance and must provide the financial, advisory, and other resources necessary to assure their success here. The University must enhance its existing scholarship programs, while particularly seeking new funds for need-based scholarships. We hope to support students studying and working abroad and to encourage cooperative education as a form of student employment in faculty research projects, with such students alternating work terms with study terms.
2. Ensure Individual Learning Experiences. All students should be exposed to educational experiences that push the limits of their personal capabilities and thereby help them identify, test, and begin to refine their own unique talents, skills, and aspirations. This requires careful attention to the needs of individual students, as well as innovative pedagogical offerings and technologies. We encourage students to develop intellectual autonomy and direct their own learning.
3. Provide Comprehensive First-Year Living Experiences. The University endeavors to integrate first-year students into the University community by continuing to require on-Grounds residence in an atmosphere of increased collegiality and responsible behavior.
4. Improve Advising Structures and Academic Support Programs. The University will continue to develop academic advising structures and other academic support programs sufficient to meet student need and to enable increased retention of all students. Interaction among students, staff, and faculty on matters of academic, personal, and career choice is important for the total growth of students. We will make information available to students about competitive scholarships and other awards for study at other institutions, and encourage students to apply for them.
5. Foster the Tradition of Self-Governance and Appreciation of the Honor System. The University aspires to cultivate among new gen erations of students both undergraduate and graduate a critical understanding of and support for the honor system, an essential program of self-government within the student body. The honor system is the University s most effective tool for teaching theoretical and applied ethics and personal responsibility. In addition, the University encourages the tradition of student responsibility for educational, cultural, and recreational programs.
6. Provide Practical Education about Contemporary Issues. Through orientation and peer-education programs, residence hall-based co-curricular education, sorority and fraternity programs, and other means, the University endeavors to provide practical education about contemporary social and ethical issues. These include, but are not limited to, a greater sensitivity to issues of racial harmony, drug and alcohol abuse, sexual assault, sexual behavior and health issues, and forms of harassment and abuse. Such programs are part of the education that occurs outside the classroom with the intent of preparing citizens to respond responsibly to contemporary issues, where debate in encouraged and ideas freely explored.
7. Encourage Student Public Service. Since students are participating in a process that will prepare them to become society s leaders, the University encourages students to remain engaged in the surrounding world. It thus seeks additional endowment support for public service enterprises and hopes to expand funding for student-initiated public service ventures such as Madison House.
Graduate and Professional Learners
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Approximately 35 percent of the University s current full-time student population consists of post-baccalaureate learners. These individuals comprise a highly educated, focused, and disciplined group of learners who have come to the University to explore in depth their chosen field. These students serve the entire community of learners in a dual capacity.
Many graduate students are apprentice faculty, requiring time and resources to develop their expertise in teaching and research, but they also serve as research assistants to the faculty and as mentors and role models to undergraduates. They serve in the class rooms and in the laboratories even as they are creating new knowledge in their disciplines. These students add to a rich curricular and intellectual environment, and are one of the distinguishing strengths of a modern research university. As effective training of graduate students in research as well as in teaching is a major responsibility of the faculty charged with the development of the next generation s scholars, we plan to draw increasingly on our graduate students in setting our institutional agenda.
Professional students also have an important presence in the University setting. These students in law, medicine, business, engineering, nursing, education, and architecture are developing the skills to apply their knowledge in direct ways that will improve the quality of life for the citizenry. The professional schools are enriched by the University s creativity and their place among the community of learners. The perspectives that professional students acquire and the ways of inquiry that they learn are important for the advancement of their professions. At the same time, these students serve as a bridge between the academy and the outside environment.
1. Provide the Resources to Attract Distinguished Graduate and Professional Students. The University will aggressively recruit the most talented graduate and professional students. Its ability to attract such students enriches the environment, not just for the undergraduates, who are the beneficiaries of their wisdom and excitement, but also the faculty, who are sustained by their close working contact with students whose intellectual interests are focused and advanced. In addition, top graduate students usually are offered impressive financial packages from competing institutions. The University endeavors to provide the resources that will enable it to offer competitive fellowships, scholarships, teaching assistantships, and f i n a n c i a l a i d .
2. Attract Minority Students. The University will develop comprehensive strategies to recruit minority students for graduate and professional study that begin with the undergraduate populations at this and other institutions. These populations include African-Americans, Asia ns, Hispanics, and students from underserved areas of the Commonwealth, the nation, and the world. We hope to develop interuniversity programs to cultivate interest among minority populations in graduate and professional education. Further, we will seek funds to attract highly qualified minority students to graduate and professional programs a l i k e .
3. Provide Training of Graduate Students as Future Educators. The University will ensure that programs exist to train graduate students well to be the educators of the future. The Teaching Resource Center is one example of a recent innovation that addresses the needs of both graduate students and faculty.
4. Promote Interaction Among Graduate and Professional Students. Adequate facilities must be provided to encourage interaction among graduate and professional students enrolled in highly specialized curricula. Students in law, medicine, and business, attending classes in separate schools, often feel separated one from another. Graduate and post-doctoral students in arts and sciences, education, architecture, and engineering often feel isolated from the remainder of the student body. The University hopes to integrate them into the larger community by promoting for them interdisciplinary academic and social programs and governance structures. Physical space must also be provided to facilitate these interactions.
5. Integrate Graduate and Professional Students into the University Community. The University will explore opportunities to include graduate and professional students more fully in the life of the academical village. This will require providing more living spaces for some of these students in residential colleges and dormitories, creating opportunities for these students to serve as tutors and to teach seminars and short courses in their areas of expertise, assuring greater graduate and professional student representation in student governance, and the like. In short, the University intends to find ways to reconceive the academical village so as to more fully integrate living and learning for undergraduate, graduate, and postdoctoral students.
6. Expand Programming and Resources for International Graduate and Professional Student s. International students at the graduate and professional levels contribute to the quality of the community of learners. Students from other countries bring with them new perspectives of different cultures. Foreign students at the graduate and professional levels often times need services to acclimate them to a different culture. The University must increase programming and resources for this population through the International Student Center, educational and cultural opportunities for spouses of foreign students, and personal connections with the broader community. Moreover, the University must ensure that such students are proficient in English before they s e r v e a s t e a c h i n g a s s i s t a n t s .
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The University of Virginia s community of learners, beyond its faculty and undergraduate, graduate, and professional student populations, includes a highly committed and qualified staff, loyal alumni, and publics within the Commonwealth and throughout the nation.
The University could not accomplish its educational mission without the staff who often function as hidden partners in the academic enterprise. Serving on front lines with students and faculty, maintaining the structures in which the University functions, providing the human resources that facilitate all of the University s objectives, they are indispensable to the learning process. We must find positive ways to recognize the many contributions of the staff to this community, while nurturing their personal and p r o f e s s i o n a l g r o w t h .
The University s alumni support the University by their continued enthusiasm for what we do, by their participation in the academical village, and by their active interest in the future of this institution. And the publics beyond the serpentine walls help us to remember our responsibility to society, participating at the same time with us in the active creation, dissemination, and application of knowledge. Approximately ten percent of our current student population consists of part-time postbaccalaureate learners. Many of these adults are enrolled in off-Grounds masters degree programs.
These learners, like our graduate and professional students, remind us of the wisdom of T homas Jefferson s belief that we are simultaneously teachers and students throughout life. As we look to the twenty-first century, we must do a better job of drawing these communities of lifelong learners into our common enterprise.
1. Provide Professional and Personal Advancement for Staff. The University recognizes the need to maintain a highly qualified support staff and foster their continued growth and development. The University is committed to exploring ways to engage qualified staff in learning opportunities for their professional and personal advancement. Such advancement opportunities may involve development of benefits packages, career counseling services, tuition remission plans, agreements with community colleges within the Commonwealth, workshops provided on Grounds, advising programs, and the like.
2. Involve Alumni in On-Grounds Educational Experiences. Through existing resources such as the Division of Continuing Education, the Office of Career Planning and Placement, and the Alumni Association, the University will seek to provide and expand opportunities to bring alumni back to the University and engage them in the lifelong quest for knowledge that is at the heart of the University s mission. Alumni offer expertise in many capacities and hereby provide a resource for interactive learning that will benefit the entire community. The University will institute additional means to provide meaningful lifelong learning opportunities for alumni through summer classes, institutes, and workshops.
3. Make Available University Resources to the Public. The publics at large, whether or not they have been affiliated previously with the University, should be considered a part of the University s broad community. This institution currently serves these publics through many outreach programs offered by the Division of Continuing Education and the various schools and through our technological networks of educational programs and library resources. In the future, enhanced computer and telecommunication resources will allow the University to service these publics in even more varied ways. Further, the University will consider more flexible educational programming so that it might accommodate a broader array of learners in its e d u c a t i o n a l p r o g r a m s .
As a center of higher learning a university must be committed to the acquisition of new knowledge as well as to the dissemination of existing knowledge to its students. A scholar can sustain excellence in teaching through the years only by remaining a student himself." President Frank L. Hereford, Jr., 1981
In advising the course of [students ] reading, I endeavor to keep their attention fixed on the main objects of all science, the freedom and happiness of man. So that coming to bear a share in the councils and government of their country, they will keep ever in view the sole objects of all legitimate government." Thomas Jefferson, 1810
The Academic Environment
Thomas Jefferson created his academical village through the configuration of the buildings that flank and enclose the Lawn. Pavilions housed faculty members and classrooms and were connected by a range of dormitories;" at the head of it all was the Rotunda housing a library and other public space. At the south end of the Lawn, which offered views of the mountains, was a grassy expanse reserved by Jefferson for the students daily physical exercise and recreation. Jefferson s academical village was a place that joined educational and residential purposes in a tranquil and well-proportioned environment. His intent was to configure space to promote the useful exchange of ideas within a community of learners, and to actively integrate the useful arts" including architecture, music, and drawing with the useful sciences" the original subjects taught into the learning environment.
The scale and diversity of the University s learning environment has grown, as it has become the home for slightly more than 18,000 students (as contrasted with the original 68 students in 1825), more than 1,600 full-time faculty members (as contrasted with the original eight), and some 7,600 support staff. Our entire University community now numbers approximately 27,000 persons.
Despite these changes in the scale and complexity of the institution, much of Jefferson s original vision still guides our planning for the future. We still believe that academic knowledge and learning should not be divorced from daily life. We still contend that learning will be enhanced and will have the greatest possibility of being used for the public good if it has personal application to social, moral, ethical, and political issues. We still believe that the means to personalize education reside in the physical spaces we establish for learning. We still believe it essential that faculty of all disciplines interact frequently and informally so that there is useful exchange of knowledge and cross-fertilization of ideas. Devising opportunities for interaction among faculty and students, providing physical access to information through libraries and educational technologies, designi ng living arrangements that help foster a sense of community, are all important means of stimulating the exchange of ideas among diverse members of our community, thereby rejoining and extending Jefferson s vision into the twenty-first century. A particular and pressing challenge is how to accommodate all the functions of a modern research university within national historic spaces.
An Environment for Learning
O b j e c t i v e s
The Lawn was by design a residential college. Linking function and style, this physical environment organized and sustained community life on the Grounds. To the extent that we can accomplish it within our existing physical plant, we will extend this conceptual model and rejoin Thomas Jefferson s original vision of integrated living and learning as basic to the intellectual activity of a university.
1. Establish New Residential Colleges. The University intends to create new residential colleges with an academic focus and with diversified programs and physical settings. We will explore locating seminar rooms, computer workstations, and other academic spaces in the residential facilities.These colleges will be one of several housing o p t i o n s a v a i a b l e t o s t u d e n t s .
2. Explore Extending the Residential College Concept to Other Groups. With a focus on residential life and new residential colleges, the University will seek to incorporate within the residential college system new opportunities for language houses and other academic- interest groups, and will explore adapting this model to include other group housing, including sorority and fraternity housing, thus providing them with an important academic core. Further, the University endeavors to develop additional ways to integrate living and learning for those students who do not reside on Grounds, including most graduate, postdoctoral, and professional students.
3. Provide Opportunities for Further Interaction Between Faculty and Students. The University wishes to ensure that students in the residential colleges will have substantial opportunities for faculty contact, through resident faculty and others who share meals and special functions with the students. In addition, the University will sponsor gr aduate students in different disciplines to live in dormitories and residential colleges as junior fellows or resident tutors, ensuring that undergraduate learners have ample opportunities for informal contact with graduate l e a r n e r s .
4. Develop Shared Faculty Space. The faculty must have physical spaces in which to meet to share ideas, to promote the useful exchange of knowledge, and to transcend traditional boundaries between disciplines. While University faculty originally lived in proximity to one another on the Lawn, this is no longer the case. To recapture Jefferson s vision of an academy of scholars, the University will seek funds to develop an appropriate faculty club that will bring together faculty members from its various schools and departments.
5. Expand a Central Student-Activities Space. To facilitate interaction among students who are pursuing different degrees and interests, the University seeks resources to renovate and expand Newcomb Hall, the centrally-located student activities space, to accommodate growth in the size of the student body and to support an even broader range of student activities and interests.
6. Design and Renovate Space to Accommodate Disabilities. All students, faculty, staff, and visitors with disabilities should have full and equal access to all University programs and facilities. The University will assure this access, even within its historic facilities.
7. Ensure Safety on Grounds. All members of the community can most effectively integrate learning and living through an environment that ensures personal safety. The University endeavors to provide such an environment, through upgrading the safety and security features of our physical facilities, a responsive and responsible police department, effective student government, and educational programs designed to increase community and individual awareness of safety concerns.
Buildings for Learning
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As the steward of Jefferson s inestimable architectural heritage, the University recognizes the importance of the learning experience. Ironically, with the priceless historic Central Grounds comes an inherent tension between the preservation and conservation of our academical villa ge and modern pressures for space allocation and growth. Justifying our need for additional space often conflicts with formulaic state guidelines for institutions of higher learning. Yet many of our historic buildings do not allow for the most pragmatic and flexible use of the structures and facilities surrounding the Lawn. We willingly devote resources to maintenance of the historic Central Grounds, but doing so leaves us with fewer resources with which to create new structures elsewhere. Moreover, whatever new buildings we intend to construct must be planned so as not to detract from the quality and style of the historic e n v i r o n m e n t .
A major objective for the twenty-first century is to carefully balance the preservation of our historic structures with the maintenance of newer facilities and the planning for the additional space we need. Today, the University has more than 500 buildings in Charlottesville and Albemarle, and more than 4,500 acres to manage. Yet, we have outgrown many of our facilities, and now find many faculty without private offices, adequate laboratories and studios, or efficiently situated clinical facilities. As we plan for the future, our physical structures must aid, not impede, the processes of creation, dissemination, and a p p l i c a t i o n o f k n o w l e d g e .
The University actively pursues new and innovative ways to manage, assign, and use space. Scheduling of classes, use of facilities for extracurricular activities, allocation of space for nontraditional learners, including external audiences, must all be balanced against competing needs. Our learners represent communities with multiple demands on their time; as a residential university, we must support them in their requirements for growth outside of the classroom and the curriculum, and we must remain flexible in our expectations of them. Intercollegiate athletics, extracurricular programs through which experiential learning occurs, fine arts events, public lectures, are a few examples of competing demands. It is our responsibility to provide the necessary space resources to foster this enriching environment.
1. Acquire Appropriate Space. Many parts of the University are critically short in basic spac e, requiring educationally and competitively unsound compromises such as placing two faculty members in small offices, as occurs in our highly-rated English Department. The University recognizes the significant need to acquire, allocate, and maintain appropriate space for classrooms, faculty offices, laboratories, libraries, and similar facilities, and plans to seek the funding necessary to allow it to design and construct such facilities in ways that will enhance research, improve the formal educational environment, and facilitate the numerous informal interactions that make up the learning experience.
2. Maintain Existing Space. Constructing and renovating educational facilities account for only part of the expense of University structure. We seek appropriate resources from the Commonwealth and other sources to cover the considerable, and ongoing costs of maintaining the various elements of our physical plant.
3. Creatively Use Existing Space. The University seeks innovative ways to manage, assign, and use space, such as making more intensive use of University-wide classroom facilities by assigning available space to classes regardless of school affiliation.
4. Retain the Academic and Residential Character of the Lawn. The University is committed to treating the historic Central Grounds as both academic and residential space, and must renovate, restore, and maintain it as such.
5. Seek Changes in Space Planning Guidelines. In order to obtain the necessary state resources to provide the space this University currently needs, and will increasingly need in the future, the University will advocate changes in the state s space planning guidelines whenever the guidelines do not fully respond to contemporary teaching and research needs, the realities of this University s physical layout (including its national historic buildings), competitive pressures from peer institutions, or the contributions of private funding to the University s present and future construction.
6. Create Responsible Planning Principles and Design Standards. To ensure that its space is appropriate to the academical village of the twenty-first century, the University will adopt planning principles and design standar ds to support the development of cohesive, effective, and unified precincts within the University. To this end, the University has appointed an officer,known as the University Architect, who has overall responsibility for design and physical planning.
7. Cooperate with Neighboring Communities. The University will continue to pursue joint planning and to maintain formal agreements with neighboring communities. It will make available to the community proposals for architectural changes through the proposed University precincts model, regularly seek community advice about development, and actively participate in planning for the communities adjacent to the Grounds. As planning proceeds for new residential colleges, such as a possible college on West Main Street, we will continue exploring with the community possibilities for collaboration on construction and financing of new buildings or renovation and adaptation of existing structures.
The Information Infrastructure
A . L i b r a r i e s
When Thomas Jefferson created the University of Virginia, he placed the library in the Rotunda and personally selected the 7,000 books around which learning would occur. Today, the University s facilities include the University Library and its twelve branches; three independent professional school libraries for health sciences, law, and business; and twenty-seven auxiliary departmental libraries. The combined holdings of the libraries include more than 25,000 journals, three million books, one million government documents, two million pieces in the University archives, and ten million manuscripts.
The ways in which we acquire, store, and disseminate information will multiply in the future; in addition to the traditional hard copy" method of storing information, we will rely increasingly on computerized storage and retrieval. This almost certainly means that we will spend comparatively greater sums acquiring access to databases held elsewhere while, at the same time, ensuring that we acquire the kinds of materials that the University needs to own. The 1989 Report of the Commission on the University of the 21st Century envisions an integrated network of resources t h a t s u p p o r t s a c a d e m i c e x cellence. Libraries are the heart of that network a critical link in the generation, preservation, and transmission of knowledge, the fostering of global perspectives, and the development of scientific and t e c h n i c a l l i t e r a c y .
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1. Provide Access to Knowledge. The University needs to provide and maintain sufficient space, top-quality facilities, and the requisite resources, technology, and services to build and sustain nationally competitive programs of scholarship, particularly in those disciplines that reflect the University s academic priorities. A significant institutional commitment to the research and instructional infrastructures is essential if the University is to become a model research institution, attract superb scholars to its faculty, and generate excitement in its l e a r n e r s .
2. Provide Access When and Where Needed. For our internal communities, the University plans to be able to deliver requested information directly to the user when and where needed in the most readily accessible format. To this end, the library hopes to expand text retrieval services and to establish electronic information access centers in residential colleges.
3. Create an Effective Mix of Information Access. The University intends to provide cost-effective access to information by achieving a balance among the development of on-site collections and computer facilities, the purchase or creation of specialized databases, and the provision of remote access on an as-needed basis to resources available around the world.
4. Provide Training in Information Resources and Management. The University must ensure that faculty, students, and staff have the skills and knowledge necessary to make effective use of the institution s information resources. To this end, we will increase the education role of librarians and integrate the management of information, especially by computer, into the curricula.
5. Adapt the Library s Infrastructure. The University seeks to ensure that the libraries physical space including the technological infrastructure, properly controlled storage and stack areas, study areas, and electronic classrooms and information centers supports academic excellence.
6. Implem ent Library Evaluation Standards. The University plans to evaluate library services and collections in terms of the difference they make to its community of learners. To do so, the University must implement library evaluation strategies that focus on outcomes, developing a system to track the materials needed and used, and integrating the data into planning, budget development, and other decision making o p p o r t u n i t i e s .
7. Develop Networks and Other Cooperative Arrangements. The University seeks resources to play a leadership role in developing and strengthening the local, state, and national networks and other cooperative arrangements needed to manage information most effectively, with attention to the technology as well as to information-access policies, standards, guidelines, and costs.
8. Strategically Develop Special Collections. The University endeavors to construct a special collections library that will enhance the institution s role as a preeminent national center for the study of history and literature. We must be prepared to welcome scholars from around the world who will come to our special collections, including the Barrett Collection of American Literature.
9. Preserve Existing Material. To assist in national efforts to preserve the records of our society s intellectual heritage, the University hopes to expand its efforts to preserve deteriorating library materials.
B. Information, Technology, and Communications
Scholarship is based on the ability to understand, critically evaluate, and communicate information. In educating students, we must equip them with these abilities. The creation of new knowledge includes reasoning about current wisdom. The ability to accomplish these important tasks, basic to the mission of the University, is becoming increasingly dependent on technology. Information sources are growing in number and in richness of content. Text, data, images, and voice are all important for scholarship. Entire fields of study have emerged that depend on computing and communication technologies. The understanding of the human genetic code, the creation of large-scale integrated circuits, many areas of medical advancement, computer- assisted design, and the study of astronomical phenomena are but a few of the fields that would not be possible without this technology. Too, our ability to communicate with the external world is being transformed by technological advances in c o m m u n i c a t i o n .
The computerized, electronic library is becoming a central resource for the University. Electronic media, electronic searching, and electronic navigation through local, national, and worldwide libraries are adding a new dimension to the sources available to scholars. Learners can now gain access to collections of information from their homes, offices, clinics, and any other location in which there is a computer connection to a network.
Technology also affects the organization and outfitting of classrooms, laboratories, and studios, reconfigures the patterns of student work, and has the potential to transform the learning process. The availability of new technology to merge modes of learning, to extend the walls of the University, and to provide unparalleled interaction among the worldwide community, opens immense possibilities for greater understanding and sharing of knowledge. A strong infrastructure must exist for the University to operate efficiently and to be able to provide proper service to students, an adequate working environment for its faculty and staff, health care to patients, a resource for the community, and a world-class academic environment for the pursuit of scholarship. As we move toward the year 2000, we must define this infrastructure to allow us to move with agility through what is one of the fastest changing revolutions that society has experienced. We hope to be able to fully support the academic enterprise by applying computing and communication technologies to the educational, research, and service activities of the University.
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1. Create an Appropriate Informational Infrastructure. The University intends to build an infrastructure to support the highest quality of scholarship and teaching. It must include the ability to communicate text, data, voice, and video. A wide range of computing platforms from the largest, fastest, high-speed computers so essential in areas such as physics, engineering, textual analy sis of literary works, and computer-aided architectural design to individualized workstations, available to the learners in all areas of the University, should be readily available. The University aspires to integrate the newest technologies into the environment not because it is an end in itself, but because it is a crucial means by which the University seeks to solidify its position as a preeminent center for the creation, dissemination, and application of k n o w l e d g e .
2. Equip Classrooms, Laboratories, and Offices. The University plans to adapt its classrooms and laboratories to accommodate new computing and communications technology for teaching, research, and service. In addition, the University seeks to provide faculty and students with electronic access to scholarly material in their classrooms, laboratories, homes, and residence halls.
3. Apply Information Technology to Health Care. The connection between technology and modern-day health care is critical. The University must sustain its position of national leadership in applying information technology to health care. It will also complete the integrated academic information management system in the health sciences center, as well as implement new technologies in the organization, management, and assessment of health care and health-care systems.
4. Creatively Use Technologies to Streamline the University. To improve the University s efficiency, the University plans to continue to computerize our business and administrative activities. Taking advantage of interactive computing technologies, the University also hopes to find ways of reducing the administrative workload of its faculty, provide better decision-making tools to faculty and administrators alike, and allow efficient use of resources by all members of the academic community. 5. Use Technology to Facilitate Student Access to Services. The University will initiate on-line computer applications to enhance services to students. Using modern communications technologies, the University plans to improve student registration, access to grades, billing, and similar services. á
Arts and Sciences
The academic organization of arts and sciences was established in 1824 and first began offering instruction in 1825. It assumed its present form in the mid-1950s. Arts and sciences departments contain both undergraduate and graduate programs, and faculty ordinarily teach both undergraduate and graduate students. A separate report on matters specific to the Graduate School of Arts and Sciences follows this section.
Arts and sciences includes disciplines that comprise four groups: (1) the humanities, containing classics, English, French, German, philosophy, religious studies, rhetoric and communication studies, Slavic, and Spanish, Italian, and Portuguese; (2) the social sciences, which include anthropolo gy, economics, government and foreign affairs, history, psychology, and sociology; (3) the natural sciences, including astronomy, biology, chemistry, environmental sciences, mathematics, and physics, and (4) the fine arts including art, drama and music. Several centers, institutes, and programs that offer interdisciplinary undergraduate and graduate degree programs, as well as perform research and service, are also part of arts and sciences.
To engage together at the highest possible level of intellectual and ethical interaction undergraduate students, graduate students, and faculty so that, first, students may leave the University prepared to assume the responsibilities and pursue the opportunities that will be proffered by American society in the twenty-first century, and, second, members of the faculty may continue to grow in their several disciplines, thus making their essential contribution to the cultural, political, economic, and scientific fabric of the Commonwealth and the nation. This challenge obliges arts and sciences to move forward its most vigorous units and programs to positions of national leadership.
Goals Specific to Undergraduate Students
The College of Arts and Sciences plays a primary role in the undergraduate educational mission of the faculty of arts and sciences. The College s peculiar challenge is to provide undergraduate students with liberal arts education of the highest quality, one that will expose t h e m t o t h e p o s s i b i l i t i e s a n d r e s o u r ces of their own and other cultural heritages, develop their analytical, critical, and communicative skills, train them in specific disciplines, and prepare them for the duties of citizenship. The University s goal, articulated in the academic Plan for the Year 2000, is to be a model of excellence in undergraduate education within the context of a major research university. The College is directly involved in implementing general education, in which lower-division undergraduate students are required to take basic courses in a variety of disciplines, so that they may be provided with the knowledge and perspectives necessary for advanced study.
Goal 1: To extend the range and accessibility of undergraduate i n s t r u c t i o n .
Strategy 1. Support and encourage the growth of such programs as the honors programs in philosophy and government and the new series of University Seminars, which offer students individualized instruction in intimate settings about major intellectual issues. Seek private or corporate funding of these and other programs of individualized or innovative instruction.
Strategy 2. Develop, with a combination of private and institutional funding, a series of undergraduate courses in which senior faculty address their disciplines from a syncretic and generally cultural perspective. Such courses would not be specialized but reflective, and would enable students to bring together in a culminative experience several elements of their education.
Strategy 3. Stimulate faculty to develop new courses that will take advantage of the many opportunities for new perspectives and approaches offered by the activities of the University community. Occasions for such courses might include an exhibition at the Bayly Museum, a series of lectures or seminars at one of the University s research centers, or the presence on Grounds of a distinguished visitor.
Strategy 4. Strengthen the Teaching Resource Center so that it allows instructors to continue refining their pedagogical methods and skills. Coordinate the efforts of the Teaching Resource Center and the English as a Second Language Program to assure that all foreign nationals teaching at the University are fully proficient in English.
G o a l 2 : T o develop an undergraduate academic support system fully equal to the high quality of students and faculty.
Strategy 1.Upgrade several assistant deanshipsin the College froma nine- to a twelve-month basis, while adding to the dean of the College s budget several new positions and other resources, so that we may expand the dean s capacity both to supervise undergraduate programs and provide advising fitted to the particular needs of individual students.
Strategy 2. Refine the process by which first- and second-year undergraduate advisors, who assume the chief responsibility for guiding students through the general education requirements, are selected, trained, and compensated for their efforts. Assign staff and resources to the development of the existing Transition Program, which supports students with deficient secondary school preparation during their first two years of instruction.
G o a l s S p e c i f i c t o F a c u l t y
The recruitment, development, and support of a distinguished faculty is a preeminent goal of arts and sciences. Discipline-specific needs for faculty are addressed in the sections which follow. There are also goals which apply to arts and sciences as a whole.
Goal 1: To maintain a faculty distinguished by excellence in research, t e a c h i n g ,a n d s e r v i c e .
Strategy 1. Regain a nationally competitive position in compensation in all the professorial ranks. The stated objective is to be at the sixtieth percentile in our peer group of institutions. Address problems of salary compression in the middle ranks.
Strategy 2. Develop the special resources and aggressive methods necessary to recruit and retain excellent female and minority faculty.
Strategy 3. Identify and recruit the most promising junior candidates in this country and abroad.
Strategy 4. Acquire resources for recruitment of outstanding senior faculty in areas of critical need or opportunity. Use endowed chairs, the Center for Advanced Studies, and other special means of recognition and support to attract leading figures in areas of particular importance.
Strategy 5. Reward distinguished performance in all aspects of faculty responsibility through promotion, appointment to chairs, and other a p p r o p r i a t e r e c o g n i t i o n . I n c r e a s e endowed chairs to a number which reflects the eminence of the faculty of arts and sciences.
Goal 2:To provide the opportunity and necessary supporting resources so that faculty members can maximize their contribution as scholars and t e a c h e r s .
Strategy 1. Provide facilities, resources, and support staff to permit the most effective use of faculty effort. Make adequate office space available to all faculty. Improve equipment, library, and information resources.
Strategy 2. Foster growth of individual faculty through Sesquicentennial Associateships and other mechanisms for faculty development. Encourage faculty participation in national and international fellowship programs. Increase institutional assistance to the faculty in obtaining external support for research, scholarship, and teaching.
Strategy 3. Expand resources for curriculum development and improvement of teaching effectiveness. Foster mentoring relationships between outstanding teachers and more junior faculty. Improve the mechanisms for evaluating teaching.
Strategy 4. Encourage and accommodate opportunities for faculty to participate in public service through appointments to governmental organizations and other foundations.
Goals Specific to Departments and Programs
This area of arts and sciences includes some of our best known and most successful departments, in which teaching and scholarship in language, literature, and culture have achieved an uncommon level of excellence. We must not only sustain but enhance their quality. The challenges in the humanities include maintaining the highest level of undergraduate instruction while meeting increasingly heavy student enrollments, and attracting to the University the best graduate students from the national competition. Graduate students are a key part of both the instructional and scholarly activities and contribute in an indispensable way to the intellectual vitality of these departments.
The humanities must also build upon existing strengths through new interdisciplinary ventures that will maintain continuity with existing programs while expanding into new and exciting areas. By such cultivated growth we can best address the problems of accommodating new meth ods and discoveries, and of further internationalizing the curriculum.
Goal 1: To sustain preeminence and vitality in the study of language and l i t e r a t u r e .
Strategy 1. Assign additional faculty positions to English to respond to new developments in literary study and to Romance Languages to respond to the increased demand for instruction in French, Spanish, and Italian. Maintain strength in the study of German language and culture. Continue to develop the study of the languages and cultures of Russia and Eastern Europe. Provide additional enhancements (such as special library collections, support for special centers and institutes, support for scholarly journals) necessary to maintain excellence in these disciplines. Seek endowments and other private resources to finance future competitiveness in these disciplines.
Strategy 2. Continue to expand instruction in middle eastern languages, including Hebrew, in the Division of Oriental Languages. Strengthen study of the language, culture, and history of China, Japan, and India by adding faculty and by encouraging interdisciplinary programs such as the Center for South Asian Studies and the Asian Studies Program. Design programs for international exchanges and a broad academic basis for analysis and study of economic and political relations with the Asian nations. Seek endowments and other private resources from Asian and American commercial interests.
Strategy 3. Create a more substantial interdepartmental program in linguistics, building on the existing faculty prominence in linguistic studies, so that an enhanced instructional program and a distinguished Ph.D. program can be offered. Allocate fellowship funds sufficient to compete for the best graduate students.
Strategy 4. Appoint a distinguished senior classicist in the Department of Classics. Assign another additional faculty position when appropriate.
Strategy 5. Establish language houses for Spanish, Japanese, and Russian and other languages in addition to the existing French and German houses. Develop a consistent and self-sustaining mechanism for acquisition, support, and maintenance of language houses.
Goal 2: To build upon our strength in study of ethical, religious, and p h i l o s ophical systems of thought and their relationship to social and public p o l i c y i s s u e s .
Strategy 1. Expand and strengthen the Department of Religious Studies by strengthening instruction in Hinduism, Islamic Studies, the history of religions, and philosophical theology. Continue joint programs in ethics with the School of Medicine and other units.
Strategy 2. Develop and strengthen the Department of Philosophy through interactions and joint appointments with other programs and departments. Enhance the study of philosophy and public policy. Sustain the high quality of the Philosophy Honors Program.
Strategy 3. Encourage departmental and interdisciplinary study of public discourse and of the communication media and their impact on society.
Goal 3: To promote multidisciplinary scholarship in the literature, history, and culture of African Americans and the Americas, and in W o m e n s S t u d i e s .
Strategy 1. Establish a national Center for African-American Literature, History, and Culture. The center would draw on existing strengths Callaloo magazine, the Carter G. Woodson Institute, and a distinguished and visible minority faculty and support the goal of recruiting and maintaining minority faculty. Strategy 2. Develop a New World Studies Program to focus on the history and culture of the Americas. This entity will undertake study in such areas as the archaeology and public history of early Virginia and explore the interaction of African, Asian, and European cultures in the development of the New World from Columbian time to the present.
Strategy 3. Enhance the small but strong Women s Studies program by making joint appointments with appropriate departments.
Strategy 4. Acquire resources at the school level that can be used flexibly to strengthen existing interdisciplinary programs such as area studies, comparative literature, modern literary studies, medieval studies, and political and social thought.
Sciences and Mathematics
Science has become a dominant part of Western culture during the second half of the twentieth century and this dominance will increase dramatically during the next century. As one of the most significant ways that we have of learning about ourselves and our world, sci ence must be both practiced and taught at the highest level in any university that aspires to excellence. The University of Virginia has in recent years made great strides by hiring outstanding faculty in its science departments and by attracting substantial external support for such activities as the Virginia Institute for Theoretical Astrophysics, the Commonwealth Center for Nuclear and High Energy Physics and the NSF Science and Technology Center for Biological Timing. We are widely perceived as a growing force on the national scientific scene. We must maintain the momentum by continuing to recruit outstanding faculty and by investing in physical facilities, equipment, and graduate student support. Not only must we be leaders in the furtherance of scientific understanding through our research activities, but we must also teach science to our undergraduate students, both scientists and especially non-scientists, in such a way that they not only can understand it broadly, but also place the insights that it generates in a context of personal and societal values.
Goal 1: To strengthen the faculty in the basic sciences.
Strategy 1. Seek out and respond to opportunities for hiring outstanding faculty. One effective approach is to increase the number of endowed chairs in the sciences. Outstanding faculty enhance the quality of the students attracted to the departments and the ability of the departments to compete nationally for resources.
Strategy 2. Strengthen financial support of graduate students. Strong graduate programs are essential to attracting outstanding faculty. Graduate students thesis and dissertation research conducted in conjunction with faculty is an important component of the research endeavor. The graduate programs develop the scientists who will serve at professional and management levels in industrial, academic, and governmental laboratories. Graduate students also interact with undergraduates as teachers and as role models.
Strategy 3. Increase the representation of women and minorities in the sciences by rewarding departments that succeed in recruiting superior women and African-American faculty members with additional faculty positions.
S t r a t e g y 4 . D e v o t e r e s o u r c e s for exploratory studies in new fields, establish funds for instrumentation and facilities, and set up flexible mechanisms for faculty appointments when special opportunities and needs arise.
Goal 2: To increase the number of students majoring in science and improve the level of scientific literacy of all students.
Strategy 1. Enhance classroom facilities with up-to-date instructional technology. By the end of the decade we should also have in place fully equipped computer classrooms for scientific instruction.
Strategy 2. Improve laboratory teaching space. Laboratory space for teaching is especially critical for environmental sciences and for programs in ecology involving the departments of environmental sciences and biology.
Strategy 3. Strengthen the teaching of science for both majors and non- majors by adding or coordinating requirements as necessary, and by promoting faculty expertise in the pedagogy of science. Introductory courses should not only lay the foundations of the particular field but also communicate the dynamic nature of science and its application in technology.
Strategy 4. Participate in programs that foster serious participation in science by undergraduate students, including in particular women and minority students. These programs provide opportunities for student- faculty interactions at the closest level, as well as for focused learning by the student.
Strategy 5. Enhance programs that improve the teaching of science and mathematics in the primary and secondary schools. In conjunction with the Center for the Liberal Arts, the Curry School of Education, and the Division of Continuing Education, we will expand efforts to improve both the knowledge base and the instructional approaches of teachers at the pre-University level.
Goal 3: To improve the effectiveness of education and research in the sciences by improving the institutional infrastructure and opportunities for interdepartment cooperation.
Strategy 1. Nurture interdisciplinary education and research programs. Examples of such programs currently operating at the graduate level include biodynamics, biophysics, molecular biology, and neurosciences. The synergy from such interactions strengthens the parti cipating departments and provides the critical mass of resources and breadth of perspective necessary to address complex problems.
Strategy 2. Install within the Department of Mathematics a fully operative Division of Statistics of small but adequate size and superior quality that is authorized to award the Ph.D. This discipline is important to many of the programs in the sciences, applied sciences, and social sciences. Strengthen the area of biostatistics in cooperation with the School of Medicine.
Strategy 3. The effectiveness of the Department of Mathematics will be improved by providing adequate space and improved library resources. We will encourage strengthening interactions among the mathematics department and the applied mathematics and computer science departments in the School of Engineering and Applied Science.
Goal 4: To support the most promising and important aspects of d e p a r t m e n t a l p r o g r a m s .
Strategy 1. Plan for growth in environmental sciences to meet the needs in critical subfields, such as hydrology and ecology. The remarkable advances being made in biological science will require increased faculty and facilities in biology and interdisciplinary efforts in the biological sciences. These activities will be encouraged through inter- school institutes and centers. The neuroscience program must be maintained at a level of quality commensurate with the other units of the Department of Psychology.
Strategy 2. The astronomy, chemistry, and physics departments will be encouraged to continue their recent improvement. Faculty additions and replacements will be carefully made to build on existing areas of strength.
These highly regarded departments attract large numbers of both undergraduate and graduate students, but are currently staffed significantly below the levels commensurate with their responsibilities. They are also important centers of research. Their work not only enhances our understanding of human behavior and social organization but also applies this knowledge to public policy issues such as international economic competition, health policies, infant day care, family structure, and poverty. In addition, the social sciences promote a n i n f o r m e d a n d r esponsible citizenry by creating and promulgating knowledge about social organization and civic life, theoretical and applied, historical and contemporary.
Goal 1: To expand interdisciplinary research and teaching programs both among the various social science disciplines and between the social sciences and other parts of the University.
Strategy 1. Establish an institute for the study of the era of the American revolution and the Early Republic. Expand efforts in archaeology to include sites in the eastern United States and coordinate this activity with cultural and historical studies. Develop an endowment to support these initiatives.
Strategy 2. Build on current strengths in developmental psychology, anthropology, sociology, among other departments and programs by establishing an interdisciplinary Center for Family Studies. Encourage cooperation with complementary activity in the medical school.
Strategy 3. Develop appropriate structures and support for interdisciplinary study and training of students in important issues of domestic and international public policy.
Strategy 4. Accelerate the development of the interdisciplinary research and teaching infrastructure to allow students and faculty ready access to computing hardware, data bases, and software for their scholarly activities such as the Center for Survey Research and its computer- assisted telephone interviewing system and the Institute for Developmental and Health Research Methodology. Identify and address other cross-disciplinary infrastructural needs, such as facilities to link computer mapping and graphics with social science data bases.
Goal 2: To strengthen scholarly activities in the social sciences.
Strategy 1. Assign new space or renovate existing space to provide adequate housing for the various programs in the Department of Anthropology, especially archaeology. Maintain the present strength in symbolic anthropology and add additional positions in linguistics.
Strategy 2. Authorize faculty appointments and assign space and equipment resources as necessary to bring the Department of Economics to optimum strength. Maintain a competitive salary structure to recruit and retain distinguished faculty in this discipline . Renovate Rouss Hall to provide usable space for teaching and research.
Strategy 3. Assign new instructional positions to the Department of Government and Foreign Affairs and replace retiring faculty. Further strengthen the department s emphasis on the study of international, national, and sub-national political institutions and processes. Maintain the quality and as possible extend the accessibility of the honors program in government.
Strategy 4. Enable the Department of History to achieve preeminence by building upon its unusual strengths in American history, filling existing vacancies in European history, and adding faculty in such fields as African, Middle East, Asian, and/or Latin American history. The history department will play important roles in developing New World Studies, in creating a national Center for Afro-American Literature, History, and Culture, and in interdisciplinary area studies.
Strategy 5. Assign additional resources of space, equipment, and programmatic support to the Department of Psychology to enhance current strengths and to develop new initiatives in this dynamic field of inquiry. Build on existing strengths in cognitive, developmental, social, and clinical psychology and support initiatives in quantitative research methodology. Foster the development of an undergraduate degree program in cognitive science.
Strategy 6. Authorize faculty appointments to bring the Department of Sociology to optimum strength. Build upon the department s recognized strengths in religion, culture, and law and develop other selected areas of strength. Strengthen the already important ties to religious studies and area studies programs.
The three components of the fine arts historical, curatorial, and performance are fundamental to a liberal arts education. The arts have received steadily increasing interest among undergraduates and faculty, and need to be enhanced in scope and quality to meet the potential that is evident in the University s fine arts offerings and activities. Courses in the history of art, music, and drama are inherently interdisciplinary and complement many courses and programs in the College of Arts and Sciences. T h e l i b r a r i e s s e r v i n g t h e f i n e arts are among the finest facilities of their kind in the southeast United States, supporting both undergraduate and graduate study and research. The collections and programs of the Bayly Museum support college programs and provide a valuable point of contact for the University, other cultural institutions, and the local community.
The Department of Music s performing organizations and the theatrical productions presented by the Department of Drama enhance the cultural life of the University and Charlottesville/Albemarle community. Performance in art, music, and drama allows students to experience and practice major art forms and to learn the principles of these forms in the context of a liberal arts education. All the programs in fine arts attract graduate students who are engaged in teaching undergraduates as part of their professional training. We must enhance the academic programs by expanding the base of graduate fellowships in both the advanced academic program as well as applied art, and continue to recruit the best faculty possible in these two symbiotic endeavors. We must improve physical facilities, redress crowded and unsatisfactory studios, and replace, repair, and acquire equipment. We must also develop a cohesive plan for the study of film.
Goal: To promote the fine arts within the University and the community a t l a r g e .
Strategy 1. Continue the development of graduate programs in the fine arts through increased fellowship support. Complement the academic programs in the fine arts by supporting the creative and performance activities of the departments.
Strategy 2. Improve the physical facilities and equipment. This strategy implies that the University will determine the feasibility of securing state approval, planning, and funding for components of the Carr s Hill Precinct plan. These components include the proposed building for studio art. In addition to any facilities added as part of the Carr s Hill plan, Fayerweather Hall and Brooks Hall must be renovated and the physical facilities in Culbreth Theatre improved. An adequate facility for the Department of Music must be provided through the comprehensive renovation of Old Cabell Hall or construction of a new building as part of the Carr s Hill Precinct Plan.
Strategy 3. Broaden the scope of instruction available to undergraduate students in art. Growth in the art faculty is required to cover such areas as history of photography, pre-Columbian, Asian, and Islamic art.
Strategy 4. Strengthen the drama department by adding faculty and staff in the areas of technical production. Develop funds to supplement the program of professional performances, including the Heritage Repertory Theatre.
Strategy 5. Strengthen and restructure the small but highly regarded program in music performance. Continue to develop the computer music program and maintain its position as the premier facility in the region. Establish a Ph.D. program in musicology and composition to take advantage of existing resources in faculty, library, and computer music laboratory. After establishing a Ph.D. program, augment the faculty and appoint a distinguished musicologist or composer to an endowed chair.
Strategy 6. Improve library and information resources in the arts. The form of information for research and teaching in the arts will change dramatically because of the rapid growth of computerized visual and aural resources. The Fiske Kimball and Music Libraries, in addition to maintaining their normal acquisitions, will progressively assume a role of teaching students to gather information.
Strategy 7. Organize existing activity in the study of film and expand this base to develop a cohesive program in the study of film. The program should emphasize film as a component of culture and as an object of inquiry as part of a liberal arts education. Assign responsibility for leadership and management of the program to a single department.
Graduate School of Arts and Sciences
The Graduate School of Arts and Sciences assumed its present configuration in the 1950s. It oversees the M.A., M.S., and Ph.D. programs in arts and sciences, architecture, commerce, education, medicine, and nursing. Enrollment in the graduate school in 1992 is 2,176 students, making it the second largest school within the University.
Graduate education is fundamental to the scholarly enterprise of universities as a whole because it constitutes a vital link between research and teaching. Graduate programs offer students the opportunity to explore in depth their particular academic disciplines, master research methods, undertake significant research in their specialties, and learn to teach others. The reputation of any major university is based to a considerable extent on the quality of these programs.
Because the majority of its students pursue careers in higher education, the graduate school s primary mission is to prepare the next generation of academic faculty for the nation s colleges and universities. However, the graduate school also prepares students for leadership positions in government and in the private sector.
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C h a l l e n g e
To raise the quality of graduate students and graduate programs to the same level as the quality of students and programs in the College of Arts and Sciences and to become one of the nation s twenty best graduate schools, competing nationally for the best and brightest students.
Goal 1: To assure that the University attracts and supports the nation s b e s t g r a d u a t e s t u d e n t s .
Strategy 1. Seek additional private endowments to make the graduate school competitive with peer institutions in terms of student financial aid. The dean of the graduate school will work with the deans of other schools in seeking endowment funds.
Strategy 2. In order to increase the endowment for graduate fellowships, the University must give a substantial increase in that endowment a very high priority in future fund-raising efforts.
Strategy 3. Wherever possible, the cost to students of graduate education must be reduced. This must be done not only through increased fellowship support but by facilitating the acquisition of in-state status for all teaching assistants, resident assistants, and holders of full fellowships in order to reduce tuition costs to graduate students in the arts and sciences (two-thirds are from states other than Virginia).
Strategy 4. The dean of the graduate school should work closely with the vice president and provost, the deans of schools associated with the graduate school, and department chairs to reallocate fellowship funds wherever appropriate for the purpose of providing greater financial s u p p o r t f o r t h e best students in a given program and reducing support for marginal students. The dean should also encourage departments to maintain graduate enrollment at a level that does not exceed departmental resources.
Strategy 5. Establish a fund administered by the graduate school to assist schools and departments in recruiting the nation s best students.
Strategy 6. Aggressively recruit qualified minority students and international students. Special assistance should be provided to schools and departments wherever necessary in order to increase the enrollment of minority students in particular.
Goal 2: To build and sustain superior graduate programs, particularly in the University s areas of strength and in areas of great promise and n e e d .
Strategy 1. The Graduate Committee of Arts and Sciences, which represents the graduate faculty, in its approval of new courses and programs offered by the graduate school and of modifications of old ones, must insist that all graduate courses and programs provide students with rigorous intellectual challenges.
Strategy 2. The dean of the graduate school should work closely with the deans of schools associated with the graduate school and with appropriate department chairs to see that students have the opportunity to conduct research that is beneficial to their intellectual development, that they have the resources necessary to conduct research, and that they receive adequate advising that will enable them to move expeditiously toward the completion of their degree requirements.
Strategy 3. The dean of the graduate school should work closely with University officials wherever appropriate to reduce the number of graduate programs either through consolidation or, in the case of uncompetitive programs, elimination.
Strategy 4. The graduate school must continue to maintain the Teaching Resource Center, to help prepare graduate students to become good teachers, and thereby enhance the quality of the undergraduate program.
Strategy 5. The dean of the graduate school and the graduate committee should encourage schools and departments to develop interdisciplinary programs at the graduate level.
Strategy 6. The graduate school should carefully monitor graduate progra ms to make certain that students complete degree requirements expeditiously.
Strategy 7. The central administration should examine ways to give the graduate school greater responsibility in building and sustaining superior graduate programs.
Goal 3: To improve the quality of graduate student life at the University so that graduate students feel genuinely a part of the academical village s community of learners.
Strategy 1. The dean of the graduate school should work closely with the rehabilitated Graduate Student Council to consider ways to improve the quality of life for graduate students.
Strategy 2. The dean of the graduate school should also work closely with the Office of the Dean of Students and the Committee on Residential Life to consider ways to improve the quality of life for graduate students.
Strategy 3. As the University continues to develop the residential college system and to improve its residential structure, opportunities should be made available to graduate students to become a part of these communities and, in cooperation with the departments associated with the graduate school, to serve as junior fellows and tutors in the various residential units.
School of Law
Thomas Jefferson envisioned law as one of the core disciplines for the University of Virginia. His vision of a training ground for members of the legal profession that was affiliated with a great university was at once unique and farsighted, for it has become the model for legal education in the United States.
The University of Virginia School of Law ranks with the finest law schools in the country, private or public. It is routinely ranked among the top ten of all law schools and is ranked one of three strongest publicly supported law schools. It enrolls more than 1,150 students, all but a few of whom are candidates for the J.D. (juris doctor) degree, with approximately two dozen studying for advanced degrees (the LL.M or S.J.D.) in law. The student body, the seventh largest in the United States of full-time J.D. students, is supported by an instructional staff of sixty full-time teaching faculty and thirty-five adjunct professors and clinical instructors.
W h i l e l e a d e r s h i p a n d g e n e r o u s alumni support have earned the law school a national reputation for excellence, the school faces serious challenges in the future. The achievements of the past are at some risk, and the prospects for continued advancement are uncertain without a substantial infusion of resources and fundamental programmatic change.
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Goal 1: To create The Law Grounds" through acquisition of the D a r d e n S c h o o l b u i l d i n g .
Current circumstances provide a unique opportunity to meet the law school s growing need for space and at the same time create a distinctive environment for instruction, research, and student-faculty collaboration. The law school s first goal is to occupy and renovate the soon-to-be vacated Darden School building.
The hiring of any new faculty members would exceed the physical capacity of the current law school building for faculty offices alone. Provision of computer workspace for students has exhausted all opportunities for routine library growth, much less expansion. And a shortage of classrooms, and particularly of smaller classrooms, inhibits curricular development. The frontiers of law practice international business, complex litigation, law science, medicine cannot be effectively explored in classrooms designed for, and occupied by, one hundred students; these and many other fields invite treatment in smaller settings. Many of them are best studied and taught through collaboration between academic faculty and active practitioners. These avenues could, and would, be promptly pursued if the law school had access to most or all of the ideally configured Darden School building. The Darden building has eight classrooms for sixty students, each classroom outfitted with audio-visual capability. Sixty-person classrooms would be ideal for upper-class offerings and, combined with the seminar rooms presently available in the Darden building, would give the law school far better space than it presently has for its upperclass offerings. Moreover, a portion of the Darden building would be dedicated to general student activities such as a bookstore and a computer lab that would serve all of the students who occupy the North Grounds.
Acquisition of the Darden building would allow the la w school, through modest external additions (such as pathways, colonnades, and careful landscaping), to create a genuine campus and re- create a community of teachers and students whose experience was linked both academically and socially, as was the case when the law school was in Clark Hall. Law graduates since 1974 have deep affection for the law school, but they have little sense of the place experienced by those law graduates who attended the law school in Clark Hall.
Strategy: Raise substantial funds through private solicitation to acquire and retrofit the Darden building and the existing law school building and to modify and improve the surrounding grounds.
Goal 2: To increase the size and diversity of the faculty and retain the existing core of committed teachers and scholars by enhancing faculty c o m p e n s a t i o n a n d r e s e a r c h s u p p o r t .
To maintain excellence, the law faculty must expand to reflect and meet the needs of one of the largest student bodies in U.S. legal education. Faculty growth is essential to fulfill two goals. Additional faculty will permit the School of Law to maintain its commitment to increasing the diversity of the faculty in terms of gender, race, and culture while implementing new curricular initiatives that bridge the gap between legal theory and practice. New areas of legal practice and opportunities for closely supervised hands on" instruction will be emphasized. Furthermore, the enlargement of the faculty is key to the law school s fundamental commitment to leadership in research. A larger faculty body will make possible the implementation of a program of support for fundamental research comparable to those at other national law schools. Strategy 1. The addition of ten new faculty positions should be accomplished through augmented state funding (five positions) and the establishment of fully endowed professorships (five positions). This growth in faculty would place the law school at the top of comparably sized U.S. law schools in student-faculty ratio.
Strategy 2. In addition, the law school must regain and then maintain its competitive position with respect to faculty salaries, research leave, and other forms of research support (such as computers and research assistants). This goal can be achieved through a combination of enhanced support from tuition revenues and the continued development and establishment of endowed chairs.
Goal 3: To restructure the upper-level law school curriculum.
For more than a decade, every major law school has struggled to provide an upper-level academic experience that could successfully compete for attention with student career concerns, student journals, and other activities, and with the anticipation of professional life stimulated by summer clerkships with law firms. Large-class instruction, though essential and cost-effective in many basic subjects, is an unsatisfactory vehicle for exposing students to the proliferating variety of sophisticated law practice or to the lessons of other disciplines that have illuminated our understanding of the law.
Strategy: With a facility that allows experimental courses and small- group instruction and with sufficient funding to undertake new approaches such as more transactional courses, it will be possible for the law school to respond to contemporary student needs. Advanced courses in important but specialized fields such as bankruptcy reorganization, tax planning, international trade, and investment and civil rights litigation, which are now routinely sacrificed for the basic curriculum," will be developed. The curriculum for second- and third-year students will display a chronological coherence that size and facility constraints have prevented. And practitioners lawyers expert in the frontier areas of law that engage our students will become active collaborators in instruction. Instruction methods, too, will expand beyond the semester s final three-hour examination to include briefs, opinion letters, negotiated agreements, and proposed legislation.
Goal 4: To provide students and faculty with superior library and other i n f o r m a t i o n s e r v i c e s .
The law school library has for two decades suffered as a result of the state funding formula for law libraries; and simultaneous rises in the cost of materials and cuts in formula-driven allocations have forced cutbacks in both the library s collection and personnel. Contemporaneously, advances in computerized infor mation systems, often expensive to install, have forced further difficult choices. As a consequence, the law library has suffered in comparison to other top ten schools in collection size, has reduced staffing substantially, and has been unable to fully meet students needs for access to computer services. As a law school of national stature, the University of Virginia must restore and augment the resources available to its library. Our faculty and students require access to a collection that is comprehensive, current, and responsive.
Strategy 1. Achievement of this goal will require not only augmented funding for general library functions, but a substantial investment in computer-assisted research services both equipment and data bases.
Strategy 2. The law school s equipment needs do not stop with the library. An increasingly productive faculty has coped with cutbacks in secretarial support services through the use of personal computers the major share provided by private gifts or purchased individually. This equipment is aging, and the school must assure that its faculty and its students too are able to enjoy the dramatic efficiencies in research methods that the next generation of computer services will offer.
Goal 5: To continually increase financial aid for students, with primary emphasis on scholarships, low-interest loans and postgraduate loan d e f e r r a l o r f o r g i v e n e s s p r o g r a m s .
The law school seeks to enroll a diverse student body without regard to a student s ability to pay. For more than a generation, it has made concerted and successful efforts to enroll African-Americans and other minorities. Financial aid is a critical element in successful recruitment of such students as well as other students who lack the funds to finance their legal education. The form of financial aid is also a critical factor in the career decisions of graduates. The greater the level of scholarship assistance and the less the amount of loan indebtedness, the greater the options in career decisions for a graduate. Furthermore, jobs in state and local government, jobs with citizen groups, work with public service agencies all fall short of private practice in their material rewards. The law scho ol does not seek to direct or influence career choice, but we require and will seek financial aid resources sufficient to assure that no deserving student leaves the law school with loan indebtedness that forecloses his or her preferred choice of career.
Strategy: Continue to provide sufficient tuition revenues that, together with private resources, will provide a financial aid program based on an average scholarship to tuition ratio of 45 percent that is second in generosity only to the financial aid program offered by the Yale Law School. In addition, further funds must be raised for low-interest loans and the loan deferral or forgiveness program (the Career Choice Fund).
The growth of engineering and applied science into a learned profession was anticipated in the founding of the University. As early as 1825 the Rector and Visitors formally indicated that instruction in military and civil architecture would be a part of the education program of the University and such courses were initiated in 1827. Instruction in these areas did not flourish and lapsed in 1850 for a period of 15 years. In 1865 instruction was renewed and the University awarded the first degrees in engineering in 1869. Today the school is home for about 1,600 undergraduate and 700 graduate students. There are 160 full-time instructional and research faculty. The school offers nine undergraduate degrees and a total of 36 master s and doctoral degrees. There is also a very vigorous research program. The School of Engineering and Applied Science is housed in the Thornton Hall complex facing McCormick Road.
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To prepare students with the knowledge and skills to help solve major societal problems. To educate them to be strong in analytical reasoning and communication skills; to have an extensive knowledge of scientific and engineering fundamentals; and to be able to function well in an interdisciplinary and international environment. To become a premier public engineering school in the United States and be recognized internationally in selected areas of applied research and new technology during this period of accelerated pace in worldwide in dustrial competition.
Goal 1: To further improve the quality of engineering and applied science education and research programs.
The School of Engineering and Applied Science seeks to organize its programs and concentrate its resources in a manner that will provide the most opportunities for improvement in selected areas of education and research. The strengths and weaknesses of the numerous programs must be identified and plans made to either strengthen or eliminate the weak programs and further enhance those with strong reputations. Plans for the distribution of future incremental resources must be developed and efficient use of such, whether they be faculty, graduate assistants, laboratories, space, or funds, must be assured.
Strategy 1. Focus on our strongest undergraduate and graduate programs; organize into academic administrative units which emphasize compatible technologies in order to encourage interdisciplinary scholarship; and allocate resources to create strength and efficiencies.
Strategy 2. Further integrate the education of undergraduate and graduate students; involve more undergraduates in graduate research activities; improve the effectiveness of graduate teaching assistants; increase the interaction between graduate and undergraduate students - particularly in introducing undergraduates to research.
Strategy 3. Develop exciting and innovative programs that include cross- disciplinary research and curriculum and expand research centers that transcend academic departments.
Strategy 4. Attract the very best engineering and applied science faculty through the use of endowed chairs and appointments in the Center for Advanced Studies.
Strategy 5. Foster a close and open working relationship with the other schools where mutual interests and objectives exist.
Strategy 6. Improve information resources by providing state-of-the-art science and engineering library systems and facilities.
Strategy 7. Provide students and faculty the best computational and other laboratory equipment available to enhance their learning and scholarly activities.
Strategy 8. Obtain the necessary state-of-the-art classroom and laboratory instructional facilities, office space, and laboratory resea rch space required for quality undergraduate and graduate programs.
Strategy 9. Obtain funds for Phase II of the Chemical Engineering and Biotechnology Building and the Computational Building.
Goal 2: To prepare undergraduate students for a broadening range of opportunities and responsibilities in a more technologically dependent g l o b a l s o c i e t y .
In preparing students for careers in engineering and applied science, recognition must be given to the growing breadth and depth of essential knowledge to be imparted. The four-year period to prepare a student for an accredited bachelor s degree in engineering poses a dilemma if increased awareness of new information and more complex professional skills and responsibilities are to be taught without reducing the time spent on fundamental subjects. The role of computers in what is taught and how subjects are taught continues to challenge the engineering educator. The school must try to satisfy the professional demands of industry, government and private practice employers of bachelor s degree recipients while maintaining a competitive graduate teaching and research program.
Strategy 1. Reaffirm the school s commitment to undergraduate education by establishing an endowed chair to recognize innovation in undergraduate engineering and interdisciplinary education.
Strategy 2. Provide a strong core program in fundamental subjects by reorganizing existing and newly relevant subjects; establish career-long knowledge base for students to draw from in the future; encourage a strong elective program in the humanities and social sciences.
Strategy 3. Ensure comprehension of basic material and skill in the use of computers and other advanced laboratory systems.
Strategy 4. Continue to emphasize writing and speaking effectiveness.
Strategy 5. Acquaint students with current problems posed by our society s ethical, environmental, economic and technological conflicts; add material to design and other engineering courses that will educate the student in environmental management, resource conservation, and the business aspects of engineering.
Strategy 6. Teach teamwork as an element of a challenging introductory engineering course in the first year; continu e the teamwork concept in upper division design courses; develop leadership norms in students for future career roles as well as community service.
Strategy 7. Maintain sufficiently small class sizes to ensure effective student-faculty interaction.
Strategy 8. Encourage students to become involved in a summer practicum, internship, externship, or overseas work-study experience in order to increase their knowledge of the world of engineering; incorporate the practicum or internship into the senior thesis research project.
Strategy 9. Strengthen the honors programs such as the Rodman program by offering these students research and special project opportunities early in their academic program; encourage more students to attend graduate school.
Goal 3: To further improve the quality of the graduate programs and increase the number of doctorate recipients.
Quality of graduate programs cannot be assured without outstanding students and an emphasis on doctoral studies. The level of financial aid offers and the reputation of the degree programs are the primary bases for choosing a graduate school. Thus the need exists to increase research funding for assistantships, facilities and new programs.
Strategy 1. Obtain new endowment funds and increase external research support, national fellowships, and Commonwealth and University awards to provide competitive financial aid for all qualified applicants; seek additional relief from the financial pressures of the tuition difference between in-state and out-of-state graduate student status.
Strategy 2. Admit more students directly to the Ph.D. program. Encourage pedagogical training for those Ph.D. students who plan to teach following graduation. Strategy 3. Identify and successfully recruit the best United States and international students.
Strategy 4. Continue to encourage more women and minority students to pursue the Ph.D.
Strategy 5. Increase the number of graduate teaching assistants, while maintaining close interaction between undergraduate students and faculty.
Strategy 6. Develop recruiting plans which have proven to be most effective in the use of time and resources.
Goal 4: To strengthen relationships with industry by further developing mutually beneficial educational and research programs.
Cultivating closer relationships with both private and public organizations in order to form partnerships is important. These efforts will help support academic research, teaching and service programs as well as provide experiential opportunities for students and professional employment opportunities for graduates. Reciprocal efforts on the part of the school to aid industries should be increased.
Strategy 1. Establish partnerships with leaders in industry.
Strategy 2. Work with industry to establish practicums, externships and internships for undergraduate students.
Strategy 3. Continue to develop both on- and off-Grounds continuing education in our areas of expertise, sharing programs with other institutions where appropriate.
Strategy 4. Encourage personnel exchanges with industry to promote faculty renewal and industrial experience and to provide applied expertise in the classroom.
Strategy 5. Expand industry s awareness of our research expertise; encourage joint proposals with industry seeking federal support for collaborative research through faculty visits to companies, hosting company engineers on-Grounds, and state-wide meetings with industry representatives.
Strategy 6. Recognize research and other industry funding as a critical ingredient of the community s economic strength.
Strategy 7. Promote the value of the Master of Engineering degree to meet the need of industry for engineers with a stronger technological base than the undergraduate degree provides.
Strategy 8. Expand professional outreach programs via short courses and televised instruction to industrial workplaces.
Goal 5: To prepare recruitment, educational, and support programs for a m o r e d i v e r s e s t u d e n t p o p u l a t i o n .
Achieving diversity in the educational enterprise is widely recognized as a national priority. The School of Engineering and Applied Science must commit resources to attract more students, faculty, and staff from under-represented groups.
Strategy 1. Develop a more attractive and supportive environment for under-represented groups through faculty commitment to mentoring, understanding the background and possible special needs of minorities, a n d recognition programs.
Strategy 2. Provide academic support programs such as Summer Prep, Summer Start, the Early Warning System, and tutoring.
Strategy 3. Offer programs to encourage more women and minorities to pursue careers in engineering and applied science; attract pre-college students to engineering through the use of collaborative recruitment programs.
Strategy 4. Foster interest in engineering and science in elementary and secondary schools; work with other University schools and the College in K-12 outreach programs.
The Curry School of Education was initially endowed in 1905 with gifts from John D. Rockefeller and the General Education Fund. Since 1972, it has been housed in Ruffner Hall on Emmet Street. There are approximately 1,150 students enrolled and 118 full-time and part-time faculty. In addition to preparing teachers, counselors, and education administrators, the Curry School also prepares professionals in psychological/emotional development, physical development and fitness, and speech/language/auditory development. The school offers the bachelor of science in education in two nonteaching programs, twenty master s degree programs, five educational specialist programs, and twenty doctoral programs, which lead to the Ed.D. or the Ph.D. In addition, there are teacher education programs (the five-year program which leads to a B.A. from the College of Arts and Sciences and a Master of Teaching from the Curry School, and a two-year Master of Teaching) that have been designed to graduate 125 students annually.
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C h a l l e n g e
To become one of the nation s premier institutions in the preparation of educational and human development professionals who will work in the nation s educational system or related fields, conduct research, and provide service on issues confronting an increasingly diverse and multicultural educational system and society.
The Curry School of Education has two major missions. The first is to prepare personnel to work in the nation s educational system, pre- kindergarten through collegiate levels, and to conduct research and scholarship that address problems and issues of importance to our e d u c a t i o n a l s y s t e m . T h rough partnerships with other organizations and educational institutions, the Curry School is committed to developing exemplary and innovative approaches to address those issues.
The second mission of the Curry School is to enhance human potential and performance by preparing professionals and conducting research in such areas as psychological/emotional development, physical development and fitness, and speech/language/auditory development. These areas contribute to the betterment of the human condition and are directly related to increased learning and successful experiences in our educational system.
Goal 1: To contribute new knowledge and understanding of significant educational and human development issues, and to prepare educational and human services professionals for leadership roles in research, teaching, a n d s e r v i c e t o s o c i e t y .
The Curry School seeks to make qualitative improvements in education by investigating and researching significant educational issues and by preparing effective leaders who possess the vision, imagination, and commitment to effect positive change in both educational and human development settings. Our faculty and students must constantly be thinking about how education and society might be better conceived, guided, and organized. We must always challenge the status quo in search of new and better understanding of how teaching and learning occur, and how new knowledge is generated in our various fields of specialization. Intellectual challenge and stimulation, along with practical applications to educational settings, must characterize our environment and permeate our programs.
Strategy 1. Attract and retain faculty of national stature by securing at least five additional eminent scholar professorships.
Strategy 2. Create endowed scholarships and fellowships to attract outstanding students.
Strategy 3. Encourage increased research on important educational and human development issues by providing time and support, such as summer research grants for these endeavors.
Strategy 4. Examine policies and practices relating to graduate programs to ensure that they provide significant and relevant experiences for the preparation of national-caliber leaders in e ducational and human services professions.
Strategy 5. Endow instructional development awards to encourage and support faculty to develop innovative approaches to their teaching.
Strategy 6. Create endowed research awards to support student research and its presentation at professional meetings.
Strategy 7. Establish endowed distinguished speaker series to foster person-to-person interactions with outstanding scholars.
Goal 2: To provide innovative teacher education programs built upon strong liberal arts preparation, extensive work in public schools, and thorough professional education to prepare knowledgeable, skilled, and r e f l e c t i v e p r a c t i t i o n e r s .
No effort to improve American public education can succeed without well- educated and well-prepared teachers in our nation s classrooms. In 1986, the Curry School of Education launched a new, rigorous program of teacher education that has received national attention and attracts outstanding applicants from across the nation. Because of the current resource and geographical limitations, only one of every three admissible applicants is accepted into the program. According to demographic projections, Virginia is expected to experience a 25 percent increase in the number of elementary and secondary school students by the year 2005, and, as a result, will need 16,300 additional teachers. The University of Virginia will respond to this upcoming teacher shortage by extending its programs to major population centers of the Commonwealth and by admitting seventy-five additional students each year, bringing the graduation rate up to two hundred students per year.
This increase in the number of students will require the development of new models of teacher education, including creating professional development schools (an educational equivalent of a teaching hospital) where university faculty and skilled classroom teachers work together to provide the best possible instructional settings for pupils and prospective teachers alike, and to conduct inquiry into ways of improving educational practices. This close working relationship between the University and public school divisions is necessary if both the schools and teacher education programs are to r each their potential.
Strategy 1. Expand the on-Grounds teacher education program (five-year B.A. and M.T., two-year M.T.) by fifteen students.
Strategy 2. Hire faculty and secure resources to establish four professional development schools, each accommodating a cohort of fifteen students, in major population centers in the Commonwealth to diversify field experiences and to meet high student demand for initial teacher preparation. Coordinate administrative internships with the teacher internships in the Professional Development Schools.
Strategy 3. Seek funds to continue the work of the Commonwealth Center for the Education of Teachers.
Goal 3: To build on the Curry School s strong technological orientation to provide leadership to school divisions and other educational and social institutions in the Commonwealth and the nation in the use of instructional technology for improved student learning.
New instructional technologies such as microcomputers, interactive videodiscs, optical fiber network systems, and satellite transmission capabilities have the potential to revolutionize how teaching and learning occur. Using computers linked to massive information storage systems, students would have instant electronic access to the best teachers, exciting lessons, and the world s libraries of books, music, or film. The modern electronic classroom could provide the equivalent of a personal tutor for each student. Teachers would then be freed for such challenging tasks as course development, diagnosing student strengths and weaknesses and prescribing personalized learning experiences, and working with other teachers and parents to address school-wide issues.
A serious obstacle to achieving this revolution is the small percentage of educational personnel who understand its potential and who know how to use the technologies. As a leader in the technological transformation of education, the Curry School is committed to assist Virginia s school divisions in transforming how people learn and to provide them with the means to become lifelong learners.
To ensure that the Curry School of Education leads this restructuring of learning in our public schools, we will need to stay ahead of the s c h o o l s i n terms of equipment, software, and trained faculty and support staff. To do so, the Curry School must add faculty members who are leaders in the use of instructional technology in their specializations, and renovate and expand its facilities so faculty members can teach and conduct research in an environment that is technologically current. Faculty members will also need to model such approaches in our programs for preparing educators and other professionals.
Strategy 1. Renovate and expand a multimedia equipped computer classroom.
Strategy 2. Seek funding for equipment, software, and training of faculty, students, and staff to support efforts.
Strategy 3. Hire new faculty who can infuse instructional technology into Curry School programs, and provide technical assistance to state organizations and public schools.
Goal 4: To prepare educators for an increasingly diverse and multicultural educational system and society.
Future educational leaders must also cope with changing demographic patterns in both Virginia and the United States. A large and growing number of poor people, with the attendant negative effects of poverty on their ability to learn, challenge society and the educational system. The Curry School s preparation programs must acquaint our students with these realities and equip them with knowledge and strategies to overcome the effects of poverty.
The students of the United States also are changing; minority populations are the fastest growing groups in our nation. The Curry School of Education is committed to infusing diverse perspectives throughout its curricula to develop in our graduates an appreciation for and an understanding of how different cultures contribute to the richness of our society and how one s culture helps determine world perspective. This commitment includes a renewed effort to increase the cultural diversity of both our faculty and our student body, continuous self-examination of the school s efforts to promote respect and appreciation of cultural diversity, and leadership within the University community to assess and promote multicultural education and minority issues.
Strategy 1. Recruit more minorities and women to the faculty.
S t r a t e g y 2 . A t t r a ct more minority students into the school s programs by intensifying recruitment efforts and providing scholarships.
Strategy 3. Increase student and faculty exposure to cultural diversity and global perspectives through curriculum revisions, invited speakers, and cultural programs.
Strategy 4. Recruit more international graduate students and visiting scholars, and continue to develop international exchange programs for students and faculty members.
Goal 5: To provide high quality service activities needed by the education and human service professions and the Commonwealth.
Commensurate with the two major missions of the Curry School is a commitment to provide the high quality service activities needed by the education professions and the Commonwealth of Virginia. The Curry School provides substantial services to the Commonwealth, and its faculty members take seriously their roles as ambassadors of the University to the Commonwealth. One of the Curry School s major contributions to the University is in making the excellence of the University apparent through our practitioner training programs and our service to school divisions, professional organizations, and social service agencies in the state. These services include providing off-Grounds degree programs and professional development courses for teachers in all parts of the state through the Division of Continuing Education; providing clinical diagnoses and interventions for children and adults requiring services from clinical and school psychologists, communication disorders therapists, counselors, and reading specialists; and conducting research and evaluation studies to assist state and local policymakers to make better informed decisions regarding educational matters.
Strategy 1. Maintain high-quality off-Grounds degree programs for educators, both in metropolitan areas and in poorly served regions of the Commonwealth.
Strategy 2. Provide consultative, evaluation, and research services to various state agencies, including local school divisions, human service agencies, and the Virginia Department of Education, through bureaus and centers established for this purpose.
Strategy 3. Secure resources to enable faculty members to pro vide leadership and service to national professional organizations.
Strategy 4. Secure resources for University-school collaborative efforts aimed at public school improvement.
Goal 6: To provide adequate facilities to house Curry School programs.
It will be difficult, if not impossible, to achieve the eminence we seek without adequate facilities. Compared to other top schools of education we lag behind in the quality of our facilities. Our current facilities also work against our efforts to coordinate programs and courses and to create cooperative programs across departments. Academic programs and research projects of the Curry School are currently scattered across six buildings. Some of these facilities, particularly the Health and Physical Education space in Memorial Gymnasium and the Communication Disorders buildings on Emmet Street, are decidedly inadequate and need major attention. A Ruffner Hall addition is greatly needed to alleviate the shortage of space for our library, technology labs, and clinical facilities related to our programs in clinical psychology and communication disorders.
Strategy 1. Secure University and state approval, plus funding, to build a Ruffner Hall addition to house clinical psychology and communication disorders academic programs and clinical services, the education library, and technology facilities. Work with the University and the State Council of Higher Education in Virginia to develop space guidelines that reflect the mission of a school of education at a research university.
Strategy 2. Renovate Memorial Gym, or build new facilities, to accommodate teaching and research activities of the health and physical education program.
Goal 7: To embark on new interdisciplinary efforts and programs both within the Curry School and with other schools of the University to bring different perspectives, knowledge, and skills to the understanding of problems confronting the educational system.
Educational leaders of tomorrow must have a vision that transcends the boundaries of a single discipline. They must possess perspectives, knowledge, and skills drawn from multiple disciplines to understand better the problems of our educational system, and to be equippe d to seek viable solutions. Accordingly, new interdisciplinary efforts, both within the Curry School and with other schools of the University, will be encouraged and pursued as a means to create intellectually exciting and innovative programs.
Strategy 1. Encourage and implement greater use of joint faculty appointments with other University departments in programs where common interests exist.
Strategy 2. Create or participate in centers and institutes that explore important issues and problems that are best investigated by interdisciplinary teams of faculty and students. Among those under consideration are an Institute for the Education of Young Children, a Center for Gifted Education, a Science and Technology Education Center, and an Institute for Quality Health. Secure funding to support the work of the centers.
Strategy 3. Develop an innovative program to prepare school superintendents that includes interdisciplinary work in education, business, health, and public administration. Explore with the Darden School a joint MBA/Ed.D. program as an option for this program.
Goal 8: To meet the high demand for academic services during the summer and to reduce the time required for students to earn degrees.
The summer session is an integral part of all academic, service, and research programs within the Curry School of Education. Approximately 80 percent of all degree-oriented graduate students receive direct services from the faculty through a combination of summer session classes, advising, dissertation or research assistance, professional planning, and competency examinations. On average, approximately 30 percent of all degrees conferred and 10 percent of all applications for admissions are processed in the summer. In addition, 15 percent of the annual student credit hours are generated in the summer. Because of the professional calendar for the clientele served by the Curry School (K-12 school systems, institutions of higher education, human service agencies, and selected clinical health professions), the summer is also the peak period for providing professional development and in-service education.
The integration of summer session into the academic program as a third s e m e s t e r w o u l d p rovide continuity in instructional and administrative functions and the opportunity to develop the same faculty expectations for summer appointment as is traditional in the academic year.
Strategy: Secure funding from the University to support necessary faculty services to operate the school on a twelve-month basis.
The McIntire School of Commerce, founded within the College of Arts and Sciences in 1921 and established as a separate school by the Board of Visitors in 1952, offers the bachelor of science in commerce degree to 640 full-time third- and fourth-year students. Each student concentrates in one or more of five areas: accounting, finance, management, management information systems, and marketing. The school also offers the master of science in accounting and master of science in management information systems degrees. The graduate programs enroll about ninety students. The faculty include forty-six full-time and ten part-time members. The McIntire School provides management (executive) education programs to a variety of clients, and its faculty conducts a wide range of research, some through the school s research and teaching centers. These centers, which include the Center for Financial Services Studies, the Center for Entrepreneurial Studies, the Center for the Management of Information Technology, and the Small Business Institute, assist the faculty in applying its expertise to significant problems facing business, industry, and government in the Commonwealth and the nation.
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C h a l l e n g e
To educate students in the arts and sciences of professional management, and in the appropriate specialized skills that will enable them to assume, and to perform successfully in, positions of leadership in business and other organizations throughout the Commonwealth, the nation, and the world, and to do so within the setting of an academical village conducive to close interaction among students, faculty, alumni, and others in business, government, and the professions.
Goal 1: To continue building the McIntire School s strong tradition of a n d c o m m i t m e n t t o t e a c h i n g .
An important part of the culture of the McIntire School of Commerce is a s t r o n g s ense of community between professors and students, a strong reflection of Thomas Jefferson s concept of an academical village." This sense of community is forged through a tradition of excellence in teaching, both inside and outside the classroom. As a nationally recognized business school, the faculty aspire to be outstanding teachers. To enhance the teaching skills of the faculty, the school has undertaken a variety of initiatives, including teaching seminars developed by the Faculty Development Committee and Pedagogical Research Grants to encourage innovation in teaching.
Strategy 1. Inspire and sustain learning in the classroom through dynamic pedagogical methods, including the case method, simulations, small group projects, team teaching, and student/faculty joint research projects.
Strategy 2. Enhance the curriculum to reflect the rapidly evolving challenges facing business in such areas as the globalization of organizations and markets, the management of technology, the management of cultural diversity in the workplace, and ethics.
Strategy 3. Design collaborative programs that integrate business courses with other disciplines, including identifying opportunities for joint degree programs.
Strategy 4. Study the need for specialized graduate programs that build on the school s strengths that will benefit the Commonwealth, and are not otherwise available.
Goal 2: To recruit and retain a faculty of high quality and diverse talents committed to excellence in teaching, research, and service.
The McIntire School s reputation for superior programs and outstanding graduates is dependent, in large measure, on maintaining a dedicated, talented faculty. The school is committed to recruiting faculty from the best graduate programs. Faculty members must have demonstrated potential to be both excellent teachers and researchers, should come from diverse backgrounds, and should have had experience in the business world to supplement their graduate education and research. Attracting and retaining such a faculty must be a top priority.
Strategy 1. Secure funding to offer competitive salaries that will attract faculty with excellent academic credentials, practical business e x p e r i e n c e , a n d d i v e r se backgrounds in gender, race, and culture, who aspire to be outstanding teachers and believe in close interaction with students.
Strategy 2. Increase support for faculty research through research fellowships, eminent scholar research professorships, student research assistants, and access to relevant databases.
Strategy 3. Encourage ongoing faculty development through teaching seminars, professional education programs, and consulting.
Strategy 4. Increase support for faculty to engage in curricular enhancements through curriculum and pedagogical innovation grants and case writing fellowships.
Strategy 5. Provide opportunity for international experiences by faculty so as to globalize the educational experiences in the McIntire School.
Goal 3: To attract outstanding students from diverse backgrounds. Together with an outstanding faculty, the McIntire School seeks to attract an outstanding national and international student body.
The school desires students from diverse backgrounds who have the skills to undertake successfully a challenging curriculum. Upon completion of their degrees, these students should have the abilities and commitment to embark on successful careers that will add value to the world of commerce and to society in general.
Strategy 1. Communicate to prospective undergraduate and graduate students the advantages, opportunities, and quality of the school s degree programs.
Strategy 2. Develop early connections between McIntire School faculty and minority students through special pre-commerce programs.
Strategy 3. Increase the school s endowment to support undergraduate and graduate scholarships.
Strategy 4. Provide high-quality student support services, including admissions, academic advising, counseling, and career planning and placement.
Goal 4: To acquire and maintain resources that will allow the school to achieve its goals of providing high-quality, nationally-recognized educational programs; engaging in high-quality theoretical, applied, and pedagogical research; and being of service to the Commonwealth, nation, a n d w o r l d .
Business education today, and indeed education in general, is more resource-intensive that it was even a decade ago. The classrooms and l a b s must be equipped with advanced technology, such as computers and software, that reflects the technology with which graduates must be prepared to work in their careers. Resources must also be continually committed to keeping the curriculum up to date and to maintaining and revitalizing individual faculty member.
Strategy 1. Enhance the school s development efforts to increase private support from annual giving and major gifts.
Strategy 2. Provide the most advanced computer technology, software, and capabilities needed to keep abreast of rapid technological changes. Strategy 3. Modernize and enhance the environment in which educational programs are provided.
Strategy 4. Deliver management (executive) education programs that serve the continuing education needs of private and public sector organizations that capitalize on the strengths of the McIntire School s faculty.
Strategy 5. Increase the activities and initiatives of the school s Center for Entrepreneurial Studies, Center for Financial Services Studies, Center for the Management of Information Technology, and the Small Business Institute.
Architecture began in the presidency of Edwin A. Alderman in 1919 through the McIntire School of Fine Arts Division of Arts and Architecture. It was authorized by the Board of Visitors in 1951, and was established as a school in 1954. Its special facility, Campbell Hall, which opened in 1970, houses studios, lecture and seminar rooms, faculty offices, laboratories, and administrative offices.
The school enrolls 366 undergraduate and 217 graduate students and employs forty full-time and twenty-nine part-time faculty. It offers degrees in four departments: architecture; landscape architecture; architectural history; and urban and environmental planning.
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C h a l l e n g e
The University of Virginia is acknowledged worldwide as a unique setting for the study of architecture, architectural history, landscape architecture, and environmental planning. As an integral component of a public university created for the purpose of educating and training people to serve the public good, the School of Architecture has the opportunity to distinguish itself among all such schoo ls as the foremost training ground for those who will assume leadership roles in the planning and design professions. Now, more than ever in the world s history, answers must be found to the many problems arising between humans and the environment. The School of Architecture is one of the few professional schools in the nation in which the four disciplines of architecture, landscape architecture, urban and environmental planning, and architectural history come together to search for these answers. Our challenge is to educate and train people for leadership in these fields to bring knowledge of the past into context with designs and plans for the future, to create buildings and environments that achieve the highest levels of utility and beauty, to teach ethics and values consistent with the highest aspirations of civic purpose, to strive to preserve and enhance our built environments, to seek solutions to the complex problems of planning and designing cities, towns and rural landscapes, and to seek ways to maintain a balance between nature and humans.
Goal 1: To attract and retain outstanding students and top-ranked faculty to maintain and enhance the school s effectiveness as one of the f i n e s t o f i t s k i n d i n t h e w o r l d .
The School of Architecture has a long-standing reputation as one of the nation s strongest professional schools in the planning and design fields. The success of the school is due to the remarkable quality of its students (90 percent of a recent undergraduate class ranked in the top 10 percent of their high school class) and the dedication of a first-rate faculty. New commitments to University-wide lecture courses, graduate level degree programs, interdisciplinary students, public service, and research require that we operate with adequate faculty numbers and staff support. At the current level of staffing 81 percent of state guidelines the school will fall short of its purpose and not have the flexibility necessary to ensure faculty growth and development during their tenure. Attracting and retaining the best students will depend upon increased resources to provide scholarship, assistance and financial aid, particularly for graduate students.
S t r a t e g y 1 . A d d e i g h t new faculty positions and adequate classified staffing to bring the school in line with 90 percent of state guidelines and to provide the critical mass of faculty necessary to support a full-fledged teaching, research, and service agenda consistent with a professional school.
Strategy 2. Acquire endowed professorships in support of each discipline in the school as well as the programs in American urbanism and historic preservation in order to complete for the best available faculty worldwide.
Strategy 3. Increase scholarship endowments for graduate students in all disciplines in the school to enable us to recruit and retain the best and brightest students. Increase the diversity of the student body with special attention to the needs of minority students.
Strategy 4. Increase moderately the enrollment size of the graduate degree programs in response to increases in applications and projected increases in demand for professionals in public and private practice.
Strategy 5. Recruit and retain a faculty comprised of men and women diverse in cultural background, race, and professional experience. All faculty should be recognized for their contributions in innovative teaching, expert service, and specialized research and supported in their career development through endowed leaves, travel funds, and scholarly resources.
Goal 2: To provide basic space requirements for teaching, faculty advising, scholarship and research and interdisciplinary studies.
The School of Architecture prides itself on being responsive to the needs of each student, fostering close interaction between faculty and maintaining a stimulating environment for creative work and research. Our plans for the future extend our efforts in each of these areas and it is essential that we have adequate facilities to support these enterprises. Designed for 19 faculty and 200 students, Campbell Hall now houses 60 faculty (40 full-time and 20 part-time) and more than 550 students. We have outgrown the present facility and it is essential that we acquire additional space to relieve serious overcrowding which restricts the school from achieving these purposes. No department chairs or faculty members have private offices, a serious res triction on class preparations, scholarship, student advising, and creative thought (the school has 68 percent of the space suggested under state guidelines). The school currently is substantially constrained in research space and efforts to expand our research activity, increasingly an important arena for interdisciplinary work, are severely restricted by our current facilities.
Strategy 1. Seek state approval and funding support for a building addition to create necessary space for research laboratories, faculty offices, teaching studios, seminars, placement and counseling, development and alumni relations, computer laboratories, student offices, workshops, and interdisciplinary service projects.
Strategy 2. Develop in concert with fine arts departments shared lecture and seminar rooms, slide collection library facilities, exhibition spaces, and public meeting spaces.
Goal 3: To advance the art and science of architecture, landscape architecture, planning, and architectural history as instruments of public service and develop knowledge useful in solving problems related to historic preservation, town and city planning, suburban and rural development, and stewardship of the environment and to the extent possible utilize as a living laboratory the setting of the Commonwealth of Virginia and the mid-Atlantic region.
The effects of population growth on Virginia s natural areas, rural and suburban landscape, cities, towns, and environment are representative of the environmental and design problems facing the world today. The School of Architecture is in a prominent position to engage in creative scholarly work on issues of housing design, community planning, landscape design, and resource management and to make the results of those efforts beneficial to citizens of the Commonwealth and the world. The nature of professional practice in the fields of architecture, landscape architecture and planning is significantly influenced by these issues and the School of Architecture is expected to lead in identifying new approaches and new methods to deal successfully with the changing needs of a developing world.
Strategy 1. Prepare students for professional roles in public service as w e l l a s p r i v ate practice to meet the increasingly complex and diverse needs of society. Provide increased opportunities for interdisciplinary education.
Strategy 2. Ensure that all students of the school have a working knowledge of computer applications and that computer technology is extended to include advanced levels of instruction and research in each of the professional disciplines in the school. This includes new technologies of image retrieval and editing.
Strategy 3. Increase substantially the staff, facilities, and equipment support for creative and scholarly work and research in housing, community planning, urban design, town planning, recreation planning, landscape management, environmental preservation, and the history and theory of the planning and design disciplines.
Strategy 4. Expand research and service by faculty and students by establishing a Center for Architectural Studies to study issues involving the environment, land use, urban growth management, transportation planning, rural land planning, historic preservation, parks and open space planning, and housing design.
Strategy 5. Provide technical assistance to communities, agencies and public groups engaged in the stewardship of the earth and the design of housing, communities, cities, and rural landscapes through applied study and research involving faculty and students.
Goal 4: To provide the next generations of University students with an opportunity to learn architectural history, the fundamental precepts of the art and science of architecture, landscape architecture, and city planning and ensure that those who prepare to enter these professions have a broad liberal arts foundation. Contribute to building a constituency of well educated citizens with an appreciation for the quality of the environment, the legacy of great works of architecture, and the motivation to preserve our natural and built heritage.
Composed of the fine and applied art disciplines of architecture, landscape architecture, architectural history, and planning, the school is expected to contribute to the liberal arts education of all students of the University while at the same time ensuring that our own students achieve a liberal arts background from t he University. As issues of developing our communities while preserving our environment intensify, it is critical that the School of Architecture increase its influence as a source of ideas, expertise, and knowledge in these fields.
Strategy 1. Ensure that the school s undergraduate curriculum produces broadly educated graduates with knowledge in the liberal arts, as well as the disciplines in the school. Cooperation with the College of Arts and Sciences will be necessary to achieve this strategy.
Strategy 2. Expand significantly the number of School of Architecture course offerings in history and theory available to students in the College of Arts and Sciences and increase the number of faculty with the skills and credentials to provide seminar and lecture courses of this nature.
Strategy 3. Expand the doctoral program in architectural history to increase the numbers of graduates qualified to teach in this field.
Strategy 4. Expand teaching, research and applied studies in historic preservation to continue our excellence in this field and to take advantage of the unique opportunities presented by our setting in close proximity to world renowned historic buildings and sites, including the academical village.
Goal 5: To engage in international programs aimed at preparing graduates for success in a changing world and for opportunities in international f o r m s o f p r a c t i c e .
Study abroad has traditionally been a means to learn first-hand from the creative works of the past. The school-affiliated programs of study in Venice, Vicenza, London, Bath, and Copenhagen provide unique opportunities for students in all disciplines in the school. In addition to understanding the past, it is critical that the school increase its capacity to prepare students for effective participation in the future international arena of planning and design.
Strategy 1. Maintain a diversity of faculty with international experience and expertise to staff programs in Italy and participate in international programs.
Strategy 2. Obtain private funding support for programs abroad to support faculty instruction and student financial aid.
Strategy 3. Develop new international study opportunities in Asia and Eastern Europe.
Graduate .c.School of Business Administration
Founded in the mid-1950s, the Colgate Darden Graduate School of Business Administration has become a premier business school, both in its MBA program and its executive programs. This success is based on excellence in general management education that encourages students to assume the role of action-oriented decision makers in dealing with field-based cases. Located on the North Grounds since 1975, the school offers the MBA, the Ph.D. and several joint-degree programs, along with a wide range of residential programs for practicing managers. There are 483 MBA and joint-degree students and ten doctoral students enrolled. More than 1,700 managers came to the Darden School in 1990 for programs ranging from a few days to six weeks. The faculty numbers sixty.
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C h a l l e n g e
The Darden School faculty and administration have adopted a statement of the school s mission as it approaches the twenty-first century:
The Darden Graduate School of Business Administration is a professional school that seeks to better society by developing leaders in the world of practical affairs. The school creates and delivers general-management educational programs and conducts and publishes research in order to advance the knowledge and practices of the business community. Darden s goal is to be an international leader in management education that is widely recognized in the business and academic communities for its:
action-oriented graduates who take an enterprise perspective and are leaders who act with determination, vision, judgement, integrity, and social responsibility;
outstanding student-centered teaching by faculty working together and committed to the development of the students as an individual;
integrated curriculum and course materials attuned to the lifelong learning needs of current and future business leaders;
managerially relevant research that improves the profession and practice of management; and
active faculty and school partnerships with business leaders and organizations in the world of practical affairs that strengthen the capabilities of all partners.
To accomplish its goal, the Darden School strives to create a climate f o r t e a c h i n g , course development, research, and program management that benefits from the interdependencies of these activities and that promotes the collaboration of faculty and staff.
Key to the attainment of the Darden mission are its educational programs, faculty and staff, students, research efforts, infrastructure, and links to the business community. The school faces increasing competition as management education is shaped by accelerating rates of change and complexity in technology, globalization of markets, communication and resources, and increasing demographic diversity.
Goal 1: To provide educational programs to prepare managers and leaders in an increasingly complex world. The school is committed to excellence in educational programs that will serve the lifelong needs of managers and that encourage participants to take an enterprise perspective, to make decisions, and to take personal responsibility for their actions.
Strategy 1. Maintain the current size of the MBA program at about 480 students in the face of a maturing MBA market and solidify the program s position as a premier program known for its general management emphasis.
Strategy 2. Respond to the increasing need for lifelong executive education through growth in the development and delivery of programs for practicing managers and business enterprises.
Strategy 3. Provide joint programs in collaboration with other schools in the University to respond to key societal needs for management leadership in areas such as industrial competitiveness, the environment, health care, and education.
Strategy 4. Pursue collaborative efforts within the University to sustain doctoral education in management.
Goal 2: To attract, develop, and retain faculty and staff who can design and deliver educational programs in management second to none. The Darden School seeks faculty who are outstanding teachers and scholars. Further, the school wants faculty who are committed to the goals of the school and are engaged in career-long interactions with the management p r o f e s s i o n .
Strategy 1. Insist on excellence in faculty teaching, course development, and research in all tenure, promotion, and resource allocation decisions.
S t r a t e g y 2 . H a v e b u s i n e s s l e a d ers work and speak with students and encourage collaborative relationships between faculty and business executives to ensure managerially relevant teaching, course development, and research.
Strategy 3. Make salaries competitive with those in other top business programs.
Strategy 4. Attract a faculty and staff diverse in international background, gender, and race by aggressive recruiting and creating a supportive organizational climate.
Strategy 5. Increase faculty size through an aggressive search for private funds and explore alternative appointment contracts (e.g., lengthen tenure clocks, appoint clinical professors).
Strategy 6. Anticipate and meet needs for library and computer staff and research and program assistants.
Goal 3: To attract students of high promise as managers and leaders. The school s educational programs are dependent upon the efforts and talents of students. By focusing on the whole individual, the school hopes to select and attract a larger proportion of potential leaders.
Strategy 1. Match student attributes with requirements of case method, general management curriculum by emphasizing work experience, managerial orientation, and personal character in admissions decisions.
Strategy 2. Attract students with a variety of backgrounds (including work experiences, gender, race, and national origin) to promote student- based learning.
Strategy 3. Continue to provide need-based financial aid for degree candidates of high promise in the context of rapidly growing tuition and fees.
Strategy 4. Provide increased student support, career counseling, and placement services.
Goal 4: To create and disseminate internationally research and course materials contributing to the understanding and improvement of management. To succeed over time at its core mission, the school s strategy for scholarship must support educational programs and reach directly into management practice. The research programs of the school will be focused on understanding and leading management practice. In addition, Darden accepts as an institutional objective to be a pedagogical innovator and curriculum developer.
Strategy 1. Achieve a synthesis of academic rigor and managerial r e l e v a n c e b y s t r e s s i n g t h e synergy of research, course development, and educational programs.
Strategy 2. Encourage and support faculty field research in business organizations, both national and international.
Strategy 3. Conduct programs of research that combine a variety of empirical, theoretical, and methodological approaches in order to yield results of the highest quality and ultimate value to business practitioners.
Strategy 4. Develop and maintain faculty capabilities to understand and shape advancements in thinking and practice in academe and business.
Strategy 5. Collaborate with other schools in the University to create interdisciplinary work and formal alliances with institutions abroad.
Strategy 6. Make research, visits abroad, and work with businesses routine components of faculty work assignments.
Goal 5: To have the physical facilities and the technological infrastructure to deliver premier management educational programs and research. Attaining Darden s goals in educational programs and research and course development will require upgrades in its physical, financial, a n d h u m a n r e s o u r c e s .
In recent years, business schools around the globe have developed state-of-the-art facilities to serve the needs of management education in the future. Facilities and technological infrastructure have increasingly become means by which other schools compete with the Darden School for students and faculty.
Strategy 1. Build an expanded, educationally sophisticated and architecturally pleasing physical plant on North Grounds by mid- 1990s.
Strategy 2. Attain the highest capability in communications and computer technology and compliment this capability with an outstanding library.
Strategy 3. Upgrade and expand current executive program facilities.
Goal 6: To acquire private resources and support to achieve our educational mission. As part of a state-assisted university, Darden looks to the state for core needs and private resources to achieve an e x t r a m a r g i n o f e x c e l l e n c e .
Strategy 1. Rely on state funds for core financial support.
Strategy 2. Fund growth in faculty size and facilities through an aggressive search for private funds.
Strategy 3. Maintain and develop the staff necessary to raise private f u n d s t hrough annual contributions and capital campaigns.
Strategy 4. Nurture an extensive alumni network linked to the school.
Strategy 5. Work with companies to define the needs of the business environment and to have an ongoing program of corporate relations.
As early as 1891, University of Virginia alumni from Northern Virginia had begun to discuss ways to advance continuing education within the Commonwealth. In 1912, the University introduced its first extension programs, which were recognized formally in 1915 by President Edwin A. Alderman, who created the Bureau of Extension. The University expanded its extension programs in 1919 and graduate courses for credit in 1949.
Today, the Division of Continuing Education offers undergraduate and graduate credit courses, certificate study, and degree programs. Noncredit courses, seminars, and conferences for post-degree adults are also a part of the division s offerings. Many programs are multidisciplinary. The division works with faculty from all of the University s schools and departments to shape programs that extend the University s teaching and research to the citizens of the Commonwealth. There is a strong focus on linking research and practice for the benefit of working adults in all regions of the Commonwealth.
Each year, more than 40,000 citizens attend the division s programs. The regional centers are located in Richmond, Virginia Beach, Falls Church, Lynchburg, Roanoke, Abingdon and Charlottesville. Programs are taught by University faculty (nearly 500 per year), faculty from other institutions, noted authors, professionals of distinction and government leaders.
C h a l l e n g e
To extend the teaching and research resources of the University to those who can best benefit from them; to build long-term educational relationships between the University and constituencies throughout the Commonwealth; and to work with faculty from all academic units to shape programs that effectively address the significant challenges facing business, education, the professions, and our society.
Goal 1: To increase programming and educational services in Northern Virginia in response to the growing demand for advanced education. Develop advanced study opportunities that draw on the University s teaching and research resources across the disciplines to address the complex issues facing those in business, the professions, and civic leadership in the growing and changing communities in Northern V i r g i n i a .
Strategy 1. Endow six professorships that would be filled as part of multi-year partnerships with selected academic departments. These professorships will permit the development and effective management of a greater number of advanced degree programs. Funds from the endowment will support the salary of one faculty member from the academic unit involved in offering an off-Grounds degree program though the division. The faculty member selected will direct the off-Ground s degree program.
Strategy 2. Develop and offer an annual series of forums that will bring University faculty and Northern Virginia leaders together for an exchange of ideas resulting in on-going problem-solving relationships.
Strategy 3. Acquire a more permanent facility in Northern Virginia that adequately can house programming during the next decade.
Strategy 4. Enhance the computer and telecommunications resources serving students and supporting programs by acquiring equipment with increased capabilities.
Strategy 5. Add a computer and telecommunications technician to the staff to ensure that equipment is used to maximum potential for programs and services.
Goal 2: To increase programming and educational services in Southwest and Southside Virginia in response to an increasing demand for educational support of economic development efforts. Work closely with other key institutions serving the region to create programs and provide services that support the economic, civic, and educational development o f t h e r e g i o n .
Strategy 1. Endow four professorships that would be filled as part of multi-year partnerships with selected academic units. These professorships will permit the development and effective management of an increased number of advanced degree programs. Funds from the endowment will support the salary of one faculty member from the academic unit involved in offering an off-Grounds degree program though t h e d i v i s i o n . T h e f a c u l t y member selected will direct the off-Ground s degree program.
Strategy 2. Develop and offer an annual series of forums that will bring University faculty and leaders from Southwest and Southside Virginia together for an exchange of ideas resulting in long-term relationships that focus on economic development concerns.
Strategy 3. Collaborate with Virginia Polytechnic Institute and State University, Virginia Highland Community College, Clinch Valley College, and the private colleges in Southwest Virginia to develop programs for the proposed Southwest Higher Education Center. Work with these other institutions to find new ways of using combined educational resources to foster and support the development of the region.
Goal 3: To expand programming and services in Richmond and Fredericksburg in response to growing and changing requests for advanced e d u c a t i o n .
Strategy 1. Relocate the Richmond Center to a more accessible site in the metropolitan area that will also permit the center to receive courses telecast from the University. Strategy 2. Collaborate with sister institutions in the Fredericksburg area to avoid duplication of services and to increase the number of educational programs offered. The division is engaged in ongoing collaboration with key institutions in all regions served to ensure that programs offered by the University enhance the programs available to citizens and are not needless redundancy.
Strategy 3. Create two new staff positions to develop new programs in collaboration with faculty and regional constituencies.
Goal 4: To serve business, the professions, and public administration within the state through programming that demonstrates the strong link between research and practical application.
Strategy 1. Develop an annual series of programs. These highly interactive programs, focused on application and problem solving, will present research as a resource for the Commonwealth.
Strategy 2. Expand the University s role throughout the Commonwealth. Extend relationships with economic development and corporate leaders, and respond quickly to issues by developing programs and forums that bring appropriate University resources to the region.
G o a l 5 : T o m a i n t a i n a n d e n h a n c e t h e q u a l i t y o f t e a c h i n g .
Strategy: Increase instructional funding that will allow the division to appropriately compensate outstanding University faculty and adjunct faculty to develop courses as well as teach in University programs offered throughout the Commonwealth. The University s outreach effort must be rooted in the teaching and research strengths of the faculty and developed in collaboration with academic units throughout the University. Faculty and their units should receive the kind of financial support required to free some of the time of selected faculty members for planning and teaching outreach programs.
Goal 6: To improve telecommunications capabilities on Grounds to provide more educational options for the University and the Commonwealth. Find the most effective ways to use emerging educational technologies to support the educational agendas of advanced study programs.
Strategy 1. Build and equip a television studio on Grounds for production and teaching. This will also permit the University to respond to frequent requests from national news media for interviews with faculty.
Strategy 2. Develop and staff an educational technologies resource center. This center would make educational technology more accessible to all University units.
Goal 7: To work with University faculty from across the disciplines to develop programs for teachers and administrators that support the state s efforts to improve education and revise curricula.
Strategy: Develop new courses for teachers and for programs that will link the resources of The Curry School of Education with those of other University departments and schools.
Goal 8: To support the state s effort to foster institutional collaboration for the advancement of higher education by expanding programming for faculty and administrators at public and private colleges and universities in the Commonwealth.
Strategy: Develop two program series. One will focus on scholarly issues influencing contemporary thought in several disciplines. The second will focus on curriculum change, teaching strategies, and related administrative issues in higher education.
School of Medicine
One of the eight Jeffersonian schools of the Univ ersity, the School of Medicine today is a part of the University s Health Sciences Center and is a nationally recognized center of scholarship and service in medicine and related sciences. The school consists of twenty-seven basic science and clinical departments and has approximately 600 full-time faculty, nearly 400 of whom are attending physicians in the Medical Center (hospitals and clinics). Enrollment in the professional curriculum is 547; graduate degree programs in the basic sciences enroll 150. Postgraduate physician trainees in clinical specialties number about 500.
Developments in the life sciences, in the health evaluation sciences, and in information technology are revolutionizing health-related scientific research and the delivery of health care. Even as medicine and society change, so too must medical education change to assure appropriate preparation of physicians and physician-scientists for the 21st century. The School of Medicine is poised to be a leading public institution. The school intends during the 1990s to promote the health and well-being of the citizens of the Commonwealth of Virginia and the nation, to build further on its considerable strengths in biomedical research, to direct attention to both the scientific and humanitarian bases of medicine, to provide leadership in comprehensive patient care, to create new methods of diagnosing, treating, and preventing disease, and to develop integrated programs of scholarship and service that advance and assess health care.
C h a l l e n g e
To prepare physicians and physician-scientists for the 21st century who are second to none by ensuring that graduates of the School of Medicine (1) possess exemplary professional skill and personal qualities, including judgment, integrity, and the capacity for leadership, patient advocacy, and collaborative teamwork; (2) appreciate the fundamental interrelatedness of basic research, clinical application, and patient care; (3) understand medicine to be a balance of the basic and clinical sciences and the humanitarian healing arts; (4) recognize the reciprocal responsibilities of medicine to society; (5) can contribute to scholarship in their chosen fields; and (6) are committed to lifel ong habits of service and learning.
Goal 1: To assure the high quality of the school through the excellence of its biomedical research and scholarship. The overall quality of the School of Medicine is determined to a large extent by the excellence and national recognition of its research and scholarship.
A principal responsibility of an outstanding academic health center is to provide new discoveries that lead to better understanding and care of human illness. The School of Medicine has considerable strength in selected areas of research and plans to build on these areas of strength in the years to come. In order to accomplish this goal, changes in the school s organizational and physical infrastructures will be required, and we must improve the quality of both the faculty and graduate students in the health sciences.
Strategy 1. Emphasize and build selected programs in the basic sciences, clinical sciences, and health evaluation sciences. The areas of priority are cell biology, cell signalling, molecular biology, immunology, biomembranes, biological timing, molecular genetics (basic sciences); cardiovascular disease, cancer, infectious diseases, neurosciences, genetics, endocrinology (clinical sciences); health services research, epidemiology, biostatistics, biomedical ethics, health law, and health policy (health evaluation sciences).
Strategy 2. Increase state support for the school to match the median level of funding for U.S. public medical schools. The school presently ranks sixty-fourth out of seventy-four public medical schools in terms of state support; only thirteen percent of the school s operating funds now come from the Commonwealth of Virginia. Through the Commonwealth Plan for the Health of Virginians, which integrates scholarship and service, obtain $10 million per year in additional state funding to address Virginia s chief public health concerns: cardiovascular disease, cancer, neurological disease, infectious diseases and AIDS, aging, maternal and child health, substance abuse, health promotion and disease prevention, ambulatory health care education, health policy and ethics, and the use of technology to manage health information. Developed in 1 9 8 9 i n p a r t n e r s h i p w ith Virginia Commonwealth University/Medical College of Virginia, the Commonwealth Plan powerfully links basic and clinical research and related technology with medical education, patient care, and public health.
Strategy 3. Construct the proposed Jordan Hall expansion to accommodate growing basic science research programs, and other clinical research programs as needed, and to provide needed instructional space.
Strategy 4. In cooperation with the Graduate School of Arts and Sciences, increase enrollment in and improve the quality of the graduate degree programs in the basic biomedical sciences.
Goal 2: To assure the high quality of the school through the excellence of the faculty. In many ways, the individual physicians and scientists on the faculty are the mark of excellence of the School of Medicine s academic program. Excellence depends on leadership, diversity, and accomplishment within the faculty. Recruitment of outstanding new faculty requires outstanding resources.
Strategy 1. Recruit and retain highly qualified women and men of diverse backgrounds to the faculty, especially in the fields designated as the school s priority areas. Achieve greater diversity among the school s faculty with respect to race, gender, and cultural background so as to offer students a wider range of professional role models. Give attention to achieving salary equity within disciplines and by academic rank in accord with national figures for academic medicine.
Strategy 2. Increase the number of Eminent Scholars endowed professorships in the school, especially in the basic sciences and in the disciplines identified as the school s priority areas. Increase the base endowment for each of these professorships to at least $750,000.
Strategy 3. Recruit recognized leaders in their fields as the permanent chairs of at least ten of the school s twenty-seven departments by 1995. Retirement of department chairs creates important opportunities for change within the school. Give emphasis in the selection process to women and minority candidates.
Strategy 4. Increase the faculty complement for each of the basic science disciplines by fifty percent to meet growing research and instructional needs. This strategy wi ll bolster research and teaching capabilities in the basic sciences.
Goal 3: To develop a program of primary care/ambulatory care education in the setting of a centrally coordinated ambulatory care delivery system. There is a national shortage of primary care physicians and an underrepresentation of general medicine in the professional medical curriculum. In addition, in recent years, there has been nationally a major shift from inpatient to outpatient (ambulatory) care. The School of Medicine proposes to respond to this situation by placing greater emphasis in the curriculum on primary care/ambulatory care experience.
Strategy 1. Introduce primary care/ambulatory care into the curriculum to assure students of a substantial experience in general medicine so that they gain exposure to the broadest possible range of health problems (including chronic illness and the natural history of illness), primary health care, health maintenance, and preventive medicine. Introduce the doctor-patient relationship and the humanities/human values in medicine early in the medical curriculum. Strategy 2. Increase faculty strength in the primary care disciplines, including general internal medicine, family medicine, general pediatrics, and general obstetrics and gynecology in order to provide outstanding faculty teaching in primary care.
Strategy 3. In partnership with the Medical Center, develop a centrally coordinated system of ambulatory health care delivery and education, to be housed in a new ambulatory care facility. Planning for this new facility is underway.
Goal 4: To recruit and train as physicians more students from diverse backgrounds, especially minority and underprivileged students and students from rural and medically underserved areas. There is a shortage of physicians in rural settings and among many black populations in this country. Studies indicate that students from these backgrounds often return to these areas as medical practitioners after graduation and r e s i d e n c y t r a i n i n g .
Strategy 1. Continue to offer the summer medical academic advancement programs, now in their eighth year, to promote medical education among minority and underprivileged college students and those from rural areas. Foster a climate that encourages many medical students minority students and others once they have completed their studies and postgraduate training, to establish practices in medically underserved communities.
Strategy 2. Create an endowment to fund $1.2 million in full tuition and expense scholarships each year for sixty medical students of minority and underprivileged backgrounds or from rural and medically underserved areas.
Goal 5: To initiate within the school a program of health services research that assesses the costs, delivery, and outcomes of health care and establishes a scientific base for determining the effectiveness and value of care and how it is provided.
Basic biomedical science and clinical research have provided sophisticated and costly health care technology, but there is still little information available on the efficacy and cost-effectiveness of various approaches to medical management and health care. We need to assess the outcomes of management of health problems in order to determine which management strategies are most appropriate and have the greatest value, both economic and human. Such information should become the basis for health policymaking for both the Commonwealth of Virginia and the nation.
Strategy 1. Create as a new basic science department a department of health evaluation sciences, with four divisions: epidemiology, biostatistics (with linkage to the statistics division of the Department of Mathematics), health services research, and medical informatics (with linkage to the Academic Computing Center/Health Sciences). Recruit new faculty in these four areas for the department and acquire the equipment and databases necessary to perform population-based health research. Also recruit to the faculty of this department a core group of leading clinician-investigators expert in health services research who then will teach their colleagues in the clinical specialties to perform health services research. This new department will provide much-needed support for the School of Medicine s basic biomedical and clinical research programs, many of which now must demonstrate availability within the institution of epidemiological and biostatis tical expertise in order to secure competitive external grant funding. The department also will serve as the base within the School of Medicine for research and development in information sciences and computer technology related to medical research and practice.
Strategy 2. Integrate the new program of health services research into the multidisciplinary Virginia Health Policy Research Center, which examines health policy issues of special interest to the nation and the Commonwealth and has as one of its two divisions a unit dedicated to health services research, including health care costs-related research.
Strategy 3. Develop the integrated computer information and communication network necessary for health services research, especially for the transfer and analysis of large amounts of clinical data. This network, being implemented with oversight by the Health Sciences Center s Information Sciences Council, will link electronically the School of Medicine, the School of Nursing, the Medical Center, the Claude Moore Health Sciences Library, and the Virginia Health Policy Research Center, and also will serve the purposes of research, instruction, and health care-related communication.
Goal 6: To create and organize programs that emphasize the indivisibility of basic science, applied research, and clinical care. Basic biomedical science, clinical science, and clinical care are a continuum, but few programs are organized in such a way as to reflect fully this reality or to take advantage of the special synergy that can characterize an integrated, multifocal inquiry. The School of Medicine proposes to establish selected multidisciplinary centers of excellence that emphasize the essential interrelatedness of science and clinical care and that thus serve to enhance research, education, and patient c a r e .
Strategy 1. Establish a comprehensive cancer center that features a consolidated faculty of all basic scientists and clinicians whose specialty is cancer. House all cancer center faculty together in a single facility that integrates basic and clinical research and clinical care of cancer patients. Such a cancer center facility is now being planned.
Strategy 2. Establish a cardiovascular cent er that draws together faculty from several basic science and clinical departments in order to strengthen and further integrate basic and clinical investigation related to cardiovascular disease.
Strategy 3. Establish a center for reproductive biology that integrates basic science and clinical faculty in the study of human reproductive biology.
Strategy 4. Emphasize in the medical curriculum and in the residency training programs the integration and indivisibility of basic and clinical research, technology development, and patient care through attention to the continuous feedback loop of inquiry in the health sciences fundamental discovery and testing, clinical investigation, application, evaluation, and further research leading once more to discovery.
Goal 7: To be a partner in new interdisciplinary programs of scholarship and service. The School of Medicine has been a leader in interdisciplinary approaches to the health sciences. The school proposes to apply the best human, physical, and financial resources in the University to selected interdisciplinary programs within and beyond the health sciences in order to enrich understanding, promote collaboration, a n d e n h a n c e p r o d u c t i v i t y .
Strategy 1. Strengthen the School of Medicine s capabilities in health policy and participate extensively in the new Virginia Health Policy Research Center, which will study national and state health needs and policies devised to meet those needs. The center has two divisions, one devoted to health services and one to health policy. Its programs of research, education, and service will explore the economic, sociocultural, technological, legal, and values aspects of contemporary health care policy.
Strategy 2. Work in partnership with the Health Services Foundation and the University to provide health and fitness services and conduct research on health promotion and preventive health care at the Institute for Quality Health, a wellness and fitness center. This center, established in 1989, provides wellness screening, employee assistance, and employee health services under contract with the University and with corporations, and offers wellness and nutrition services to individuals. F r o m i t s c o n t r a c t w o rk the center is compiling a data base for future epidemiological studies on health risks and disease prevention.
Strategy 3. Work in partnership with the College of Arts and Sciences to develop and strengthen interschool programs in molecular biology, cell signalling, biodynamics, neuroscience, biophysics, structural biology, biomedical ethics, biostatistics, humanities in medicine, and, possibly, environmental sciences. Work in partnership with the Darden School to develop a program in health economics. Work in partnership with the School of Law to develop a program in health law.
Strategy 4. Develop a program of international medicine and health in cooperation with other schools of the University. Components presently in place include programs of the Department of Medicine s Division of Geographic Medicine (including the program at the Federal University of Ceara, Fortaleza, Brazil), the Center for the Study of Mind and Human Interaction, and the program in Tibetan medicine in the Department of Religious Studies.
Goal 8: To explore the humanitarian dimensions of medicine. In recent years, science has dominated over the art" of medicine in the medical curriculum. Most students, however, embark on the study of medicine because they have humanitarian interests in the doctor-patient relationship and in caring for persons in need. The School of Medicine proposes to give greater attention to the art of medicine in the formal curriculum by strengthening certain programs and by introducing several new programs that focus on the human dimensions of medical practice.
Strategy 1. Revise the medical curriculum to increase its patient- centered orientation, with greater attention given to the physician- patient relationship, particularly as it relates to physician attitudes toward and interactions with patients. The Doctor, the Patient, and the Illness" is a new, year-long course for first-year medical students that focuses on the values and dynamics of the physician-patient relationship and on medical interviewing.
Strategy 2. Strengthen both the curricular contributions and the community outreach initiatives of the biomedical ethics program. In 1992, the course in basic clinical ethics for m edical students broadened to include selected nursing faculty and students. The Center for Biomedical Ethics helps Virginia hospitals establish ethics committees and provides professional education and public outreach programs in clinical ethics.
Strategy 3. Through the humanities in medicine program, offer to medical students, and also to students in nursing and other disciplines, elective courses in literature, history, religious studies, anthropology, women s studies, and the fine arts as these humanities disciplines relate to medicine. The humanities in medicine program provides opportunities for collaborative involvement of the School of Medicine with selected departments and faculty in the College of Arts and Sciences.
Goal 9: To introduce aspects of medical practice into the medical curriculum. The School of Medicine intends to introduce into the medical curriculum instruction in the practical aspects of medical practice. It is important that students gain exposure to management, legal, and fiscal issues and to the principles, standards, values, and laws that govern medical practice and professional life. Further, given growing societal and professional concern over rapidly rising health care costs, it is imperative that students be taught cost-sensitivity and cost- c o n t a i n m e n t .
Strategy 1. Revise the medical curriculum to include consideration of selected medical practice issues and of the physician s personal and professional development, including principles of office and financial management, legal aspects of medicine, and the team approach to patient care. The new course, The Doctor, the Patient, and the Illness," also will help students explore issues in their personal and professional development, including values and ethics, attitudes and expectations, behavioral standards, social responsibility, and the importance of balancing professional demands and personal life.
Strategy 2. Revise the medical curriculum to foster student awareness of health care costs and to teach principles of cost-effective care through a program of cost-effective case management in the clinics, at the bedside, and in the laboratory.
Goal 10: To emphasize the continuity of medical education. Me dical education is a lengthy, multiphase process that extends throughout the physician s professional life. Fundamental medical education consists of premedical courses and medical school followed by postgraduate residency training in a specialty and, for many students, in a subspecialty. Because the knowledge base in medicine is changing ever more rapidly, continuing medical education is a necessary component of every practicing physician s professional life.
Strategy: Move toward greater coordination of all phases of medical education in - premedical, medical, postgraduate (residency), and continuing education. Medical school thus is to be seen as part of a longer, integrated educational sequence that extends throughout the physician s life. This has long-term implications for the school regarding curriculum change, program requirements, administration, and alumni involvement.
Goal 11: To improve faculty teaching in both the preclinical and clinical phases of medical education. Faculty effectiveness is key to the success of medical education. Whether as classroom or laboratory instructors, small group leaders, clinical preceptors, advisers to individual students, or informal mentors, School of Medicine faculty have a profound influence on the quality of the medical student experience. In addition, medical faculty, particularly clinicians and clinician-scientists, are important role models for young physicians and p h y s i c i a n - s c i e n t i s t s i n t r a i n i n g .
Strategy 1. Commit resources to help medical faculty improve their teaching. Instruction in goal-setting, public speaking, performance evaluation, and leadership of both large and small discussion groups will be made available to interested faculty.
Strategy 2. Require all faculty new to the school, regardless of professional level, to participate in an orientation program on teaching that will introduce them to the school s expectations and standards for teaching and will involve them periodically in brief sessions designed to improve faculty teaching effectiveness.
Goal 12: To extend information services and continuing medical education to physicians and institutions throughout the University s service r e g i o n .
E l e c t r o n i c c o m m u n i c a t i o n n etworks and interactive computer technologies promise to extend the resources of the School of Medicine throughout the Health Sciences Center and across the University of Virginia s service and referral region. The School of Medicine intends to develop such information technologies for educational, clinical, and research purposes both within and beyond the Health Sciences Center. Computer linkages between the University and practitioners in outlying areas will assure rapid transfer of library and clinical information, reducing practitioner isolation and contributing to the quality of patient care throughout the referral region. In future years, such linkages also will enable the School of Medicine to track the performance of students doing preceptorships in the offices of community-based practitioners.
Strategy 1. Invest in electronic communication networks and interactive computer technology to make clinical and library information services available both within and beyond the Health Sciences Center. These services will be extended to practicing physicians and health care institutions and agencies throughout the University s service area by the year 2000.
Strategy 2. Develop continuing medical education programs of diverse format conferences and workshops, computer learning sequences, videotaped and televised programs both on- and off-Grounds to offer opportunities for lifelong learning to physicians throughout the University s referral region.
Strategy 3. Develop space in the proposed Jordan Hall expansion project for teleconferencing and for continuing medical education programs.
School of Nursing
The University of Virginia School of Nursing was established in 1901 as a hospital-based diploma program, and in 1956 became one of the ten independent schools of the University. Today the School of Nursing is a member of the University s Health Sciences Center, along with the School of Medicine, the University of Virginia Medical Center (the hospitals and clinics), and the Claude Moore Health Sciences Library. With an enrollment of over 550 students and a faculty of 50, the School of Nursing offers six programs of study: (1) the baccalaureate degree for t r a d i t i o n a l h i g h school graduates; (2) the second degree program for college graduates who wish to change careers; (3) a program for registered nurses who wish to obtain both baccalaureate and master s degrees; (4) a master s degree program with seven specialty areas; (5) a post-master s family nurse practitioner program; and (6) a Ph.D. program. In addition, the school operates a continuing education program in collaboration with the Medical Center s Division of Nursing.
The School of Nursing has two primary missions. The first is to insure that its graduates possess the requisite nursing knowledge and skills to study and effectively influence the changing health care needs of the nation. The second is to improve the delivery of health care in the Commonwealth of Virginia, particularly the delivery of nursing services to those persons who have the greatest need of such services but the fewest resources available.
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To become recognized as one of the nation s top institutions in the preparation of professionals who provide nursing services and conduct research designed to improve both health care delivery and the health care system.
Goal 1: To attract and support a highly qualified, culturally diverse s t u d e n t b o d y .
Nursing is the single largest profession in the field of health care. Everyone, at some point in life, benefits from nursing services. Because today s nursing students become tomorrow s nursing professionals, the school is dedicated to recruiting the highest caliber students from a wide variety of ethnic and socioeconomic backgrounds. Achieving this goal requires aggressive minority recruiting efforts and a commitment to expanding student financial support. In addition, as the lines that separate nations become less distinct, nursing students need to understand nursing and health policy on a global scale. This can best be achieved through hands-on experiences developed through partnerships with universities and schools of nursing in other countries. Just as health care is changing, so too must the nursing profession.
Strategy 1. Vigorously recruit women and men from the Commonwealth of Virginia and the nation who rank among the best students pursuing a nursing education.
S t r a t e g y 2. Develop innovative community-based approaches to the recruitment and support of minority and disadvantaged students, particularly from rural, underserved areas in western Virginia.
Strategy 3. Increase private and public support for both need and merit- based scholarships.
Strategy 4. Promote partnerships and exchanges with universities and schools of nursing in Europe and Asia to foster better understanding of international nursing and health policy and to improve students cross- cultural perceptions.
Goal 2: To attract and retain highly qualified faculty in the areas of adult health, aging, community/home health, critical care, nursing services research, pediatrics, and psychiatric/mental health nursing.
Excellence in university faculty is measured in three domains: teaching, scholarship, and service. Achieving excellence requires the School of Nursing to recruit to the University and retain the very best faculty; it also means assisting faculty in developing further the skills they brought to this institution and to advance their programs of teaching, scholarship, and service. Faculty not only teach the knowledge of nursing artfully and well, but they also advance nursing knowledge, implement innovations, and serve through leadership ever wider communities. Most importantly, faculty show their students, by example, that learning never ends, that today s knowledge is never sufficient, and that systematic inquiry is the best hope for improving nursing care.
Strategy 1. Create two endowed professorships, one in the area of community/home health nursing and the other in critical care nursing.
Strategy 2. Secure the financial resources necessary to attract and retain as faculty nationally recognized experts in nursing and health care.
Strategy 3. Recruit faculty from among groups that are traditionally underrepresented in the nursing profession, such as men and minorities.
Strategy 4. Create additional opportunities whereby the school can recognize and support faculty excellence in research, teaching, and service, including awards, endowed leave time, flexible workloads, and other mechanisms that help to sustain all three domains of academic life.
G o a l 3 : T o c o n t r i b u t e n e w k n o w l edge to the study and practice of nursing and health care through scholarly and scientific inquiry, increased research activity, and collaborative and interdisciplinary relationships with other scholars.
As a flagship educational institution in the Commonwealth of Virginia, the University of Virginia has a mission to lead in the development of new knowledge. In the School of Nursing, faculty research serves both to generate knowledge to improve nursing care and nursing education and to create a unique environment for educating graduate students who will be tomorrow s nurse-scientists, educators, and leaders. In recent years, the school has made great strides in developing and utilizing knowledge that enhances the ability of the nursing profession to provide quality care to Virginia s elderly, minorities, poor, and residents of rural areas whose access to care is severely restricted. Current research projects in mental health, chronic pain management, and the needs of rural family caregivers are contributing to the development of innovative health care delivery models. In addition, faculty research is creating new knowledge in the areas of health promotion, the management of chronic conditions, and critical life events such as birth, death, and serious illness. Faculty expertise and multidisciplinary resources also provide a foundation for developing research strength in the areas of health informatics, health services research, health policy, and the care of critically ill patients. Finally, research conducted in the Center for Nursing Historical Inquiry enables us to understand the evolution of health care and the problems that presently face the health care industry.
Strategy 1. Encourage faculty to engage in scholarly and scientific inquiry in such areas as symptom management, aging, and psychiatric/mental health by providing them with endowed research leave time, summer salaries, and flexible work assignments.
Strategy 2. Assist faculty in developing research initiatives and in obtaining funds for their projects through expanding the support services offered by the development and grants administration offices.
Strategy 3. Fund jointly, with the Division of Nursing, clinical nurse researchers in the Medical Center who investigate complex health care issues and their clinical applications.
Strategy 4. Foster collaborative and interdisciplinary ties for research purposes among nursing faculty and scholars/scientists based in other schools of the University and at outside institutions.
Strategy 5. Examine the philosophies, practices, curricula, and research opportunities in the graduate programs to ensure that students are provided with relevant opportunities to realize their leadership and scholarly potential.
Strategy 6. Focus research activities on identifying factors and interventions that affect the health of and health care for underserved populations.
Goal 4: To forge linkages between the School of Nursing, other schools of the University, and agencies in the community in order to improve the health of central Virginia s residents and, at the same time, prepare students for careers as providers of primary health care.
An increasing number of Americans are either uninsured or underinsured; for them, health care is either inadequate or simply not available. Both undergraduate and graduate students in nursing receive a significant portion of their education in clinical settings where the primary care and preventive services they provide may be the recipients main source of health care. On the basis of analysis of vulnerable populations in Charlottesville, the School of Nursing has established clinical placements in the Shelter for Help in Emergency and in Crescent Halls, the Charlottesville Housing Authority s high-rise apartment building for the elderly. The school s emergence as a leader in developing and utilizing knowledge that enhances the nursing profession s ability to provide quality care to citizens has been demonstrated in the establishment of the Jefferson Area Rural Elder Health Consortium (funded by the Kellogg Foundation), the Center on Aging and Health (funded by the University s Academic Enhancement Program), and the Southeastern Rural Mental Health Research Center (funded by the National Institute of Mental Health). The aim of these initiatives is twofold: (1) to involve students in the provision of primary and preventive care to persons of all ages who otherwise have little or no access to health care, and (2) to provide much-needed health care services to underserved populations.
Strategy 1. Maximize the excellent linkages that have been established between the school and the Division of Nursing, the University at large, and community health agencies to improve patient care.
Strategy 2. Develop additional clinical nursing outreach projects similar to the Center on Aging and Health and the Southeastern Rural Mental Health Research Center that improve health care for people of all ages in the community through emphasis on wellness and health promotion as well as through health restoration and rehabilitation.
Strategy 3. Initiate clinical sites in rural settings in order to provide health care services for area residents and training environments for nursing students.
Goal 5: To promote challenging and comprehensive learning experiences that prepare knowledgeable and skilled graduates to provide quality nursing care, assume leadership positions, and engage in scholarly and scientific work that will advance nursing practice and health care throughout the nation.
The School of Nursing must insure that its graduates possess the knowledge and skills needed to address the changing nursing and health care needs of the nation. Our graduates must be prepared to work together with health and public service professionals to bring reform to a health care system facing crises of cost, access, and quality.
Strategy 1. Implement the systematic evaluation and revision of undergraduate and graduate academic programs to guarantee that nursing students are equipped with the knowledge and skills necessary to respond to the dynamic evolution of the nursing profession.
Strategy 2. Underscore computer literacy for faculty and students by integrating computer use into all academic programs. Emphasize technological competence as a tool for responding to increasingly complex health care practices.
Strategy 3. Involve more practitioner-teachers expert nurses who provide patient care and teach undergraduate and graduate students in both hospital and community settings.
Strategy 4. Expand the number and scope of student clinical experiences r e lated to vulnerable populations, particularly women and children, the elderly, the poor, residents of rural areas, the acutely and critically ill, and the seriously mentally ill.
Strategy 5. Encourage interactive learning between students and faculty in areas such as research and innovative community service projects in order to promote the exchange of ideas and experiences related to health care issues and practice.
Strategy 6. Enhance the relationship of the School of Nursing with the Graduate School of Arts and Sciences and other graduate schools in the University in areas where the academic programs of those schools can contribute to the intellectual growth and scholarship of nursing students.
Goal 6: To provide educational opportunities for practicing health care professionals and School of Nursing employees through an increased commitment to lifelong individual learning.
By its very nature, the field of health care is constantly changing people live longer, new diseases and new therapies are discovered, and once-deadly diseases are now cured and nurses, as members of the health care team, are a part of this dynamic environment. Nursing has never been a static profession, but now, perhaps more than ever before, being a competent nurse requires constant learning. Understanding this, the School of Nursing is committed to providing quality educational programs for practicing health care professionals through its Center for Continuing Education and Professional Development. This commitment also extends to the school s support staff such that the school seeks to enable its employees to advance their education and improve their job skills.
Strategy 1. Develop the Center for Continuing Nursing Education and Professional Development as a model regional and national joint venture between a school of nursing and an academic health center s division of nursing.
Strategy 2. Provide increased support for professional and personal advancement of faculty and staff.
Goal 7: To expand the physical environment of the School of Nursing and procure equipment so as to serve best the growing needs of the school s a c a d e m i c p r o g r a m s .
The need for well-educated nurses continues to grow and is expe cted to double by the year 2020. In response to this need, the School of Nursing must expand its research, clinical, and other instructional activities. With such programmatic expansion comes the demand for greater physical space for classrooms, offices, and laboratories to house increased numbers of students, staff, and faculty. As health care and office-based information technologies evolve at a rapid pace, the need to upgrade equipment and resources will also intensify. The School of Nursing must forecast the health care, research, and information technology requirements of the 21st century and move effectively to meet them.
Strategy 1. Assess the physical requirements of the School of Nursing, assuring efficient and effective use of existing space.
Strategy 2. Seek financial support to expand McLeod Hall as the school continues to increase and diversify its teaching, research, and service activities.
Strategy 3. Develop a state-of-the-art clinical simulation learning laboratory where students can learn and practice complex nursing skills prior to utilizing these skills with patients in the actual clinical environment.
Strategy 4. Acquire the latest equipment and materials necessary for quality research and teaching and ensure that faculty, staff, and students are competent in their use.
The University of Virginia s strong empirical basis for the education of health care providers is grounded in the Jeffersonian vision of the study and practice of medicine. While the region was too small and rural to support a hospital in Jefferson s day, modern transportation and the presence of strong instructional and research programs in medicine and the life sciences at the University have made possible the development in Charlottesville of one of the finest academic health centers in the United States. The University of Virginia Medical Center is the central locus for education of students in the medical, nursing, and allied health professions and for postgraduate training in numerous medical specialties and subspecialties. It is also the principal site for research in the improvement of patient care, including health services delivery methods and application of biomedic al and technological innovations. More important, the Medical Center provides the highest quality primary, secondary, and tertiary health care services to the citizens of the Commonwealth of Virginia, with every effort to provide care regardless of a patient s ability to pay.
Composed of both inpatient facilities, including University Hospital and outpatient ambulatory clinics at many sites, the Medical Center provides facilities for the clinical education of 556 medical students, 560 postgraduate physicians, 500 nursing students per year, and scores of allied health professional students. Currently, a total of 26,681 inpatient admissions, 56,768 emergency visits, and 289,712 ambulatory care visits are provided at the main precinct and outlying sites by the Medical Center and the Health Services Foundation. The Medical Center s primary service area includes Charlottesville and Albemarle County, as well as the surrounding cities and counties. Tertiary referral, emergency care, and outreach services extend throughout central and southwestern Virginia and eastern West Virginia.
C h a l l e n g e
The next decade will present major challenges to academic health centers throughout the United States. Changes in health care financing and technology will necessitate innovations in delivery systems that will provide the flexibility to provide high quality, efficient health care to a changing population. Growth in managed care, a shift from inpatient to outpatient care, increasing severity of illness among inpatients, and an aging population are among the many changes anticipated to affect the delivery of health care in the next decade. The training of future health care providers in this environment will require increased resources and innovative educational systems. The University of Virginia Medical Center will need to find new ways of providing high quality education, innovations in health care delivery systems, and efficient, yet compassionate, health care in this challenging environment.
Goal 1: To implement the articulated mission and values of the Medical Center, which communicate the organization s purpose and philosophical base, to ensure a commitment throughout the organization to a set of c o m m o n g o a l s .
Strategy 1. Communicate clearly to all who choose to work in the Medical Center, through employee orientation and other internal communications, the framework of institutional values and responsibility within which all are expected to work.
Strategy 2. Continually communicate the mission, values, and responsibility of the Medical Center to the communities served and surrounded by the Medical Center.
Strategy 3. Foster employee commitment to the institutional mission and values through inclusion of key elements of the mission and values statement in job descriptions and in the employee evaluation process.
Strategy 4. Incorporate into the ongoing decisionmaking process throughout the Medical Center the constant weighing of business decisions against the institutional mission and philosophical base.
Goal 2: To provide a setting in which the School of Medicine s clinical areas of greatest strength can be supported with high quality, multidisciplinary services in a coordinated, caring environment.
One of the principal distinguishing features of an academic health center is its ability to provide coordinated, comprehensive care by a wide variety of subspecialists, supported by the newest technology and medical practices. The University of Virginia Medical Center must continue to provide services in affiliation with the School of Medicine, which is a national leader in research on and treatment of disease and disability in many of the following areas that are emphasized by the Medical Center: Behavioral Medicine; Cardiovascular Services; Cancer Center; Children s Medical Center; Geriatrics; Medical Specialties; Musculoskeletal Services; Neurosciences; Surgical Specialties; Transplant Services; Trauma Services; Women s Services.
Clinical care services in all of these areas require multidisciplinary effort, with involvement of specialists from several departments in addition to the School of Nursing and a range of allied health professions. Such services must be integrated and coordinated so that the patient receiving care is not affected by the hierarchical features of the organization, which can fragment the care process.
Strategy 1. Provide administrative and clinical leader ship for each service area with the responsibility and authority to assure coordinated care and responsiveness to the marketplace.
Strategy 2. Provide ancillary support services where and when needed to reduce waiting times and anxiety on the part of patients.
Strategy 3. Redefine the jobs of specific providers to streamline the caregiving process, eliminate unnecessary duplication, reduce patient encounters with multiple staff, and reduce downtime for workers with narrowly defined roles.
Goal 3: To collaborate with other Health Sciences Center organizations in developing a model regional system of health care that includes outreach activities, referral networks, and continuing education for h e a l t hc a r e p r o v i d e r s .
Strategy 1. Research possible regional delivery system models through literature searches, surveys and inventories of activities at other health sciences centers for possible application in central Virginia.
Strategy 2. Continue to provide primary and specialty outpatient care in outreach clinics throughout the region, as needed by the various communities and existing providers.
Strategy 3. Develop excellent communications with referring providers throughout the region to assure continuity of care for all patients, whether they are seen on-site or at outlying clinics.
Strategy 4. Develop trusting relationships with hospitals and other provider institutions throughout the region to assure appropriate referrals to the University for tertiary and quaternary care.
Strategy 5. Serve as a regional resource for provision of health education programming to our patients and the community at large.
Goal 4: To provide comprehensive, patient-centered health care to all patients by coordinating all levels of care and episodes of illness, including inpatient stays, outpatient care on an episodic or continuing basis, community services, and wellness/fitness or preventive services.
Strategy 1. Create a model health care delivery system for target populations based on the coordination of care provided by diverse entities including the Medical Center, regional medical providers, and other community resources.
Strategy 2. Develop demonstration projects to find and test new ways of d e l i v e r i n g comprehensive, coordinated, cost-efficient care to selected populations.
Strategy 3. Develop model programs of health education and health maintenance for Medical Center patients and populations throughout the service region that emphasize wellness/fitness, disease prevention, and personal responsibility for health.
Goal 5: To maintain adequate patient volumes in order to assure that there is a large and diverse population of patients from which medical, nursing, and allied health students and postgraduate trainees in all medical specialties can learn, and to provide sufficient numbers of patients to participate in research protocols.
Strategy 1. Aggressively market tertiary and quaternary services unique to this Medical Center to regional, national, and international referral sources to allow continued delivery of these services, expanded education of specialists, and research on innovative technologies and therapies.
Strategy 2. Continue development of a network of on-site and outreach primary care clinics referrals for more specialized services.
Strategy 3. Develop a communications and marketing campaign for the Medical Center that focuses on the high quality of service and the caring environment combined with innovative treatment and sophisticated technology in order to differentiate the University of Virginia Medical Center from other providers in the region.
Goal 6: To maintain and enhance the Medical Center s technological and clinical superiority so as to position the University as a leader in i n n o v a t i v e h e a l t h c a r e .
Strategy 1. Continue to pursue government- and industry-sponsored grants and contracts to fund the development and testing of new equipment, procedures, treatment regimens, pharmaceuticals, and devices.
Strategy 2. Increase support for the General Clinical Research Center to assure the rapid and direct transfer of laboratory research discoveries to clinical use.
Strategy 3. Maintain financial stability to assure adequate capital resources for purchase of new technology to keep the University at the forefront of health care in the United States.
Strategy 4. Develop and implement innovative systems dedicated to improving the quality, efficiency, and management of p atient care through the timely provision of accurate, useful information.
Goal 7: To use the continuous quality improvement process to provide health care services of the highest value, as measured by cost- e f f e c t i v e n e s s a n d q u a l i t y o u t c o m e s .
Strategy 1. Gain greater administrative and operational flexibility and efficiencies for the Medical Center through deregulation and decentralization vis-a-vis state government. This will increase the ability of the Medical Center to compete in the marketplace with private-sector provider institutions.
Strategy 2. Incorporate the operating philosophy of continuous quality improvement to optimize procedures, systems, quality, costs, and employee job satisfaction at the Medical Center. Labor and management will continue to work together, in an atmosphere of trust which fosters creativity, to improve the system.
Strategy 3. Utilize the graphical problem-solving techniques of continuous quality improvement to streamline systems and processes used to deliver patient care and to access the talents of Medical Center employees in improving the workplace.
Goal 8: To provide state-of-the-art inpatient and ambulatory care facilities which provide optimal educational experiences for students and trainees as well as coordinated, efficient, and cost-effective p a t i e n t c a r e .
Strategy 1. Design and renovate existing clinical facilities to incorporate new health services delivery systems and information technology to improve the quality and efficiency of health services provided there.
Strategy 2. Provide adequate space and services (including library resource services) to assure optimal clinical education and training of health professional students in an environment similar to that in which they will practice.
Strategy 3. Design clinical facilities for the most cost-effective operation, taking into account the additional time and resource utilization inherent in clinical education.
Strategy 4. Meet the needs for future patient care through construction of additional centralized inpatient capacity and ambulatory care facilities where appropriate.
Goal 9: To lead in the development of comprehensive health care delivery systems, incorporating innovative features that will result in cost savings, improved quality of care, and greater p a t i e n t s a t i s f a c t i o n .
Strategy 1. Test various models of case management to determine appropriate organizational models for use in an academic environment.
Strategy 2. Continually monitor the relative costs, utilization patterns, patient satisfaction, and treatment outcomes in the managed care environment as compared with the predominant existing system of episodic care.
Strategy 3. Incorporate medical and other types of health professional education into the managed care setting to give students and trainees exposure to an environment they will encounter in practice.
Strategy 4. Develop a Health Sciences Center-based health care delivery system for the University of Virginia that will provide high quality yet cost-efficient care that is responsive to the unique education, research, and service needs of an academic health center.
Strategy 5. Support the growth and development of the Virginia Health Policy Research Center to foster the objective appraisal of innovations in health care including technology assessment, outcomes measurement and general health services research.
Goal 10: To assure that the Medical Center continues to attract and retain highly qualified employees from diverse backgrounds.
Strategy 1. Maintain the financial stability of the Medical Center so that competitive salaries and benefits can be offered to staff at all levels.
Strategy 2. Provide an environment in which women and men of diverse backgrounds and origins will feel comfortable, productive, and committed to working for the success of the organization.
Strategy 3. Encourage employee creativity and teamwork across disciplines and professions through an atmosphere conducive to collaboration and joint problem-solving.
Strategy 4. Continue to test and develop models of multidisciplinary, team-based management and innovative management systems that improve employee and service unit productivity.
Strategy 5. Continue to develop and offer discovery" and other educational programs, including summer internships, that will introduce young people in the Medical Center s service region to the full range of career opportunities in health care. Such programs should continue to be targeted especially to young persons of disadvantaged background or those who live in medically underserved communities.
Established in Wise in 1954 by the Extension Division, Clinch Valley College became a branch campus in 1957 offering two-year degree programs. In 1968, the General Assembly granted CVC four-year status in order that the college might better serve the educational needs of southwest Virginia. More than 3,000 students have received bachelor s degrees. Today, over 1350 students are enrolled on the Wise campus, another 400 participate in the off-campus program, and a junior/senior level program on a campus in Abingdon is beginning. There are 15 academic majors, 130 full- and part-time faculty members offering instruction on and off campus and 73 staff members.
C h a l l e n g e
For 37 years, the college has been conceived as a liberal arts college with a limited mission. The challenge we face as the 21st century approaches is to become a comprehensive institution of 3,000 students with programs in the arts, health, technology, and graduate education, thereby enlarging the opportunities available to residents of southwest Virginia and the Commonwealth.
Goal 1: To improve and enrich the quality of the undergraduate e x p e r i e n c e .
Clinch Valley College seeks to improve the general and major components of undergraduate education. The liberal arts foundation must well prepare students for professional programs, graduate study and lifelong learning. The college will identify special interdisciplinary areas which provide themes for initiating upper division courses, implementing co-curricular activities, and creating a pool of ten to fifteen faculty members who share similar academic interests. These foci, if developed over a sustained period, could provide the college with a national reputation of excellence. At the same time, the college must ensure that undergraduates are well prepared for initial careers. Five strategies will stimulate modifications of specific aspects of the undergraduate experience:
Strategy 1. Assure that our undergraduates gain global perspective, scientific and technical literacy, and better communication skills t h r o u g h substantial modification of the curriculum.
Strategy 2. Provide the faculty and students access to technological innovations that enhance the learning environment.
Strategy 3. Attract and retain a diversified faculty committed to teaching, research, and service.
Strategy 4. Increase the number of academic subjects available to our students especially in health, technology, public administration, and visual and performing arts.
Strategy 5. Enlarge the library facilities and enhance the collection through automation and expanded holdings.
Goal 2: To improve the satisfaction of students.
Clinch Valley College s student-centered learning environment offers students smaller classes taught by faculty who focus on teaching excellence, creative or scholarly activities, and community service. Campus life must provide a rich variety of cultural activities that broaden students perspectives on the world and its evolving global society. Though largely representative of the region, students at Clinch Valley College will increasingly comprise a diverse cultural, social, ethnic, and economic group that includes both recent high school graduates and adults returning to college. As enrollment grows, the college will follow five strategies to better satisfy the needs of the students:
Strategy 1. Encourage and reward excellence in teaching and advising of students.
Strategy 2. Provide the best facilities within our means.
Strategy 3. Enhance the residence life and health services, including counseling, for our students.
Strategy 4. Seek additional scholarship and financial aid funding from state and private sources.
Strategy 5. Enlarge the number of recreational and extracurricular activities for students.
Goal 3: To serve the citizens of southwest Virginia better.
Clinch Valley College is a developing institution that has contributed substantially to transforming the coalfield counties for almost four decades. As the college becomes more comprehensive, its ability will improve to better serve the citizens in the counties beyond the coalfields. Five specific strategies will help the college provide resources for economic, political and educational advancement throughout southwest Virginia:
S t r a t e g y 1 . Promote progress in elementary and secondary education.
Strategy 2. Encourage cooperation with community colleges.
Strategy 3. Offer graduate programs for teachers and the business community.
Strategy 4. Offer the citizens of the Abingdon/Bristol/Marion area increased access to public higher education so that the region is more fully served by higher education.
Strategy 5. Work closely with other agencies concerned with the development of the region.
Thomas Jefferson conceived of the academical village as a community of learners sharing not only the life of the mind, but indeed life itself, in an orderly, tranquil environment. The physical and intellectual
architecture of the original academical village encouraged a sense of proportion, a commitment to engaging, lifelong learning, and a respectful context of tolerance, civility, trust, and reason. The University reaffirms those core values as it seeks to define and construct the academical village of the twenty-first century.
This building of community" today is taking place in a changing and challenging environment. The University now seeks a common purpose within a broader spectrum of values, beliefs, and cultures and with populations more diverse than ever before in its history. The students, faculty, and staff are enriched by the greater diversity of those who have joined this community, and a primary goal of the University is to remove all barriers to full participation in the life of the University.
The obstacles faced in building this new community are considerable. All communities change slowly, and the fear that people who are different are dangerous, inferior, or inadequate has not been entirely left behind. The combination of prejudice and social and economic obstacles still limits the ability of many Virginians, other Americans, and international scholars to participate fully in the life of this academic community.
Budget cuts witnessed in the past three years and the resulting resource limitations have made the University s ability to enhance each student s freedom to learn more difficult. Rising costs of tuition and fees, combined with limited resources for financial aid, create stress and inflexibility for many students. Despite these barriers, the possibility remains to build a community that participates fully in the life of the University through the extended concept of an academical village.
Students come here facing more important and critical challenges than ever before. Maintaining the freedom to learn and reaching one s potential now require confronting not just a changing culture, but also many new, or newly recognized, threats to health and w e l l n e s s , i n cluding dysfunctional families, childhood abuse, and damaged self- esteem. The companion epidemics of human immunodeficiency virus (HIV) disease, other sexually transmitted diseases, unwanted pregnancies, sexual assault, and substance abuse could narrow students potential and reduce their freedom to learn. For those students with physical, learning, or hidden disabilities, other obstacles exist that need to be overcome.
One of the most important principles of the academical village is its integration of living and learning. The work of building community clearly must connect with the academic life of the University. A better partnership between teaching faculty and the offices providing student support must be forged since the work of student affairs contributes significantly to the primary mission of the University.
Finally, it must be recognized that progress in building community will be a long-term effort, a work-in-progress for many years, involving all members of the academical village. Just as we recognize the need to evaluate and monitor teaching and scholarship to ensure excellence, we should also recognize efforts to build community. We must define, assess, and measure the efforts so that success can be proven or direction changed if necessary.
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Building community will occur through a series of interdependent models and structures that will recreate the characteristics and qualities of the academical village in the more complex context of a new century. Many smaller communities will emerge within the larger community. Architecture, programs, living arrangements, and academic process will connect the various members of the community in both formal and unstructured networks. Residential colleges and shared-interest housing will be pursued, as will programs of academic interaction and shared activities, to unite students in other residence areas, both on- and off-Grounds, into communities of learners. In each of these communities, the University will strive to instill the core values and essential qualities of the academical village. Each community will be given opportunities to integrate the life of the mind into life lived every day; to examine values and encoura ge moral development; and to build accountability, leadership, self- governance, and cooperation among all members of the academical village.
1. Construct and Implement a Comprehensive Strategic Plan for Residential Life. This plan will assume that all University- sponsored residential areas contribute to the communities of the University and will identify ways to bring the values and qualities of the academical village to them. A plan for residential life will incorporate numerous approaches, each with a scheme of assessment and evaluation, in order to learn what works. The future of residential life will include not just more residential colleges (in which architecture is dedicated to the specific purpose of building community), but also other models of student-faculty interaction in traditional residence hall settings, language houses, apartment complexes, and fraternity and sorority houses.
2. Connect Off-Grounds Housing to the University Community. The University will encourage and assist organizations providing communities of residence, such as fraternities and sororities, to adopt and implement residence life plans that reflect the purposes and assumptions of the academical village. The objective is not the control of off-Grounds programs but the creation of real opportunities for community. Student-faculty interaction can occur in fraternity and sorority houses, graduate student residences, family housing, and residence halls. The University will also work with the owners and managers of major apartment complexes surrounding the Grounds to develop models of academic and civic involvement for those settings.
3. Expand Opportunities for Leadership and Self-Governance. Peer- based programs of education, support, orientation, and assistance model the values and assumptions of the academical village. The University will protect the institutions of student self-governance, including the honor system. At the same time, resident staff programs may be expanded to better serve all residential areas, peer health education programs will be enhanced, support student assistance and peer tutoring efforts will be expanded, and the visibility and involvement of graduate and p r o f e s s i onal students in the academic and residential life of the community will be increased. The University will promote volunteer service and will encourage student leadership.
4. Build New Facilities to Enhance Health and Community. Structures that encourage shared activities, recreation, conversation, or common projects create connections and thereby build community. It is important to connect the students and faculty who do not live in residential colleges or on-Grounds with those who do. Several capital projects support this purpose:
a. Renovation and expansion of Newcomb Hall, providing a central gathering place.
b. Construction of additional residential colleges.
c. Addition or remodeling of space to serve as community centers (such as seminar rooms in existing residence halls, wellness centers, and small multipurpose rooms and support facilities in residence halls).
d. Construction of a new ambulatory care facility with enhanced road access and parking for the Health Sciences Center s patient-care facilities.
e. Dedication of space for a comprehensive wellness center, Women s Center, and Learning Needs and Evaluation Center.
f. Building a comprehensive fitness and recreation center and renovating existing facilities.
g. Expanding the International Center.
h. Modifying University buildings and facilities to provide full access to people with disabilities.
i. Expanding and improving major athletic facilities.
j. Providing and designating space to expand programs of waste reduction, reuse, and recycling.
5. Provide Support Services that Enhance the Freedom to Learn, Create, and Share Knowledge. A comprehensive approach to support services for students, faculty, and staff will remove barriers to learning, promote health for individuals, and encourage the personal flexibility that builds connections and community. The University strives to offer the following support services: a. Programs and activities to assist all students, faculty, and staff in achieving their full potential, in overcoming the experience of discrimination, and in constructing a community that celebrates the diversity of culture.
b. Specific support services to enhance the academic and residential e x p e r i e n c e o f w o m e n and men, people of color, those with physical, learning, or hidden disabilities; to ease the entry of foreign-born students, faculty, and researchers who reside in the United States, as well as international students and visiting scholars; and programs responding to the needs of gay, lesbian, and bisexual students.
c. Comprehensive primary health care for students, funded by a mandatory health fee and limited primary health care for spouses of students.
d. Effective health promotion and health education programs for all students, in all residence areas, at all levels of study.
e. Outreach health education and health promotion programs for faculty and staff.
f. A broad and accessible program of intramural sports, open to all members of the community, and programs offering a noncompetitive, collaborative approach to fitness and health.
g. Career counseling to help students and staff reach their greatest professional potential.
h. Experience in a wide spectrum of work settings and possibilities through internship and externship programs.
i. Opportunities for informal learning provided through the University Union.
6. Develop and Implement a Comprehensive Plan for Mental Health Services. The University currently offers mental health services to students through a variety of specialized agencies. An Employee Assistance Program provides limited job-related counseling and conflict resolution services to employees. Still, not all mental health needs are being met; psychological and emotional problems, as well as chemical dependency, continue to limit the flexibility and learning potential of many members of the academical village. Through a comprehensive review of available services, a University-wide survey of needs, and a careful plan for examining, restructuring, and enhancing current programs, the University can improve the potential for individual learning to help build community. Services dealing with chemical dependency and substance abuse in particular deserve increased attention. 7. Increase Need-Based Financial Aid to Students. The economic recession of the early 1990s and the Commonwealth s financial struggles and cuts to higher education have resulted in higher tuition and fees for students. The University must find additional resources in order to assure that students inability to pay, by itself, does not prevent their inclusion, achievement, or retention within the academical village. It will do this by pursuing additional opportunities for scholarships and student employment at the University
8. Respond to the Cycles and Life Changes Among Students, Faculty, and Staff. The University can build community by recognizing and respecting the important family responsibilities of its members. The University strives to provide greater flexibility in work schedules to accommodate family responsibilities, parenting, childbearing, adoption, and schooling. 9. Respect Pluralism and Diversity in Policy and Practice. In addition to providing specific support services for students, faculty, and staff with special needs, the University works to create and sustain an atmosphere of tolerance, affirmation of difference, and respect for the richness that a diversity of learners brings to our community. The University will support especially the employment, promotion, and tenuring of qualified women, people of color, people with disabilities, and gay, lesbian, and bisexual people. The University will not tolerate nor deny the existence of discrimination where it exists, and toward this end, has policies and procedures in place aimed at eliminating bigotry and racial and sexual harassment in public statements, official policies, and day-to-day administration of University affairs. At the same time, however, it will support the tolerance and freedom of ideas that are at the core of the concept of the academical village.
10. Promote Respect and Care for the Environment. The University strives to improve the quality of the environment through awareness programs, recycling centers, and concerned leadership. Such efforts will be supported by careful purchasing and diligent monitoring of the use of hazardous or toxic materials, and by the gradual reduction of the dependency on exhaustible or scarce resources. 11. Promote Innovative Strategies to Enhance the Spirit of Community. The University will support attempts by community members to recognize and respond to plurality, build n etworks of caring, enhance the quality of residential life, and create noncompetitive models of interaction through a variety of strategies, including fine arts, University Union programs, short courses, interdisciplinary programs and institutes, recreational and club activities, and volunteer service. Through the experiential learning of internships and externships, the University seeks to connect its students to communities beyond the Grounds. We will seek to enlarge our concept of community by welcoming international students, faculty, and staff, and by designing and implementing study-abroad programs and advising students about careers in other countries.
12. Create Connections to the Academic Life of the University. The University strives to create connections and enhance academic experience outside the usual structure of first-year residence halls. We will encourage shared experiences among faculty and students in various groups, including transfer students, graduate and professional students, and new members of the faculty. We will find creative and valued ways to reward academic faculty for sharing their lives and ideas with students, both within and outside their primary teaching and research areas. We will re-evaluate activities and programs in student life to ensure that they contribute in meaningful ways to the University s guiding principles.
13. Conduct Regular Assessments. We will institute programs of qualitative and quantitative assessment of reaching the goals of building community in the new academical village. In doing so, we will strive to identify and use clear and helpful ways of listening to students, faculty, and staff to evaluate the quality of their experience and the pace of their growth.
Growth in the Decade
Estimates from several national, state, and regional sources indicate that the Commonwealth of Virginia will experience major growth in its college-age population during the latter part of the 1990s through the year 2010. The Commission on the University of the 21st Century, a body made up of state legislators, senior representatives from institutions of higher education, and government staff, has urged , and the University s Board of Visitors concurs, that undergraduate growth occur across an array of institutions of higher education in the Commonwealth to reflect the diversity of Virginia s high school graduates. The commission also recommends, and the Board of Visitors concurs, that funding for growth be separately identified to ensure that this growth does not occur at the expense of existing students.
In 1990, the Board of Visitors directed the University administration to begin detailed planning for moderate, measured growth in student enrollment. The board stated that enrollment growth will depend directly upon adequate financial support from the Commonwealth. The University interprets this to mean that the General Assembly will fund student growth at the University. The board also stated that every reasonable attempt will be made to incorporate the perspectives of all affected parties in developing detailed plans for University enrollment growth, including students, faculty, and the University s neighbors in the City of Charlottesville and Albemarle County.
The overall objective of the University s enrollment plan is to anticipate and accommodate college-age student growth in the Commonwealth so that it occurs in a moderate, measured manner that depends on adequate funding and that does not disrupt the University s internal and external communities. Accordingly, undergraduate enrollment growth will consist predominantly of Virginia residents, while the current number but not ratio of out-of-state students will remain steady in order to ensure the geographical diversity that has characterized the University since its founding. Enrollment plans will be developed by the two academic vice presidents and the deans to best match enrollment growth to programs and areas with capacity for growth, with special emphasis in the sciences, mathematics, and fine arts.
The University will continue to recruit students who bring a variety of backgrounds and experiences to this institution. More African-American, Asian-American, Hispanic, rural Virginian, international, and other minority students must be included. By doing so, we enrich the lives and e d u c a t i o n a l e x p e r i e n c e s o f all the students, faculty, and staff. Developing strategies for building community for these students must be done within the context of a changing environment, for the composition of the student body is not static, but rather is rapidly evolving.
1. Develop Undergraduate Enrollment Plans for the Schools. The University will plan for an undergraduate enrollment growth that does not exceed 1,000 students in the College of Arts and Sciences, 400 in the School of Engineering and Applied Science, and fewer than 100 each in the schools of nursing, commerce, architecture, and education. Enrollment expansion will begin in fall 1997 and will be phased through the year 2004. By 1996 the University will develop recruitment plans to increase the entering first-year class to 2,800 in fall 1997 and to 2,954 in fall 2000.
3. Develop Graduate Enrollment Plans. The University will anticipate an enrollment growth that will not exceed 550 graduate students primarily in engineering, arts and sciences, the basic medical sciences, and commerce. Enrollment in the professional schools of law, medicine, and graduate business administration will remain fixed at current levels.
4. Ensure a Diverse Student Body. By 1996, the University will ensure that recruitment plans focus on establishing a talented and diverse student body, which for in-state students will approximate the racial, ethnic, and socioeconomic composition of the Commonwealth s high school graduates. The University will also continue to recruit and admit international students.
5. Ensure Adequate Support Services for Growth. The University will increase support services and facilities for students to accommodate real planned growth. In February of each year the administration will distribute to departments such as housing, dining, student affairs, police, and parking and transportation the authorized Enrollment Plans" by school and by level. All other auxiliary support and academic support services should be required to incorporate these plans into their biennial evaluation and planning process.
Evaluating Student Achievement .c.
The quality of higher education has traditionally been eva luated by examining the credentials, backgrounds, and talents that faculty and students bring to the college or university. Assessment adds to these criteria the concept of examining the result of the teaching- learning process by determining what the students have learned and whether that is what they should have learned. When greater emphasis is placed on student learning, education becomes a process of fostering student achievement of University-articulated goals, rather than of offering students a series of random encounters with a variety of courses.
Becoming a national model for undergraduate education within the context of a modern research university requires clarity about student learning goals, evaluation of achievement of those goals, and the means for solving problems suggested by the evaluation process. Articulation and achievement of student goals and goal orientation in selecting and pursuing careers will become particularly important as the student body becomes more diverse. Since a complete undergraduate education encompasses students academic achievement and personal development, assessment of learning in both areas is important. The assessment program at the University of Virginia generally follows the guidelines established by the State Council of Higher Education in 1988.
The overall objective of assessment is to advance excellence in education by focusing on student achievement inside and outside the classroom. Assessment seeks to engage the entire University community in an ongoing conversation about what students are learning. Faculty within departments and schools are discussing the central questions: what are we trying to accomplish and how do we know whether or not we have reached our goals? This dialogue encourages a program of continuing evaluation and improvement.
Assessment aims to assist faculty and student affairs staff in articulating goals for student achievement, in determining whether students are achieving their goals, and in making changes and improvements. Responsibility for implementation resides with the deans of the undergraduate schools. In this process, it is important to support faculty in evaluating and monitoring their teachi ng strategies, in revising course content, and in developing new courses for the curriculum. It is also important to support student affairs staff in the process of program change and development.
1. Conduct Studies of the Student Experience. The assessment office will complete its first longitudinal study (a study of growth and change in the entering class of 1988 over a period of four years) of the undergraduate experience in 1992 and begin another four-year effort in fall 1993. The longitudinal studies survey students views about their experiences at the University and note changes in their attitudes. The longitudinal studies include assessment of experiences in the transition program, the University s program for at risk" students. Academic and administrative offices of the University receive and give consideration to the results of these studies.
2. Conduct Assessment of General Education. This ongoing program encourages the clarification of the objectives of general education. These objectives are formulated more in terms of what students should know and be able to do than in terms of what courses they should take. Multiple measures are being devised to assess general education and departmental criteria. 3. Conduct Assessment in the Majors. This ongoing program involves all undergraduate departments and schools and follows a five- year schedule. Various methods are used to determine how well students are mastering the essentials of their discipline.
4. Continue Alumni Assessment Program. The first undergraduate, University-wide alumni assessment took place in spring 1992. This survey documented the extent to which alumni have benefited from, and been satisfied with, their University education. Alumni responded to questions on all aspects of their lives at the University, including recommendations for improvement. Alumni assessments will occur at four- year intervals.
5. Conduct Forums on Undergraduate Education. These forums provide opportunities for University faculty and administrators to discuss undergraduate education at the University, to learn from guest speakers on assessment, and to consider research findings provided by the assessment program.
< B > 6 . A s s i s t D e p a rtments, Faculty, and Staff in Improving Education. This program will seek additional funding, possibly through state council s Funds for Excellence, to support changes and improvements identified as needed through assessment findings.
7. Conduct Assessment in Continuing Education. Assessment of student achievement in the Division of Continuing Education will begin in the 1992-93 academic year following guidelines being prepared by the division and the assessment office. This effort will examine classes offered and student achievement at all the regional branches of the University s continuing education division.
8. Conduct Studies of Student Development. Studies of student learning outside the classroom are conducted as a component of the longitudinal studies and as separate evaluation programs within the student affairs area. In addition, the longitudinal studies and other assessment programs, such as the Cooperative Institutional Research Program Freshman Survey, compile information on student attitudes about student support services, such as dining services, parking and transportation, student health, libraries, athletic and recreation facilities, and student housing. Results of these findings are provided to the appropriate staff members to be used in the evaluation of their areas. 9. Provide Data to Community Colleges. Upon request, the University of Virginia provides, and will continue to provide, Virginia community colleges with information on the success of the latter s graduates who have transferred to U.Va.
A Sense of Place
The academic Plan for the Year 2000 has identified the place the academic environment" that organizes and nurtures the life of the mind as one of the key elements in establishing an academical village for the 21st century. The preservation and development of this academic environment require both specific and comprehensive planning for the facilities environment to attain the overall objectives of the plan. The plan calls for the development of an environment that accommodates the needs of people with disabilities, that promotes the safety and security of the entire community of l e a r n e r s , t h a t m i n i m i z e s t h e r i s k o f unforeseen events, and that provides for effective response to natural or human-made disasters.
The Facilities Environment
On May 21, 1991 the Board of Visitors adopted a Vision Statement for the Planning and Design of the University of Virginia Buildings and Grounds," which describes the basic precepts and principles for new facilities, and which reflects the goal of restoring the founder s vision of the reciprocity between the academic and the physical plan of the University." This statement reaffirms Jefferson s belief that the principles guiding the physical design and character of the institution are the same as those affecting its academic undertakings. These principles produced a physical and academic program that reflected a reciprocal relationship, a remarkable arrangement of buildings and grounds supporting clear academic intentions. The Rotunda, pavilions, hotels, ranges, alleys, gardens, lawn, and terraces fit together to function efficiently and provide an inspiring setting. The academical village is not a collection of individual buildings but a composition of interdependent buildings and spaces.
The setting is clearly designed to enhance the academic experience, to stimulate study and thought and research and collegiality, and to foster the exchange of ideas and the discovery, protection, and dissemination of new and existing knowledge.
In support of this vision, the Board of Visitors in 1992 established and filled the position of architect for the University." Guided by this architect, our mission for the year 2000 is to restore Thomas Jefferson s vision of the reciprocity between the academic and the physical plant of the University. The University s planning principles and parameters, designed to ensure a coherent, effective, and unified environment, derive from the following assumptions:
a. a clear separation of the parts into discrete units;
b. a clear representation of the functional role each part plays;
c. a hierarchical distinction between the parts revealing which are more important and which are less important in fulfilling the purpose of the whole;
d. an appearance for each part that allows it to be distinct while a l s o a l l o w i n g i t to appear as a part of the larger whole to which it belongs;
e. a clear geometric scheme controlling the disposition of the parts and their relationships to one another and to the whole;
f. a clear gradation of spaces and uses ranging from public to private;
g. a clear demarcation between what belongs to it and what does not;
h. and residences dominating and establishing the primary character of the place.
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The University must curtail its dispersion across a larger countryside and emphasize development of additional facilities adjacent to the Grounds. At the same time, the University will develop its facilities and supporting infrastructure in ways that will enhance and strengthen the surrounding community and that will foster the delivery of high quality health care to the citizens of the community and the Commonwealth.
The University will also strive to maintain, preserve, and enhance the physical environment to improve and adapt its academic facilities to establish a learning environment for the 21st century and beyond.
In support of the needs for buildings for learning identified by the academic Plan for the Year 2000, the University must establish a comprehensive program of capital projects, identify the needed funds from a wide range of resources, and carry out a vigorous program of facilities planning and construction.
In addition to seeking the resources required to establish new facilities, the University must continue to seek innovative ways to increase the efficiency of utilization of its existing facilities.
Some of the University s facilities are located beyond Charlottesville and serve undergraduate students and students enrolled in continuing education programs throughout the Commonwealth. The University has responsibility for these facilities and seeks to maintain them for maximum use of programming and education.
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1. Strengthen the University s Concentration around the Central Grounds. The University recognizes that the central Grounds can accommodate an increase in the number of buildings as long as careful attention is paid to the shape and character of the spaces between buildings, and will plan so that over time, academic p r o g r a m s a r e s t r e n gthened as integral elements of the central Grounds. The University will use student residences to bridge areas within the Grounds. An interdependency of buildings and open spaces similar to that which exists in the Jeffersonian academical village is essential throughout the University. In building itself around a central core, the University strives to view its natural landholdings as sanctuaries and a physical asset serving a useful and important purpose rather than as a reserve for future construction.
2. Maintain a Facilities Master Plan and Supporting Plans. The University will maintain and regularly update a facilities master plan to provide directions for land use, spatial organization, and development of all facilities, including those in the Health Sciences Center, and to provide the framework for making decisions about the future growth and development of the institution. This document provides the framework for achieving the goal and objectives of the Vision Statement for the University. In keeping with the intent of the Plan for the Year 2000, the facilities master plan must be developed and implemented in cooperation with the local communities. The principal elements of the current Facilities Master Plan (1990) are summarized on page 36. A new edition of the plan, incorporating the University s plan for growth and the individual schools ten-year plans, should be completed by June 1994.
The University will maintain supporting plans to the facilities master plan that provide direction to the development of the University s utilities, telecommunication and computing networks, parking and transportation, and pedestrian circulation infrastructures. Revised supporting plans should also be completed by June 1994.
3. Develop Capital Outlay Programs. The University will develop biennial capital outlay programs for the construction of new facilities and the renovation and modernization of existing facilities which support the objectives of the Plan for the Year 2000 and the University s plan for growth approved by the Board of Visitors in 1990. The University s approved ten-year capital outlay program is summarized on page 36. 4. Improve Teaching Spaces. In support of a program for the improvement and modernization of the University s academic spaces, an academic facilities improvement fee has been established as a component of student fees.
5. Develop the West Main Street Corridor. In cooperation with the City of Charlottesville, the University will explore the feasibility of developing residential college, health care, and other facilities in the West Main Street corridor as a means of strengthening this important link between the city and the University.
6. Improve Health Care Access. To assure convenient access to health care programs, the University, in cooperation with the community, will develop improved road and transportation access to the Health Sciences Center, and improved, convenient parking for patients and visitors.
7. Maintain and Preserve the Physical Environment. The University will expand its efforts to develop resources of every kind to maintain and preserve its buildings and grounds to high standards. These will include attempts to maintain and enhance the Commonwealth s maintenance reserve capital program, an effort to establish the maintenance equilibrium concept as a state-wide basis for annual maintenance budgeting, as well as attempts to develop gift and other fund sources for preservation of the physical environment. 8. Restore and Preserve the University s Historic Structures. The University will expand and strengthen its continuing program for the restoration and preservation of the original Jeffersonian buildings and grounds, and for its other historic landmark facilities. 9. Enhance the Quality of the University Grounds. The University will strengthen its commitment to the quality and care of the landscaped open space between buildings and will provide improved walks, roadways, and other facilities needed to support convenient and safe bicycle and pedestrian circulation throughout the Grounds.
10. Develop Innovative Concepts for Facilities Utilization. The University will develop new procedures to manage and assign space that provide incentives for more efficient, innovative, and intensive utilization of existing facilities. This will both free existing space to meet current needs, and reduce the need for new f a c i l i t i e s , w h i l e a lso reducing overall operating and maintenance costs. An analysis of teaching space needs and existing assets will be completed by June 1993 as a planning basis for both classroom improvements and improved assignment and utilization policies and procedures.
11. Enhance off-Grounds Facilities Throughout the Commonwealth to Maximize Programming for Students. The University will work cooperatively with Virginia Tech, Clinch Valley College, and Virginia Highlands Community College to plan and construct a new facility in Abingdon, Va. to house the joint programs offered through the Southwest Virginia Higher Education Center. The University will also continue pursuing a new location to accommodate expanded programming in its joint program with Virginia Tech in northern Virginia.
Persons with Disabilities
In the physical embodiment of the Jeffersonian ideals of liberty and individual freedom, the University must strive to meet the needs of persons with disabilities, while maintaining the integrity of the historic architectural environment. The University of Virginia values diversity among members of its academic community. Federal and state legislation addresses needed improvements in services for all persons with disabilities students, faculty, and staff, as well as visitors and participants in University activities and provides further direction to our commitment to become a barrier-free, equally accessible learning environment for all.Toward this end, the University has appointed an American Disabilities Act Coordinator.
The University will strive to make the physical environment and all of its educational, health care, cultural, social, ceremonial, recreational, athletic, and public programs accessible. Access must be fully independent and integrated to the maximum extent possible. The University will continue to comply with federal and state regulations through purposeful change and constant attention to individual and programmatic needs.
1. Develop a Plan for Equal Access. The University will develop and maintain a priority list of projects to attain equal access for all. Through A Plan for Equal Access" appro ved by the University in February 1992, the University will develop and complete the list from various funding sources.
2. Implement Facilities Access Strategies. The University will implement facilities design strategies incorporating historic landmark considerations and accessibility laws and regulations into consistent standards for new construction and renovations and will assure that appropriate access provisions are incorporated into facilities lease or purchase transactions. Standards for accessibility will be incorporated throughout the University s Design and Construction Guidelines" and monitored through design review.
3. Provide Resources for Access. The University will seek and allocate funds for projects which will improve access, both through immediate changes to meet current student, faculty, staff, and visitor needs, and through longer term capital projects. Funds for these needs must be consistently available over the next decade.
and Risk Management
The University strives to provide a safe and secure environment for its students, faculty, and staff. All members of the community must assume responsibility for their own actions, and the University must undertake to improve physical conditions affecting safety and security, offer training programs and education in safety and security issues, and plan for the prevention and control of emergency situations that threaten persons or property. Risk management must be governed by principles of risk identification, evaluation, treatment, implementation, and review to assure an environment in which University resources are economically protected and preserved.
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The University must assure a continuing program involving the entire University community in the identification of safety and security needs, education in crime prevention, and evaluation of the effectiveness of these programs. A police and security force of adequate size and proficiency must be maintained for the protection of persons and property and the prevention of crime. Programs of emergency and safety planning, and security planning for new and existing facilities, will assure a safe physical environment, whi le a risk management program will assure adequate and economic protection of persons, property, and resources against unfortuitous events.
1. Conduct Continuing Safety and Security Review. The University will maintain a continuing review of the facilities, programs, and practices that affect the safety and security of the University community. 2. Conduct Crime Prevention Education and Formal Safety Programs. The University will develop an increased level of programming and participation by the University community in crime prevention educational activities. Expand formal safety programs, such as supervisory training; faculty, staff, and student participation in safety training; and procedures for analyzing accidents to identify needed training or safety improvements. 3. Evaluate and Identify Safety and Security Programs. The University will develop programs and surveys to evaluate the effectiveness of safety and security programs and to identify new program needs. 4. Manage and Control Hazardous Materials. We will maintain and expand programs for safely managing and controlling the use, storage, and proper disposal of hazardous materials. 5. Maintain an Adequate Police and Security Force. The University will recruit and maintain a police and security force of adequate size for the changing and increasing scope of security needs with an appropriate mix of sworn officers and other staff. Provide professional training to assure a police and security force that is fully qualified by professional standards and is accredited in accordance with nationally recognized standards. 6. Design Facilities for Crime Prevention. The University will employ environmental design principles for crime prevention and involve safety and security professional staff in the design of all facilities projects. 7. Establish Fire Safety Plans. The University will develop fire safety and emergency evacuation plans for each University building by September 1993. 8. Correct Fire and Safety Deficiencies. The University will develop a prioritized list of safety and fire protection deficiencies in University facilities as a basis for resource allocation aimed at identifying and correcting hazards that r e p r e s e n t a significant threat to life or property.
9. Establish Risk Management Awareness and Provide Risk Management and Insurance Advisory Assistance. The University will establish a risk management awareness program and will provide schools, departments, and support units with professional risk management and insurance advisory assistance to reduce the potential severity, frequency, and impact of unforeseen events. This program will be fully implemented by July 1, 1995.
The University must be prepared to respond quickly and effectively to natural or human-made disasters to minimize personal injury and property losses, and to maintain or restore normal operation at the earliest possible time.
The University must be able to provide emergency response services, coordinated with local government agencies, during and following a disaster that will minimize personal injury and property loss. Capabilities and plans must be established to maintain order within the University and to return facilities and the information and telecommunications infrastructures to normal operation as rapidly as possible.
1. Develop Disaster Recovery Plans. The University will develop plans on a departmental and University-wide basis in coordination with the Medical Center and local governments to provide for recovery from the effects of a disaster, the maintenance of order, the elimination of hazards and the prompt restoration of facilities, and the information and telecommunications infrastructure to normal operation during and following an emergency. The director of the University police department will manage and coordinate the development of these plans by July 1, 1993. 2. Establish a Joint Emergency Operation Center. In coordination with local government agencies, the University will establish a Joint Emergency Operation Center through which disaster recovery plans and activities can be implemented and coordinated and will conduct periodic tests of disaster recovery plans through exercises.
3. Develop Mutual Assistance Agreements. Through the Emergency Operation Center, the University will establish mutual assistance agreements with local governme nt agencies for mutual support in disaster recovery operations.
The University as Employer
Institutional success in achieving many of the objectives identified in the academic Plan for the Year 2000 is linked directly to the University s practices and reputation as an employer. The University endeavors to be an employer that treats its employees with respect and dignity. The University values people as individuals and strives to create a work environment where their skills, abilities, and sense of self can be fully utilized and enhanced. The University ascribes to and operates equal opportunity and affirmative action programs for faculty and staff, consistent with resolutions of the Board of Visitors and with federal and state requirements. Demographic shifts in the U.S. population will cause the social makeup of the national work force to change by the year 2000. The majority of new entrants to the labor force will be women and minorities. Between now and the year 2000, the average age of the work force will rise. In the next decade, new jobs will be created that will require a higher level of skill and education than many workers now have.
These demographic changes will cause the makeup of colleges and universities students, faculty, and staff to change rather dramatically. The University will necessarily have a more diverse student body and will require more diverse faculty to teach and to serve in administrative and professional roles. The composition of the classified staff will similarly change. The University will strive to develop and implement innovative ideas to manage the diverse human talents of all its employees and to plan for changes in the workforce occurring at the state and national levels.
The University s ability to recruit and retain an exceptional and diverse faculty and staff is influenced by factors such as its employee benefits and services; compensation and reward plans; community support for, and institutional commitment to diversity; and the opportunities for and support of career growth and advancement.
To fully realize our institutional aspirations to provide cost- e f f e c t i v e a n d h i g h q u a l i t y s e r vice to faculty, staff, and students, the University must be given the authority to develop and institute innovative practices at the institutional level that replace regulation heretofore developed at the state level. We will be required to do more with less, to find faster and less expensive alternatives that embody the principles of continuous quality improvement and service expansion. We must seek to develop practices that enable and empower University employees to identify problems and to create and implement solutions. We must be prepared to encourage and facilitate the acquisition of knowledge, skills, and abilities which serve to enhance faculty and staff s productivity and contributions to the University. We must develop new and innovative benefit plans that decrease cost and increase flexibility so that we may attract and retain a highly qualified and heterogeneous work force. We must encourage management and supervisors to communicate effectively with employees by providing meaningful feedback on performance. We also must develop programs that weave diversity into the entire fabric of the University community.
1. Focus on Staff Recruitment. The University plans to recruit the highest quality staff at all levels in the organization. Efforts will focus particularly on positions for which recruitment has been traditionally difficult, such as health care providers and research support staff. The University will develop sophisticated human resources systems and candidate talent banks that provide pools of qualified applicants to meet the University s staffing needs. The University will further develop recruitment and staffing programs that focus on the nontraditional worker. The University also strives to treat the potential employee and new employee with greater professionalism, from the application process to training and orientation programs.
2. Promote Diversity in the University s Work Force. The University seeks aggressively to increase the representation of minorities and women and is committed to accommodating persons with disabilities, consistent with its affirmative action plan, in all levels in the organization. The University will develop specialized p l ans and will educate managers and staff to become more affirmative in recruiting and hiring minorities, women, and persons with disabilities. Efforts will focus on recruiting under-represented individuals into all levels of the University s work force through management internship programs for minorities and women, affirmative action outreach programs, scholarship employment programs, supported work programs for persons with disabilities, and interaction with community agencies and other educational institutions.
3. Focus on Staff Promotion and Career Advancement. The University seeks aggressively to reward and promote its employees from within. The University will make all faculty and staff job opportunities available and easily accessible through the use of computer technology and computer bulletin boards. The University will offer programs and staff development that train the work force to assume greater responsibility. The University strives to develop newer and more innovative programs that promote internal advancement similar to the career ladders" instituted for health care professionals. The University will continue to support educational leave benefits and provide tuition reimbursements and other financial assistance for lifelong education when possible and will develop job-related workshops targeted to the special needs of administrators, managers, supervisors, and support staff.
4. Focus on Staff Retention. The University will continue to develop programs and activities that are directed at retaining a highly qualified and productive work force. These programs will focus on recognizing faculty and staff performance through individual and group contributions and accomplishments such as employee recognition programs and incentive pay programs. The University will maintain and develop compensation programs that ensure a competitive standing in the labor market such as salary plans, flexible benefits plans, and retirement plans. The University will be more active in addressing the unique needs of the work force through employer-sponsored programs such as child care, parental leave, elder care, work-at-home options, employee assistance, career counseling, employee health and wel lness programs, and health and fitness programs.
5. Expand the Benefits Program and Services for the University s Aging Population. The University will strive to address the needs of the older members of our community, those actively employed and those retired. We seek to enhance the preretirement counseling provided to faculty and staff and to commit to offering excellent benefit plans, such as the current long-term care insurance plan, which meet the specific needs of this group. Keeping the University s retired faculty and staff well-informed and well-equipped to manage their lives is an important goal.
6. Develop Competitive Benefit Packages. The University must adopt a national and even international perspective to be competitive in recruiting and retaining the best faculty and other employees. We must recognize that our competitors for superb faculty are not only other comprehensive universities but also business, industry, governments, and other sectors of society. Another key group of employees are the health care professionals. To address the special needs and interests of faculty and others, the University will continue to work with the state government to obtain decentralization of functional areas that the University can support well. To enhance further its competitiveness in recruiting, the University will develop flexible scheduling policies, telecommuting options, and innovative leave programs. 7. Create Benefits, Leave Policies, and Other Programs to Meet the Needs of an Increasingly Diverse Population. Recognizing that the University cannot be all things to all people, we must enhance the flexibility of options and maximize the use of our limited resources. We must find ways to accommodate the needs of valued members of our community who, historically, were not the targeted users of benefit programs in our country. Among the many categories of individuals who are important to our future are part- time workers, single parents, and foreign nationals.
8. Recognize and Participate in Efforts to Contain the Rising Costs of Health Care. The University will strive to teach faculty, staff, and administrators to be educated users of the health care delivery system. Managed c are programs, which specify how the individual accesses health care, will become a significant part of our daily lives, both as consumers and providers of health care. To the extent possible, the University must explore ways to offer managed care programs and services that help contain health care costs.
9. Provide Professional Development Programs to Faculty and Staff. The University will develop job-related workshops targeted to the special needs of faculty, administrators, managers, supervisors, and support staff. These programs will reflect issues of immediate relevance to the vitality of the University s work force and will include the following topics: cultural diversity, service excellence, continuous quality improvement, and productivity improvement and career development. In addition, there will be increased emphasis on short-term, intensive learning experiences such as special institutes, forums, and speakers series.
10. Offer Technical Assistance and Consulting Services to Deans, Department Heads, and Administrators. The University will provide organizational development services focusing on management topics such as continuous quality improvement, customer service, productivity improvement, and employee empowerment. In addition, upon request, the Division of Employee Relations and the Equal Opportunity/Affirmative Action Office will intervene at the unit level to foster improved teamwork, intergroup collaboration, and employee job satisfaction. 11. Administer Educational Aid Programs for Classified Employees. The University will oversee the fair and equitable administration of a variety of educational assistance programs designed to enhance the job-related skills of employees at all levels. These programs will ensure that the University s human resources are prepared to meet the demands and challenges of the workplace in the year 2000.
12. Facilitate Long-Term Planning at the Organizational and Departmental Levels. University consultants will help departments plan for and manage their futures by articulating a vision, expressing organizational values, and identifying departmental and personal goals and objectives. In addition, technical assistance will be provided to ena ble departments to select plans and strategies to achieve their desired vision and goals.
13. Improve Communication and Conflict Resolution Techniques. The University s leadership seeks to communicate regularly with employees by attending employee group meetings such as employee councils and listening to concerns and issues. We will attempt to resolve conflict informally and in a timely fashion. The University will advise employees of their rights and assist them in gaining redress when necessary, and continue to implement policies and procedures for successfully resolving grievance disputes, discrimination complaints, and harassment charges.
14. Effectively Manage and Encourage Diversity Throughout the University Community. The University remains committed to encouraging and utilizing a diverse work force to its fullest potential. Policies and procedures will be maintained that encourage the recruitment, retention, and promotion of women, minorities, and persons with disabilities. These policies and procedures not only keep the University in technical and legal compliance, but also provide assurance to the University community of protection from discrimination and of the University s commitment to diversity.
Funding Higher Education
The Commonwealth of Virginia has entered a new era of financial management in higher education. The decade of the 1990s opened with significant reductions in state funding, both for the operating and capital budgets. The state has shifted a greater proportion of the cost of financing higher education from the state general funds (generated by tax revenues) to student support, by allowing institutions to raise tuition to unprecedented levels to replace cut state budgets. Students with out-of-state residency are now required to pay at least 100 percent of the average cost of their education, defined by the state as the cost of providing instruction and related support activities. Prior policy required students to pay 75 percent.
Cost containment and allocation by substitution by the University will form the basis for financial decision making over the next decade. In addition, today, perhaps more t han at any time in the past, the University is dependent upon the income derived from its endowment, as well as its ability to raise monies from private and governmental sources (sponsored grants and contracts) to maintain its margin of excellence.
In light of increasing demands on tuition and private funds to meet basic operating budget needs, heretofore supported with state tax funds, the financial and investment plans of the University must become more flexible and more innovative. Even in times of resource constraint, we must demonstrate progress towards the achievement of the goals and objectives included in the Plan for the Year 2000. It is the responsibility of the University s financial administration to simplify administrative processes and reduce costs, as well as implement alternative financing and investment strategies that will support the academic plan. At the same time, it is critical that the University continue to maintain its system of internal financial control in order to comply with state and federal requirements and provide assurance that it is meeting its fiduciary responsibility.
Institutions with large endowments will be in the best position to withstand the financial pressures. Therefore, the University must expand its income base derived from the endowment. In order to sustain purchasing power for present and future generations, the endowment must be invested to maintain the real (inflation adjusted) value of principal over time, as well as generate a constant stream of income for current operation. The current asset allocation of 75 percent risk capital and 25 percent fixed income, together with an endowment spending level of 4 to 4.5 percent, are in line with that policy. Any increase in distributable income should be accomplished through gifts to endowment.
In addition to financial resources, we must also manage real property assets. In 1985, the University invited the Urban Land Institute to assist in establishing a framework for future real estate policies and strategies. In direct response to this assessment, the University took two major steps. First, it created the University Real Estate Foundation (UREF) which acquires, holds, d e v e l o p s , a n d d i s p o s e s of property in areas immediately adjacent to or near the Grounds. Second, it entered into the Three-Party Agreement with the City of Charlottesville and the County of Albemarle in order to define the cooperative framework under which each of the parties would plan for the development of its land holdings.
Since that date, UREF has acquired real estate valued at approximately $50 million. These purchases were funded from the University s endowment, loans from unrelated parties, and gifts. It is anticipated that the focus of UREF will be on the development of its present holdings and that funding for this development, as well as for future acquisitions, will come from sources other than the endowment.
The University has established a number of University-related foundations. These foundations are tax-exempt corporations, many of which were established to solicit, receive, manage, and invest private gifts or property, intended for the ultimate benefit of the institution. Some may also sponsor and promote programs in support of the University s education-related activities and interests.
Reductions in state tax support for the University s schools and departments totaled approximately 21 percent over the 1990-92 period. For fiscal year 1992-93, state tax support represents roughly 17 percent of the University s revenues, down from 27 percent two years ago. As a consequence of these cuts, the University will use the authority, granted by the Governor and General Assembly, to raise student tuition, prudently balancing the institution s need for revenue with the effect on access that higher tuition has on students. The objective is to meet 90 percent of the demonstrated financial need of the undergraduate student population. In addition, we will be mindful of the resources available for fellowships that must be provided in order to attract the very best graduate students and remain competitive with peer institutions. The Medical Center will attempt to maximize state revenue in support of indigent services so that indigent patients can be cared for at the highest level of quality without negatively affecting the remaining patient population.
The University will continue to resp ond to the loss of state funding by continuing to evaluate its programs and services in an effort to reduce costs. When savings are realized resources will be reallocated in support of high priority initiatives related to the Plan for the Year 2000. In the midst of reductions in state funding, the University will continue to plan for growth in the student body. Experts predict a substantial increase in high school graduates in Virginia during the next ten years. Consistent with the Board of Visitors action on growth, the University will place priority on seeking tax and tuition authority to support planned growth. The University s endowment fund currently totals some $30,000 per FTE student. The University should maintain the purchasing power of its endowment (increases necessary to adjust for inflation) at this level through investment performance. Increases necessary to maintain this level as the student population grows should be met by new gifts to the endowment. According to the National Association of Colleges and University Business Officers 1991 Endowment Study, the mean endowment per FTE student for all participants (367) was $36,000 and for all private institutions $50,000. The University will work to increase its ratio toward these levels through new gifts to endowment.
It is also critically important that state-supported institutions like the University of Virginia that receive financial support from their affiliated foundations maintain oversight of their activities and relationships in order to protect the public interest at stake in both education and foundation assets. It is prudent for the University to assure greater accountability, improved fiscal oversight, and regular reporting of foundation activities to University officials.
The University invests in real estate to assist in attaining its educational goals, to protect its boundaries and entrances from incompatible development, and for investment return. Over the next ten years, the objective will be to support the needs of a growing student population, an expanding research program, and more decentralized health sciences programs through the purchase and/or lease of real property.
1 . B y J u l y 1 9 9 3 , D e velop a Multiyear Revenue Plan that will Provide a Framework for Future Resource Planning.
2. Continue to Pursue with State Officials Ways to Maximize Support for Indigent Care Costs by Obtaining Federal Matching Funds Through the State s Medicaid System.
3. By July 1993, Develop a Funding Plan for the Support Costs Necessary to Initiate the Capital Campaign.
4. Develop Varied Investment Products that will Meet the Needs of the University s Constituencies. Currently the two main endowments are the Consolidated Fund and the Eminent Scholars Fund. Other funds such as money market, intermediate bond, or specialized equity funds may be desirable over the next decade.
5. Improve Relationships and Cooperation among the University- Related Foundations by: Adopting and Implementing an Oversight Policy on University-Related Foundations; by Making Available University Administrative Services to the Foundations; and through Annual Reporting to the Board of Visitors in Conjunction with the Foundation s Annual Certification Letter.
6. Study Administrative Procedures with an Objective of Simplification and Cost Reduction. Savings generated from suggested changes in operations will be reallocated to the institution s highest priority initiatives. Pursue delegation of authority and/or exemption from certain administrative processes at the state level.
7. Take an Active Role in Real Estate Development and Acquisition Consistent with University Goals and Objectives Outlined in the Academic Plan for the Year 2000 and in the Environmental Support Plan. Identify new sources of capital, which may include partnerships with other public or private entities. 8. Use Multiyear Financing for Construction and Equipment Purchases where Feasible and Prudent.
9. In Light of Anticipated Declines in the Growth Rate of Indirect Cost Recoveries, Reevaluate the Adequacy of Distributing 20 percent of the Recoveries to Capital Outlay Projects. The availability of adequate indirect cost recoveries must be ensured to service the debt on portions of the proposed Jordan Hall Addition and the Chemistry Building Addition.
10. Continue Funding for the Academic Enhancement Program at its Current Level After the Initial Five-Year P eriod. This program, funded for five years in 1989 from endowment appreciation, provides funds awarded on a competitive basis to academic disciplines that have the potential to attain national prominence.
One of the specific goals within the current University Statement of Purpose is To seek the ablest and most promising students, within the Commonwealth and without, and, in keeping with the intentions of Thomas Jefferson, to attend to their total development and well-being, and to provide appropriate intellectual, athletic and social programs." It was Jefferson who said, Exercise and recreation are as necessary as reading. I will say rather more necessary because health is worth more than learning. Jefferson s inclusion of facilities dedicated to exercise and physical activity in the original academical village conveys the obvious importance that he placed on health and wellness. Then, as now, the total experience was more than just the physical act of exercise and the personal gain from that act. It was and is the concept and expectation of a healthy lifestyle for both the individual and the community, the opportunity for interaction within the community, and the development of mind with body" so that individuals are prepared to lead intellectually and are capable physically. The importance of athletic competition, recreation, and fitness continues as a healthy and balanced lifestyle becomes increasingly important in our society. The individual benefits of intercollegiate athletics and intramural and recreational sports extend beyond personal fitness. The University of Virginia programs emphasize the values of leadership and teamwork and a desire for excellence through wholesome athletic competition in concert with institutional and personal integrity and academic success.
Intercollegiate athletics build a sense of community and esprit de corps" among the University s varied constituencies. The intercollegiate games, matches, and meets provide a common ground for students, faculty, administrators, alumni and friends, within the Commonwealth and beyond, to come together in a shared e x p e r i e n c e . T h e y p rovide an opportunity for individuals to return to the University and to renew acquaintances; they also foster a sense of common pride and loyalty, increase the University s profile, and aid in the recruitment of students, faculty, and staff.
Nationally, as more women enter and excel in athletics in colleges and universities, participation and resource allocations are being examined for achieving equity with men s sports. The University of Virginia is committed to the ideal of equity and is establishing and working toward gender equity goals in compliance with Title IX regulations.
Recreation and fitness programs are experiencing a period of unparalleled interest and growth in all areas of the University community. These programs provide an atmosphere conducive to fellowship and interaction, serve diverse recreational needs, and educate participants in the use of leisure time and the benefits of fitness. Programs for students, faculty, staff, family members, conference participants and the local community are provided by professional personnel in quality facilities. The programs are dedicated to the principle that a strong body makes the mind strong." When varied segments of the University come together in intramural, recreational, and fitness programs, friendships are formed and areas of common interest and concern discussed.
The University will continue its commitment to an intercollegiate athletic program that is based on the highest ethical standards and academic values. It will have as its foundation the academic success of its student-athletes, the integrity of the overall program, and the competitive success of its teams. The University and the athletic department are commonly committed to strict adherence to National Collegiate Athletic Association (NCAA), Atlantic Coast Conference (ACC), and University regulations.
Support for athletics must include the resources to actively address gender equity, to retain and attract quality personnel, to continue to provide a competitive level of grants-in-aid for student-athletes, and to develop athletic facilities.
The University will increase the availability of recreation and fitness programs through construction of ad ditional facilities commensurate with the desire to extend the availability of recreation services. It will also take a more active approach to health promotion and the effect that health and wellness can have on the quality of life for both the community and the individuals in it.
1. Provide Appropriate Academic Support to Student-Athletes. The academic success of student-athletes continues to be the highest priority of the intercollegiate athletic department. Working closely with the academic departments, the intercollegiate athletic department s staff will communicate and cooperate with faculty and administrators to enhance the educational opportunities for all student-athletes. The department will utilize the many academic support and enhancement services offered by the University as well as the department s own academic advising program. Internal resources will be maximized and focused in this area. 2. Maximize the Opportunities to Involve All Constituencies in the Life of the University. The intercollegiate athletic department and the University must take advantage of the vast opportunities that exist through the attendance and subsequent interaction that occurs at athletic contests. This medium can be used to establish and develop relationships among all members of the University community students, faculty, staff, alumni, and friends and can act as a conduit for additional University support. Special consideration should be given to future facility projects and how they can incorporate this concept. 3. Develop a Long-Range Plan for the Funding of Grants-in-Aid. In conjunction with the Virginia Student Aid Foundation (VSAF), a long-term funding plan must be developed for grants-in-aid. This plan should take into consideration major increases in the VSAF endowment, issues of gender equity and projected costs of in-state and out-of-state grants-in-aid.
4. Develop a Plan and Timeline for Establishing and Working Toward Gender Equity Goals.
5. Develop, Renovate, and Maintain Facilities that Maximize the Intercollegiate Athletic Experience. The University strives to provide its student-athletes and coaches with the highest quality o f s u p port, practice, and competition facilities. While a number of new facilities have been constructed recently, previously existing facilities are in need of renovation and additional facilities will be constructed. A 1987 Intercollegiate Master Plan for Facilities will be revised and used as a planning document for the next decade. A ten-year plan for funding capital renovation and repairs will also be developed.
6. Examine Future Operational Expenditures and Develop Additional Revenue Sources. The University will develop a five- year plan to maintain full funding of the intercollegiate athletic department s operating costs. The department will continue to provide full funding to the University for its general and administrative charges.
In developing the plan, the athletic department will examine utilization of existing resources, methods of cost-containment, and opportunities for revenue enhancement. A long-range approach to support from student fees will also be addressed.
1. Provide a Broad and Accessible Intramural/Recreational Program. The University will continue to develop existing program components to emphasize competitive, instructional, and recreational aspects of intramural/recreational sports. Accessibility in this area implies that programs and facilities will be available to those with disabilities and that availability, convenience, and schedules will take into account the needs of all users. This will require a financial commitment to support personnel, equipment, and facilities.
2. Develop and Maintain Facilities that Maximize the Opportunity for the Recreational Experience. The University will continue to develop facilities as recommended by the Intramural/Recreational Sports Master Plan (1989) and to assess the needs of the University that may be predicated on enrollment growth, the need to house a larger percentage of the student population or the desire to extend availability of recreation services. 3. Provide Innovative Leadership in the Promotion of Fitness and Wellness. The University will continue to develop programming options with other University programs and external agencies that have as their focus an emphasis on fitness and development of healthy lifestyles. It will also promote and communicate the various positive aspects of fitness through seminars, programs, and instruction.
4. Promote an Atmosphere Conducive to Fellowship and Meaningful Interaction Among Members of the University, Alumni, and Local Communities. The University will continue to support the opportunity for students, faculty, and staff to participate in programs offered by intramural/recreational sports. The feasibility of developing access to recreation facilities for various constituencies will be explored. The University will continue its recreation programs that include and reach out to the external community (such as the Cavalier Day Camp, which offers sports and games to children of University faculty and staff during the summer, Dogwood Tournaments, and the Summer Tennis Program), while respecting and incorporating University recreational needs. Special emphasis will be placed on the design of facilities and programs that emphasize socialization and participant interaction.
Beyond the Grounds
In the past, institutions of higher education have built walls to emphasize the cloistered ivory tower" nature of the college or university. Today, however, connections with and outreach to the outside world are crucial elements in determining and maintaining the vitality of a university. Thomas Jefferson envisioned a university in which the learners applied their knowledge to the prosperity, health, and civic responsibilities of the citizenry. The University of Virginia has obligations to help strengthen the surrounding community, region, and state as part of its public service mission and to reinforce its own vitality.
As a state-supported institution, the University has a particular obligation to the Commonwealth of Virginia. This responsibility, which includes both the public dissemination and application of knowledge and a wide range of public services that respond to community needs, is underlined throughout the University s Statement of Purpose" and goals adopted by the Board of Visitors. These principles are also central to the academic Plan f o r t h e Y e a r 2 0 0 0 . T h e c o m m u nity of learners, traditionally viewed as students and faculty, is expressly defined in this plan to include staff, alumni, and other lifelonglearners onGroundsandaroundthestate, nation,andtheworld.
To help its various constituencies better understand the University and to facilitate their participation in and support of its activities, University leaders must nourish vital and continuous connections with those beyond the Grounds. Alumni, legislators, citizens of the Commonwealth, and local residents are among those who should feel a strong sense of shared ownership in the University of Virginia enterprise. This will be particularly significant as the University launches a major capital campaign between now and the year 2000.
At a time when the collective reputation of academia is eroding and an economic recession is limiting support to higher education from federal and state sources, it is particularly important that the University not only strive for excellence in its educational, research, and service roles, but that it also share its accomplishments with the public and that it engage its various constituencies in consideration and debate of issues critical to higher education and society alike. It is especially appropriate for Thomas Jefferson s University to take a leadership role in reaffirming the value of higher education to society today.
The University of Virginia will continue, whenever possible, to work with representatives from other institutions of higher education to increase the effectiveness of our activities. The University seeks to create and maintain effective relationships with elected officials in state and federal government. We seek especially strong ties with legislators from the immediate area and alumni who are legislators. Proposed legislation and regulations at state and federal levels will be monitored by the University, enlisting support and advice from faculty and administrators and alerting appropriate officials to the University s interests.
The University will strengthen external relationships by pursuing opportunities to interact with its immediate neighbors and local governments in collaborative projects and public service outreach.
The University will strengthen its relationships with outside communities by developing strategies to advance its reputation among a wider audience and by bringing local, state, and national attention to its distinctive academic programs and to its outstanding faculty, students, alumni and administrators.
Collaborative projects with other institutions will be pursued to enlarge public understanding of issues important to higher education and society in general.
The University will foster internal awareness of and consistency in dealing with external issues by increased communication between responsible University offices. In addition to creating better methods of communication, the University will reach out to the local community, Commonwealth, nation, and world by using telecommunications technology.
In order to meet the growing needs of alumni and other citizens for lifelong learning and to make optimum use of its physical facilities, the University is committed to improving and streamlining its diverse conference and continuing education support services and to developing additional state-of- the-art conference facilities and services. The University will seek to be a preferred site for state, national, and international meetings and conferences at which officials representing government, higher education, and the private sector can study and debate issues of mutual interest.
The University also seeks to make the Grounds a welcome and hospitable place for all visitors and will look for new ways of providing helpful information to prospective students and faculty, patients and other visitors to the medical center, library patrons, tourists, and others.
1. Improve Relationships with Local Communities. The University of Virginia is increasingly becoming a partner with the City of Charlottesville and Albemarle County in various land-use planning and social service decisions and will work to improve these relationships. Further opportunities for collaboration with local communities will be pursued, such as the West Main Street Study and entrance corridor studies. The Planning and Coordinating Council (PACC) and its technical committee will continue to be used to focus on items that need a public forum.
2. Continue University Meetings with the Neighborhoods. The Office of Governmental and Community Relations will continue its discussions with neighborhood associations, emphasizing specific items of interest to each neighborhood such as growth, traffic, and student behavior. The Corner Merchants Association will be included as one of the neighborhood associations.
3. Expand National Recognition of University Scholarship, Service, and Student Experiences. Building on existing relationships with representatives of the national media, the Office of University Relations will develop cost-effective strategies to increase public visibility of faculty and student achievements. Particular emphasis will be put on the use of television and expanded distribution of existing publications such as the Alumni News, Inside UVA, and the President s Report.
4. Play a Leadership Role in Addressing Statewide Issues and Funding of Higher Education. To develop better cohesion among higher education s statewide efforts, the University will play a leadership role in statewide associations of public colleges and universities in addressing issues with the General Assembly and other governmental entities.
To engage the entire University community in state government relations, the Office of Governmental and Community Relations and the Executive Assistant to the President for State Governmental Relations will inform the University community about legislation likely to affect institutions of higher education, through meetings of faculty, deans, staff, and students, reports published through electronic networks and newsletters. Weekly reports will be issued during the General Assembly session, and others as issues develop.
5. Continue the University s Participation in the Federal Legislative Process. As resources allow, the University will participate in national higher education associations and will monitor legislation through electronic mail and other means. The University will seek regular meetings with the congressional delegation and encourage congressional visits to the University for various events. 6. Expand Health Outreach Programs. The University will s t r i v e to increase health outreach programs to serve citizens in central Virginia, the adjacent regions, and (for highly specialized services) to the national and international communities. It will focus specialization on problems identified by the local community and by the Health Sciences Center s Community Health Promotion Task Force scheduled for completion in 1992.
7. Improve the University s Capacities to Welcome Visitors to the University. Through increased distribution of the University map/visitors guide and other materials, the Office of University Relations will work with the University Police, the Rotunda staff, and the Office of Admissions to provide information to visitors of the University. By the spring of 1993, the University will complete, under the leadership of the Office of the Architect for the University, an analysis of what kind of visitors center(s) and other services can best serve the needs of visitors.
8. Establish a University-Wide External Relations Committee. The University intends to establish an internal committee on external relations that will include the Office of Governmental and Community Relations, the Office of University Relations, the Alumni Association, and the Health Sciences Community Relations Office, among others. The committee s initial focus will be on garnering support for the November 1992 bond issue referendum. The committee will set communication priorities, coordinate strategies, and focus on communicating messages from the Plan for the Year 2000 to external audiences.
9. Encourage Additional Faculty Outreach. As the Faculty Senate report on public service recommended in the spring of 1992, the University will encourage faculty members to increase their responsiveness to public needs in areas of their expertise and special interests. These may be local, state, national, or international areas of need. The Office of Governmental and Community Relations will help identify the opportunities for public service to the faculty and the community; University Relations will communicate information on faculty involvement to appropriate audiences.
By December 1992, the Office of University Relations will have c o m p l e t e d a f e a s i b i l i t y s t u d y for a speakers bureau. As funding becomes available, the University will pursue opportunities for its faculty and administrators to speak on issues involving higher education at appropriate forums in the Commonwealth.
10. Consolidate Telecommunications Efforts on-Grounds. Through the consolidation of various telecommunications efforts on-Grounds, a new organization will be created to provide video/audio production and broadcast services for internal and external audiences. The unit or units will focus on production of audio and video materials for class, meeting, conference and broadcast purposes; low-power television programming; recruiting and orientation; and archival purposes. In addition, the creation of a central studio will assist faculty when requests are made for television appearances. 11. Improve Services and Facilities for Large Meetings and Conferences. The University seeks to improve, streamline, and better coordinate its conference services in order to remain competitive as a site for a wide variety of meetings, conferences, institutes, camps, and other special programs serving diverse constituencies.
12. Position the University to be the Preferred Site for Meetings on Policy Issues of State, National, and International Importance. The University will seek to host meetings and conferences at which officials from government, higher education, and the private sector can study and debate issues of mutual interest. The Jeffersonian heritage and historic Central Grounds, as well as Charlottesville s proximity to the capital cities of Richmond and Washington D.C., make the University an attractive location for leaders to convene.
One of the University s most valuable assets is its alumni. After taking their degrees, U.Va. students, by and large, leave the Grounds with a deep appreciation for how the University experience enriched and shaped their lives. For this reason, many alumni look forward to opportunities to give something back to this institution.
The University will need to draw even more heavily on this reservoir of affection and good will in the future. The University l o o k s t o a l u m n i n o t o n l y f o r financial support but also for advice, career counseling for students, volunteer leadership, and professional expertise. They can be advocates, critics, advisers, and participants in University relations with various constituencies.
Alumni are the University s best ambassadors. Through their personal achievements and through their public expressions of commitment to the institution, alumni can be a powerful force for shaping the image of the University. They provide an articulate and credible voice for promoting the University to prospective students, legislators, non-alumni donors, foundations, corporations, and the general public. The engagement of alumni becomes increasingly significant as we approach the capital campaign.
The Alumni Association, in cooperation with the University s school-based alumni offices, will support a range of activities designed to increase the involvement of alumni in the University and to enhance their loyalty to the institution. The Alumni Association s programs will strengthen ties not only between the University and its alumni but also among the alumni themselves, thus building a community of volunteers that will help move the University forward.
1. Expand the Reunions Program for Undergraduate Classes and Increase Class Participation. The goal is to bring each class back to the Grounds at five-year intervals for a reunions weekend in the spring. The schedule of reunion events will feature social and recreational activities, as well as academic programs, such as lectures and seminars. Returning alumni will have access to student housing, including the Lawn rooms. 2. Promote Class Loyalty Among Students Before they Graduate. To increase participation in class reunions, the Alumni Association will work with class trustees and class officers to build a sense of unity among each year s graduates. It also will assist them in their fund raising for class gifts. After graduation, the Alumni Association will continue to help the trustees and officers communicate with their classmates through newsletters and other mailings. 3. Increase Participation in Alumni Chapters. The Alumni Association seeks to increase participation in chapters th roughout the nation and abroad and promote chapter activities that increase alumni involvement in the University. Such programming may include lecture series featuring University faculty, admissions programs for prospective students, and career nights that allow students to discuss professional opportunities with alumni. Chapters should continue to sponsor events that increase participation of young alumni, including functions aimed specifically at recent graduates and summer programs that welcome new alumni into the community.
4. Keep Alumni Informed of Developments in the University Community Through the Alumni News and Publications Produced by Individual Schools. These publications should maintain a regular communications link not only between the University and its alumni but among alumni themselves, thus encouraging them to feel a part of a larger community that shares a special bond with the University. 5. Work with the Division of Continuing Education to Help Alumni Continue Their Intellectual Development. Through programs such as Summer on the Lawn, alumni will have the opportunity to explore academic topics with University faculty members. Also, alumni chapters around Virginia will keep their members informed of the University s continuing education opportunities in their areas, including courses and degree programs offered via telecommunications. 6. Enhance Alumni Records and Files through a New Computer System. Through participation in a new University-wide system, the records and files of alumni will be enhanced to benefit the overall communication between the University and its alumni. The academic Plan for the Year 2000 emphasizes connections in its mission; accurate and useful information is the key to interconnectedness between alumni and the University
7. Continue to use Alumni Volunteers for Such Activities as Student Recruiting and the Selection of Jefferson Scholars. Typically organized by chapters, alumni-sponsored admissions programs help the University in its recruiting efforts, especially in cities outside Virginia. The Jefferson Scholars Program currently involves more than 600 alumni volunteers, most of whom serve on regional selection committees for reviewin g scholarship candidates.
Making the Difference
The Office of Development embraces the vision for the University as articulated in the Plan for the Year 2000 and as embodied in the aspirations of the academic units and major programs. The development community will play a special role in sharing that vision with the University s alumni and friends by building enthusiasm and by obtaining the support necessary to make the vision a reality. The University will rely heavily on private support to fund higher education in the years to come. State cuts in funding for higher education are not likely to be restored. Private support has become an increasingly important source of higher education.
Among alumni and friends, the University has a generous reservoir of good will. The Plan for the Year 2000 lays out an ambitious set of goals that can be achieved through a program of support and involvement. The development community must help alumni and friends recognize that their support will help the University achieve its bold vision.
The University s ten-year academic plan calls for increasing the involvement of alumni and friends in the life of the University. Opportunities for building relationships with the external community will be expanded beyond the classroom. The development office will facilitate interaction between the academic community and appropriate external constituents to encourage the growth of mutually beneficial relationships. To do so, we will strive to balance initiative with coordination. The development efforts of school-based and program-based operations must be enhanced and coordinated through an effective central function. The office will provide cost-effective, efficient, and innovative central services and will coordinate its efforts to eliminate duplicative and conflicting services.
In anticipation of the most ambitious fund-raising endeavor in the University s history, the administration is strengthening its central development resources and making them available for the overall benefit of the University. The development office will bolster those resources with a new training program, a comprehensive University-wide computer system, and clearly-defined policies and procedures. The office will create a collegial and productive development community that reflects the quality and character of the University and its alumni and friends and that prepares for the year 2000 and beyond.
On October 10, 1991, the Development Office adopted a mission statement that reads: The University Development Community facilitates ever-increasing engagement, involvement, support, and fulfillment of alumni and friends in marshaling the human, material, and financial resources necessary for the University to achieve its mission. Our vision will be achieved in a creative and innovative atmosphere, dedicated to professional excellence and characterized by the Jeffersonian principles of integrity, mutual trust, and collegiality."
Over the next ten years, the development office seeks to create a fund-raising office with professional and support services for a capital campaign that will serve the University into the 21st century and beyond. In organizing its internal structure, the University will build upon the strengths of the individual schools and of fund-raising mechanisms already in place. The office will educate school professionals on successful fund-raising practices and principles and will help them assume an active role in fund- raising initiatives. By organizing workshops, providing services, and developing better communication strategies, the development office strives to bridge the effort to obtain private support and the school goals. In addition, the office will work actively to recruit University alumni as fund-raising volunteers, and help strengthen their commitment to the University.
In 1995, the development office plans to announce the official start of the capital campaign. The campaign will begin with the solicitation of large gifts from the University s most generous supporters. Solicitation of University faculty and staff will follow, combined with concentrated regional solicitations. Late in the 1990s, this large-scale fund-raising effort will culminate in a general campaign for support. In addition to enlarging the University s base of private financial support and its pool of d o n o r s , t h e c a m p a i gn will help to ensure the University s place among the nation s leading academic institutions.
1. Plan and Conduct a Large University Capital Campaign Aimed at Securing the Resources to Support the University s Plan for the Year 2000. The development office will prepare for the capital campaign by ensuring that the University s and each unit s visions are incorporated into specific resource needs. The plan will then be conveyed to alumni and friends to test the receptivity of the preparations. Networks of volunteers will support the drive for more private support. Two aims of the campaign will be to expand the number of donors and to increase volunteer involvement. University leaders will foster and maintain involvement and support from faculty and staff as part of the campaign team.
2. Enhance Services Provided by the Development Office. Expanded services will include planned giving services, corporate and foundation relations, research, stewardship, and communication.
3. Establish a Regional Development Program, an Annual Giving Program, Special Project Offers, and a Principal Gifts Function.
4. Assist Schools and Academic Programs in Strengthening Their Fund-Raising Programs. The development office will provide expertise and assistance in analyzing and addressing fund-raising needs, developing fund-raising strategies, and executing fund- raising campaigns and programs.
5. Convert Development s Data Base to a Flexible and Accessible University-Wide System. The office will make gift information available to the public and will provide faster, more accurate maintenance and updating of prospective donor and gift information.
6. Develop an Effective Fund-Raising Training Program. The University will strive to develop the most effective fund-raising training program for staff and volunteers of any public institution in the country. We will maintain a high quality program through a program of ongoing orientation and training.
7. Augment University Gift Recognition Clubs to Encourage Increased Donor Giving and Allow Greater Gift Appreciation by the University. The office will organize gift clubs among the schools in order to further recognize donors.
< B > 8 . R a i s e t h e F u n d s R e q u i r e d to Achieve the University s Vision for the Year 2000 by Raising Donor Expectations, Coordinating Efforts to Reach All Potential Donors, and Raising Cash Flow and the Endowment to Levels Commensurate with the University s Needs.
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