Arts and Sciences

Curry School of Education

Darden Graduate School of Business Administration

Engineering and Applied Science


McIntire School of Commerce




Continuing Education

Information Technology and Communication


University Library

Health Sciences Library

Teaching Resource Center

School of Architecture


School-wide initiatives

The office of the Dean has been restructured to minimize the number of academic faculty involved in purely administrative functions. Two associate deans have returned to full-teaching, resulting in a savings of .75 FTE which has been reallocated to support the teaching mission of the four departments.

The number of faculty committees has been reduced from 14 to 6.

The School has initiated a new curricular agenda based on "sustainable design." The initiative will infuse the entire curriculum with the ethics, theories, and practices of sustainable design rather than locating it within a single department, degree, or certificate program.

The School's first interdisciplinary course, Environmental Choices, won an award from the American Institute of Architects for innovation. The Department of Architecture plans to make this course a requirement for all of its students.

Sustainable Communities, a two-semester course in the Department of Urban and Environmental Planning, incorporates principles of sustainability into the department's graduate curriculum.

Since 1990, the Department of Architecture has taught a design studio in Port Royal focusing on sustainable design and planning.

Beginning in the fall 1995 semester, the Department of Architecture will offer a new course, "Architecture as Covenant with the World, Again," which presents architecture as an ethical as well as an aesthetic and cultural discipline.

A new graduate seminar entitled Case Studies in Ecological Design will be offered by the Department of Landscape Architecture beginning in 1996-97.

Landscape Architecture is in the process of developing a new course on Site Engineering that teaches innovative practices of wetland recreation, storm water management, slope bioengineering, and other technologies that mitigate construction's impact on a site's ecosystem.

The interdisciplinary Historic Preservation program's 1995-96 preservation studio will study how geography and modes of transportation order urban form and affect sustainability through a case study of the Charlottesville urban corridors and the Rivanna River.

The School has increased learning opportunities for students in other schools and departments of the University by

offering three additional courses approved as College of Arts and Sciences equivalents-- Architecture as a Covenant (ARCH 232), History of Landscape Architecture (LAR 312), and History of American Landscape Architecture (LAR 313),

offering five Architectural History courses which meet the College of Arts and Sciences' area requirement in Humanities/Fine Arts,

offering two or three University Seminars (USEMS) each term taught by School of Architecture faculty members.

Department of Architecture

The undergraduate curriculum was revised by consolidating technology courses from 6 to 4 and adding a comprehensive final studio.

During the summer of 1995, the Department offered a team-taught design studio for architecture and landscape architecture students.

The Architectural Studies concentration was revised to bring more structure and direction to the fourth year of study by requiring all but exceptional students to complete a minor program within the School of Architecture or the University. Exceptional students may petition the Director of Undergraduate Studies for approval to pursue an independent study project in place of the minor program.

The second-year undergraduate studio was revised in 1992-93 to provide a highly structured sequence of design exercises during the fall semester to develop students' skills in diagrammatic analysis and two- and three-dimensional representation. In the spring semester, students explore human scale and tectonic composition using defined building elements.

The first-year curriculum will be revised in 1995-96 to prepare students better for the intensive demands of the new second-year studio.

A 16-hour Minor in Architecture program was established in 1993-94 and made available to all students at the University.

The National Architectural Accrediting Board accredited the department's curriculum in 1993 for a five-year term, noting the program's excellence in aesthetic issues, integration of technology, and professional practice.

Department of Landscape Architecture

The American Society of Landscape Architecture reaccredited the Department of Landscape Architecture's degree program in 1994, noting the department's commitment to excellence in teaching and the high degree of cross-departmental study and collegiality.

In response to the visiting team's recommendation concerning the integration of computer applications into the curriculum, a required summer course in computer graphics has since been added. The department will continue to integrate computers into the curriculum by exploring the role of computer software in technical courses and in mapping exercises as well as the use of computers as design and representation tools. New courses in geometric modeling and digital terrain modeling will offer students additional interdepartmental study opportunities.

The curriculum was revised to require four courses per semester, a strengthened theory sequence, and a consolidated construction sequence.

Course offerings have been extended by having the faculty offer two research seminars, one every other year.

Faculty time for research has been increased by crediting faculty activity in thesis advising and independent studies as part of the required teaching load, as opposed to overload.

The department has three faculty who have won the highest teaching award from the Council of Educators in Landscape Architecture and one who has won a University Teaching Award.

Students are required to take the summer introductory course in computers provided by the Department of Architecture, thus eliminating the need to duplicate the course.

Interdisciplinary efforts have been developed and supported by

adding a new lecture course open to students in all departments,

contributing to interdisciplinary teaching in the Environmental Choices course offered by the School,

leading a new interdisciplinary lecture course in 1995-96 entitled Design in Existing Contexts.

Department of Urban and Environmental Planning

In response to accreditation visiting team comments, the Master of Planning program has been strengthened in recent years by

satisfying a previous deficiency in planning history with courses in the Department of Architecture,

introducing a fourth-year project as a summarizing experience and assessment tool.

The graduate program in Northern Virginia is experiencing increased enrollments and degree candidates.

Advancements have been made in integrating computers into the instructional program by developing two new programs, Introduction to Computer Tools for Planners and Computers in Planning--Graphic Information Systems (GIS).

Utilization of the University's GIS Lab has influenced the work in many planning courses by encouraging student use of spreadsheets, statistics, and graph analysis.

The department has taken a major role in the School-wide initiative designed around "sustainability" by introducing the new two-semester Sustainable Communities Forum.

Department of Architectural History

In response to an outside review of the department in 1993, undergraduate advising has been improved with the assignment of a senior faculty member as the undergraduate advisor.

The recruitment of a new senior faculty member specializing in historic preservation to the department and the development of a new area of study in Asian architecture has allowed the department to expand course offerings.

A digital data base of slide sets for four architectural history courses has been developed in conjunction with the digital imaging center in Fiske Kimball Library. The slide images have also been made available to the world's academic community on the Internet.

Historic Preservation Program

The curriculum in Historic Preservation was revised for 1994-95 to provide opportunities for graduate students to develop the skills and expertise of the preservation practitioner within their own discipline while at the same time studying the breadth of preservation work in related fields.

The new M.A. curriculum requires five core courses in Foundations of Preservation, specialized courses in Historic Preservation, and a year-long interdisciplinary project focusing on preservation-related projects in a single community.

Study Abroad Programs

Programs in Bath, England and University College in London were eliminated while the Venice program was suspended for 1994-95 in order to study its high cost and limited student participation. Other programs in South America and Germany are being investigated.

Computer Resources

Computer infrastructure systems have been updated, and the hardware and software in laboratory 139 and lecture hall 158 have been upgraded.

A new graduate research lab will serve as a home for advanced applications, provide space for sponsored research, and serve to attract additional research funding.

Personal computer resources have been provided for faculty and staff to perform administrative, educational, and research activities. Computer resources have also been made available to students in studio for design and other educational applications.

Personnel have been hired to maintain and expand the School's computer resources, as well as to provide user assistance.

Computer technology has been integrated into the curricula of each of the four departments.

New courses in computer graphics and applications include Computer Aided Architectural Design, Architectural Simulations, Computables of Architectural Design, Independent Projects Seminar in Design and Computers, and Computers and Design.


Graduate financial aid

To explore strategies to make the School's awards more competitive with peer institutions, including writing graduate student support into sponsored research requests and admitting only those students the School can support.

Facility expansion

To plan, privately finance, and construct an addition to Campbell Hall to provide additional space for faculty offices, support staff, computers, graduate students, and sponsored research.

To develop interactive video teaching of the School's courses in Northern Virginia.

Curricular revision in the Department of Architecture

To redesign the Department of Architecture into four fundamental cores: Land, Building, History, and Design.

To complement the sole existing site planning course with new courses on settlement patterns of different cultures, the American landscape, and sustainable design (Environmental Choices).

To establish a Building Core sequence of materials and systems courses followed by the history of modern construction and a full construction documents simulation.

To add two semesters of history of architecture in the History Core in order to give each student a firm cultural and chronological grounding.

To strengthen the Design Core summer design program with an introduction to design at all scales from the city to the window, and to strengthen the teaching of drawing in the summer.

To consider replacing the professional Bachelor of City Planning degree with a more broadly based undergraduate degree in urban and environmental studies.

To consider the creation of a Ph.D. degree in Planning to attract the best graduate students who now matriculate at universities where they can earn doctoral degrees.

College and Graduate School of Arts and Sciences

National Rankings

The National Research Council report on graduate programs of September 1995--the first such report since 1982--rated ten Arts and Sciences departments among the top twenty in their disciplines nationally. In the two categories of faculty quality and educational effectiveness, the individual rankings were as follows: English 4th and 5th, Spanish 5th and 7th, Religious Studies 6th and 9th, German 8th and 9th, French 13th and 10th, Art History 16th and 17th, Astrophysics and Astronomy 17th and 16th, Classics 18th and 20th, History 19th and tied for 20th, Psychology tied for 19th and 21st.


Administrative restructuring

The positions of Dean of the College and Dean of the Graduate School of Arts and Sciences were eliminated and the faculty members holding these positions returned to teaching positions in their respective departments.

The Office of the Dean of the Faculty of Arts and Sciences (renamed the Dean of the College and Graduate School of Arts and Sciences) was reorganized by

redesignating graduate programs as the direct responsibility of the Dean,

creating the position of Associate Dean for Academic Affairs responsible for school-wide academic programs and advising.


The sixteen faculty appointments made for 1994-95 included five women and two minority faculty members.

Teaching Effort and Efficiency

On 4 May 1995 the Dean issued the following instructions concerning the teaching component of the faculty workload:

"It is the policy of the College and Graduate School of Arts and Sciences that the standard teaching responsibility for full-time members of the instructional faculty should ordinarily average between 30 and 35 hours per week. Teaching responsibility includes not only the time spent in formal classroom instruction, but also in advising, preparing classes, grading exercises, training and monitoring teaching assistants, holding tutorials and conferences with students, directing theses and dissertations, supervising students in laboratory programs--in sum, all of the activities whereby faculty deliver instruction to students."

The number of courses taught by permanent full-time faculty increased 3% from 1,762 in 1993-94 to 1,811 in 1994-95. Undergraduate courses accounted for 53% of the total increase in courses taught by full-time permanent faculty. The percentage of courses allotted to graduate study in Arts and Sciences was 15.6% in 1995, down from 16.4% in 1994.


Since 1992, all humanities and fine art departments' administrative and faculty offices have been equipped with computers and connected to the University network, thus completing the on-line capability of all Arts and Sciences departments and offices.

The Dean's office has worked with a computer advisory group since 1993 to develop a school-wide approach to the management and support of computer and network resources. This approach provides school-level support and coordination, a basic level of support in each department, and equipment/applications standards which will promote efficiency in acquisition, management, and support of computer resources.

Undergraduate programs

Arts and Sciences departments placed increased emphasis on undergraduate programs and instruction by reducing graduate programs 5% and reassigning resources to undergraduate studies.

Interdisciplinary programs

A gift pledge was received by the University to provide support for the Political and Social Thought program.

An additional 0.5 faculty FTE has been added to the Women's Studies program by a partial transfer of a tenured faculty member from another department.

An administrative supplement has been added for the Director of the Asian Studies program, providing for more focused leadership of the undergraduate and graduate degree programs.

A new program in Bioethics was initiated with the appointment of a newly endowed chair in September 1995. An additional 0.5 faculty FTE will be allocated to the program.

Based on recommendations from an external review committee, the African and African-American Studies program is being revised to encourage more active participation by the faculty program committee.


Gifts to the College increased 35% to nearly $6 million in 1994, with a substantial increase in the number of annual donors.

From June 1994 to December 1994, pledges for the Arts and Sciences component of the Capital Campaign increased from $7.5 million to $14.5 million.

See also reports for individual departments of Arts and Sciences as well as issue reports on Accelerated Degrees, Decanal Restructuring, Graduate Programs, and Interdisciplinary Studies.

Curry School of Education


The position of Associate Dean for External Relations and Faculty Development was eliminated by reassigning the responsibilities to other faculty and administrators, resulting in a net saving of .75 FTE.

Over 80 low enrollment courses were eliminated or combined resulting in a net decrease of 40 offerings.

The Curry School has established minority doctoral fellowships which have increased the number of minority doctoral students over 300%.

Exposure and experience related to curriculum and instruction for middle school students was increased by

expanding the fourth-year option of a middle-school field experience connected with the elementary/special education language block courses in order to allow students more time in middle-school settings and more teaching in varied subject areas,

basing the third-year tutoring field experience for secondary and special education majors in middle schools,

ensuring that secondary education students have at least one fourth-year or one fifth-year field experience in a middle school setting,

revising the core course on Learning and Development in order to provide increased emphasis on adolescent and pre-adolescent development.1

The school is putting more emphasis on content-specific instruction, particularly in math, science, and literacy by

coordinating secondary sections of fourth-year generic methods courses with subject-specific courses,

linking the elementary/special education sections of the generic methods courses with subject-specific classes in the language skills and reasoning skills blocks.1

The school is providing more instruction and guidance in relation to home-school communication by

including the topic of home-school communication in the final-semester course on Current Issues in Education,

revising the introductory second-year field experience to include student observations and interviews in local schools that have built strong cooperative ties to community organizations.1

Communication between Curry School faculty and College faculty has increased through

the establishment of a formalized agreement to include a Curry faculty member in each of the College of Arts and Sciences housing associations,

annual luncheons, hosted by the Dean of the Curry School early in the fall semester, to update College Undergraduate Directors and Association Deans on important advising information relative to the teacher education program,

the distribution of a Teacher Education Newsletter for students and advisors from the College and Curry.1

A plan for the post-baccalaureate Master of Teaching Program is being developed to replace the two-year program with a 15-month program of two summers and one academic year. It will include:

the development of a plan, in cooperation with the Arlington Public Schools, for an off grounds, 15-month PG/MT program for elementary education teachers,

treating entering students in the two-year PG/MT program as a cohort group and clustering them in one section of the generic methods course and the accompanying year-long field experience in order to adapt instruction more effectively to the students' particular needs, goals, and educational, personal, and career backgrounds.1

Computer training has been enhanced by

Elementary Education students doing their third-year tutoring in an after-school "computer club" setting with 3rd and 4th grade pupils,

Special Education students tutoring a special needs child in a computer lab setting in a course taken in the final semester of their program.

The Curriculum Data Collection Committee was established to create a database that will identify courses that need dialogue and exchange among departments and professors, identify courses that might be offered jointly in a number of different programs across departments or across schools within the University, and identify either exemplary courses or courses that might need upgrading or change to meet new standards.

The BSEd degree requirements were reduced from 126 to 120 semester hours of credit.


Behavior management and conflict resolution should be a strong focus of the spring semester of the fourth-year generic methods courses for secondary education students to increase attention to dealing with discipline, violence, and classroom management.

If the 18-hour cap on courses taken for credit outside of the College of Arts and Sciences is not modified, some Curry courses should be considered by Arts and Sciences for credit in the College.

Curry involvement with the College and the Center for Liberal Arts should be expanded.

Curry undergraduate credit hours should be increased by 10% and service course enrollments/offerings should be expanded to support University enrollment increases.

Optimal sizes of programs, enrollment targets, and degree completion times should be established.

Consideration should be given to changing the Curry Summer Session to better serve the needs of students who consider graduate study a full-time, year-long activity.

The course approval process and administrative oversight of Curry interactions with the Division of Continuing Education should be reviewed to ensure that Curry courses and programs offered through DCE enhance the Curry Curriculum.2

Tuition charges for courses offered through DCE, Summer Session, and the schools should be reviewed in order to rationalize the fee structure.

The Ph.D. program in Education should be reviewed with an eye to reducing duplication of services and the time required to process applications.

Utilization of facilities should be improved by more evenly distributing classes throughout the week and across the day, with a goal of a 55% occupancy rate or at least 36.3 hours per week in each classroom.

1This accomplishment is linked to a recommendation listed in the Teacher Education report, pp. 62-63.

2This recommendation is also contained in the Teacher Education report, p. 63.

Colgate Darden Graduate School of Business Administration



With the use of private funds, the Darden School has constructed a five-building, 200,000 square foot learning environment on the North Grounds. These facilities, to be occupied in January 1996, contain state of the art classrooms, faculty offices, and areas for admissions, placement and executive education.


Clusters of selected second-year electives will be created to focus on career or multi-discipline experiences. New learning experiences will be organized around a field or area with designated electives, discussion groups, and a wrap-up cluster paper all being offered as a packaged "range," with course credit for the student and workload credit for the faculty.

The School's required Analysis and Communications course has been renamed Management Communication. The faculty has revised this required course to integrate more effectively with other courses, focus on current business issues, structure their teaching materials into defined modules and eliminate the bifurcation between "writing" and "speech" classes. Additionally, they have launched the first management communication elective course, Corporate Communication, for adoption into the 1995-96 schedule. Corporate Communication will explore strategies for managing communication, providing ample opportunities to integrate student's knowledge in the core functional areas and to address the intersections between communication and IT, re-engineering, and the learning organization.

Effective in the spring 1996 semester, the faculty, to provide new learning possibilities to students, approved four one-week seminars on the following topics: Doing Business in Mexico; Financial Strategy, Accounting Policy, and Management Controls; Women and Men in Management: New Issues, New Paradigms; and Growing the Enterprise.

Several new MBA electives have also been approved by the faculty for 1995-96 to enhance opportunities for students: Managing the Politics of Strategy; Managing Diversified Corporations; Corporate Communication; Entrepreneurship and Venture Capital. One additional cross-disciplinary elective, Corporate Financial Transactions, will be taught jointly by a team of Darden School and Law School faculty and will be offered to both graduate business and advanced law students.

The School has also begun to experiment with a Direct Admit Program, an initiative under which we will waive the employment requirement and accept into the MBA program a modest number of extremely promising students directly from undergraduate school. This program will provide Darden with the ability to respond more flexibly to the changing demographics of the MBA candidate pool.


We are beginning a student and faculty research exchange program with the School of Business and Management of the University of Science and Technology in Hong Kong.

Our Career Services Center (CSC) is negotiating with its partner schools in the West Coast Job Fair to set up international job fairs.

Information Technology

The School has implemented a user-friendly e-mail system for faculty and staff that has already brought significant communication efficiencies within the community.

We are offering an elective course in Information Resource Management.

This semester our student Information Technology Club again sponsored an Information Technology Fair, which included a lecture by a distinguished speaker in the technology field, as well as displays of hardware and software. Additionally, the Technology Taskforce has been asked to sponsor a forum of leaders from technology and software providers, knowledge-based companies, and other business schools on the topic of "How should we be using technology to manage our institutions and to perform our mission in society--research and teaching?"

Executive Education

We shall emphasize the development of new life-long learning experiences for our open subscription executive programs as well as for customized offerings to both individual companies and corporate consortia.


Curriculum Innovations and Scholarship

To complete the curriculum study process undertaken by the Janus Team with an outcome of implementing revisions in the MBA curriculum for the 1996-97 academic year, and to study several potential new degree and/or certificate programs to further distinguish the Darden School.

To enhance the Darden School's recognition as a leader in the creation of new knowledge directly relevant to practicing managers and the academy as well as in the production of outstanding and up-to-date instructional materials.


To forge exchange programs with at least three international partners by the fall of 1996 or 1997 and to initiate active development efforts to internationalize Darden's permanent and visiting faculty, as well as its student body, case writing and research, and academic offerings.

Information Technology

To implement by the fall of 1996 automated administrative systems designed to facilitate student and alumni interaction with the School, to enhance the use of technology in the classroom to allow the educational process to take full advantage of the School's new facilities, and to explore the use of technology to support innovative distance-learning possibilities.


The school will pursue discussions with the central University to increase its tuition closer to market rates and to reduce the gap between in-state and out-of-state tuition. The additional income will be used to enhance the Darden School program and to assume a greater proportion of indirect costs, thereby freeing University funds for other purposes. In recognition of the assumption by the Darden School of more responsibility for its financial future, methods will also be explored to free the School of selected University and state controls.

School of Engineering and Applied Science

School Make- up

The School of Engineering and Applied Science (SEAS) is divided into eight departments and one service division: Biomedical Engineering; Chemical Engineering; Civil Engineering and Applied Mathematics; Computer Science; Electrical Engineering; Materials Science and Engineering; Mechanical, Aerospace, and Nuclear Engineering; Systems Engineering; and the Division of Technology, Culture, and Communication.

With the exception of the graduate Departments of Biomedical Engineering and Materials Science and Engineering, all departments offer bachelors, master of engineering or master of applied science, master of science, and doctoral degrees. A total of approximately 170 faculty teach and supervise research for 1600 undergraduates and 650 graduate students.



The consortium of Virginia Universities continues to provide graduate engineering instruction by television in the late afternoon and early evening hours to working engineers both in Virginia and in 13 other states. Last year, the Commonwealth Graduate Engineering Program (CGEP) expanded to include the Virginia Consortium of Engineering and Science Universities (VCES), which provides an off grounds PhD program to students in the peninsula region of the Commonwealth. To date 187 MAs in Engineering and Applied Science have been granted by UVa SEAS as part of this program.

Formal agreements have been made with Mary Baldwin College, Hampden- Sydney College, Lynchburg College, and Longwood College to enable qualified students to earn bachelor's degrees from those institutions and master's degrees from SEAS within a five- year time span. This 3+1+1 program will be extended to other liberal arts colleges within the state.

A phase- out, begun in 1991, of undergraduate nuclear engineering was completed in May 1995.

A University- wide minor in Technology, Management and Policy is being developed by representatives from the SEAS, the Darden, McIntire, Architecture, and Nursing schools, plus the Government and Foreign Affairs, History, and Economics departments. The purpose is to broaden the knowledge base of those entering the industrial workplace.

The Division of Technology, Culture, and Communication strengthened its program of teaching technical communication (written and oral), engineering ethics, culture, and the history of technology by replacing three retired faculty. It is playing a leading role in the development of a University- wide minor in Technology Management and Policy.

An effort to increase the professional development of SEAS undergraduates was begun by a task force. More emphasis will be given to ethics, environment, industrial competitiveness, personal norms in the workplace, teamwork and leadership skills.

Support for the SEAS Rodman Scholars honor program was enhanced by placing the faculty director on quarter-time release. Expansion of out- of- classroom activities through additional industrial funding is expected.

A SEAS teaching award was established to emphasize and support excellence in teaching and several SEAS faculty have received University teaching awards in 1994- 95.

A jointly planned and taught course by SEAS and Darden School faculty will be offered for the first time in the spring of 1996. Intended for students from both schools, it will stress quality control in continuous manufacturing processes.

The SEAS continues in its initiative to upgrade classroom technology:

V- TEL compressed video equipment has been added to our television capabilities to provide a less expensive and more user friendly capability for our faculty to teach classes and to hold advising sessions with students and degree advisees residing off grounds.

Three classrooms and one lecture hall have been equipped with computers and multimedia for instructional purposes. There is increased use of electronic mail for additional office hours, and the use of the WorldWideWeb to enhance course work and to make supplemental materials easily available.


The Virginia Consortium for Engineering and Science was created as a regional program serving the NASA Langley Research Center and the industrial needs of the Virginia Peninsula Region at the highest level of university education and research. The research facilities of NASA LRC and the regional industries reduce the need to create additional research on grounds.

The Department of Civil Engineering and Applied Mechanics obtained a $2.4 million 4- year AFOSR URI Grant in High Temperature Composites.

The Department of Chemical Engineering began a new program in Environmentally Conscious Chemical Manufacturing which entails the development of processing technologies to minimize the impact of chemical manufacturing operations on the environment.

The Division of Technology, Culture, and Communication was awarded two National Science Foundation grants--one on the history of chemical warfare and the environment and the other, a joint project with faculty from Darden and the School of Architecture, on ethics and design.

A Civil Engineering and Applied Mechanics faculty member, supported by SEAS funding, is working in the ground water retention area as part of a collaborative effort with the Architecture School's Sustainable Environment Program.

The Department of Materials Science and Engineering's Electron Microscope Facility was enhanced through the purchase of an Analytical Transmission Electron Microscope capable of chemical analysis at special resolutions of 0.5nm. The cost of this instrument was $1,100,000 and was paid for with matching funds from the SEAS's research overhead and the National Science Foundation.

The Department of Electrical Engineering had patent disclosures in Battery Energy Management System and the MEMS Chip, and one patent on a new type of transistor.

Student Services

The School's Office of Minority Programs has put additional emphasis on minority graduate student recruitment and retention through the appointment of a faculty member working quarter time as a counselor and monitor. Duties include working with students' department faculty in the recruiting stage, with particular attention given to the financial aid plan and funding sources.

The school's Career Planning and Placement Office has been reorganized and is now the Office of Student Career Services. There will be greater emphasis placed on students gaining pre- professional work experience through internships and Co- Op positions in industry. This emphasis is in response to a growing trend in industry to employ engineering graduates with pre- professional industrial experience.

The Office of Minority Programs has expanded its summer activities to include a community outreach program for area teenagers. Seventeen apprentice positions on the grounds were created and filled. Emphasis is given to career opportunities and educational motivation.


The school's Capital Campaign Committee was formed and the Dean has been active in contact work which has resulted in pledges of eleven million dollars to date.

The Virginia Engineering Foundation and Development Office was reorganized under a new Director and the search for a new Public Relations Director is underway.


Dupont Corporation agreed to furnish three years of professional assistance to the SEAS Self- Study and Strategic Planning process.

Each of the eight departments has formed an Industrial Advisory Board to advise faculty and students of industrial concerns and interests.


To develop plans to accommodate an increase of approximately 350 undergraduate students by the year 2004 without adversely affecting the quality of the educational experience.

To establish individual department productivity guidelines as aids to future school-wide resource allocation decisions and restructuring planning.

To implement a more comprehensive industrial relations plan to conduct collaborative research, offer professional outreach programs, and expand pre- professional work opportunities for students.

To address the impact on graduate research and instruction due to a likely decline in the doctoral student population.

To further the development of classroom multimedia aids and to improve the information system that supports the student advising system.

To improve the recruiting procedures and increase scholarship funds for the purpose of increasing the number of African- American undergraduates and graduate students who complete their degree programs.

To establish an effective plan with specific recruiting goals to increase the number of women and African- American faculty.

To develop a long-range plan for additional physical facilities to support expanded research and special instructional laboratories.

School of Law


Teaching at the School of Law

Beginning in 1995-96, the school will implement revised teaching obligations for faculty which redefine teaching loads in order to provide incentives for increased productivity. The new policy will raise the average teaching obligation per faculty member--and hence the aggregate teaching obligation of the faculty as a whole--by approximately 5% by increasing the four-year teaching load of most faculty from 36 to 40 credit hours while allowing specially appointed research professors to teach only 34 credit hours over the four-year term.

Beginning in 1994-95, the school implemented eight innovative teaching courses under the "Principles and Practice" program which teams resident faculty with distinguished judges and other practitioners in the classroom for a semester or academic year in an effort to meld the insights of theory and practice.

The Merrill Chair was created to fund the opportunity for the holder to team-teach with eminent judges and practitioners.

A three-year grant from the Culpeper Foundation was secured to inaugurate a pilot program in "Legal Ethics and Professional Values" in 1995-96.

In 1994-95, a number of faculty established special Internet news groups for their courses as an electronic forum for discussing material covered in courses, extending class discussion, and suggesting issues that could be covered in class.

In 1994-95, the school established an experimental program of "teaching partnerships," consisting of pairs of faculty members who visited one another's classes and engaged in follow-up conversations. This idea was based on an analogy between teaching and writing, since most faculty benefit from circulating drafts of their written work to colleagues as part of the process of review and revision. Teaching styles and strategies would presumably benefit from similar attention.

The success of this experiment has led us to involve a much larger segment of the faculty in these partnerships, starting in the fall semester of 1995. Eventually we plan that each faculty member will on a regular basis use several of the following techniques: have a colleague visit some classes (and then discuss what transpired), ask a colleague to interview a few students in the course, arrange for one or more classes to be videotaped, arrange for a colleague or outsider to join forces in reviewing the videotape, and participate in workshops on teaching methods.

Development Activities

With the addition of a second major gifts officer, reorganization of the staff of the Law School Foundation was completed. The reorganization establishes a development team capable of achieving continuing increases in annual fund support as well as providing administrative support for the upcoming Capital Campaign.

The school increased annual giving 30% to a record $4.48 million in FY 1994, from $3.45 million in FY 1992. Moreover, for the first six months of FY 1995, annual giving has increased 35% from $2.05 million in FY 1994 to over $2.75 million.

Alumni gatherings and meetings with key alumni were conducted throughout the country to articulate a vision for the School of Law and its future.

Capital Campaign projections were exceeded, and $39 million was raised by February 1995, with $19 million dedicated to the Law Grounds project (76% of the $25 million needed for the Grounds project).

In November 1995, the School of Law will begin a privately funded renovation and expansion project. Once complete in fall 1997, the newly named Harrison Law Grounds will integrate the building that now houses the Darden Graduate School of Business into the Law School's Withers-Brown Hall by linking the two buildings with north and south wings. The project will expand by 41% the space available to the Law School, providing room for eight additional classrooms, two new moot courtrooms, an expanded computer lab, a bookstore, a larger library, additional faculty offices, and more space for student activities.

The school initiated planning for the proposal to transform the existing Copeley III into a Law Residential College, including a $3 million proposal to a major donor to endow the College.

Faculty Recruitment and Retention

An agreement with the central administration of the University was established in 1992 to return 85% of excess tuition revenues directly to the School of Law for faculty salaries and increased financial and aid and scholarship opportunities for students. (Direct scholarship funding has been increased over 38% since 1993.)

Five new faculty members were recruited, including two women, one African-American.

A plan to recruit established faculty at other institutions was continued by inviting them to come first as Visiting Professors at the School of Law. In 1994-95 the school had six such visitors, and is expecting three more in 1995-96.

Law School Community

The Dean hosted 14 breakfast meetings with more than 50 student leaders and a series of six "brown bag lunches" with the general Law School community on issues of general interest.

A three-person classified employee advisory council was created to confer regularly with the Dean concerning issues of importance to the staff.

A professional administrator was appointed as a "staff ombudsman" to monitor staff concerns.

Management of Resources

The school ranked sixth nationally in terms of reputation by academics, lawyers, and judges, while faculty resource ranking was 60th (U.S. News & World Report).

The school is one of only two public law schools (along with the University of Michigan) to remain among the group commonly designated as top-ten schools.

Office Restructuring

The Law School, with an academic program that relies heavily on its own library resources, has restructured operations to increase efficiency and provide better management. While the library previously handled its own technology support, accounting services, and personnel transactions, those have now been incorporated within central Law School operations. The audio and video support for classroom instruction and the management of the computer lab for students have been moved from the library to the central technology support group. These improvements have eliminated duplication of services and have resulted in the Law School's greater ability to set priorities and respond to important academic and programmatic needs without increasing personnel or costs. Library personnel have been reassigned to provide more reference assistance and other services to patrons, to process acquisitions more quickly, and to keep library materials current and available.


The "teacher partnerships" program should be expanded from three partnerships in 1994-95 to 24-30 in 1995-96.

The school will expand the size of the faculty by 15% in order to build in a competitive research leave policy as well as to sustain a more intensive academic program.

The school should strive to achieve progress in reaching faculty salary parity with peer schools.


The school will pursue discussions with the central University to increase its tuition closer to market rates and to reduce the gap between in-state and out-of-state tuition. The additional income will be used to enhance the Law School program and to assume a greater proportion of indirect costs, thereby freeing University funds for other purposes. In recognition of the assumption by the Law School of more responsibility for its financial future, methods will also be explored to free the School of selected University and state controls.

McIntire School of Commerce


Reaccreditation and Recognition

The School was reaccredited in 1994 by the American Assembly of Collegiate Schools of Business and cited by the AACSB visiting team as being among the top five undergraduate business schools in the country; the MS program in Management Information Systems was ranked first in the nation by Computer World; the accounting program was ranked among the top twenty programs by Public Accounting Report.

Administrative Downsizing and Restructuring

Downsized the faculty secretarial staff from five to three, resulting in a ratio of one secretary to eighteen faculty members. Reallocated the two positions to provide technical support and proficiency training for faculty and staff.

Downsized the business office staff by one person through a reallocation of responsibilities.

Closed the School's library and consolidated the holdings with Clemons Library, resulting in savings to Library Services, and deferring $1,000,000 in renovations for McIntire by providing critical student group work space.

Consolidated Corporate and Foundation Relations and Career Services functions, resulting in a savings of $11,000 per year to the Career Planning and Placement office, improved efficiency, and the reduction of one staff position.

Teaching Innovations/Curriculum Improvements

Established an innovative Third-Year Block Program for entering Commerce students. Student groups of 40 will take all core courses together. Interdisciplinary teams of four professors will coordinate assignments and workload and teach the courses. This plan also facilitates better classroom utilization at 8:00 a.m. and 3:30 p.m. Monday through Thursday, and more flexible scheduling for Friday laboratories.

Established a requirement, effective in the fall of 1995, for all entering Commerce students to have a minimum of two years of a foreign language.

Established the International Business concentration, and a required course in international business for all Commerce students, in response to the global business environment. This was accomplished, on an interim basis, with existing faculty teaching overloads.

Established a new curriculum in Accounting in 1994-95, after an extensive examination of the curriculum and anticipated changes in the requirements for the CPA license. This curriculum includes an intermediate financial accounting sequence that uses a master multimedia case across the two semesters. It is the first of its kind in the country.

Reduced the class size for the two primary prerequisites for entrance into the McIntire School, Introductory Accounting I and II, by replacing the large lecture format with smaller sections. This approach uses graduate teaching assistants who are taught by senior faculty in a three-week Teaching Practicum course. The teaching assistants will be closely supervised by senior faculty who will also be teaching sections.

Revised the Marketing concentration to introduce a new team-taught curriculum structured around a corporate project with the assistance of a corporate advisory committee comprised of executives from a broad range of companies.

Offered three new courses to graduate students beginning spring 1995 to broaden the curriculum: "Accounting Policy," "Global Competition," and "Professional Practice Management."

Established an early decision process for rising fourth-year Commerce students applying to the graduate Accounting program, allowing students more options when employment interviews begin in the fall semester of each year.

Upgraded student and faculty computers to maintain state-of-the-art technology.

Faculty Diversity

Appointed three female faculty members, an African-American female, and a Hispanic-American male faculty member. Promoted one female to full professor and appointed another to a chaired professorship. Two female faculty members were granted tenure and promoted to associate professor. The progress on faculty diversity at McIntire the past three years was due to loaned positions from the Provost.

Student/Faculty Initiatives

Established the Dean's Student Advisory Council for continuous student feedback. The Council meets with the Dean monthly.

Established the McIntire Women's Forum, with the help of faculty, to provide a platform for women's issues.

Established the Dean's Speakers Series at the request of students to invite a variety of top-ranked speakers to address contemporary business topics.


Ensure the continuation of the International Business concentration and the international courses, which are heavily enrolled, by hiring new faculty.

Maintain state-of-the-art information technology throughout the curriculum.

School of Medicine

Cultivate innovative teaching partnerships


Improved links between professional education and practice by annually hiring 180 community-based practitioners from across Virginia to serve as community-based preceptors for medical students and as adjunct faculty in courses team-taught with regular faculty.

Increased involvement in medical education by faculty from fields beyond medicine and from other schools of the University (especially Law and Arts & Sciences)

Increased use of interdisciplinary faculty teams (one physician, one nonphysician) to lead small groups in required course for first-year medical students.


Continue above practices.

Cultivate faculty in a broad range of disciplines within and beyond the School of Medicine to work with those medical students who may elect to write a thesis in qualification for the M.D. degree.

Encourage and reward teaching excellence


Recruited and hired in 1994-1995 fourteen clinician/educators in generalist disciplines (internal medicine, family medicine, pediatrics) to provide clinical services to an increasing number of primary care patients and to instruct students in clinical practice consistent with the emerging managed care environment.

Encouraged and rewarded excellent teaching through expansion in 1994-1995 of teaching awards programs for faculty, residents, and fellows. A new program of Dean's awards for faculty who demonstrate clinical excellence was also begun in 1995, with ten clinicians recognized.

Encouraged and rewarded excellent teaching through development and implementation in 1994 of a new School of Medicine policy on promotion and tenure which (a) provides a clinician-educator track for tenure-eligible faculty and (b) for all faculty recognizes and systematically evaluates teaching as an integral part of the promotion and tenure process.

Assisted junior faculty to be successful in clinical care, teaching, and research by designing and implementing in 1994-1995 a comprehensive faculty development program which emphasizes mentoring relationships with senior faculty and practical workshops on teaching, grant writing, and priority setting.

Used private funds to establish short-term (three years) endowed professorships for selected generalist clinicians who are master teachers, both to recognize teaching excellence and to enhance the visibility of generalists among other faculty and the students.

Established the Clinical Correlation Resource Center, directed by generalist physicians, to help basic science and other faculty develop course curricula that are pertinent to clinical practice, including primary care and generalist practice.


Continue above initiatives, with regular assessment of their efficacy.

Consistent with the school's capital campaign priorities, use private funds to establish a Center for Creative Teaching to promote teaching excellence and innovation and place as its director a master teacher and leader in medical education.

Assess faculty workload


Emphasized the importance for the School of Medicine to achieve economic self-sufficiency with respect to clinical and research activities by appointing as associate dean for clinical resources a faculty physician who is also in charge of quality assessment and clinical resource management for the Medical Center and who will help in bringing together key components of the School of Medicine and the Medical Center in an integrated clinical enterprise.

Emphasized the importance for the School to achieve economic self-sufficiency with respect to clinical and research activities by asking department chairs to assure full funding of any new clinical and research faculty, with such funding to come usually through the new faculty member's grants and/or clinical income.

Completed faculty productivity assessment, which entailed creation of a comprehensive faculty database for use in tracking sponsored program awards and clinical activity/patient collections.

Continued a practice piloted in 1994 whereby 1.5 percent of the School of Medicine's base budget resources was reallocated to high-priority programs; these funds were directed in 1994-1995 to the generalist medicine initiative and African American faculty recruitment.

Reduced faculty and staff assignments to standing committees through reorganization of committees.

Decreased time faculty spend on routine governance by scheduling fewer faculty meetings and improving agenda setting for those meetings.

Established formal review process for department chairs incorporating elements of departmental self-study and a combination internal/external review. Implemented this process for the Department of Medicine.


Continue above initiatives, with regular assessment of their efficacy.

Consistent with the school's strategic plan, link allocation of research space to faculty productivity, as demonstrated by funding from grants and contracts.

Change curriculum to meet workplace needs


Enriched the curriculum by creating greater opportunities within the School of Medicine and in partnership with other schools of the University for faculty and students to focus on interdisciplinary studies, especially in the humanities and social sciences, health policy, clinical ethics, and law.

Helped establish a six-bed hospice and palliative care unit in University Hospital, directed by a generalist physician on the faculty, and encouraged development of palliative care education within the medical curriculum.

To increase student contact with patients and with physician role models and to acquaint them with community-based practice, developed in 1992 a one-week preceptorship experience for second-year medical students which involves their working and living with a generalist practitioner in a Virginia community, often a rural community.

To expose students to outpatient care, developed and implemented in 1994 a new clinical clerkship in primary care/ambulatory medicine, which is required of all third-year students.

Developed and implemented in 1992 a year-long course for first-year medical students that emphasizes the physician-patient relationship and the principles of patient-centered care.

Emphasized generalist medicine in the curriculum and in career counseling for medical students through establishment (with funding from the school, the state, and the Robert Wood Johnson Foundation) of the Virginia Center for Advancement of Generalist Medicine, which coordinates local generalist initiatives for the University of Virginia and statewide initiatives for Virginia's three medical schools.

Established in 1995 and funded with private monies the Generalist Scholars Program which provides financial aid, mentoring, and some specialized curricular offerings for medical students who intend careers as generalist physicians.

Established Office of International Health to coordinate the School's academic and clinical programs outside the United States.

Developed Division of Emergency Medical Services into an academic department and initiated national search for a departmental chair.

Conducted a year-long, Health Sciences Center-wide strategic planning effort, with major planning groups for the academic enterprise (Schools of Medicine and Nursing) and the clinical enterprise and ten task forces on strategic issues. More than 200 persons across the Health Sciences Center participated in the planning process. By July, the larger committees were meeting to consider their task forces' recommendations and to shape their portions of the institutional strategic plan.


Continue above initiatives, with regular assessment of their efficacy.

Consistent with the school's strategic plan, give more emphasis in the curriculum as well as in research programs to translational research that links the laboratory with the bedside.

Consistent with the school's strategic plan, explore opportunities to increase student contact with patients and to teach in the clinical setting the basic precepts of the Ideal Patient Encounter (professionalism and patient-centered care), without compromising the efficiency of clinical care, whether in the Medical Center or in community-based practice.

Consistent with the school's strategic plan, undertake a review of the existing M.D. curriculum, with attention to issues such as core content, balance and integration of basic science and clinical education, instructional methods and modes (lecture, small group, preceptorships, computer-based), relevance of curricular offerings to skills and qualities needed for residency training in generalist and specialty fields, relevance of curriculum to societal issues and health care system changes, overall flexibility of curriculum, elective vs. required courses, and the option of a student thesis based on independent research.

Consistent with the school's strategic plan, undertake a review of the Ph.D. programs in the basic medical sciences, with attention to issues of program size vis-a-vis marketplace needs for doctorally prepared medical scientists, program organization relative to departments and interdisciplinary research centers, critical mass in areas of investigational focus, relationship with the school's existing Medical Scientist Training Program (M.D./Ph.D.), student admissions, and financial aid.

Diversify the faculty


Remained a national leader in terms of the number (20/139) of African American first-year students enrolled for 1995-1996. Overall, 14.5 percent of students enrolled in the School of Medicine (81/556) are African American.


Meet or exceed published goals for increasing the number of minority faculty and the percentage of minority graduate and professional students.

Increase use of technology


Established as a joint initiative of the Health Sciences Center and the University's Information Technology and Communication office a computer technology resource facility for academic program and instructional support and innovation.

Established and continued to develop a vigorous program of telemedicine and interactive video for purposes of clinical consultation and teaching with other hospitals in the region and overseas, with efforts led by the Office of Continuing Medical Education and the Virginia Neurological Institute, with Medical Center funding for basic telemedicine equipment.

Developed through the Department of Pathology an active program of applied research in robotics adapted to uses in the clinical setting.


Continue above initiatives, with regular assessment of their efficacy.

Prepare for Demands of Enrollment Increases


Enrollment increases are not anticipated in the School of Medicine's academic programs because market realities indicate a sufficiency or surplus into the 21st century of most types of physicians (not generalists, however) and doctorally prepared medical scientists. Consistent with its strategic plan, the school may study class size and related issues for its degree programs.

Promote economic development


Received a total of $74.2 million in extramural research funding in 1994-95, thus assisting in maintaining the University's strong research base and preserving the economic benefit to the local community and the state.

Increased the percentage of medical graduates intending careers in generalist medicine to 39%.

Recruited chair for Department of Health Evaluation Sciences; new chair will hire up to twelve faculty by 1998 to staff this department and its four divisions, while other faculty of the School of Medicine and Department of Mathematics will have joint, or adjunct, appointments in the new department. Raised $1.5 million in private funds for two endowed professorships in the new department.

Initiated a study of the economic impact of Virginia's three academic health centers. Initiated a Research!Virginia campaign in cooperation with other Virginia medical schools.

Participated in restructuring the University's Academic Enhancement Program for interdisciplinary research, including funding mechanisms, and in evaluating new proposals and making awards.


Continue above initiatives, with regular assessment of their efficacy.

Consistent with the school's strategic plan, seek more extramural funding via contracts.

Consistent with the school's strategic plan, give greater emphasis to the cultivation of translational research and interdisciplinary research.

Consistent with the school's strategic plan, seek greater collaboration on research initiatives and resource-sharing with other departments and schools of the University or with other academic institutions.

Consistent with the school's strategic plan, seek innovative partnerships for basic, applied, and translational research with other academic institutions, corporate entities, and public agencies.

Through the School's capital campaign, which has a goal of $90 million, increase private fundraising to enable the school to build and maintain programs of excellence, especially in education and research.

School of Nursing


Shifting resources to undergraduate teaching

The doctoral program faculty elected to offer required doctoral courses on an every-other-year basis, resulting in increased course enrollments and allowing faculty to be reassigned to undergraduate courses.

Assessing faculty workload

The faculty has restructured committees to eliminate duplication of effort and to make more effective use of faculty time. The Academic Program Committee was eliminated, and the B.S.N and M.S.N sub-committees were elevated to full committee status.

A faculty task force has been established to review and update faculty workload guidelines.

Innovative teaching partnerships

Development of the Crescent Halls and Westhaven clinics has created clinical sites for student education and draws upon the clinical expertise of nurse practitioners as teachers. An additional clinical experience will be available when the Greene County School Clinic becomes operational.

Rewarding teaching excellence

In conjunction with the Alumni Association, the School of Nursing continues to offer annual innovative teaching awards for creative pedagogical strategies.

Assessing academic programs

The traditional baccalaureate and second-degree programs were merged in 1994-95.

Introduction to Nursing and Health Care (NUCO 350) will be discontinued beginning in the fall of 1995.

The master's degree program was revised in 1994-95 to provide more core courses which will reduce overall course offerings and consolidate faculty resources.

The underenrolled pediatrics program was eliminated, while new programs were created in primary care and acute care nurse practitioner preparation. These changes reflect the School's attempt to respond to the rapidly changing health care delivery system.

The School completed a new strategic plan in June 1995. Conducted a year-long, Health Sciences Center-wide strategic planning effort, with major planning groups for the academic enterprise (Schools of Medicine and Nursing) and the clinical enterprise and ten task forces on strategic issues. More than 200 persons across the Health Sciences Center participated in the planning process. By July, the larger committees were meeting to consider their task forces' recommendations and to shape their portions of the institutional strategic plan.

Faculty-student interaction

Faculty have convened an interest group to develop a more active advising program for undergraduate students.

Improving classroom space utilization

The School shared its space in McLeod Hall with Piedmont Virginia Community College during the 1994-95 academic year.

Increasing use of technology

The School completed its upgrade of computer equipment and facilities in spring 1995, including classes for faculty and staff to upgrade their skills using new software.


To implement faculty development programs consistent with the demands of the health care market.

To secure funds to maintain a state-of-the art intensive care simulation laboratory.

To promote faculty-student partnerships for active learning by fostering opportunities for students to participate in professional organizations and conferences.

To promote life-long learning through continuing education programs such as institutes, conferences, and courses.

To seek private funds to establish research professorships in the School's areas of priority.

To support faculty research by providing faculty released time, research leaves, assistance with research grant proposals, statistical support, peer and mentor assistance, and stipends to present research at conferences.

To lead in the development of innovative models of health care delivery by implementing a Faculty Incentive Plan that supports and rewards faculty practice, research, and participation in continuing education.

To form partnerships with regional health care agencies, community agencies, private corporations, and national health care groups to deliver quality health care while providing opportunities for education and research.

To develop formal preceptor-guided experiences for nurses to gain advanced skills in a clinical speciality.

To develop a faculty speaker's bureau to disseminate health care information to local groups.

Division of Continuing Education


Through the Division, the University offers (1) a doctoral degree using new educational technologies, (2) fourteen master's degrees off grounds, (3) a variety of credentialling certificate and endorsement programs, and (4) an array of professional development programs, graduate courses for educators, custom designed programs for business and government, and arts and sciences programs for the public. There are over 35,000 enrollments in these programs each year. The University maintains six regional outreach centers as well as main programming offices in Charlottesville.

In recent years, the Division has

developed advanced degree and certificate programs that offer Commonwealth citizens new study options: degrees via television, degrees with weekend formats offered at regional sites, and degrees offered in collaboration with other institutions;

increased, in the past six years, state account revenue by 14.4% (1988-89: $5,311,000 / 1994-95: $6,075,000) and decreased expenditure by 13% (1988-89: $8,493,000 / 1994-95: $7,390,000). The Division has reduced by 59% the state dollars (1988-89: $3,182,000 / 1994-95: $1,315,000) required to support the University's outreach effort;

established a collaboration among the deans and directors of outreach units of state funded four-year colleges and universities that will provide programs and educational services across institutional lines in support of economic development and K-12 education for the Commonwealth. Currently the Division is expanding that plan to include private colleges and universities in the collaborative compact;

served over 10,000 teachers per year;

emphasized economic development in the role of regional centers, added regional economic development leaders to center advisory boards, built collaborative relationships with institutions in regions to aid economic development, and expanded the University's ability to custom design programs for regional corporations to support economic development;

established an outreach effort with Clinch Valley College that will both expand programming and provide cost savings. (Combining two positions into a single joint position will save $40,000 - $55,000 per year.) Supported the new collaborative Southwest Higher Education Center with shared marketing and support services. Expanded collaborative efforts with two and four-year institutions (public and private) in southwestern Virginia and will be providing special faculty and curriculum development seminars for those institutions in 1995/96;

worked with other institutions and K-12 schools to develop new ways to use educational technologies to expand educational options for Virginians, focusing on keeping technology compatible across the state, cost-effective, and accessible to all communities;

established an array of working partnerships with museums, professional associations, government agencies, libraries, and other organizations that allow the University to do more with available resources;

initiated a fundraising/capital development program to offset new program costs with grants and private contributions;

assisted the FBI and collaborating law enforcement agencies in establishing an International Law Enforcement Academy in Budapest, and continued developing a working relationship with French universities for shared programming via new technologies;

led in building a collaborative network of universities that are working together to exchange ideas and create educational initiatives concerning the environment, criminal justice system, and nuclear nonproliferation. The group, currently chaired by the Division, includes Ohio State University, New York University, University of California, University of Mississippi, Pennsylvania State University.

See also the issue report on Teacher Education, p. 63.

With the departure of the current dean in September 1995, the University is establishing a Task Force on the Future of Continuing Education, charged with restructuring the Division so as better to integrate it with the academic mission of the University and better serve its wide range of students and potential students throughout the Commonwealth.

Information Technology and Communication


Classroom Technology Initiative. This multi-part, multi-year initiative has a primary objective of bringing technology to the classroom. It will both promote efficiency and provide faculty and students with exposure to the latest technologies. It is comprised of several parts: classroom evolution, a multimedia resource center, a teaching technology initiative, and the introduction of a web-based instructional toolkit.

Classroom Evolution. With the support of new state funding and $250,000 from savings related to administrative restructuring, classrooms in Wilson Hall are currently under renovation and will be available for multimedia instruction in fall 1995. All classrooms will have network access, overhead projectors and screens, whiteboards, and access to new technologies, either as permanent fixtures to the classroom or by access to mobile equipment carts with computers and projection equipment. In addition, VCRs, CD players, video disc players, and audio playback systems will be available for checkout. One of the rooms in Wilson Hall will be made into a multimedia lab, with approximately 25 computer workstations (both Macintosh and Windows). In addition to classroom multimedia fixtures, there will be sets of laptop computers (18 Macintosh Powerbooks and 18 IBM Thinkpads) which may be checked out and used in any of the classrooms.

Multimedia Resource Center. The MRC is going into its second year of existence. In its first year, it provided basic multimedia services to the University, and in the spring of 1995, it conducted 35 multimedia classes, with 155 people from 70 departments participating. The MRC moved to its new location in Wilson Hall, the current hub of classroom technology, at the end of the summer.

Teaching + Technology Initiative. The Teaching + Technology Initiative, funded by commitments from ITC, the Provost's Office, the Executive Vice President, and $100,000 from administrative restructuring savings, provides support for 12 faculty teaching and technology fellowships. The program was begun to help faculty members develop innovative instructional projects, and it provides summer stipends or released time during the academic year, equipment, and supplies, graduate student assistance, and the expertise of two professional instructional technology advisors for the faculty fellows. The program will provide faculty members who have an interest in using technology with a means to develop innovative projects, and it will help develop a group of faculty who will help other faculty members become proficient with technology for instruction.

Instructional Toolkit. The Instructional Toolkit is a World Wide Web-based suite of tools that will improve the efficiency of faculty work in managing classes. This toolkit will be especially useful for large classes, and it will include tools that automate book orders from the University Bookstore, allow reservation of ITC resources, and help with the creation of class home pages, among other things. The Toolkit will be implemented in August 1995 with a test group of faculty who will be in Wilson Hall in the fall.

Electronic Forms. The electronic forms (e-forms) project began as part of the ITC reengineering in the summer of 1994. Its goal is to select and make operational an e-forms mechanism that will replace existing processes in which data is written on paper forms, routed through messenger mail for approvals, and manually entered into production systems. E-forms will allow the University to capture data at its source, automatically apply business rules, and use the University's computer network to move the transaction through its approval chain as rapidly as possible, eventually making the e-form information available to mainframe systems. In addition to being an integral part of operations reengineering, the e-forms project will lend significant support to the University's Process Simplification initiatives by providing an infrastructure that will include routing mechanisms and that will generate the programming code necessary to implement WorldWideWeb-based e-forms. This infrastructure will provide e-forms developers a user-friendly way of creating forms for a variety of uses, many of which may be tied to specific Process Simplification initiatives.

Information Warehouse. The information warehouse pilot project began in July of 1994. The mission of the information warehouse is to improve access to data by providing a consolidated, consistent, usable database of information that can be accessed through user-friendly graphical tools by end users. Potential cost benefits from an information warehouse include faster and better decision-making through improved data access, more effective use of microcomputer and other computer resources, and possible reduction or elimination of duplicated applications. The pilot project was funded for one year, and recently additional funding for further development has been obtained. In the coming year, the warehouse will be expanded, both in the number of users who can access the data and in the amount of data that is accessible.

Network Infrastructure. By the end of the 1996-97 fiscal year, the University will have completed both the installation of an optical fiber network backbone and the wiring of all University buildings for initial or enhanced network access. This initiative will enable students to use their own microcomputers to access network-based information from their dormitories. In addition, it will provide the University with a uniform, reliable physical infrastructure that every member of the University community can use. As of June 1995, installation of the fiber backbone has been completed, and wiring of the student dormitories is approximately 70 percent complete.

Enhanced Training. A program of training was developed encompassing several areas, including the use of microcomputers, the use of network-based information, use of the University's administrative applications, new technical job-related tasks such as LAN administration, and departmental personal computer support. This new program, under the direction of a recently hired manager of training and development, is being developed for an initial deployment in fall 1995. The purpose of this enhanced training program is, like the PC standardization initiative recommended below, to improve end user effectiveness and therefore improve the efficiency and effectiveness of the available support staff.

Organizational Restructuring. ITC recently underwent a major organizational restructuring, an effort that resulted in the combination of three IT computing departments within the University (Academic Computing, Administrative Computing, and Voice Communications) into a single IT organization. The reorganization produced savings of approximately 12 FTEs (roughly 7 percent of the total IT workforce). In order to provide support for areas of significant growth and strategic importance to the University, these positions were reallocated within ITC to areas of higher priority. In addition to these position savings, virtually every position within ITC was examined from a "zero-based personnel budget" perspective, and positions and responsibilities were allocated to areas based on organizational needs.

Operations Reengineering. ITC has begun an aggressive operations reengineering project that, with an initial investment of approximately $443,000, projects a payback of approximately $1,475,000 over the subsequent 4 years and an ongoing net savings of roughly $600,000 per year, with 10 positions eliminated. This project, which is self-funded on the savings realized, provides several key benefits for the University:

It will replace paper forms with electronic forms, reducing the amount of paper used at the University (resulting in a significant cost savings), reducing the cost of messenger mail, providing a mechanism that will allow transactions to be completed more quickly, and eliminating the need to employ data entry operators whose current sole responsibility is to manually enter information from paper forms into production information systems (see Electronic Forms above).

It will replace microfiche archival storage with server-based or CD-ROM storage, saving the cost of producing microfiche and eliminating the need for departments to rekey data into their local PCs.

It will reduce the amount of paper reports by implementing on-line access to data, again, saving paper costs and eliminating the need for departments to rekey data into duplicated departmental databases (see Information Warehouse above).

Information Resource Proficiency. Faculty are increasingly requiring that students accomplish coursework with technology tools. This in turn increases demand for many technology resources, from short courses taught by ITC and the libraries to seats in public computing facilities. One of the University seminars aimed particularly toward first- and second-year students was introduced in 1995 on the subject of the Internet. Undergraduates, graduate students, and faculty members flock to short courses on "Web" publication and similar subjects, and the demand for seats in public facilities and types of courses given has required that the University provide more seats, make available more courses, and upgrade the equipment and software in such facilities on a more frequent basis. Direct infusion of information technology into the curriculum continues through various means, including the University's new Teaching + Technology Initiative (TTI) described under the Classroom Technology Initiative section above. In addition, the University's Self-Study is examining how discipline-specific curricula are evolving to ensure that students are gaining the necessary experience and skills with information technology tools that are particularly useful in the individual disciplines. The University has made important progress that contributes directly to students' acquisition of competence in information technology:

Access to the University's Network. As described above in the Network Infrastructure section, the University is providing network access from dormitories and all other University buildings. In addition, remote users, largely students, will have access through high-speed modems and in some cases, may have access at Ethernet speeds from their local apartments.

Services Available Through Network. A wide range of materials has been made available through the network, and work has been done to make it easier for users to access this information. The Grounds-Wide Information System (GWIS) allows members of the University community to access (among many other things) library catalogues, course listings, event schedules, and in increasing numbers, actual course materials. The use of electronic mail has soared, largely as a result of student activity. During 1994-95, the central mail server for the University registered a peak daily usage number of 168,431. The University is currently seeking new e-mail software that will provide expanded functionality required by the University. The new system is expected to be in place in fiscal year 1995-96.

Increasing Proficiency. The University continues to work to provide information technology proficiency to its students, and plans are being formulated regarding how this proficiency may be obtained on a more formal basis. A proposal has been made that instruction (or testing to demonstrate proficiency) in several "core competencies" rather than a single course that would be taken by all students be incorporated into existing lower division courses in departments that experience heavy undergraduate enrollments (English, History, Psychology, Sociology, and Chemistry, for example). A committee of faculty who teach these classes and who themselves understand what educated people need to know about computer and information resources (along with a librarian and an information technology professional) should be appointed in the fall of 1995 to define the set of "core competencies." This material might then be incorporated into class offerings for the spring or fall semester of 1996. This committee could be charged with the ongoing evolution of the definition of core competencies and with the evaluation of new courses that would satisfy the proficiency requirement.

Inter- and Intra-Institutional Collaboration. Since its inception in 1992, the Institute for Advanced Technology in the Humanities has supported the scholarly work of fourteen humanities scholars from nine different departments at UVa and a variety of networked projects involving scholars from other institutions. Focusing on the use of information technology in humanities scholarship, IATH has fostered the development of a series of hypermedia archives, including Jerome McGann's Rossetti Archive, Edward Ayers' Valley of the Shadow, and John Dobbins' Pompeii Forum Project. These archives make possible the presentation of a variety of textual, visual, and audio materials through the use of computer networks. A series of published Research Reports have outlined the accomplishments of projects supported by IATH. During 1995-96 IATH will begin supporting its first visiting fellows: a group of Blake Scholars will be building a complete archive of the illuminated books of William Blake. This project, funded by the Getty Grant program, will be developed in conjunction with IATH through 1998.

The University is also one of seven university and six museum participants in the Museum Site Licensing Project of the Getty Art History Program, which investigates issues of intellectual property rights, network security, and information standards for digital images. The project is dedicated to defining the terms and conditions for the educational use of museum images and information on campus networks, and to demonstrating the value of digital media in the study of art and culture. This joint project of the Department of Art, the University Library, and Information Technology and Communication is entering its third year, with six classes fully supported and three more planned for the fall of 1995.


In January 1995, the University Committee on Information Technology and Communication (CITC) submitted a report that put forth a proposal for the planning and funding of information technology in University departments. Based on this report, ITC should create a plan to secure ongoing funding for microcomputer replacement and support for all departments within the University.

With the increasing proliferation of microcomputers and microcomputer-based departmental systems, the need for computer support is growing significantly. For budgetary reasons, it is impossible to provide on-site support for the growing number of hardware configurations and software packages being used in the departments. ITC should implement a plan to standardize computing to improve the reliability and consistency of the technology environment to make it both easier for end users to function without human support and to make the jobs of the support people more efficient.

The Multimedia Resource Center (MRC) should target professors as its primary user group, focus its services to meet its users' needs with a task-oriented curriculum, equip new facilities and train staff to deliver services, and expand its resource base by pooling its resources with other areas in the University that have similar goals to the MRC.

The Instructional Toolkit should be tested on selected Wilson Hall faculty, after which the toolkit should be evaluated, enhanced, and made available to the entire University community.

The electronic forms project should be utilized to replace all forms that go through the manual data entry process (except payroll) by the summer of 1996.

Where applicable, Process Simplification initiatives should use the information warehouse as an integral part of their implementations.

ITC reorganization should continue to evolve, and, by gaining additional efficiencies, positions should be reallocated to areas of greatest need.

University Library


The University Library, which consists of Alderman Library and nine branches, ranks 20th among 108 institutions in the 1993-94 index of the American Association of Research Libraries, based on the following factors: total collection size, expenditures, size of staff, number of volumes added per year, and number of current journal subscriptions. The staff has been reduced by 8 FTEs since 1986, and has 54 fewer FTEs than UNC, ranked 19th in the AARL listing.

Library collections exceed four million volumes, with over one million items circulated and 33,360 interlibrary loans during 1994-95. As the largest research collection in Virginia and as a net lender within the Commonwealth, the Library provided 14,491 items during 1994-95 to public, academic, and other libraries within Virginia.

Electronic resources have been expanded to provide computer access to more than 10,000 books and 5,000 images of art and architecture, as well as an on-line atlas of Virginia, numeric and geographical data, sound, and moving images.

In 1994-95, the University Library led in the establishment of a new consortium among Virginia academic libraries to enhance resource sharing. The consortium received $5.2 million in state funds for two years for initiatives to provide interlibrary loans more rapidly, to share electronic databases, and to provide enhanced training in the use of technology. Collaborative purchases within the Commonwealth have allowed the Library to obtain pricing advantages and to reallocate the savings.

The University Library recently implemented a number of changes aimed at reallocating staff and other resources in support of highest priorities. These changes included

consolidating the library services and collections for the Commerce School into Clemons Library and redeploying the two staff positions previously allocated to the Commerce Library to document delivery and circulation services,

consolidating the Alderman Library Circulation and Reference departments into Research and Information Services (RIS) in order to reduce public service points from two to one, reduce the number of staff needed to operate these services, and allow a shift in personnel to expand the Library's instructional programs for students and faculty,

reducing cataloging and acquisitions expenses by substituting random sampling methods of quality control for repetitive checking of clerical work.

With the advent of on-line texts, digitized images, numeric data, and networked information, the Library has expanded its educational program, offering 700 class sessions reaching 9,000 students during 1993-94. A pilot program of 12 short courses (including Internet Basics; Navigating the WorldWideWeb; Creating Web Documents; VIRGO Basics; Databases in the Humanities, Social Sciences, and Science and Engineering; and courses on various aspects of using and creating electronic texts) was offered to faculty and students during the spring semester of 1995. Demand exceeded capacity, and the program will be expanded in the fall of 1995.

The Library Express On Grounds Service (LEO) expanded traditional inter-library loan service to deliver books and photocopies of journal articles to faculty offices in 1992. Faculty now rank it among the most valuable library services; many have said that it has increased their productivity. It is primarily through LEO that the University Library has been able to minimize the impact of the loss of purchasing power and the resulting decrease in print acquisitions over the past several years. At the same time, emphasis on timely delivery of materials, whether obtained locally or from another library, has enabled faculty members to focus their time more on teaching and research and less on locating and retrieving materials they need. Document delivery has been further streamlined with introduction last year of an electronic request form on the Grounds-Wide Information System which allows faculty to request materials directly from their offices or homes.

The University Self-Study revealed that increased effectiveness for the library could be achieved through strengthening ties to the academic departments. Accordingly, the Academic Liaison Program was established with two major goals: 1) to get a better understanding of users' overall library needs, including collections, reference services, information technology, access services, and user education; and 2) to increase awareness and use of library services and resources.

The Library remains at the cutting edge in the development of electronic services and is recognized as a leader among academic research institutions in the U.S. During the past year, the Library was invited to participate with other institutions in the Getty Foundation's Site Licensing Project to make available over the Internet to University users some 6,000 digital images from six major museums. The Library will continue to offer as many services and as much information in electronic form as possible. Faculty and students can analyze electronic text and data in ways not possible or too labor-intensive when the information is in print form. The University community can access and use these materials anywhere they have a computer and a modem (or access to the Internet), freeing them from the restrictions normally created by having to go to the physical location during the public service hours of the library. Digitization allows the Library to share collections worldwide and acquire facsimiles of primary research materials held in such archives as the Vatican Library and the British Library.

In order to better serve an increasingly diverse University community, the Library has hired four minority library faculty in the past four years, established a Multicultural Issues Committee, and invited a diversity consultant to conduct a workshop on diversity issues for library managers.


The Library should continue to seek alternative sources of funds to cover the increasing cost of additional positions, replacement of obsolete equipment, and the increased need for staff and user training. The first full-time development officer began work in 1994. In addition to donors, revenues from fee-based services for non-UVa users will be an important supplement to state support in the future.

The pace of change will continue to vary among intellectual disciplines, and the rate at which individual faculty and students embrace new technologies and the information available in digital form will vary, as it does now. Although the Library can provide thousands of texts in electronic form, the print form of those materials will perhaps never be obsolete. Analysis of the structure and of particular patterns in a text is aided significantly by use of the electronic form, but it will be some time yet before the format of the printed book is superseded for reading. The Library will need to continue to balance demands for funds, storage space, and maintenance activities for information in a variety of formats.

There is no indication that the pace of change will slow in the future. Today's technologies for information transfer will quickly evolve to others, even as the electronic gopher has evolved into the WorldWideWeb before most of the staff and users had learned the mechanics of information retrieval via gopher searches. The Library must continue an active program of user education and of staff training to ensure that the University community can access and use current information.

In keeping with one of the primary missions of libraries, preservation of the documents of our culture, the Library should develop archiving mechanisms for electronic information resources that have replaced printed materials. The Library should not simply focus on providing access to the most current information for today's needs, but must also find effective ways to preserve electronic information.

Claude Moore Health Sciences Library (HSL)


An administrative vacancy was not filled, thus allowing an opportunity to revise the work flow, increase cross-training, and reorganize the physical space by turning the released office space into a conference room.

A new computerized library system, utilizing state-of-the-art information technology and graphical interfaces to support technical services and public service functions, has been selected to replace the current out-moded system.

The HSL is implementing a UNIX version of PlusNet MEDLINE that will improve access for Macintosh and UNIX users and will simplify many communications hurdles currently experienced by some users. As a result, students, house staff, and staff working in clinical areas such as the Emergency Room or the nursing units of the hospital will have access to standard, up-to-date texts 24 hours a day.

The HSL's newsletter, Inside Information, has been expanded to include information and computer-related activities throughout the entire Health Sciences Center. The monthly newsletter contains articles on faculty who use information technology to improve patient care, research, and education.

The HSL has developed its own "home page" on the WorldWideWeb, containing information about the HSL's many resources and services as well as hypertext links to important external health resources such as databases available from the National Institutes of Health.

The HSL has developed a five-part series of classes for Health Sciences Center affiliates on the basics of electronic mail and using the Internet and the WWW, as well as learning the basics of the HTML to make data files hypertext accessible.

The HSL is expanding access to medical software that resides on the HSL's file server to medical student teaching sites outside the HSL, making materials available for study or teaching 24 hours a day.

The HSL has dedicated two faculty positions to providing outreach services to health professionals beyond the Health Sciences Center. One librarian will operate from Wise, Virginia, in a collaborative arrangement with the Clinch Valley College Library.

The HSL has established a community health information network that links the HSL, Kluge Children's Rehabilitation Center, Jefferson-Madison Regional Library, Piedmont Virginia Community College, and the Charlottesville Free Clinic to the Health Reference Center database, a resource containing textbook excerpts, journal articles, association pamphlets, and other source materials, many in full text.

HSL staff in Access Services have conducted a year-long "total quality improvement" effort to identify ways to improve services and staff organization. As a result, work flow and staffing patterns have been restructured to improve service, provide better continuity of duties performed by weekend and weekday staff, and to respond to increased workloads without adding additional staff.

The Bibliographic Control Department reorganized its work flow on an assembly-line model, increasing productivity by 30%.

Some responsibilities formerly delegated to the department head have been reassigned to the career library assistants in the department, freeing the librarian to focus more attention on assessing the needs of library users, and making sure the collection meets those needs.

The role of the internal systems support staff has been expanded to accommodate the increasing number of computerized information systems and the increased number of students, faculty, and staff who use the Microcomputer Lab.


The HSL should utilize the new integrated library system to capture data that will be useful in managing the HSL, including the tracking of the most costly, least used journals, and tracking interlibrary loan transactions to assure compliance with copyright laws and to identify journals that are borrowed so often that it would be more cost-effective to purchase subscriptions.

Teaching Resource Center


Creating a community of teachers. Experiences at the Teaching Resource Center have shown that faculty members who talk with each other about their individual teaching projects find unexpected synergy, connections, and growth in their ideas. Through several programs, the TRC encourages faculty members and teaching assistants to discuss teaching both within and across academic disciplines.

University Teaching Fellows Program (begun in 1992), formerly funded by the Lilly Endowment. Annually, six assistant professors work with Senior Mentors to develop new or greatly revised courses while exploring teaching across the disciplines.

Teaching + Technology Initiative Fellows Program (pilot program begun in 1995). TTI Fellows work on incorporating innovative technology, especially computer technology, into their coursework and teaching. The TRC coordinates Fellows' interactions with each other and facilitates their sharing of expertise and information with other colleagues.

Teaching Workshops, two annual conferences with concurrent sessions by UVa faculty and TAs: in August, for incoming faculty and TAs; in January, for experienced teachers. Attendance in August 1994: 235; in January 1995: 114.

NEH Special Challenge Grant for Endowed Distinguished Teaching Professorships (begun in 1994). Each of the three Distinguished Teaching Professors will establish connections among Virginia colleagues in his/her academic discipline, creating a one-day conference at UVa to discuss teaching that discipline.

Workshops on Creating Teaching Portfolios. The pilot program for interested faculty and TAs in 1995 generated interest in spreading the portfolio idea to other colleagues. Workshop participants demonstrated an enhanced respect for teaching and an enthusiasm to undertake improvements.

Workshops throughout the University, usually offered upon request. Department workshops speak to needs of a single department. The Writing Workshops, led by TAs trained in the English Department and the Writing Center, help teachers evaluate students' writing more effectively. University-wide workshops are offered under various faculty development programs, or in conjunction with other University offices.

Promoting interdisciplinary discussions about teaching: for example, consulting with ITC staff to design the Multimedia Faculty Training Program; and coordinating workshops with the Women's Center, Physics, Psychology, and the Center for Science Education.

Administering the Teaching Awards Programs for graduate teaching assistants (GTSs) and faculty, under the Office of the Provost, including Alumni Association awards and the All-University Teaching Awards. The latter, initiated with SCHEV funding for GTA awards, have been expanded by UVa to include five faculty Outstanding Teaching Awards. The TRC aims to make the Teaching Awards accessible to all those teaching at UVa.

Lunch Series on Teaching and Learning. At the Active Learning Lunch meetings, faculty and TAs are invited to share their successes with and questions about helping their students actively engage in learning their discipline. At the Bring Your Own Brainstorm lunchtime discussions, faculty and TAs discuss their ideas with colleagues in other disciplines.

Helping individual teachers improve. Upon request, TRC staff members are available to consult with UVa teachers and do whatever it takes to answer a faculty member's or TA's questions or concerns about teaching, including the following:

Observe courses in person.

Videotape class sessions, with follow-up consultation.

Provide directions for self-assessment through videotape.

Search the literature for relevant information and send summaries to teachers.

Conduct mid-semester Teaching Analysis Polls for teachers who wish to discover what the majority of their students think most helps them learn in a course, as well as what impedes their learning and how improvements might be made.

Improving TA training. The TRC encourages and supports departments in their efforts to improve and expand TA training, thereby providing a better UVa undergraduate education and better preparing UVa graduate students for their academic futures. These TA training activities include the following, in addition to those listed above:

TA Development Grants annually help departments and schools create and/or improve professional training for TAs.

The International TA Training Program includes an evaluation of the teaching expertise of new international TAs, a three-hour course (LING 111), and individual post-observation conferences with graduate student consultants (LING 112).

Graduate student consultants meet with TAs at their departmental meetings and encourage departments to have one such meeting each year.

TRC staff discuss teaching regularly with the Student Council Academics Committee.

Disseminating basic information about teaching:


Teaching at the University of Virginia: A Handbook for Faculty and TAs

Teaching a Diverse Student Body: Practical Strategies for Enhancing Our

Students' Learning

How to Write a Winning Proposal and Get those Grants (in final draft, 1995)

"Excellent Teachers on Videotape," a four-tape training series with notes showing UVa faculty and TAs in action.

Teaching Concerns, a newsletter for all UVa faculty members and TAs issued twice per semester.

Occasional papers about teaching, beginning with Stephen Cushman's "A Teacher's Attention."

Undergraduate Student Focus Group on Teaching and Learning. Under this new program, the TRC will host monthly meetings for a variety of undergraduates to get their perspectives on what makes a successful course; articles developed from these discussions will appear in Teaching Concerns.

Recommendations and Future Plans

The TRC plans to continue these currently successful programs. In addition, to respond to the recommendations of the Self-Study committee on Teaching Improvement and to support teaching better at UVa, the Teaching Resource Center should undertake the following activities:

Increase TA training activities, including workshops, supervision, and observation (e.g., current requests from Math and Commerce that all new TAs receive training and support, with help from the TRC in setting up those activities and training faculty to implement them).

Respond to increased demand for various activities:

Teaching Analysis Polls (TAPs) for faculty and TAs (9 in 1993; 42 in 1994; 58 in Jan-May, 1995)

Consultations, such as workshops for Law and Medical School faculty and a conference on pedagogy for Russian teachers throughout Virginia (41 in 1993; 60 in 1994; 51 in Jan-May, 1995).

Videotaping and observations (10 in 1993; 24 in 1994; 12 in Jan-May, 1995)

Promote diversity in the classroom: train and consult with faculty and TAs about effective ways to teach all students.

Develop resources on electronic information, communication, and teaching (e.g., the recently created TRC WWW Home Page), forms (e.g., sample student evaluation forms), and mailing lists. Also, train faculty to use appropriate and effective instructional technology (e.g., e-mail, WWW for posting course information and digitizing course materials). These efforts should be coordinated with ITC and with the Multimedia Resource Center.

Continue the Seminar for Doctoral Students--a series of readings and workshops, offered as a certificate course on teaching for graduate students (pilot offered in 1993), both to improve their teaching at the University and to better prepare them for the academic job market.

Help University departments and schools develop criteria for assessing teaching.

Return to Contents page Return to beginning of "Schools and Units"