The following is a progress report on restructuring that was submitted to SCHEV on 5/15/95. The organization follows that of the 9/1/94 report, "Targeting Excellence."

Objective I. Long-Term Redeployment Of Faculty

* Shifting resources to undergraduate teaching

1. Graduate school enrollments.; The Graduate School of Arts and Sciences began in spring 1994 to decrease each incoming graduate class by five percent each year until the total graduate enrollment is reduced by five percent. This strategy will permit faculty members to assume more responsibilities for undergraduate education. In addition, a comprehensive re-examination of Arts and Sciences graduate programs will be undertaken in 1994-95 in connection with the SACS self-study.

Goal: Five percent reduction in number of Arts and Sciences graduate students in fall 1996, compared with fall 1993; comprehensive re-examination of all Arts and Sciences graduate programs to determine appropriate sizing on a department-by-department basis.

5/15/95 Progress: In fall 1994, the total number of graduate students declined 4.0% and the number of entering graduate students declined 24.0%, as compared to Fall 93. An additional 3.0% decrease is projected between fall 1994 and fall 1995.

The Self-study committee on Graduate Programs is studying the graduate enrollment on a department-by-department basis.

2. University Seminars.; This program, begun in the fall of 1990, provides about 50 seminars taught by distinguished full-time faculty members for about 800 first- and second-year students each year. The seminars are designed to encourage interdisciplinary work, to allow entering students the chance to work directly with established faculty on topics closely related to their research, to inject new teaching methods and ideas into the curriculum, and to give undergraduates the opportunity to learn in small classes that encourage discussion.

Goal: To continue to place high priority on University Seminars in the teaching workload of distinguished faculty; to make the seminar concept more visible among students, so it is understood as an important feature of the undergraduate learning experience

5/15/95 Progress: A new USEMS summer grants program will begin in the summer of 1995. The awards (four in the summer of 1995 and up to ten in per year in future years) will be used to support new or ongoing research and scholarship. In exchange, each of the faculty members winning an award will teach a University Seminar, growing out of the summer work, in the following fall or spring semester and in one semester of the next year. The aim of the program is to stimulate increased faculty participation in the USEMS program and to bring first-year students into close touch with the thought-processes that produce intellectual discoveries.

Enrollment in USEMS is at an all-time high and attracting students is not currently a problem. We have thus shifted the focus to recruiting more faculty and creating more courses.

3. Reassignments of faculty.; Over the past two years, schools and departments have increased teaching time available to undergraduates by adding new courses, transferring staff from graduate to undergraduate programs, and eliminating underenrolled classes. In many cases, this has enabled them to handle increased student enrollment in those disciplines with little or no increase in faculty. These and other strategies (listed below under Objective Four) will help the University cope both with additional enrollment growth over the next ten years and with shifts in student demand resulting from new area studies (pre-major) requirements for undergraduates in the College. Examples of school and department reassignments include:

The sciences, responding to both the need for broader exposure of students to science and increased enrollments (17 percent growth in undergraduate student FTE's since 1989-90) have made several curricular adjustments. For example, as of September 1994, biology will have added seven new electives, three laboratories, two new sections of introductory biology and five evening laboratories to accommodate increased undergraduate enrollment. Between 1987-88 and 1992-93, the number of biology majors doubled (from 194 to 391) and total student credit hours increased by 48 percent, while graduate headcount dropped from 56 to 44 and state-budgeted faculty increased less than 2 percent. Similarly, environmental sciences increased teaching loads to handle a 112 percent increase in the number of majors (119 to 253) and a 100 percent increase in bachelor's degrees awarded from 1987-88 to 1992-93, with less than a two percent increase in state-budgeted faculty FTE over that period. Physics, over the last five years, has added four new lecture courses for non-physics majors and four new University Seminars for first-year students. These courses currently enroll a total of almost 600 students.

In September 1993, mathematics began eliminating underenrolled classes and using computer-based instruction for graduate students in order to reassign some faculty from small, specialized upper-division courses to lower-division courses. To the same effect, drama now accepts a new graduate class every three years instead of each year, allowing increased instructional effort for undergraduates. In the studio art department, all faculty members began teaching one additional class each semester in fall 1993 to expand enrollment by 140 students. Graduate degrees are not offered in studio art. A final example is provided by anthropology, which introduced 20 new 200- and 300-level courses since the fall of 1993. A fourth-year required course is being taught in smaller seminars and a new course was added for majors, both in response to student assessments of the program. Enrollment in anthropology has increased 85 percent from spring 1992 to spring 1994.

Goal: To provide sufficient required and elective courses to permit undergraduates to continue to graduate on time and at the present graduation rate (92 percent) or higher during a period of increasing enrollments

5/15/95 Progress: Graduation rates continue to hold constant at the 92% level six years after matriculation. The four year graduation rate has risen from 79.8% for the class entering in 1986 to 82.2% for the class entering in 1989.

4. Incentives for students to complete graduate study on schedule.; To conserve fellowship money and faculty time spent on supervising dissertation work by speeding up students' progress toward graduate degrees, students in the Graduate School of Arts and Sciences will not be eligible for departmental fellowships after their seventh year. (Graduate students who are enrolled as full-time students typically complete advanced course work in two to three years and their dissertations in another three or four. The average time to graduate with a Ph.D. is 6.4 years; many advanced students take longer, however, because they are combining academic work with nearly full-time employment.) Several departments also have examined and improved the guidance they provide to graduate students who seek to enter the academic job market.

Goal: By 2000-01, decrease the average time needed to acquire a Ph.D. by increasing the number of Ph.D. recipients who earn the degree in seven years or less

5/15/95 Progress: As of Spring 1994, the average time to Ph.D. degree in Arts & Sciences was 6.39 years. Only in Anthropology & Sociology was the median greater than the national median by individual fields of study.

* Innovative teaching partnerships

1. "Principles and Practice."; Beginning in 1994-95, the School of Law will offer courses taught jointly by regular faculty and practicing attorneys. The attorneys will be hired as adjunct faculty; each, along with the resident faculty member, will be in the classroom for all sessions to link directly the academic study of law to legal practice. A similar pairing of physicians with professionals from other fields (e.g., social work, the ministry, nursing, the humanities) has been used since 1992-93 to team-teach a new required seminar for first-year medical students, "The Doctor, the Patient, and the Illness." The School of Nursing uses expert nurse-clinicians who practice in hospitals and community agencies as adjunct faculty. These practitioners help plan appropriate clinical experiences for students and work on-site with the students.

The University's outreach programs frequently team practitioners in the profession with University faculty to solve the problems of business, education, and other professions. For instance, University faculty, institutions, members of the juvenile justice system, and the FBI are involved in a statewide program addressing issues of youth violence. The School of Architecture's urban planning program frequenty engages practitioners from the Northern Virginia area to teach students in that area and in Charlottesville.

Goal: To improve the links between professional education and practice by hiring community-based practitioners to serve as adjunct faculty in courses team-taught with regular faculty

5/15/95 Progress: An interdisciplinary venture is being offered jointly by Law and Darden faculty, enrolling students from both programs, and involving a distinguished lawyer/business executive as a practitioner co-teacher. Two law courses were added to the law school curriculum in spring 1995, each involving the full-time participation of a law professor and an experienced practitioner.

In both 1993 and 1994, 180 physicians practicing in communities across Virginia were recruited by the School of Medicine to teach in new initiatives in community-based medical education. Second- and third-year medical students work on site under the supervision of these practitioner/preceptors.

2. Shared faculty appointments.; Future plans include, between now and 1998, several cooperative ventures between the McIntire School of Commerce and the Darden Graduate School of Business Administration. These two schools are now exploring joint faculty appointments; creating possibilities for students in each school to take courses in the other, thus "enlarging" faculty resources for students at both schools; and encouraging joint teaching of selected courses.

There are many instances in which different schools and departments share faculty resources. The Law School shares resources with a number of other schools and departments. One of its faculty members teaches in the history department and another in the psychology department, and a history faculty member teaches in the Law School. Medicine and law also share two faculty appointments, as do medicine and the religious studies department. In nursing, several faculty and administrative positions involve joint appointments in the Medical Center to help bridge academic and clinical nursing. Approximately 20-25 percent of the current School of Nursing faculty are in shared positions in such areas as health informatics, coronary care, pediatrics, geriatrics, psychiatry, and trauma. The medical director of the Medical Center, a physician, also holds appointment as associate dean for clinical resources in the School of Medicine. Faculty of the Department of Architechtural history in the School of Architecture hold adjunct status in the Art Department. Also, the schools of Architecture and Engineering share an appointment.

Goal: To increase the sharing of faculty appointments between schools and departments

5/15/95 Progress: Beginning fall 1994, the Law School has begun offering a new interdisciplinary course involving both faculty and students from Darden and Law. Arts and Sciences shares faculty appointments with Education, Engineering, Law, and Medicine. One faculty member in Architecture holds a joint appointment in Engineering. The School of Education currently shares faculty appointments with Medicine, McIntire, Darden and Law, and through the Self-Study will identify other opportunities for collaboration.

Law and Medicine share several faculty appointments.

During 1994-95, the School of Nursing is sharing 29% of its faculty with other schools and departments.

c3.* Incentives to encourage and reward teaching excellence

1. Professorships to recognize outstanding teachers.; Endowed with private funding and supplements from the state's Eminent Scholars program, these chairs are specifically intended to support demonstrated excellence in teaching. The Cavaliers' Distinguished Teaching Professorship, established in 1991 with funds donated by the athletics department from Sugar Bowl proceeds, includes a five-year stipend and residence in one of the historic pavilions on the Lawn.

Since 1992, five similar chairs (also to be assigned on a rotating basis) have been established. One, in the School of Engineering and Applied Science, supports innovative undergraduate teaching. The current chairholder is developing improved methods of teaching with computer software in heat transfer courses. In the School of Law, the chairholder will teach an extra course during his or her three-year term. The Harrison Medical School Teaching Professorships will be awarded to faculty involved in curriculum development or planning for innovative teaching in medicine. The College of Arts and Sciences is seeking gifts to match a challenge grant from the National Endowment for the Humanities, so far raising $600,000 in private funds to establish two of three planned Distinguished Teaching Professorships. Funding for similar endowments is a high priority in the University's approaching capital campaign.

Goal: Increase the number of endowed chairs that recognize and promote teaching excellence

5/15/95 Progress: Five new chairs have been established to recognize teaching excellence. In 1993, the School of Engineering established the Lucien Carr Chair for teaching excellence. The School of Law, in 1992, established the Thomas F. Bergin Teaching Professorship.

The College of Arts and Sciences has secured three Distinguished Teaching Chairs: the Mayo Distinguished Teaching Professorship, the Horace W. Goldsmith Foundation, and the Daniels Family Distinguished Teaching Professorship. These three chairs are in addition to the Cavalier Distinguished Teaching Professorship established in 1991.

2. Teaching Resource Center.; Approximately $45,000 has been reallocated from other areas of the University budget in 1994-96 to strengthen the administrative structure of the Teaching Resource Center, better enabling it to help faculty and graduate instructors improve their teaching skills. In addition, the University will reallocate $40,000 per year for at least three years to continue a highly successful teaching fellows project begun in 1992-93 with a $150,000 seed grant from the Lilly Foundation. Selected junior faculty (about 20 during the first three years) work with designated mentors, participate in workshops, and develop new courses in the summer. Overall, more than 300 faculty and graduate instructors took part in other teaching center programs in 1993-94.

Goal: To continue enhanced funding of the Teaching Resource Center from private or reallocated funds so as to provide ongoing support of its teaching fellows and other programs

5/15/95 Progress: The TRC hired an Assoc. Director and an office support specialist. With assistance of the Development Office, funds are being raised in support of the Capital Campaign. The University Teaching Fellows Program will be continued for three additional years, beginning spring 1995, with $126,000 in reallocated funds.

3. Academic Enhancement Program (AEP).; The University has committed to spend $2 million annually in private seed money to encourage links between teaching and scholarship in nationally recognized programs. The new AEP, based on a successful six-year pilot program and approved by the Board of Visitors in June, annually will fund academic/research programs on a competitive basis. Programs in any school or department in the University are eligible for funding. All successful programs must include a "direct and visible teaching component." A related criterion encourages proposals that promise to "enhance or develop the innovative use of technology."

The four major initiatives funded by the AEP over the past five years (having to do with biological timing, molecular biology, light metals, and parallel computation) brought in more than $20 million in outside funding. When added to the University's $10 million AEP investment during this period, this translates into more than 200 jobs for the Charlottesville community.

Goal: To promote the linkage between teaching, technology, and scholarly research by funding a small number of innovative programs across a wide range of University disciplines, targeting these funds to enhance the national stature of already distinguished programs; to contribute to economic development by attracting substantial outside funding to the University community to continue programs initiated by seed money from the AEP program

5/15/95 Progress: Of the 72 proposals received, 10 are in the final stages of consideration with decisions to be made by the Board of Visitors at their 1995 June meeting. The success of the first round of funding (1989-93) of the APE can be assessed by noting the external funds generated. The Global Systems Analysis program received $160,000 over five years, and generated $5 million in external funding. The Center for Biological Timing received $1.35 million over five years, and has grown into a self-supporting entity, receiving a commitment from NSF in 1991 for a five-year grant of $10.6 million with potential for renewal. The Molecular Biology Institute was funded with $1.2 million over five years, and as a result was able to attract more than $5 million from the Markey Charitable Trust.

4. School of Medicine policy on promotions and tenure.; Over a two year period beginning July 1, 1993, the School of Medicine is creating three separate tenure tracks for the academic investigator, the clinician investigator, and the clinician educator. In April 1994, the Board of Visitors extended the eligibility period for the latter two tracks from six to ten years and to eight years for the academic investigator. A requirement for annual faculty review and mentoring by department chairs and/or division heads has been established.

Goal: To attract to the medical school faculty outstanding clinicians/educators who will be needed in the emerging managed care environment; to assist junior faculty to be successful in clinical care, teaching, and research and to become economically self-sufficient in clinical care and research

5/15/95 Progress: The Department of Internal Medicine has recruited seven new faculty in general internal medicine, including one Robert Wood Johnson Foundation Clinical Scholar. The Department of Family Medicine has recruited three new faculty members. The Department of Pediatrics has recruited four new faculty members in general pediatrics.

Ten Dean's Teaching Awards are now given annually to medical faculty who are nominated by the students and faculty and chosen by a selection committee. There are also up to ten Dean's Teaching Awards given annually to residents and fellows, who are comparable to graduate teaching assistants.

The adoption in 1994 of the School of Medicine's revised promotion and tenure policy has brought renewed emphasis to teaching as a criterion for promotion. Beginning this year, new junior faculty in tenure-eligible positions will be evaluated in their departments and by the Promotions and Tenure Committee according to the provisions of this policy. All faculty teaching in classroom and clinic is evaluated by students and housestaff. Student officers compile and distribute throughout the school an annual report on the assessments of faculty teaching.

In 1994, consistent with the revised promotion and tenure policy, the School of Medicine initiated a program of mentoring and development for new junior faculty. The program is under the auspices of the Department of Educational Studies and consists in part of formal educational sessions, the first of which, held in January 1995, was a workshop, "Effective Teaching in the Medical School Environment." Other sessions will address public speaking, priority-setting, and time management.

The School of Medicine is working with the Medical Center to develop and refine an integrated health care delivery system. The emphasis is on cost-containment, clinical resource management, and quality in medical practice.

* Assessments of faculty workload

1. Arts and Sciences review of teaching responsibilities.; In the spring of 1994, academic administrators asked the Arts and Sciences departments (about 550 faculty, one-third of the total and the largest school outside of medicine) to provide descriptions of their teaching duties. The purpose is to establish norms, through the Southern Association of Schools and Colleges (SACS) self-study process beginning in fall 1994, that will be helpful in evaluating teaching effort. Preliminary data indicate that each hour in the classroom involves five to six total hours including class preparation, grading of student work, advising, direct contact with individual students, and other teaching-related activities.

Beginning in September 1994, departments in Arts and Sciences will develop policies that consider more than credit-hours-taught in assigning instructional duties. Other factors that determine the effort required include the size of the course, whether it is being taught for the first time, and the course level. The policies also will consider non-classroom instructional activities such as directing independent study, advising, and thesis research, as well as administrative duties and management of sponsored research.

Goal: To develop by 1997, through the SACS self-study within each Arts and Sciences department, measures that accurately describe teaching functions, are consistent with accreditation guidelines, are easily understood, and provide means for defining an appropriate faculty workload

5/15/95 Progress: A proposal is being prepared by the Dean of the Faculty and the Arts and Sciences Self-Study Committee. The Tenure and Post-Tenure Review Committee is also addressing this goal. The committee's draft report is due June 1995.

2. Faculty workload policies in other schools.; Faculty responsibilities vary among the schools. Schools other than Arts and Sciences have begun to define and monitor more explicitly than in the past the various elements of faculty responsibility. For example, as of fall 1993, the School of Education expects all faculty to spend 62 percent of their time teaching 15 credit-hours each year (typically five 3-hour courses), with the balance of time devoted to scholarship and service. Beginning this fall, each faculty member in the School of Law will teach, on average, two additional courses over a four-year teaching cycle. This change will make it possible to offer approximately 15 more courses or seminars each year, and also will lead to smaller classes and fewer schedule conflicts for students. Without this redeployment of faculty resources, it would have been necessary to hire three to four additional FTEs to accomplish these same objectives.

Goal: To develop by 1997, through the SACS self-study, explicit policies, practices, and measures for defining faculty workloads within each school and department in the University

5/15/95 Progress: Self-Study Unit Committees are charged with addressing this goal.

3. Medical faculty productivity/salary equity.; To assess the productivity of its faculty, the School of Medicine in 1994-95 is collecting information on basic science and clinical faculty members' instructional, research, and clinical activities. The inventory will include educational, scholarly, and administrative activities that are related to the school's mission and goals, although they may not produce a stream of income readily assignable to an individual.

The data will be used by department chairs, the dean, and the vice president and provost for health sciences to

* develop staffing plans for programs and departments consistent with available resources;

* help set compensation levels for individual faculty, using demonstrated productivity and marketplace forces as primary determinants of compensation;

* assist in moving up to 2.5 percent of the medical school's base budget from areas of demonstrated low productivity to areas of demonstrated high productivity, programs serving the greatest societal needs, and new programs consistent with the school's mission. The education of generalist physicians, the recruitment of minority and women faculty, and research on causes and prevention of violent behaviors are examples of initiatives that might receive resources transferred from low-productivity areas.

Goal: To complete faculty productivity assessment by January 1995; to begin reallocation of base budget resources to high-priority programs in July 1995

5/15/95 Progress: The School of Medicine's productivity assessment consists of a computerized database which enables the dean, using a variety of criteria, to rank and sort information about faculty. The database records the following information on each faculty member: name, birthdate, race, gender, department, original appointment date, degree, rank, academic track, total salary, sponsored program awards, and (for clinicians) patient collections.

The School of Medicine now sets aside 1.5% of its base budget for new initiatives. This year, these initiatives are the Generalist Initiative and the recruitment/retention of minority faculty. To date, $37,000 has been allocated from the Generalist Initiative portion of these funds to augment other state general funds designated for the Generalist project. The school has also allocated $110,000 to two clinical departments to help fund the recruitment of two African Americans to the clinical faculty.

4. Faculty governance and committee assignments.; By July 1995, all University-wide and vice presidential committees will be reviewed to consolidate those with overlapping functions and, as appropriate, eliminate committees. One aim is to minimize the time faculty and administrators spend on such work, so that they can redirect efforts toward teaching and direct service to students and other constituents. Several units and schools --Architecture, Nursing, McIntire, and the Medical Center are examples--also have initiated comprehensive reductions in their internal committee structures. In addition, the Faculty Senate will undertake in connection with the SACS self-study a comprehensive examination of its governance role. This work will be completed in 1995.

Goal: By July 1995, review University-wide and vice presidential committees to consolidate those with overlapping functions and eliminate committees, as appropriate; reduce the number of faculty and staff assignments to standing committees and decrease the time devoted by faculty to matters of routine governance

5/15/95 Progress: The Provost eliminated 3 vice presidential committees (DCE, Assessment Steering, and Provost Advisory); merged Provost ROTC committee with Faculty Senate committee.

In conjunction with the current strategic planning effort within the Health Sciences Center, the prevailing interest across the organization is to streamline the committee structure to maximize the effectiveness of essential committees and thus decreasing the total number of committees.

Effective 10/1/94, the chapel committee was disbanded.

The Vice President for Management and Budget has submitted a proposal for reorganizing and consolidating the Arboretum & Landscape, Master Planning, and the Architectural Design committees. Any changes to these committees will be deferred until after the Architect for the University is hired.

In the Provost's area, 39 faculty committee assignments were eliminated through the termination of three committees. The School of Architecture has eliminated eleven faculty committees.

Within the School of Medicine, standing committees are being reorganized into more efficient groups, resulting in a reduction in faculty time devoted to committee work.

To minimize faculty time in the process, self-study committees have incorporated current University standing committees where the faculty Senate Committee on Athletics has been dissolved, saving approximately 30% of one FTE.

In the School of Medicine, faculty meetings are being scheduled less often and with better-organized agendas so as to make the most effective use of faculty time.

* Assessments of academic programs

1. Arts and Sciences redeployment of faculty.; As part of the SACS self-study during 1994-95, the review of academic programs begun by an ad hoc committee in 1992-93 will continue. The first phase of this assessment resulted in the closing of the rhetoric and communication department and a program reduction within the astronomy department. The new committee will seek to identify savings and reallocations that can be achieved through accelerated retirements, nonreplacement, and nonrenewal of term appointments.

Goal: By 1999-2000, save $300,000 and reallocate $1-2 million by redeploying approximately 15 faculty and three staff positions

5/15/95 Progress: The closing of the Department of R/CS will produce savings for 5 faculty lines, two staff lines, GTA and wage and OTPS, leaving a net savings of $250,000 by 1996. In addition, the Astronomy department will be reduced by one line through retirement during 1994-96. There will be at least seven retirements in A&S of faculty during 1994. Three of these positions will not be immediately filled and the others will be filled at substantially lower salary, releasing approximately $250,000 for reallocation. Between 1996-1999, faculty and staff positions will continue to be reviewed, resulting in additional savings of $750,000 in faculty salaries and $80,000 in staff salaries.

2. Priority for area studies (pre-major) requirements in the College of Arts and Sciences.; In April 1993, the faculty approved new requirements in historical studies and non-Western cultures, and revised those in science/mathematics, social sciences, humanities, and fine arts. These will be in effect for the class entering in fall 1994. Academic deans will monitor the impact of these requirements, including shifts in demand for courses, and will reallocate resources as needed.

Goal: To set up timely, accurate systems for monitoring the availability of courses that fulfill the revised area studies requirements in the College, beginning in summer 1995; to allocate sufficient courses to permit all students to complete those requirements within two years

5/15/95 Progress: A new position for an Associate Dean for Academic Affairs has been established who will develop and implement a monitoring system for ensuring sufficient courses are available to meet area requirements.

As part of the Self-Study, departmental committees have been conducting curricular reviews toward increasing the number of undergraduate courses.

3. Streamlined curriculums.; In its 1992 academic Plan for the Year 2000, the University committed itself to "reflect critically on what we currently do, to ensure that we not do it if we cannot do it well." Schools and departments--with the aid of external reviewers--regularly evaluate degree requirements, course sequences for majors and non-majors, and changing areas of emphasis within the broader discipline. These assessments have been more pointed over the past 18 months, as faculty have developed curricular plans that would simultaneously improve academic offerings (see also Objective Two), contain costs (Objective Three), and allow for increased enrollment (Objective Four). Examples of curricular revisions that have or will affect the deployment of faculty include the following:

The School of Education established a two-year cycle of courses in 1992, so that some courses are offered in alternate years or semesters in larger sections. Beginning this fall, courses with some overlapping content will be scheduled at adjacent times. To avoid duplication, one faculty member will teach the common subject matter to the combined group. The group will then be divided for separate instruction by different faculty members in the more specialized topics related to each individual course. Both of these initiatives will free more faculty time for teaching basic courses.

Religious studies, beginning in 1993-94, consolidated six graduate subspecialties into three concentrations, relying on curricular resources in other departments for some graduate instruction. Similarly, the economics department will reduce the number of fields and drop some small graduate courses, focusing on areas where it can be competitive nationally. This will free faculty to teach undergraduate courses in high demand.

Beginning in fall 1994, the School of Nursing is combining most required courses in the traditional baccalaureate and second degree programs. This consolidation will eliminate significant duplication of course content -- seven required courses will be dropped, with faculty redeployed to teach other courses. Similarly, two areas of concentration in the degree program have been merged, which will result in more efficient use of the faculty and reduction of eight required courses to four.

The French and Spanish faculty have streamlined their sequences of courses, making requirements for those degrees more flexible. This has improved access for students and produced a better distribution of enrollment among courses. In the first year of implementation, 1993-94, enrollment in upper-division French courses required for the major increased from 262 to 306. Over the past four years, undergraduate FTE's in Spanish have increased by 20 percent.

In response to student requests, German is reorganizing its curriculum, as of 1995-96, to recognize two general tracks, one emphasizing language and culture and the other literature and intellectual history. Responsibilities for language teaching will be shared by tenured faculty, nontenured faculty, and graduate instructors.

Goal: To increase the number of courses and sections open to undergraduates without increasing faculty FTEs. This strategy allows the University to retain its unusually low average time-to-degree of 4.15 years while simultaneously allowing for increased enrollment. (In addition, specific initiatives will be developed in connection with the SACS self-study to provide increased opportunities to undergraduate students who wish to graduate in three years or who wish to shorten the time to advanced degrees.)

5/15/95 Progress: Arts and Sciences faculty have reduced the number of graduate seminars offered annually in order to offer additional undergraduate courses and sections.

In the School of Architecture, the fourth-year undergraduate curriculum has been modified to allow students to minor in any field with the university. Five courses in architectural history can now be taken by A&S students to satisfy the humanities/fine arts area requirements.

Objective II. Effectiveness Of Academic Offerings

* Faculty-student interaction

1. Installation of voice/data/cabling capabilities in dormitories.; This project, which began in 1992 and is scheduled for completion by September 1996, will advance the teaching and learning process by linking students electronically to the rest of the University--its library and network resources, faculty members, and other students. An example of long-term restructuring, this innovation will be cost-effective from the start. Enabling students to use their own network-connected computers will avoid the need for investment in additional computer laboratories. In addition, as a long-distance provider, this year the University will generate more than $300,000 in revenue that is earmarked for reinvestment in enhancing communications infrastructure and services for students. No state tax money has been expended on this initiative, which is the most advanced ??of its kind in Virginia.

A related initiative to be funded by reallocations within the University library budget will train 20-30 library and information technology staff members as part-time trainers to assure effective use of local and remote electronic information. Beginning in spring 1995, training will be provided for students and faculty on new public workstations in the library purchased with Higher Education Equipment Trust funds.

Examples of how electronic links will be used to enhance faculty-student interaction include the following:

The School of Engineering and Applied Science is now (1994-95) developing a computerized "expert" advising system to answer routine and frequently asked questions (e.g., degree requirements, course pre-requisites, schedules), thus freeing faculty time for more intensive individualized advising.

The College of Arts and Sciences, in conjunction with the registrar, has undertaken (fall 1993) a Pilot Advising Network with three components. In addition to offering course and schedule information on-line, it allows faculty advisers and students to use e-mail for routine conversations and provides electronic student records to assist advisers.

Nursing students are provided with on-line information about courses and School of nursing policies and procedures. Faculty advisers are being instructed in the use of the University's Student Information System.

Faculty in several departments have established electronic discussion groups for their courses to encourage the exchange of ideas and questions outside of scheduled class meetings. Students who are not enrolled in the courses also can log on and participate, further expanding the reach of the faculty.

Goal: Beginning in 1994-95, generate at least $300,000 in annual revenue from the University's voice/data network. This money will be reinvested in improving network services to faculty, students, and researchers. Set up an active program of user training in network services that will, beginning in 1994-95, increase the use of e-mail over the network by faculty, staff, and students by 50 percent every year; increase the use of World-Wide Web traffic by 150 percent per year; and use of news groups by 75 percent per year

5/15/95 Progress: Based on the first 2.5 months of the fall semester, revenue of $371,000 is projected to help offset the cost of these services in FY 94-95.

On January 10, 1995, 44.1% of people in the main university database were registered for e-mail, as compared to 35.1% on Aug. 11, 1994. (This represents 25% increase over 5 months.)

Between Oct-Dec. 1994, there were 51,000 accesses of UVa's homepage.

On Aug. 26, 1994, UVa news servers carried 3,552 newsgroups. On Jan. 10, 1995, 3794 groups were carried, 6.8% growth over 5 months.

2. Strengthen advising and tutoring.; In the spring of 1993, the University began assessing its academic student support services. These are resources for students who from time to time may need more individualized help with certain courses or skills to improve their performance. All course work is at the college level; the University does not offer remedial classes for credit. As a result of early recommendations, the administration of academic support services has been restructured and a new training program for tutors is provided through the Teaching Resource Center. By September 1996, the committee will complete recommendations related to establishing tutoring centers in various schools and departments. A systematic program to improve study skills for students who may be at risk academically will be developed, and provision will be made for regular workshops and study sessions in addition to group tutoring.

Goal: To reduce the number of undergraduates who fail to make satisfactory academic progress at the end of each term (over the past three years, an average of 0.4 percent of undergraduates were suspended at the end of fall terms and an average of 0.6 percent were suspended at the end of spring terms.)

5/15/95 Progress: For Fall 1994, the number of suspensions decreased to 54 as compared to 69 in Fall 1993. Spring 1994 decreased to 75 as compared to 81 in Spring 1993.

* Curricular changes to meet workplace needs

1. Restructured undergraduate business curriculum.; As the result of a three-year study, the McIntire School of Commerce has streamlined its undergraduate marketing and accounting programs and restructured its core curriculum, and it will institute a new concentration (i.e., major) in international business in fall 1994. In addition to allowing for more work in foreign languages, the new curriculum requires all students to take a core course in international business. Two faculty positions will be reallocated from other areas of concentration to provide sufficient staff for the international program.

Goal: To reallocate approximately $150,000 in faculty resources to launch the concentration in international business; to offer at least three credit hours of international business education to all McIntire graduates by 1994-95.

5/15/95 Progress: During 1993-94, a new International Business curriculum was established. During 1994-95, eight sections of core International Business were offered and seven International Business electives were offered. One faculty member has been permanently assigned while others are assigned on a rotating basis. Two adjunct faculty will be added.

Beginning 1993-94, each Commerce student is required to take at least three hours in International Business and complete the College of Arts and Sciences foreign language requirement.

2. Overseas study.; To enhance students' international experience, the University established a new cooperative program with Trinity College at Oxford, England, in the summer of 1994, recognizing transfer credit for course work taken there by University students. A director of international studies, appointed in September 1993, is charged with increasing the number of overseas programs available to University students and with coordinating communication about international study between departments, faculty, and students. Beyond the educational benefit, an increase in the number of students studying abroad will also help the University handle larger enrollments.

Goal: To increase the number of overseas programs offered and to increase the number of University students studying abroad

5/15/95 Progress: Currently established programs for undergraduate and graduate students include the Summer Arabic Program in Irbid, Jordan; Hispanic Studies in Valencia, Spain; Chinese History and Architecture in Beijing, China; International Finance and Banking in Europe and the UK; and Comparative Culture and Society at Oxford University. Programs begun or scheduled to begin during the 1994-95 academic year include Slavic Studies in Kazan Russia; Latin American Studies in Quito, Ecuador; Nursing Studies in the UK; and Semester in India. Exchange programs in various stages of the process of approval and execution include Helsinki University of Technology; Hong Kong University of Science and Technology; and Universite Libra de Bruxelles, Belgium.

In addition, the University is currently studying exchange programs with Peking University in Beijing; Chiba University in Japan; and Moscow State University.

Among individual school efforts, Darden School has established a new position of Associate Dean-International to create formal alliances with other business schools abroad. The SEAS is exploring cooperative arrangements with foreign universities, especially in the Pacific rim. Within the School of Architecture, the International study programs continue to be in high demand. A fall term program in Helsinki and a summer program in Beijing have been added to fall term programs in Copenhagen and Venice and a summer program in Vicenza. The School also sponsors graduate and undergraduate programs in Venice and Vicenza.

The Subcommittee on International Programs of the Self-Study Committee on Interdisciplinary Studies, International Studies, Transfer and Cooperative Programs is addressing ways to expand both overseas programs and the number of students studying abroad. The subcommittee report will be completed by June 1995.

3. New computer science curriculum.; With support from a National Science Foundation grant, the School of Engineering and Applied Science began restructuring its undergraduate computer science curriculum in January 1993. The program, which now stresses early laboratory experience, is considered to be on the "leading edge" of such offerings for undergraduates in this country.

Goal: To be nationally ranked by NSF in this field by 1998

5/15/95 Progress: In 1992, a new computer science undergraduate curriculum was established. Through NSF and private funds, new laboratories have been created to accommodate curricular changes. As a result, NSF, although it does not rank programs and schools, considers the program to the "leading edge" undergraduate computer science program in the country.

4. Interdisciplinary initiatives.; Within the last decade, the University has established a number of streamlined joint degree programs to encourage interdisciplinary perspectives on complicated contemporary issues. For example, the University offers students the opportunity to earn, in four years instead of five, both a master's degree in business administration and a degree in law. Other joint programs combine an M.B.A. with a master's degree in Asian Studies, engineering, nursing, public administration, government, or foreign affairs. Law degrees can be earned jointly with master's degree in planning, history, government, foreign affairs, economics, accounting, marine affairs, philosophy, or sociology. A newly approved program will allow selected law students to earn both the J.D. and an M.A in English. The Medical School's Medical Scientist Training Program, sponsored by the National Science Foundation, allows selected students to earn their medical degree and a Ph.D. in an area of their choice, all in six years. These formally coordinated programs enable students to complete requirements for two degrees in less time than if they had enrolled in each separately.

There also have been numerous interdisciplinary instructional initiatives. For example, in 1994-95, the School of Law and the Darden Graduate School of Business Administration will offer a new year-long course in corporate financial transactions, the schools' first shared curricular venture. Two Darden and two law faculty will jointly teach the class to students from both schools, combining knowledge and skills from the business-related curriculum with an understanding of how to make legal decisions. Two faculty, one from law and one from medicine, teach a seminar in the Law School on child health and the law.

Goal: To enrich the curriculum by permitting greater opportunities for faculty and students to focus on interdisciplinary studies (concrete steps to enhance such opportunities will be a major focus of the SACS self-study)

5/15/95 Progress: Within the School of Architecture a new undergraduate course, Environmental Choices and a new graduate course, Sustainable Communities is now offered.

Within the School of Medicine, the Humanities in Medicine program has since 1991 offered to fourth-year medical students intensive elective courses in the humanities, including literature, history, religious studies, anthropology, film, and the visual arts. Courses are taught by medical faculty and by Arts and Sciences faculty; several courses are team-taught by faculty from Medicine and other schools. Medical students' independent research projects on interdisciplinary topics involving the humanities are also coordinated by the Humanities in Medicine program.

The Virginia Health Policy Center is devoted to interdisciplinary inquiry into health care issues, including values and policy issues. The center offers a seminar series and a brown bag lunch series each semester on subjects of interest to faculty and students of many professions and disciplines.

Within the School of Nursing at the undergraduate level, students complete 53 semester hours of general education requirements in the College of Arts and Sciences. When the baccalaureate curriculum was revised, required elective hours were added at the third and fourth year.

At the master's level, students may take required elective courses in other schools/departments. Students in the RN-MSN program are required to take Introduction to Clinical Ethics, a course offered through the School of Medicine which is open to students in other majors.

The School of Nursing has worked closely with the School of Education to encourage students, primarily in the RN-MSN program to enroll in the Infant Development Project which is offered by the School of Education. Participation in the project requires the completion of 15 semester hours of course work.

Efforts to increase collaboration between the School of Medicine and the School of Nursing in regards to family nurse practitioner and medical students education are underway.

5. Generalist medicine.; The School of Medicine, working in collaboration with the State Council of Higher Education, the Joint Commission for Health Care for Virginia, and the secretaries of health and education, began in summer 1994 to restructure the medical school curriculum to provide expanded generalist medicine experiences, especially in rural community practice.

In a related initiative to help medical students prepare for a profession that increasingly treats patients away from hospitals, the medical school in July 1993 added a required clerkship in primary and ambulatory care to its curriculum. Students typically work with physicians practicing at some distance from Charlottesville. As part of the program, these mentors can be connected electronically to the Health Sciences Center library's on-line resources; librarians travel to community hospitals and clinics to teach practitioners how to use their computer links. Among the strategies planned or under way are:

* a generalist scholars program for medical students;

* increased representation of generalists in medical education, residency training, on the medical school admission committee;

* restructured medical residency programs to include more primary/ambulatory care experiences;

* a new Clinical Correlations Resource Center in the School of Medicine to encourage links between basic science and medical practice.

Goal: By 2000 and thereafter, at least 50 percent of the University's medical school graduates will enter generalist medicine residencies each year.

5/15/95 Progress: To keep the value of generalist medicine before medical students throughout their education, the Virginia Generalist Initiative at the University of Virginia has initiated a new Clinical Correlatives Resource Center staffed by faculty generalists. This will serve as a resource for basic science faculty to help them tailor a basic science curriculum which is pertinent to clinical medicine.

The School of Medicine also has developed a Generalist Scholars Program, a special curriculum to encourage students to follow generalist medical career paths.

6. Restructured master's degree program for family nurse practitioners.; Since fall 1992, the School of Nursing has been redesigning the existing two-year program into one, offering two separate, streamlined tracks, one training nurse practitioners for community-based care and the other for acute care practitioners in hospital settings. Graduates of this new program will help to meet the country's growing need for more primary care providers.

Goal: To enroll at least ten students in each track beginning in fall 1995, with gradual enrollment increases thereafter

5/15/95 Progress: 1993 was the first year students were admitted to the MSN Family Nurse Practitioner (FNP) program. The Nurse Practitioner program enrollment grew from 8 in 1992 to 26 in 1994.

* Attention to graduate instructors as teachers

1. Graduate student instructional skills.; Since 1991, Arts and Sciences departments have regularly reviewed and changed their procedures for supervising graduate instructors to develop their skills as teachers as well as scholars. More systematic critiques of teaching have been undertaken and, with the support of the Teaching Resource Center, more workshops for graduate instructors have been implemented at the department level.

The University will continue to develop specific methods for strengthening graduate student teacher training. Among the specific initiatives to improve graduate student instruction are greater use of videotaping in classes for evaluation and critique; mid-semester evaluations of teaching effectiveness; graduate courses on effective teaching strategies for particular subjects, e.g., foreign languages; "apprenticeship" relationships in which faculty members and advanced graduate students work together to develop and teach courses; revised course evaluation forms that distinguish between comments on lectures by faculty members and on related discussion sections led by graduate students.

Goal: Continue to develop tangible and measurable means, in part through the SACS self-study, by which the quality of graduate student instruction can be enhanced

5/15/95 Progress: The Teaching Resource Center offers an August Teaching Workshop with approximately 60% of TAs attending. The Self-Study Improvement of Teaching Committee is drafting recommendations on specific aspects of graduate TA training in departments and schools.

2. International teaching assistants.; In 1993-94, the Teaching Resource Center expanded its programs for international teaching assistants. Videotaping, role playing, and workshops with seasoned instructors introduce them to American college classrooms and provide a better understanding of their students. If needed, international teaching assistants are provided assistance in improving spoken English.?? The University intends to continue the development of specific methods of enhancing instruction by international teaching assistants.

Goal: In connection with the SACS self-study, develop tangible and measurable means by which the quality of instruction by international teaching assistants can be improved and enhanced

5/15/95 Progress: The Teaching Resource Center administers an International Teaching Assistant (ITA) training program, including a SPEAK test (required), screening test of teaching skills for ITAs with good English skills, a three-hour required course on teaching strategies, a communication skills, American student needs, and individual follow-up consultation and videotaping in class.

* Faculty diversity

1. Increase minority loan-line fund.; Since 1986, the provost's office has funded a central pool of faculty positions to allow schools to hire tenured or tenure-track minority faculty when candidates were available, rather than only when resources were available in school budgets. Funds are loaned to a school for one to three years, or until a position becomes available in the faculty member's discipline. Originally focused on recruiting black faculty, the use of the loan pool has expanded to include all under-represented groups, including women. Between 1986 and 1993, 27 faculty have been hired on this basis; all but three remain at the University.

Goal: Increase the number of available, centrally allocated positions by ten between June 1994 and June 1996 by adding $500,000 in reallocated funds

5/15/95 PRogress: In 1994-95, $200,000 was reallocated for four additional loan positions. For 1995-96, $250,000 for five additional loan positions for minority and women faculty has been set aside in the Provost's reserve. These lines are available for 1995-96 hires. For 1995-96, 16 FTE loan lines are filled as compared to 10 FTE lines in 1993-94. It is anticipated that additional positions will be filled as the hiring process nears completion.

2. School-based strategies.; The proportion of minority faculty members at the University is less than that of minority students. (All minorities make up about 8.8 percent of the teaching faculty, African Americans 2.7 percent; among the students, 24 percent are non-white, 9.3 percent African American) All schools and departments are pursuing innovative strategies to increase faculty minority representation. Examples include fellowships to attract minority graduate students to teaching (Engineering and Architecture among them), the hiring of minority professionals from outside academia as adjunct professors, expanded recruitment efforts at historically black colleges and universities, actively seeking in the national market qualified minority candidates for faculty positions, setting aside school funds for fostering minority faculty recruitment and retention, and summer programs to encourage minority students to seek education in the professions and advanced degrees in particular fields.

Goal: To meet or exceed published goals for increasing the number of minority faculty and the percentage of minority and professional graduate students??

5/15/95 Progress: Minority faculty rose from 8.8% in fall 1993 to 9.3 in fall 1994. Minority graduate students rose from 18.0% in fall 1993 to 18.7% in fall 1994. Minority professional students rose from 18.8% in fall 1993 to 19.4% in fall 1994.

In 1994, the Law School hired one minority and has a 1995 commitment from a minority female; three additional minorities (one female) are in residence on visiting appointments during the 1994-95 year; one permanent female hire was added during 1994 and two female visitors are here during the 1994-95 year.

The School of Education is developing a specific plan, to be completed by April 1, 1995, to increase the diversity of faculty, staff, and students and monitor the implementation of the plan on an annual basis. Of the 10 new faculty hired by the Library since 1992, four have been minorities.

Since 1992, two full-time African-American architects have been added to the faculty of the School of Architecture.

The Provost Office sets aside Affirmative Action Loan Lines to encourage and assist schools and departments in recruiting and retaining qualified minority and women faculty. (To date, 24 faculty have been benefited from the loan lines 11 of which currently hold University tenure.)

The School of Medicine is a national leader in terms of the number (22 out of a class of 139 students) and percentage (15.8%) of African American first-year students enrolled for 1994-95.

Numbers of minority students in the School of Nursing's graduate programs are not as encouraging as in the undergraduate. Over the last few years, they have remained essentially unchanged; minority graduate students in 1994 accounted for 7.8% of the graduate student population in nursing. The School has done well in recruiting black undergraduate students and now needs to give more attention to the graduate programs.

A new position of Vice Provost for Faculty Recruitment and Retention has been created. The new Vice Provost, starting July 1, 1995, will be responsible for oversight and promotion of minority faculty recruitment and retention efforts.

Objective III. Minimize Administrative And Instructional Costs

* Implement decentralization strategies;

1. Pilot proposals.; In accord with legislation by the 1994 General Assembly, a plan for decentralization that permits the University to establish its own policies and procedures in the areas of personnel, purchasing, and finance and accounting was submitted to the Secretary of Finance on June 30, 1994. The objectives of decentralization are to improve customer service and reduce costs by eliminating duplication of effort on the part of state agencies and by tailoring administrative policies and procedures to meet the needs of the University's faculty, staff, and students.

Central state agencies also will realize significant cost savings. Careful measurements and assessments will be undertaken for each action initiated under decentralization to provide accountability to the University and to the executive and legislative branches of state government.

Restructuring of the affected business departments will result in reallocation of positions as the workload is re-engineered. Performing this work more efficiently will prepare the University to meet the demands of enrollment growth without adding administrative staff in these areas.

Appendix B contains a summary of human resources, purchasing, and financial administration strategies related to decentralization.

Goal: To save $500,000 in the first year of implementation, including reduction of 9.5 FTE by reallocating positions to eliminate duplication of effort and to simply administrative structures; to achieve additional benefits in shorter delivery times for goods and services, cooperative purchasing opportunities, reductions in health care premiums, and improved customer service (NACUBO benchmarking data will be used as a extensively to examine processes and productivity; internal benchmarks will be established to monitor progress)

5/15/95 Progress: A response from the state was received January 4, 1995, giving the University broad authority in finance, personnel, and purchasing. In some cases, specific proposals will need to go before state agencies for further approval. Based on this response, the goal was revised to save $250,000 in the first year of implementation and $500,000 annually thereafter.

A "team" model was established for implementing decentralization proposals and re-engineering associated administrative processes (see "Process Simplification".

As a result of the decentralization of payroll, the following results have been achieved: held salary checks, decreased by 70%; payroll overpayments, decreased by 44%; salary advances, decrease by 50%; and, payroll cutoff has been pushed back one week. The University will begin writing all expenditure checks locally on 7/1/95. We have implemented the enhanced flexibilty on sole source procurements, are moving forward with increased authority on local purchase orders, and are working with other senior institutions to develop streamlined policies and procedures to guide higher education procurement operations. Improved employee incentive pay plans, streamlined leave policies, and improved benefits will be adressed under process simplification.

QualChoice, a managed health care plan currently funded by the University and the Health Services Foundation, was licensed as a Health Maintenance Organization (HMO) on January 4, 1995. Approximately 2,600 health care professionals were enrolled as participants effective January 1, 1995. This program offers an enhanced benefits package when compared with Key Advantage at the same participant cost.

Human Resources has established a customer service focus group. Its task is to identify the service cycles in the organization, to prioritize areas for service enhancement, and to enact service improvements in those areas. The group has identified employment services as its first priority for customer service enhancements.

2. Additional areas for decentralization.; Capital outlay and data and telecommunications services were excluded from the legislative language authorizing decentralization pilot projects. The University proposes to study restructuring possibilities in these areas and to recommend specific activities for future decentralization. The focus of these studies will be:

* Capital outlay. Streamlined processes for internal management of capital projects and payment of vendors and contractors would result in shortened project times and project cost savings.

* Data and telecommunications services. The University will study telecommunications services (including long-distance service), leased line circuits, and Centrex. Estimated annual savings of $120,000 in reduced staff and $250,000 in the cost of goods and services are possible with greater ability to manage resources locally. Other anticipated benefits of local authority include improved delivery time and suitability of goods and services, reduction in investment in inventory, and greater opportunity to do business with small and minority-owned businesses.

Goal: To study restructuring possibilities related to capital outlay projects and data and telecommunications services, if additional flexibility in managing resources were gained from the state; to recommend, by September 1, 1995, decentralization proposals that could result in savings of $370,000 in the first year of implementation; ongoing improvement in the number of capital projects completed on time and under budget

5/15/95 Progress: A committee has been formed and charged with developing opportunities for savings in the area of telecommunications and data services. A report will be prepared by Sept. 1995 report.

In fall 1994, three focus group sessions were conducted to assess problems with capital project management at the University. General contractors and architects, facilities management project and construction managers, and project owners/building occupants gave valuable insight into contractor-University relations, the expectations of the different constituencies, and communications. Task teams were set up to address common themes: 1) prompt payment to contractors, 2) expectations of architects and engineers, 3) partnering, 4) claims resolution process, and 5) decision making authority. The prompt payment group completed its work and presented a solution to senior management on 1/12/95; the A/E expectations reported out in February. The claims resolution and decision making authority teams have drafted recommendations; these are under review and are likely to be modified as a result of the activities of the C&L consulting firm's work in FP&C. The new CFO has been charged with implementing partnering on two new capital projects.

The firm of Coopers and Lybrand was selected to provide consulting services to the University in its efforts to evaluate and restructure capital project management (see below).

* Streamline processes and structures

1. Reduce multiple approvals.; By expanding the use of electronic forms, re-engineering processes, decentralizing internal signatory authority, and placing greater reliance on after-the-fact reporting, the University will reduce the number of approvals required for administrative actions. Each unit director will monitor approvals and implement changes necessary to achieve reductions. Greater efficiency in processing forms will provide more timely service to internal and external constituents and will reduce staff time required. Much of the success in this area will depend on the technology initiatives described below.

Goal: Revision of processes to require the least number of approvals needed to maintain reasonable internal control and management responsibilities; achieve a 25 percent reduction in the number of multiple approvals required by July 1996 and a 50 percent reduction by July 1997, compared to July 1994 (multiple approvals will be based on the number of required signatures on interdepartmental administrative forms; the first phase of the review will focus on those forms that require more than two approvals)

5/15/95 PRogress: The number of signatures needed for athletic department faculty actions was reduced by two, effective July 1, 1994. A proposal has been developed for a reduction by one in the number of signatures needed for student affairs faculty action forms effective immediately upon approval by the Executive VP. The University development office is working to streamline the approval process for endowment agreements. The Executive VP and VP for Management and Budget have set goals for providing approval within two days.

Human Resources has implemented a more streamlined employment process for the capture of selection and nonselection data when filling classified staff or health care professionals vacancies.

In June 1994, the BOV approved a resolution that delegated approval of certain actions involving many routine faculty personnel issues to the President (or the President's designee). This delegation of authority resulted in a 40 percent reduction in the number of actions taken to the BOV for approval, achieving a cost savings in a variety of offices (Provost's Office, BOV Office, etc.) In addition, the following actions were delegated to the deans for approval: faculty separation paperwork resulting from the end of a term appointment; miscellaneous changes involving payroll sources or name changes.

The Provost's Office will propose to senior administration to delegate approval of the following types of actions to the deans of the respective schools: leaves of absence, renewals of term for those faculty who do not hold professorial rank; nominal changes of title; and all administrative appointments involving individuals who do not report directly to the President or the vice presidents. In addition, the Provost's Office will also propose to eliminate the requirement of the preliminary approval form, choosing instead to consolidate that form into the faculty personnel action form which contains the same information. (The School of Medicine has already eliminated the preliminary approval form as a requirement for processing an original appointment.)

2. Flatten administrative hierarchy.; Since 1990, efforts have been made to eliminate layers of management where possible and to push decision-making responsibilities further down in the organization. By consolidating similar operations and redistributing duties among existing staff, the University has eliminated 13 senior administrative positions for an annual savings of $800,000. Within administrative areas reporting to the provost, streamlined operations will result in the elimination of at least four additional positions by July 1995, allowing $225,000 to be reallocated to other purposes.

Goal: Maintain reallocation of $800,000 in annual savings achieved by elimination of 13 FTE in senior administration; by July 1995, complete planning process to realize $225,000 in the provost's area and to reallocate those funds to higher priority uses

5/15/95 Progress: Three of the four administrative position eliminated in the Academic Affairs area over the past several years have not been reestablished, One position, Dean of International Studies, was reestablished in 1994, but at the lower level of director.

The reduction of administrative personnel positions that was implemented over the past five years is being maintained.

As of November 1994, the Health Sciences Center had eliminated 1.5 FTE in the Office of the Vice President and Provost for Health Sciences; these positions were eliminated through a combination of retirement (1990) and nonrenewal of contract (1994). Annual savings as a direct result of these actions amount to $118,000.

Plans have been finalized to reduce staffing through the abolition of 3 administrative positions over the next two years, yielding savings of $121,600 in 1995-96 and $94,200 in 1996-97 plus approximately $10,000 in related OTPS costs.

3. Simplify academic administration.; In the School of Engineering and Applied Science, the consolidation of four academic departments into two between September 1992 and July 1994 produced annual administrative savings of $70,000 that have been returned to the instructional budget. In the College of Arts and Sciences, the closing of the department of rhetoric and communications by May 1995 will result in approximately $250,000 that can be reallocated to other purposes. Essential courses from that department, such as public speaking, will be offered through other departments and programs. Review of academic departmental structures will continue in 1994-95 as part of the SACS self-study.

A separate review of the decanal structure in Arts and Sciences has been under way since March 1994. The aim is to restructure the organization of Arts and Sciences by eliminating two or three positions at the dean's level.

Goal: By merging or eliminating academic departments, reallocate at least $70,000 from administration to instruction in engineering each year, compared to the 1991-92 budget; in arts and sciences, add $250,000 to instruction in other departments by closing the rhetoric and communications department; by June 1995, identify approximately $100,000 in annual savings from restructuring the senior administrative hierarchy in Arts and Sciences

[Note: See related streamlining strategies and goals under Objective I, Redeployment of faculty: Assessments of academic programs.]

5/15/95 Progress: In 1992 Nuclear Engineering faculty joined the Dept. of Mech. & Aerospace Eng. and the Eng. Physics faculty joined the Dept. of Materials Science and Engineering, freeing one half of the salary of the NEEP chair salary (approx. $35,000 per year). In the 1992-93 AY, the School stopped accepting students into the undergraduate nuclear engineering degree program. The termination of the program will produce savings of approximately $25,000 per year. The School has also eliminated the Department of Applied Mathematics. The resulting savings will be approximately $35,000 per year.

The Department of Rhetoric and Communications Studies will be closed at the end of the academic year 1994-95; faculty appointments in the Department shall be transferred to other University departments, and uncompleted degree work shall be supervised from these other departments.

Effective 7/1/95, the positions of Dean of the Graduate School of Arts and Sciences, the Dean of the College of Arts and Sciences, and the Director of the Center for Advanced Studies will be abolished for a net savings of $175,000 which will be reallocated to academic programs. The duties of the deans will be assigned to the current Dean of the Faculty; an additional .67 FTE associate deanship will be created to provide the oversight of the graduate and undergraduate programs within Arts and Sciences. A half-time Vice Provost will provide overall institution-wide guidance for graduate programs and oversee the Center for Advanced Studies.

4. Eliminate or reschedule under-enrolled courses.; Deans in all schools of the University are analyzing enrollment patterns and teaching loads in order to teach more credit-hours without increasing faculty FTE. One strategy to accomplish this objective is to eliminate courses with low enrollment or to schedule them every other year. Nursing is consolidating required courses for two programs and delaying introduction of a new area of concentration until prospective enrollments for that area increase.

Goal: To offer more student credit-hours by 1995-96 without an increase in faculty FTE

5/15/95 Progress: Overall, student credit hours increased by .5% in 1993-94 as compared to 1992-93 while the number of faculty increased by only .4% during the same period. Student credit hours for Fall semester have increased from 172,615 in the Fall of 1993 to 173,849 in the Fall of 1994.

5. Retool and reallocate professional and support staff.; The University in 1994 developed an "in-placement" program to help employees whose present jobs will not be required as the result of organizational restructuring or technological change. The aim is to provide training and educational programs to help employees prepare for occupations where jobs are available or anticipated elsewhere in the University. Employees will benefit by gaining new skills and job opportunities; the University benefits by meeting its current and future staffing needs with its own employees.

The University library's success in retraining and reallocating employees over the past 20 years provides a model which has proven successful. The library has the same number of staff (205 FTE) as in 1975, despite a 17 percent increase in students to be served and a 15 percent growth in non-medical faculty during that period. The library has managed this feat by streamlining operations, including the greater use of technology and a merger of the circulation and reference departments in fall 1994. Over the years, the library has been able to move 24.5 FTE from "backroom" technical processing activities into direct support of library users, new electronic services, and user education.

Goal: Through the in-placement program, help employees whose jobs are eliminated by restructuring to qualify for other positions at the University; within the library, reallocate a further $200,000 within the library budget by 1996 by reassigning staff to provide more effective user services to an expanding student population, including increased availability of electronic texts and images

5/15/95 Progress: An employee in-placement program was developed and approved by senior administration in November 1994. The program identifies persons whose positions are being eliminated through reorganization and restructuring and offers retraining and placement options within the University. A pilot program has resulted in the placement of approximately ten persons within the Medical Center.

The Library has developed a comprehensive in-house training program with emphasis placed not only on technical training but also overall development in such areas as customer service, supervisor and manager development, and creativity and problem-solving. The program is ongoing and is being refined during 1994-96. $198,411 has been reallocated to these purposes in 1994-95.

6. Institute construction management process for capital outlay projects.; The current linear process for developing capital outlay projects increases the possibilities for change orders, cost overruns, and delays. A more efficient construction management approach, one that facilitates cooperation between architects and construction managers during the design of projects, would likely result in more projects completed on time and within budget, with fewer change orders. Appropriate staffing levels and organizational structure will be determined following a review of a consultant's recommendations.

Goal: To hire a consultant through an RFP process by November 1994 and to begin implementation of recommended changes by July 1, 1995; beginning with the 1996-98 capital program, complete 95 percent of all projects on time and within budget (NACUBO benchmarks will be used as tools in developing an appropriate model for construction management)

5/15/95 Progress: The firm of Coopers and Lybrand was selected to provide consulting services to evaluate and restructure capital project management. The consultant's approach is thorough and fact-based, with a clear customer orientation, involving those who will be required to implement the changes. The firm also will work directly with the Self-Study committee, guiding its work toward realistic, implementable solutions. Part of the consultants' work will be to assemble information to present a case for decentralization of some portions of the capital outlay process to the University. The Coopers and Lybrand team should be on Grounds by February 1 and complete its work by June 1, 1995.

Work is on schedule for completion in early June 1995. There has been heavy involvment of FP&C staff and many building occupants, facility managers, and faculty.

* Eliminate duplication

1. Departmental consolidations.; Throughout the administrative and academic support areas, units providing like services have been consolidated. Examples of mergers completed or under way include:

Between July 1991 and July 1994, a new division of Information Technology and Communication consolidated three departments: administrative computing, academic computing, and voice communications. Equipment rooms have been combined in the process and one layer of management removed by reallocating nine FTE positions within the division. Customers report improved service and responsiveness.

The Health Sciences Center security department was consolidated with the University police department in 1993-94, resulting in better resource deployment and campus-wide communication. In particular, HSC security now has access to the 24-hour police dispatch system, purchasing of uniforms through state contracts, and a career ladder not previously available to those personnel. Without adding staff, the consolidated department has developed a crime prevention program to address the special security concerns in the HSC.

The departments of hospital supply and University purchasing and materials services were merged over the past two years, reducing staff by ten FTE (a savings of $250,000) and producing an additional $800,000 savings through reduction of the academic division's investment in inventory. The combined department now uses a single inventory system. An additional $600,000 savings from reduced inventory investment in the Medical Center is anticipated.

Maintenance operations at Blue Ridge Hospital (off I-64 near Monticello) and the on-Grounds Medical Center were merged between July 1990 and June 1994. As a result, 16 FTE positions in the renovations and building trades divisions were eliminated, reducing the proportion of supervisors in those areas. Overhead was reduced by 10 percent, and annual savings are expected to be $280,000.

The University library system closed the McIntire School of Commerce library during the summer of 1994, saving $44,000 annually by integrating its operations with those of nearby Clemons Library. The Clemons location will provide extended hours, more advanced technology, and expanded staff support for commerce library users.

In July 1994, the Learning Needs and Evaluation Center, which makes assessments of and accommodates students with physical or learning disabilities, was merged with the University's student counseling center. The location of these services in one location is expected to save $20,000 annually.

Planned consolidation of conference service activities in the Division of Continuing Education, the School of Medicine, and the housing department by July 1996 is a long-term restructuring effort that is expected to encourage economic development by attracting more conferences to the Charlottesville/Albemarly area. Other goals are better customer service, reduced operating costs, and enhanced revenues. In April 1994, a committee was charged with recommending the best strategies for streamlining functions now provided by all three units and criteria for evaluating the effectiveness of the consolidation.

Goal: To continue minimizing the costs of education by sustaining $1.5 million in annual savings outlined above and in similar achieved consolidations; by 1998, to contribute annually at least $500,000 in increased conference revenues to academic services, including costs related to operating a conference center, from net revenues realized by the consolidated unit (compared to conference services revenues of the housing department in 1993-94)

5/15/95 Progress: Instructional programs for several of the allied health professions were consolidated in 1994. Further, in the same year, reorganization of the Medical Center administration brought this allied health professions unit under new management. The allied health program's interim director is now identifying and exploring opportunities for further streamlining programs in-house, initiating collaborations internally and externally, and eliminating duplications.

Consolidation of graduate and undergraduate administrations in the College of Arts and Sciences and the Graduate School of Arts and Sciences is scheduled for implementation July 1995 (see goal 34). The Commerce library was consolidated with the main University library beginning the Fall of 1994.

Plans for consolidating conference support services are progressing on schedule. This initiative is covered in another section of this report. Increased revenue will be realized at a later stage.

2. Review of mental health services.; Currently the University provides mental health services for students, faculty, and staff at multiple locations through various unrelated units. This situation has developed over time as agencies have tried to meet a wide range of mental health needs in the University community. Beginning in fall 1994, the University will review the services provided, budgetary allocations, and use of professional time to determine how consolidation could eliminate unnecessary duplication of services.

Goal: Determine appropriate consolidation of primary providers of mental health services at the University while maintaining high-quality care; maintain or increase current caseloads and appropriate training experiences; and improve access to care

5/15/95 Progress: This area is under review to identify the unique areas of the various services and the areas of duplication. Specific recommendations and initiatives will begin in the spring of 1995 with the overall recommendations determined by the fall of 1995.

* Increase use of technology

1. Electronic infrastructure.; The University will continue building an electronic infrastructure that will enable the widespread use of computer-based communications to support research, teaching, and the conducting of University business. The first step is a five-year program, scheduled for completion by July 1996, to provide a modern, high-speed data network by fiber-optic cable to every building on the Central and North Grounds, and by wire within every building to classrooms, offices, laboratories, and student rooms. This initiative, to be funded within the current budget by a combination of state funds and other University revenues, is a prerequisite for other restructuring and quality improvement initiatives described below.

Goal: To complete installation of the high-speed network infrastructure by July 1997, allowing a ten-fold or greater increase in the data capacity of the network compared to July 1993 (NACUBO benchmarking data will be used to evaluate all or part of this goal)

5/15/95 Progress: The high speed fiber backbone has been completed. The next phase is to install new network infrastructure within buildings. Design and specifications for this phase are nearly complete. Implementation will ramp-up over the next few months.

2. Re-engineering data processing operations.; New technology and procedures are being introduced that will reduce much of the routine work involved in operating the University's administrative mainframe computer. These initiatives involve (a) distributing reports from the data systems electronically, for viewing on desktop computers and printing only what is necessary on smaller, less expensive local printers; all data output will be kept in an on-line archive and available over the network; (b) replacing centralized keypunching with data entered at the source on electronic forms; (c) distributing responsibility for managing processes using the central system to the "owner" departments; (d) automating 90 percent of the control systems for the mainframe, and (e) completing the conversion of tape reels in the University's off-line storage library to cheaper, more efficient cartridges.

Goal: By July 1999, reduce centralized Information Technology and Communication (ITC) printing by 75 percent, reduce all printing associated with administrative systems by 50 percent, complete the automation and other restructuring initiatives listed above; as a result of these changes, reduce staff by 12.5 FTE and save $730,000 annually by 1999-2000

5/15/95 Progress: This plan is in an intensive technical studystage and is on target for completion by July 1999.

3. Information "warehouse."; Create an electronic data warehouse separate from the University's mainframe computer to store and make easily available frequently needed institutional data. This information now exists in various stand-alone databases, which cannot be easily linked to help with administrative decision making or to share with outside entities. Data in the new warehouse will be in a common format to help users develop reports and answer data-based questions.

Goal: In 1994-95, develop pilot project for information warehouse; by July 1997, make all core institutional data available through the warehouse

5/15/95 Progress: The scope and function requirements have been completed and tools are being procured.

The pilot project with FAS data is underway. Modeling FAS data is in progress. Testing will follow by July 1996. Expansion beyond FAS is planned for 1996-97.

4. Telecommuting.; A pilot program will be developed in 1994-95 to allow 25-30 employees who, because of the nature of their job duties, can work effectively at home through computer links. Initially, the program will be made up of volunteers from the Alderman Library staff and other administrative and academic support units. Performance standards will be set to ensure the same or improved productivity. Through this program, the University expects to reduce expenses, improve productivity, and decrease office space requirements.

Goal: By 1995-96, implement a pilot telecommuting program involving 25-30 employees that reduces personnel costs by 10 percent or improves productivity by 10 percent

5/15/95 Progress: Telecommuting has been implemented with the position of medical transcriptionist in the Medical Records Department and Radiology Department. A 4-month telecommuting trial period for an employee in the College of Arts and Sciences has been developed. ITC and Alderman Library are currently looking into telecommuting.

5. Departmental applications.; Examples of recent initiatives that are saving money by using technology to streamline manual processes include:

Since September 1992, the department of human resources has used document imaging to store employee applications and has provided on-line referrals to prospective employers within the University. This system not only has reduced photocopying and data entry; access to more timely information provides improved customer service to job applicants and to departments seeking to fill positions. The annual savings from eliminating 3.5 FTE positions is $120,000.

The University police department is saving $19,200 each year by providing electronic access to the weekly police log and to a brochure supplying information required by the federal Student Right-to-Know and Campus Security Act of 1990. As a result of this on-line service, placement of weekly paid advertisements and the mailing of information to the University community have been discontinued.

Beginning in fall 1994, the undergraduate admissions office will accept the first part of its two-stage application form on computer disk from students who choose that method. Because those applications can be transferred directly to the University's on-line student information system, use of the disk will reduce processing time from four days to one. The office will be able to provide better service to a larger number of applicants with no increase in staff. Similarly, by using optical scanning technology, the Arts and Sciences graduate admissions office has brought its average processing time back to three days, despite an increase in applications and reduction in staff since 1990.

* Enhance revenue-producing activities

1. Enlarge the base of private financial support.; Through restructured fund raising programs, plans are now being implemented to increase dramatically philanthropic contributions by individuals, corporations, and foundations. In the fall of 1995, the University will launch one of the most ambitious fund-raising campaigns in public higher education to help support the academic goals identified in this report.

Goal: To double annual philanthropic contributions to the University by the year 2000, raising $100 million each year compared to $51 million in private giving in 1991-92 (NACUBO benchmarking data will be used to evaluate all or part of this goal)

5/15/95 Progress: Cash flow has increased over 30% from the base year of FY-92 to reach $68 million in FY-93 and $67 million in FY-94. FY-94 also saw a record number of donors, 47,000, up from 42,000 in FY-93. FY-95 figures to-date are 16% ahead of the University's previous record totals. It is estimated that cash flow may exceed $70 million for the first time. The University has achieved its first coordinated annual giving program. This includes central organization of direct mail, phonathon services and gift clubs. The capital campaign is concluding its "Nucleus Fund" efforts in preparation of launching a $700 million fund-raising effort. With kickoff still nine months away, figures show $225 million in gifts and pledges raised as of December 31, 1995. It is projected that the campaign will achieve 49% of its goal prior to kickoff on October 7, 1995.

2. Investment policies.; Adapt the University's investment policies and seek contributions to the unrestricted endowment to maintain the endowment's purchasing power (adjusted for inflation) while serving the needs of a larger student population

Goal: To maintain the endowment level at $30,000 per FTE student, the University's per capita endowment ranking among the top five public universities in the nation, and the same proportion of unrestricted endowment that existed in 1990-91

5/15/95 Progress: As of Sept. 1994 the endowment per FTE was $36,944. As of January 1995, UVa was ranked 5th among public institutions nationwide. The percentage was 35.12% in 1991 and 32.70% in 1994.

4. Outsource athletics multi-media rights.; Outsource management of multi-media rights for inter-collegiate athletics. The athletics department has contracted with an outside firm to assist in negotiating multi-media broadcast rights for athletics events and with related marketing activities, effective July 1994.

Goal: To increase annual revenue from rights and promotional activities by $200,000, compared to 1993-94; to reduce internal promotional staff by one FTE.

5/15/95 Progress: Through outsourcing the sales and marketing of media advertising rights in print, TV, and radio, Athletics has increased budgeted annual net revenue by $237,000.

Objective IV. Prepare For Demands Of Enrollment Increases

Over the past two academic years, the first years of accelerated enrollment increases projected by the Commonwealth, the University of Virginia has enrolled 250 more first-year and transfer students than anticipated as recently as 1990. Total undergraduate enrollment this fall is 380 higher than in 1989-90. By 1995-96, the University has committed to increase total enrollment to 18,466, including 11,776 undergraduates, a growth of 577 undergraduates in six years. By 2004-05, undergraduate enrollment is projected to be 12,639, an increase of 1,440 (13 percent) since 1989-90. These assumptions concerning undergraduate growth were established in the spring of 1993 and are not changed by this plan. A table of enrollment projections is included in Appendix D.

As noted above (p. 14), one of the University's strategies for shifting more resources to undergraduate teaching involves at least a five percent reduction in the number of Arts and Sciences graduate students. This will permit redeployment of faculty in those departments. Last year, 38 percent of the University's graduate students (not counting law or medicine) were in Arts and Sciences; the planned reduction of 90 students will therefore affect the 1993 projection of 550 additional graduate students by 2004-05, unless other graduate programs such as engineering, architecture, or nursing experience growth during that period.

Many of the strategies and actions the University has identified to improve academic and administrative programs and to reduce the cost of education have an important corollary effect: they also help us educate, house, and provide other services to larger numbers of students. Increased use of technology for administrative processes and sophisticated teaching, streamlining of curriculums, and redeployment of faculty are prime examples described above in connection with other objectives. It is expected that the initiatives below will have a direct and immediate impact on the University's ability to handle increased enrollment effectively.

* Improved use of classroom space

1. Changes in scheduling and configuration.; Beginning in fall 1994, the University will take a number of steps to assure more efficient use of existing classroom space. They include:

* increasing centralized scheduling of classrooms;

* scheduling classes over more of the standard work day and work week, as well as some evenings;

* reconfiguring existing classrooms to meet scheduling needs and to allow more small and mid-sized classes to be held simultaneously.

These actions are intended to accommodate the projected student enrollment growth without the addition of classroom and instructional laboratory space and to ensure that the University maintains or improves student graduation rates (currently 92 percent) by providing access to required courses.

Examples of actions already planned include those in the School of Education, whose students include teachers, school administrators, and others with full-time jobs, plans to review its current class schedules beginning in fall 1994 to determine whether access could be improved by offering more or different courses in the evening. Similarly, since many master's degree level Nursing students are employed full-time, the School of nursing will begin in fall 1994 to offer some evening courses.

Goal: To improve classroom utilization, as calculated by state guidelines, by 5 percent before 1996-97 and by 10 percent before 2000-01

5/15/95 PRogress: University-wide classroom occupancy during peak hours (8:00 am - 6:00 pm) increased from 60.1% during fall 1993 to 62.9% during fall 1994; from 43.5% during spring 1994 to 61.4% during spring of 1995. Classroom utilization during the same period rose from 34.6% to 35.6% and 23.9% to 34.6%, respectively. With regard to SCHEV's standard for the extended day (8:00 am - 10:00 pm), classroom occupancy increased from 48.0% during fall 1993 to 51.0% during fall 1994; from 34.4% during spring 1994 to 50.3% during spring 1995. Classroom utilization during the same period rose from 27.4% to 29.1% and from 18.8% to 28.6%, respectively.

2. Sharing space with PVCC.; Beginning this fall, Piedmont Virginia Community College (PVCC) will offer evening courses in seven University of Virginia classrooms that otherwise would have been unscheduled at those times. PVCC, whose enrollments more than fill available space on its own campus, eventually will save as much as $20,000 annually that it had been spending to rent classrooms elsewhere. The University will charge only the incremental costs of utilities and security.

Goal: By 1997, through the assignment of University facilities, to meet 100 percent of PVCC's evening classroom and class laboratory space requirements that exceed their on-campus capacities

5/15/95 Progress: For Fall 1994, the University provided 6 classrooms to PVCC and 7 classrooms for Spring 1995, meeting 100% of PVCC's classroom need.

* Increased use of technology

1. Technology in the classroom.; A six-year, multi-million dollar program will begin in 1994-95 with the aim of allowing faculty to deliver higher quality instruction to more students. Its three major components will be:

* A multi-media support center, created in 1994 with $50,000 reallocated within the department of information technology and communication's budget. Equipment will be significantly enhanced over the next three years with new state money, allowing faculty to digitize video segments for classroom presentations or to create CD-ROMs for multi-media case studies. Staff will be available for faculty training and one-on-one consultation.

* A set of classrooms designed to make it easy for faculty to use multi-media materials in teaching. These will probably include "traditional" lecture halls with permanently installed equipment, computer-equipped study halls where students can use multi-media materials outside of class, and hands-on classrooms with computers or network connections at every station. Since the beginning of this program in 1992, the university has completed five classroom projects over $100,000 and several smaller projects with student fees earmarked for classroom improvements.

* A faculty development program that provides faculty fellowships, graduate assistantships, formal training, equipment, and assistance with instructional design and technology. A modest number of courses, expected to be no more than five to 20, will be selected each year for intensive re-engineering.

Goal: By 2000-01, 12 classrooms/study halls electronically configured, 60 faculty and graduate students thoroughly trained, 18 electronically assisted classes that enroll at least 700 students, and a four-fold increase in measures of activity of the multi-media center

5/15/95 Progress: Eight classrooms have been identified to be electronically configured during the summer of 1995 and will be available for Fall 1995 classes.

Offered 42 3-hour classes Spring 1995.

A faculty development program will begin in summer, 1995 with hopefully 8 courses under intensive improvement.

2. Distance learning by television.; Through the Division of Continuing Education, in 1993-94 the University served more than 1,200 students taking televised courses at locations throughout Virginia. Most of these courses transmitted by satellite are taught by faculty in the School of Engineering and Applied Science, which offers master's degrees to distant learners, and the School of Education, which offers graduate degrees and provides recertification courses for public school teachers.

Goal: For the year 1994-95, to offer a total of 39 courses via live interactive television; to improve production values and student services, including library access and communications with distant learners; through partnerships with other institutions, provide for the use of land-based video interconnectivity to facilitate instruction and faculty/student interaction.

5/15/95 Progress: 32 courses have been or will be offered during 1994-95. Seven planned courses were canceled or delayed because of lack of planned federal funding , higher priority need within the Division of Continuing Education, or to accommodate curricular changes.

A new partnership with Virginia Tech for library services will expand the links between UVA's libraries and Tech's libraries. Plans to share services with Virginia Tech have been expanded so that more technical support will be possible with the limited positions available.

The DCE is acquiring, in partnership with other institutions, new television (codec) technology that will make it possible to have a point-to-point television connection between the University and the Northern Virginia Center.

3. Electronic security operations.; A central monitoring station will be completed in October 1994 and electronic security equipment will be installed to provide central 24-hour monitoring of parking lots and of buildings throughout the University. This example of long-term restructuring is a response to the need for greater attention to safety and security on Grounds. It permits the University to manage an increased number of buildings and larger student enrollments without adding police officers to perform those functions.

Goal: To reduce the sworn officer:student ratio by five percent by the year 2000 through increased use of technology and video monitoring systems while reducing the incidents of crimes against persons and property on-Grounds by 10-20 percent over the same period

5/15/95 Progress: The installation of initial monitoring technology is being completed at this time. With this implementation and subsequent additions, we are progressing toward our stated goal.

* Accelerated expansion of on-Grounds housing and student services space

Construction will begin in February 1995 on a new 120-bed student residence now scheduled to open in fall 1996. The University sought permission in spring 1993 to build this undergraduate dormitory a year earlier than originally planned when the state accelerated the University's long-term enrollment plan. Additional units will be constructed between now and 2005, consistent with projected enrollment increases.

In December 1994, renovation and infrastructure improvements will begin on Newcomb Hall, the University's multi-use student center, to provide more adequate space for the growing number of student organizations and activities.

Goal: To provide housing for 100 percent of the first-year class and about 50 percent of upperclass undergraduate students in University residential areas that are supportive of the academic mission (NACUBO benchmarking data will be used to evaluate all or part of this goal); to complete the retrofitting of student activity space in Newcomb Hall by fall 1996 and develop plans to meet anticipated needs for multi-use space over the next decade

5/15/95 Progress: Plans have been initiated to build a first-year residence hall to accommodate 120 students. The project is scheduled to go out for bid in late February, 1995 and construction is scheduled to commence in late April, 1995. The facility is scheduled to be in operation for Fall 1996.

Two additional residence hall projects have been included in the capital outlay process. A second first-year residence hall for 120 students is scheduled for completion in 1998, and an upper-class facility to house 250 students is planned for the year 2000.

The renovation and expansion of Newcomb Hall is on schedule at this time. The actual work will begin after graduation in late May. Planning for anticipated needs for the next decade has just begun.

* Enhanced opportunities for early graduation

For many years the University has provided opportunities for students to obtain a degree in less than four years in the various Arts and Sciences disciplines by combining credits earned through the Advanced Placement program of the College Entrance Examination Board, credits earned by overload (more than 15 hours per semester) and attendance in at least one summer session, either here or elsewhere. In recent years, as many as 47 students in a graduating class have earned their degrees in three years.

In a typical entering class at the University, 25 percent-33 percent of all students have earned 12 to 15 hours of Advanced Placement credit and are thus eligible to shorten their time to degree if they wish. Most students now either reduce their course loads or graduate with extra credits. No regulation prohibits students from graduating early, but early graduation from the five undergraduate schools other than the College is rare because the sequencing of courses required for professional degrees commonly requires four full years.

Students in the College are normally limited to a maximum of eight semesters in residence; exceptions to this policy are rare. One result is the University's very low average time-to-degree, 4.15 years, and its six-year graduation rate of 92 percent.

The University will promote early graduation in five specific ways:

* beginning in 1995-96, publicize the process for earning a degree in three years in the First-Year Handbook, the University Record, and the Course Offering Directory; use other forums to bring this option to the attention of students; and designate personnel in the Dean's office to advise students on early graduation;

* in 1994-95 (as the Record and the Handbook have already been printed), circulate addenda in several forms; use student orientation to communicate the same information;

* re-examine as a part of the upcoming self-study the appropriate benchmarked score that should be required on Advanced Placement tests for incoming students to earn Advanced Placement credits (departments now vary in their requirements);

* examine as a part of the upcoming self-study the availability and feasibility of early graduation in all undergraduate schools and in inter-school programs (such as Education and the College where five-year programs leading to a joint bachelor of arts and master's degree in teaching now exist);

* examine the potential role of summer session in shortening the time to degree.

Goal: To enhance the opportunities of undergraduate students to shorten the time to degree in cases where they choose to do so, thereby increasing the availability of seats in the undergraduate schools and the return on dollars invested in undergraduate programs.

5/15/95 Progress: Changes have been made in the First-Year Handbook for Arts and Sciences, the Record, and the Course Offering Directory to reflect the options available to students who wish to graduate in less than four years. The School of Education has submitted a proposal to operate the school on a twelve-month basis. The Department of Architecture has prepared a draft curriculum that would allow a student to complete the undergraduate degree in three years and two summers. The issue is under consideration by the Self-Study Committee on Accelerated Degrees and Summer School.

Objective V. Funding Priorities Of The General Assembly

* Partnerships with and support of K-12 education

l. Center for the Liberal Arts.; The University's Center for the Liberal Arts was established in 1984 to demonstrate that universities have the responsibility and the capacity to help re-establish the central premise on which K-12 schooling must be based: substantive knowledge of the subjects that are taught. Over the past ten years, more than 8,000 Virginia teachers have participated in graduate courses, lecture series, summer institutes, and in-service programs created and taught by 250-300 faculty members (more than 150 from the University) in core disciplines--literature, languages, history, science, mathematics, and the arts. Most programs are "live," but many are delivered by satellite.

Much of the center's budget has come from grants and foundation support, but state funds have been vital to its programs in the past. When the state appropriation was withdrawn from the center as of July 1, 1994, the University reallocated funds saved through restructuring in other areas to maintain the programs for 1994-95 and 1995-96.

Goal: To provide, through a combination of private support, internal reallocations, and ?? state support, sufficient funds to maintain the center's programs for K-12 teachers at present levels after 1996

5/15/95 Progress: $80,000 has been reallocated internally for 1994-95. Through administrative reorganization, the Center will continue on a reduced funding basis of $20,000 additional support, beginning in 1995-96.

2. Sharing technological resources.; Virginia Public Education Network (Virginia PEN), a telecomputing system that now links 2,000 state secondary schools to one another and to the Internet, was created by faculty members at the University working with the state Department of Education. In early 1994, Virginia L. Murray Elementary School in Albemarle County became the state's first elementary school to have direct classroom connections--through PEN--to the Internet. This network and other technologies being developed by the University's School of Education faculty are expected to play a crucial role in restructuring our nation's schools.

5/15/95 Progress: The Curry School of Education and the University's Information Technology and Communication (ITC) organization are continuing to provide consultation and support to the Virginia Department of Education for the continuing evolution of the Commonwealth's K-12 Internet system, Virginia's Public Education Network (PEN).

The School and ITC have jointly developed a client-server architecture (Anthology) for Virginia's PEN that will provide access to digital images, sound, and animation as well as text.

The Curry School is also collaborating with local school divisions such as Albemarle County on a Technology Infusion Project (TIP) that pairs pre-service and in-service teachers. This on-going collaboration with local school divisions has served as the basis for a number of pilot projects in educational technology that were subsequently adopted on a statewide basis.

3. Professional development of teachers.; In collaboration with the University's Division of Continuing Education, the Curry School delivers courses and graduate degree programs in school divisions across Virginia (through seven regional centers and by interactive satellite television) to improve the quality of elementary and secondary teaching, to qualify teachers for re-certification, to prepare specialists in areas such as counseling, special education and reading, and to prepare school administrators for the challenges of managing schools. One such project, new in 1994-95, will be a series of one-credit, televised graduate courses for K-12 science teachers to advance their knowledge of the field and to introduce hands-on experiments for the classroom.

Goal: To reach at least 1,400 K-12 teachers through professional development courses in education in 1994-95

5/15/95 Progress: During 1994-95, approximately 1,550 K-12 teachers will take courses through a variety of programs. The Center for Liberal Arts will reach an estimated 500 teachers. The Curry School cooperates with the DCE to offer four off-grounds degree programs designed to provide graduate training for teachers and administrators and has approximately 230 degree students currently enrolled. In addition, there are eighty-five students in a state-approved principal preparation program in Northern Virginia and the TEMPO program uses distance education to reach an additional 750 reading teachers. The School offers an array of courses in the late afternoon and evening and teachers from the local area often enroll in those courses taking advantage of the special teacher rate. The School, in conjunction with the Division of Continuing Education, provides faculty to teach many professional development courses in education and to provide on-Grounds faculty review and supervision of all credit offerings in professional education. Curry faculty work closely with adjunct faculty employed through the Division of Continuing Education to ensure the quality of off-Grounds offerings.

4. Collaborations with Charlottesville-area schools.; Hundreds of University faculty and students work with local schools each year through structured programs and as individual mentors, tutors, advisers, and friends. Examples of the formal partnerships include:

In conjunction with Jackson-Via Elementary School in Charlottesville, the University's School of Education created the Curry Professional Development School in 1991. This local elementary school is used as a site for both pre-service and in-service education for teachers. Supported by state and private funds, the program allows University faculty and students (prospective teachers) to work with practicing teachers and administrators on demonstration projects and to experiment with new instructional models and academic materials.

With the support of a SCHEV Eisenhower grant, supplemented by funding from the University and the Albemarle County Schools, twelve local elementary teachers identified as needing special assistance will work with Curry School of Education faculty to enhance their knowledge of mathematics and science. An intensive three-week summer program will be followed by seminars during the 1994-95 academic year and individual classroom observations and consultation.

Goal: To develop effective models for the in-service education of teachers, including experience with new instructional materials and ways to assist teachers underprepared in certain disciplines

5/15/95 Progress: The Curry School of Education and the Department of Physics have submitted a proposal to train underrepresented and underprepared groups in a new method of teaching physics. This is a cooperative project among Hampton University, James Madison University, and the University of Virginia. The Curry School is also cooperating with the Virginia Community College system to increase the number of underrepresented groups in mathematics and science instruction.

5. On-Grounds opportunities for area students.; In 1994, the School of Engineering and Applied Science for the second year offered paid summer internships for lower-income rising high school juniors and seniors. In cooperation with the Monticello Area Community Action Agency (MACAA), the program provided 20 hours of work and mentoring each week and ten hours of enrichment programs directed by undergraduate engineering students.

The Jefferson Area Summer health Care Institute, offered by the School of Nursing, introduces interested area high school students to careers in health care. Participants come from medically underserved communities, and they gain both classroom and clinical experience.

A separate program, the Saturday Academy, is sponsored during the school year by the University's Office of African-American Affairs. Faculty, students, and staff members volunteer to teach groups of third- through ninth-graders (and their parents, who are required to participate) in subjects ranging from Latin and medicine to mathematics, computer science, and African-American history.

Goal: To encourage more students to work toward and to attend college, through activities promoting education and the benefits of a college degree.

5/15/95 Progress: The Office of Minority Programs hosts various visits by schools and programs that want to bring younger students to UVa to learn about engineering, math and science careers and curriculum. OMP implemented a summer internship program for local high school students. This program involves professional development, work and academic enrichment activities for students who are sixteen or older.

* Cooperative ventures with other institutions

The University, together with the Commonwealth's other colleges and universities, is actively developing--or expanding--cooperative relationships in teaching, research, and public service. Strengthened academic ties with Clinch Valley College and sharing functions and staffing with VPI at the new Northern Virginia graduate center are just two examples of cooperative partnerships. The benefits include cost savings, efficiencies of operation, and better customer service.

1. Library resources.; Over the past two years, the University has led in developing new collaborations among the state's academic libraries, particularly in the shared purchasing of electronic databases by the six doctoral institutions for use by readers throughout the state. The universities have also streamlined inter-library loans of books, journals, and other documents by expanded use of shared technology.

In the 1994-96 biennium, a $5.2 million General Assembly appropriation for a state-wide "virtual library" will lay the foundation for electronic networking of academic library resources by the 51 libraries at the state's public universities, colleges, and community colleges. In one major component of this project, the University of Virginia and the other doctoral universities will purchase, develop, and store cooperatively a wide variety of databases and will provide training for all libraries in the network.

Goal: To continue to provide leadership, staff resources, and technical support for the Virginia Virtual Library to reduce unnecessary duplication of holdings, to increase service to students and faculty, to expand sharing of resources among institutions, and to increase overall access to information throughout the Commonwealth (NACUBO benchmarking will be used to evaluate part or all of this goal)

5/15/95 Progress: In the 1994-96 biennium, a $5.2 million General Assembly appropriation for a state-wide "virtual library" will lay the foundation for electronic networking of academic library resources by the 51 libraries at the state's public universities, colleges, and community colleges. In one major component of this project, the University of Virginia and the other doctoral universities will purchase, develop, and store cooperatively a wide variety of databases and will provide training for all libraries in the network.

2. Administrative services.; The University now provides many services related to financial accounting, employee records and payroll processing, billing for facilities management projects, and other administrative operations to Clinch Valley College (CVC). This is an excellent model for a "service bureau" relationship, in which a large institution provides business and administrative services to a smaller one. Another example is the sharing of support services with Piedmont Virginia Community College (PVCC). PVCC gained on-line access this year to the University's libraries and other resources of the Grounds-Wide Information System. The University advises the college on handling hazardous waste disposal services and the college occasionally uses University storerooms. This fall, it will hold some evening classes at the University.

The University's decentralization proposal submitted in June outlines possibilities for expanding this service bureau concept in other areas and with other institutions.

Goal: With additional authority granted by decentralization, to expand administrative services to CVC, PVCC, and the Southwest Virginia Higher Education Center and to explore other service options with them and with Longwood College by July 1995

5/15/95 Progress: The state's response to the University's decentralization proposal was received on January 4, 1995. Based on this new authority, discussions with other institutions will begin in February

3. Engineering consortium.; In September 1993, the School of Engineering and Applied Science expanded its televised graduate engineering program with the formation of the Virginia Consortium of Engineering and Applied Science Universities (VCES). Offering doctoral work in five engineering fields, VCES is a joint initiative of four state-supported universities--the others are Old Dominion University, Virginia Tech, and William & Mary--and the NASA Langley Research Center in Hampton, where participating doctoral students do much of their research. Each of the universities provides professors to teach on-site classes at ODU's Peninsula Center in Hampton; these are beamed by satellite to all consortium members.

Goal: To increase the number of Ph.D.'s produced in Virginia in thermal science, materials science, electrical engineering, engineering management, and nondestructive testing without adding facilities at individual institutions

5/15/95 Progress: In September 1993, SEAS expanded its televised graduate engineering program with the formation of the Virginia Consortium of Engineering and Applied Science Universities (VCES). Offering doctoral work in five areas, VCES is a joint initiative of four state-supported universities--the others being ODU, VPI, W&M.

4. CEBAF.; The University is exploring additional cooperative research and degree programs, including instruction by satellite, at the Continuous Electron Beam Accelerator Facility (CEBAF) in Newport News, which has been developed over the past decade and began operation this summer. CEBAF now offers significant research, instructional, and economic development opportunities in nuclear and particle physics. Current projects involve not only faculty and graduate students at Virginia's universities, but also scientists at Rice, Stanford, MIT, and UCLA, the University of Basel, and other international research groups.

Through the future deployment of free-electron laser technology, CEBAF offers the expanded potential of significant research, instruction, and industrial applications in areas of medicine, materials science, biology, chemistry, and physics. When completed, the half-billion dollar facility with an $80 million annual operating budget will attract substantial research money to the Commonwealth.

Goal: To expand cooperative instructional and research programs in conjunction with the faculties of other Virginia universities and the Continuous Electron Beam Accelerator Facility in Newport News; to increase substantially the research dollars attracted by University professors to projects that can be conducted at CEBAF

5/15/95 Progress: The vehicle to be used in coordinating efforts is the Virginia Physics Consortium (VPC). The mission of VPC is to provide the framework and mechanisms for coordinating the activities of its members in physics and in related disciplines and technologies, especially those activities focused on the facilities for nuclear physics, particle physics, atomic-molecular physics, and condensed matter physics at the Continuous Electron Bean Accelerator Facility (CEBAF). The ultimate goal of the VPC is to create within the Commonwealth of Virginia a coherent, cross-university research and graduate training effort, leveraged by the world class facilities of CEBAF, that will have a major international stature by virtue of the depth of its coordinated resources and the quality of its constituent members. The Charter Members of the VPC are The Continuous Electron Beam Accelerator Facility, Hampton University, Norfolk State University, Old Dominion University, University of Virginia, Virginia Tech, and The College of William and Mary.

Among the ten Physics Department faculty with connections to CEBAF, a total of $12,712,706 has been awarded in sponsored research dollars between 1986 and 1994, an average increase of 10.8% annually. In light of the fact that CEBAF is just beginning operation during the 1994-95 AY, and the VPC Charter is still at the draft stage, University faculty anticipate little difficulty substantially increasing the research dollars to projects conducted at CEBAF.

5. Allied Health Education Consortium.; The University now offers a number of certificate programs in fields such as medical technology and radiology that duplicate those at other state institutions, including community colleges. In 1994-95, the Health Sciences Center will initiate discussions with other institutions to explore ways to offer more cost-effective training in allied health fields through a consortium or other pooling of resources.

Goal: In 1994-95, to begin to develop a plan for establishing an allied health education consortium in Virginia

5/15/95 Progress: Since September 1994, the interim head of the University's allied health professions education programs has initiated preliminary discussions with three other hospitals in the region -- Rockingham Memorial, Augusta, and Martha Jefferson -- regarding possibilities for combining education/training activities in allied health areas. Program possibilities include sharing of clinical sites, teleconferencing, and distance learning, with the participating hospitals linked more or less in a mutually satisfactory consortium arrangement. The University is continuing its conversations with these potential partners.

* Economic development

1. Research parks.; Two research parks are being developed to promote University-industry partnerships and to enhance economic development in the region. Located near the central Grounds, the Fontaine research park is positioned to provide a research community which will have close ties with the University researchers. Park infrastructure will be completed during 1994; plans for four tenants are in various stages of development. The University's Board of Visitors, in June 1994, authorized a loan of $2 million to develop the infrastructure of the University's North Fork research/business park north of Charlottesville. The park's first tenant, scheduled to relocate here from California this fall, will create more than 50 jobs for area residents when it begins manufacturing operations. Company officials of the surgical instrument firm said the proximity of the University of Virginia and its Medical Center was a major attraction.

Goal: To complete one building and to develop plans for three other tenants in the Fontaine research park by spring 1996; to develop infrastructure in the North Fork park that will offer access to 33 developable acres by 1995

5/15/95 Progress: The Health Services Foundation headquarters building was completed and occupied during the second half of 1994, and preliminary planning for additional tenancies by the Virginia Neurological Institute (VNI), the Neuromuscular Center and a research-oriented, multi-tenant building continues. A project manager has been hired to develop the vni building. A pre-bid conference with architects will take place May 4. Occupancy of the VNI building is slated for the fall of 1996. We are now proceeding with plans for a Neuromuscular Center.

The UVa Foundation currently is involved in the construction of the Quail Run roadway extension to the MicroAire property which will be configured as a cul-de-sac, allowing access to contiguous building sites representing approximately 33 acres at the west central region of North Fork. Construction of the is nearly complete.

2. Expenditures by visitors.; More than 479,000 visitors attracted to the Charlottesville area because of the University spent $43.7 million here in 1989-90, according to a 1990 study of the University's economic impact on Charlottesville and Albemarle, Fluvanna, and Greene counties. That estimate, part of an estimated $344.2 million in direct local expenditures for which the University was responsible, is conservative. It includes, for example, people from outside the area who attended athletics events, conferences, and educational programs, but for lack of reliable measurements does not count the large numbers of returning alumni or visitors to the Medical Center.

One major visitor attraction each fall is the three-day Virginia Festival of American Film. With increased staff support from the University Division of Continuing Education and seminar leadership by faculty members, the October 1993 festival drew record audiences to Charlottesville. Unique among film festivals as an academically based event, it not only fuels the local tourist economy, but boosts the state's economic development potential by promoting Virginia as a film location.

Goal: To increase revenues for the local economy, as well as the University, through the consolidation and improvement of conference services (see above, p. 30); to increase attendance and private support for the film festival sufficiently by 1996 to make it financially self-supporting, freeing funds for reallocation and expanding its economic development potential

5/15/95 Progress: A report on the consolidation of three independent conference support units is expected by the end of February. A physical site has been identified to handle the consolidated unit.

Film Festival revenues increased in 1994 by 3.2% or $13,076 as compared to 1993. The University subvention declined by $12,722 and is scheduled to be eliminated by the end of 1996-97.

3. Sponsored research.; Over the last seven years, outside awards for sponsored research at the University have more than doubled, from $61.5 million in 1985-86 to $135 million in 1993-94. This increase in research funding has created some 300 new jobs and has helped the University build new laboratories, classrooms and offices that serve students enrolled in science and engineering classes. In a period of declining federal resources, the faculty's competitive success in attracting new funding to the University is particularly noteworthy. To sustain this momentum, the University in 1993-94 began a three-year plan to restructure the provost's office for research, including the reallocation of funds to promote links with business and industry.

Goal: To continue to increase the dollar amount of externally sponsored research each year, despite declining federal resources??

5/15/95 Progress: Total sponsored programs awards increased 5.4% in 1993-94 as compared to 1992-93, approximately 1.4% greater than the inflation rate of 4%.

4. Technology transfer.; In collaboration with the state's Center for Innovative Technology and the state's other research universities, the University is actively seeking ways to make academic research more useful to businesses and industry in Virginia. A May 1994 technology transfer conference with federal and state policy makers and business leaders was followed in June by sessions that brought more than 100 representatives from small businesses to meet with faculty members whose research might have applications for their work.

Goal: To reallocate funds in the provost's areas to maximize the benefits of faculty research for businesses and industry

5/15/95 Progress: A search is underway for an industrial liaison officer to assist faculty in working with business and industry.

5. Maintaining employment levels.; The University is the largest employer in the Charlottesville area, providing about 12,000 jobs (not including student workers) and indirectly creating other jobs as University salaries are spent locally. A major aim of the University's restructuring plan is to help the present number of employees handle the demands of increasing enrollment by streamlining processes, avoiding duplication, and using technology.

Goal: In order to preserve the economic benefit to the local community, the University will maintain the it's strong research base at or above inflation-adjusted levels and develop and strengthen other sources of research funds such as industry.??

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5/15/95 Progress: Total sponsored programs awards increase 5.4% in 1993-94 as compared to 1992-93, approximately 1.4% greater than the inflation rate of 4%.

The Vice President and Provost for Health Sciences and the deans of the Schools of Medicine and Nursing are committed to assuring the continuance of strong extramural research support for the University. Research awards to the Health Sciences Center last year reached nearly $75 million. Thus far in this academic year, 1994-1995, such awards amount to approximately $45 million. Faculty in the schools are strongly encouraged to pursue outside funding, including grants and contracts. The School of Medicine recently is giving new attention to opportunities for securing research contracts from government and industry. In written and spoken remarks, the Vice President and Provost is telling internal and external constituencies about the positive economic impact on the community of the research base. Efforts on the part of the Vice President and Provost for Health Sciences and the Provost to redesign and initiate a new cycle of Academic Enhancement Fund research sponsorships may be seen as a means of cultivating a research-friendly environment and fostering world-class research which in turn will attract substantial outside funding from government, industry, and foundations. Finally, Health Sciences Center and its affiliate Health Services Foundation continue to develop research space attractive to collaborators from private industry, e.g., Fontaine Avenue research park.

An incentive program to encourage industrial awards has been developed and will be implemented 7/1/95. The program calls for 5% of the indirect cost recovered per award to be returned to the principal investigator to further his/her research.

The Vice President and Provost for Health Sciences, working with the deans and directors of the Health Sciences Center units, is actively exploring with industry prospects for research funding and collaborations. Explorations are ongoing, for example, with the computing/information technology industry, especially with regard to health care applications of new computing technologies. The Associate Vice President for Health Affairs devotes a portion of his time to cultivation of ties with business and industry in the community, region, and state, especially as such businesses and industries might relate to Health Sciences Center research priorities. The Health Sciences Development Office is also involved in seeking potential private-sector sources of research dollars.

* Cost-effective health care

1. Medical Center downsizing.; Since January 1994, the Medical Center (the University's hospitals and clinics) has flattened its organizational structure so there are no more than four levels from top to bottom. Services are now grouped in three broad divisions, with many former departments eliminated or consolidated; within the primary division, patient care services, the number of front-line managers has been reduced more than 40 percent. The Medical Center has developed a new placement program to retrain employees whose positions will not be required in the future. Organizational flexibility and customer service will result from redesigning some staff positions so that employees have multiple skills and can do "cross-over" work when necessary.

A hiring freeze in effect since October 1993 has reduced the number of Medical Center employees by attrition from 4,757 to 4,363 FTEs as of July 16, 1994, a savings of $5.2 million. The hiring freeze, with exceptions for certain positions, is continuing in 1994-95.

Goal: By July 1995, to reduce the number of Medical Center employees by an additional 200 FTE for a continuing annual savings of $5 million; to maintain FTE levels consistent with the best quartile of the 65 academic health centers belonging to the University Hospital Consortium

5/15/95 Progress: As of mid-December 1994, The Medical Center had 200 fewer FTEs than in June 1994, at an average salary/benefits cost of $40,000 per FTE, yielding an annual savings of $8 million.

2. Productivity assessments.; With the assistance of a consultant, Medical Center managers and staff began in February 1994 to study the productivity and cost-efficiency of individual departments, looking for ways to reduce costs by using resources and staffing more appropriate to fluctuating patient volumes. The first project completed, in the medical records department, identified $1 million in annual savings from streamlined procedures and a planned 40 percent reduction in staff over the next several months. Areas scheduled for review in 1994 are the pharmacy, emergency services, radiology, clinical laboratories, the operating room, facilities management, and preoperative patient care services. Significant reductions are expected in staff overtime hours; other savings will occur with increased efficiency due to job redesign and streamlined procedures. progress is reviewed weekly by an oversight committee.

Goal: To reduce the cost per hospital admission and per unit of service to levels competitive with costs at other hospitals in the Blue Ridge region

5/15/95 Progress: The Medical Center's adjusted cost per admission through November 1994 was 2.75% below that reported for the same period last year. A recent survey of state hospitals showed that UVA Medical Center's case mix adjusted charges were near the median. The Medical Center's value improvement program continues to identify opportunities for improved efficiencies and service quality.

3. Consolidation of in-patient units.; Shorter hospital stays and fewer admissions have produced unused bed capacity that will allow the Medical Center to move most of its in-patient programs at Blue Ridge Hospital to the University Hospital beginning next spring. Consolidating those patient services at one central location is expected to save more than $2.5 million in operating costs each year beginning in 1997. The Medical Center also will avoid about $20 million in construction and renovation costs that would be required to bring the Blue Ridge facilities up to current standards, if these continued in use.

Goal: By early 1997, achieve at least $2.5 million in operating savings directly related to relocating the Blue Ridge in-patient units

5/15/95 Progress: Planning for the Blue Ridge Hospital move still anticipates removing all inpatient activity from Blue Ridge by 1997. Approximately $0.5 million of the projected $2.5 million in savings has already been achieved through consolidation of patient care units at Blue Ridge.

4. Guidelines for using high-cost clinical procedures.; School of Medicine and Medical Center physicians and administrators began in May 1994 to develop guidelines for a number of high-volume, high-cost clinical procedures to improve the appropriate use, quality, and cost of services. Educational programs for medical residents and students now include information on the appropriate use of laboratory imaging examinations, standards for using high-tech and expensive drugs, guidelines for an "ideal patient encounter," and data about cost-effective medical care.

Goal: To maintain or increase the quality of medical outcomes and assure the appropriateness of medical interventions while reducing the costs of care; to train medical students and residents in cost-effective, patient-centered care

5/15/95 Progress: During 1994, several major initiatives were introduced to meet this goal. Perhaps the most extensive had to do with cardiovascular services, where both the cardiology division of internal medicine and the cardiovascular surgery division of the Department of Surgery worked with the Patient Care Services administrator of the Heart Center to review and restructure clinical decision-making processes, cost characteristics, and efficiency of all services. The effort continues, and initial results are very satisfactory -- costs and charges for individual procedures and encounters dropped as much as 30%, while resource utilization and personnel management significantly improved, as did patient satisfaction. Similar evaluations began later in 1994 on the neuroscience's service line. While it is premature to assess the outcome of this intervention, similar cost reductions and improvement in patient satisfaction are anticipated. A third project is ongoing in the Department of Orthopedics. A clinical practice guideline approach is being used to improve quality, cost, patient satisfaction, and outcomes for patients undergoing total hip replacement. Initial results show a marked reduction in length of stay and a modest reduction in patient charges. It is expected that, in calendar 1995, several materials procurement initiatives which have been introduced will be implemented, resulting in further reduction in overall costs.

The Virginia Generalist Initiative promotes patient-centered care in all four years of the medical curriculum.

5. Managed health care plan.; In 1994 the University helped to establish the Blue Ridge Health Alliance, a regional venture similar to an insurance company. As a partner in this alliance, the University's Health Sciences Center is helping to develop a new managed care plan, QualChoice of Virginia. Upon approval by the state Secretary of Education, about 2,600 University health care professionals will enroll in QualChoice this fall. The plan also will extend high-quality, cost-contained health care to other employees in Central Virginia.

Goal: To complete state approval processes by January 1995; to offer QualChoice as an alternative health care plan to all University employees by spring 1995; to maintain the cost of health care coverage to employees and to the University at or below current costs of equivalent coverage; to double the number of payor contracts and increase revenues from covered patients by 10 percent by July 1996, compared to 1995

5/15/95 Progress: QualChoice of Virginia received state licensure as a HMO on January 4, 1995.

Negotiations are underway with the Department of Personnel and Training for the offering of QualChoice as an alternative health care plan to all University employees in April 1995.

Preliminary estimates indicate health care coverage costs will decline by 7-11% in QualChoice's first year.

As the only licensed HMO west of Richmond and east of Roanoke, QualChoice is experiencing strong demand from regional employers and other payors.

6. Improving outpatient services.; Since 1993, the medical Center and the School of Medicine clinicians have been developing and implementing guidelines for the "ideal patient encounter" in outpatient settings. Requirements for ideal patient encounters vary depending on the medical specialty involved and the medical profile of a given clinic's patient population. Implementation of the ideal patient encounter protocol may entail revisions in, for example, clinic organization, administrative procedures, staff responsibilities, patient scheduling, attention to patient convenience, use of ancillary services, and liaison with other clinics. Ideal patient encounter information is being made part of student and resident training in the various clinics.

Goal: To increase patient satisfaction with outpatient health care services; to improve coordination of outpatient services, including ancillary services, with attention not only to efficiencies of time, cost, and resource use, but also to patient convenience and satisfaction; to achieve greater efficiencies of service delivery and resource use without compromising the quality of care; to organize and administer outpatient clinics so as to foster good physician/patient relations; to help instruct medical students and residents in the principles and practice of patient-centered care

5/15/95 Progress: The institutional commitment to improve patient satisfaction involves implementation of a 20-point program known as the Ideal Patient Encounter (IPE). This initiative to remove obstacles to quality care expertly and respectfully given were approved by the governing bodies and first implemented in the spring of 1994. An educational program on the IPE has reached, to date, over 400 personnel, both medical professionals and support staff. This phase was followed by more intense opeRationale training wherein approximately 160 medical directors and clinic managers participated in a session geared toward implementing the IPE in their areas. Programs are now being developed to implement IPE procedures and to begin monitoring improvement in the clinics.

7. Department of Health Evaluation Sciences.; A new department of health evaluation sciences in the School of Medicine, approved by the Board of Visitors in 1992, will be established between 1995 and 1998 to provide data on the cost-effectiveness of health care services. The department will teach medical students and residents how to use these data to improve patient care and to determine the value of specific services and treatments.

Its four interdisciplinary divisions--biostatistics, epidemiology, informatics, and health services research--will be linked to other University departments such as the College mathematics department, computing centers, and preventive health programs. The department will help clinical faculty increase the cost-effectiveness of health care at the Medical Center.

Goal: To recruit a departmental chair by 1995 and 12 faculty members by 1998

5/15/95 Progress: Three finalist candidates are being interviewed on-site in January 1995. One of these finalists will likely become the new department chair by 1 July 1995.

These faculty recruitments will constitute the package given to the new department chair upon his/her appointment this summer.

The Health Sciences Center completed in late 1994 a preliminary analysis of the components of a community health information network (CHIN) and analysis of such a network's potential value to the HSC and the feasibility of its implementation and success. An outside consultant was sought through an RFP, and the selected firm, KPMG/Peat Marwick, was helpful in the project. The analysis led to the conclusion that explicit planning and development of a CHIN should not move forward for the next 12 or so months; as a result, the CHIN question will be reevaluated in the fall of 1995.

In December 1994, Martha Jefferson Hospital and virtually all physicians who practice at Martha Jefferson signed provider participation agreements with the newly formed Blue Ridge Health Alliance, a regional health care organization developed since 1992 with UVA Health Sciences Center leadership. Discussions preliminary to provider participation agreements are ongoing with physicians and hospitals in other communities throughout the Blue Ridge region.

ADDENDUM FROM HEALTH SCIENCES CENTER (12/14/94)

Goal/Initiative: Computer technology for academic program and instructional support

5/15/95 Progress: After 18 months of planning and construction, a new computing and information sciences facility of the Health Sciences Center was opened in December 1993, in space renovated in Hospital West. This Academic Computing Center in Health Sciences (ACHS) is jointly funded and managed by the Office of the Vice President and Provost for Health Sciences and the Office of the Vice President for Information Technology and Communications. ACHS resources -- technical and human -- support and assist Health Sciences Center faculty and students in their scholarly and teaching/learning activities. Since opening day, ACHS has been enthusiastically received and heavily utilized.

Goal/Initiative: "Telemedicine" program-interactive video capabilities with other hospitals in the region and overseas.

5/15/95 Progress: The Telemedicine project has progressed at a rapid pace for the past six months. Through a collaborative effort, the Office of Continuing Medical Education (CME) and the Virginia Neurological Institute (VNI) have initiated a pilot project with Rockingham Memorial Hospital that provides Rockingham Memorial physicians with two teleconferenced CME grand rounds sessions per month. The Departments of Pediatrics and Urology are now transmitting one grand rounds session per month to Rockingham Memorial Hospital via fiberoptic telephone line on the prototype Unix-based workstations designed by VNI. The system provides both locations with two-way video/two-way audio. This live interface provides CME with the opportunity for dialogue, questions and discussions at each session. Initial response by physicians at Rockingham Memorial and the University has been overwhelmingly positive.

Approximately 12 other community-based hospitals in Virginia have indicated interest in accessing these ongoing CME educational series. The Medical Center has recently purchased a Novell-based teleconferencing unit for permanent installation in University Hospital's Camp Heart Auditorium. This permanent unit (endorsed by the Virginia Hospital Association and the Virginia Telemedicine Network) will make possible the transmission on an ongoing basis of educational series to numerous community-based hospitals simultaneously.

Goal/Initiative: Computer-based diagnostic image storage, transmission, and retrieval within the Health Sciences Center.

5/15/95 Progress: The Department of Radiology developed in late 1994 a working microcosm of the clinical picture archiving and communications system (PACS) that eventually will be disseminated throughout the institution. PACS includes image acquisition, transmission, interpretation, and storage technologies. Clinical departments served at present include radiology, neurosurgery, urology, orthopedics, and the Cancer Center. The system also serves the clinical satellites at Northridge and Fontaine Avenue and the Culpeper Hospital.