Response to the Report of the Commission

on the University of the 21st Century

To jump directly to:

Part 1:

I. STUDENT PERSPECTIUVES AND SKILLS

II. COMPUTING AND TELECOMMUNICATIONS IN TEACHING

III. REWARDING QUALITY TEACHING AND RESEARCH

IV. PERFORMANCE REVIEWS FOR FACULTY AND ADMINISTRATORS

V. COMMUNITY COLLEGE TRANSFERS

VI. INCREASE MINORITY FACULTY AND STUDENTS

VII. PROMOTING PROGRESS IN ELEMENTARY AND SECONDARY EDUCATION

VIII. RESEARCH

IX. GRADUATE EDUCATION

X. RESIDENTIAL COLLEGES

Part 2

Progress Report

Additional Tuition and Fees Authorization

Summary of Anual Estimated Costs

Summary and Conclusions

Please mail comments on this document to teamsept@Virginia.EDU They will be incorporated in the discussion section of the filing system. Distribution of your comments will be restricted to the September Report Group.

Part I.

INTRODUCTION

During the past year, much attention has been given to the Report of the Commission on the University of the 21st Century. It has been a significant factor in guiding all planning including the Ten Year Plan of the University and planning by the Vice Presidents for Academic Affairs and Health Sciences. The areas covered by the Report are very broad, and there are many challenges to the University. In this document, we shall address many of the issues raised by the Report. However, we recognize that planning and assessment are on-going processes, and we shall frequently reassess and improve our response to the Report during the coming decade. There is an emphasis upon change in the Report, and we agree that this is often desirable and necessary to achieve our goals which include academic excellence. For some programs our strategy will be to maintain the excellence which already exists, although in the spirit of the Report we must continually assess programs for changes which will bring about improvement.

I. STUDENT PERSPECTIVES AND SKILLS

A. Global Perspectives

Within the College of Arts and Sciences (our largest school) all students must complete two years of foreign language, and many students major in a foreign language. The departments of French, German, and Spanish, Italian, and Portuguese are among the best in the nation. In addition, the University has a strong department of Slavic Languages and Literature. In recent years there has also been significant increases in students studying such languages as Arabic, Persian, Hindi, Chinese, and especially Japanese. The University is a leading center for instruction and study of Tibetan. During the coming decade, we shall strengthen our language programs by adding new faculty lines and other resources. In Spanish we shall add four faculty lines and two in French. One of our major initiatives will be to establish a Department of Japanese Language and Literature which will require four additional faculty lines. We shall add Hebrew and investigate the addition of other languages such as Korean. Students and other members of the University community acquire global perspectives through language houses where students in residence speak the language of the houses and there are extensive cultural programs such as films, lectures, and symposia. There are at present successful language houses for French and German, and we plan to add language houses for Spanish, Russian, and Japanese.

We have been investigating other ways in which students will acquire global perspectives, and the Committee to Review the Area Requirements in Arts and Sciences has recommended a "Cultural Perspectives" requirement to ensure that students understand the nature of increasing global interdependence and are exposed to the complexity of the cultures and civilizations beyond the European/North-American historical experience. This requirement will be voted on by the Arts and Sciences faculty in fall 1991.

Global perspectives are also achieved through area-studies programs including the Center for South Asian Studies, the Center for Russian and East European Studies, the Carter G. Woodson Institute for Afro-American and African Studies, and the programs in Latin American Studies and Middle East Studies. In addition to instruction and support of scholarly research, many of these centers sponsor seminars, colloquia, cultural events, and outreach programs to secondary schools. It is planned that we shall also develop an East Asian Studies Center. We shall expand our Asian Studies Program by adding at least five faculty members in various aspects of Asian studies in such departments as anthropology, economics, government, history, sociology and religious studies.

We plan to establish a New World Studies Program to promote greater comparative exchange among the many departments and area programs concerned with the multiple historical and cultural origins of the "New World". This program will enable students to examine such concepts as race, ethnicity, and identity by focussing on the histories of people in the Americas. We shall seek funding for several new positions for the Center.

We also plan to establish a Center for the Study of African-American Literature, History, and Culture to complement work being done in the Carter G. Woodson Institute for Afro-American and African Studies, in the proposed New World Studies Program, and in many related departments. The proposed Center would add twelve new faculty members, many of them Afro-Americans, in the humanities, in history (including art history), and in the social sciences.

There are many opportunities for students to study outside the United States, and each semester many students are studying in programs abroad, mainly in Europe. However, we anticipate an increasing number in Asia in the coming decade. There are formal exchange agreements with a number of foreign colleges and universities, and the study abroad programs are coordinated by the Office of International Studies, which is directed by the dean of international studies but will be transferred to the dean of the graduate school in the coming year. There is also an International Center where foreign visitors can live for short periods. The center also helps foreign students and visitors to adjust to the University and the community and provides cultural and social opportunities for both Americans and foreign visitors.

In the School of Engineering and Applied Science students are encouraged to acquire foreign language proficiency and to take courses that improve cultural awareness. The school is working to bring about more formal overseas experience for engineering students and it has tentative plans to provide summer overseas workstudy experiences for students in various industry sponsored arrangements. The School of Architecture has programs in Italy and Great Britain, and is considering establishing programs in China and the Netherlands. The McIntire School of Commerce offers a large number of courses in International Banking, Marketing, and Management. The Darden Graduate School of Business Administration offers a joint MA/MBA degree in Asian Studies and all of its students study multinational companies, with most students spending some time abroad. The School of Medicine maintains an exchange program with a medical school in Brazil; students, faculty, medical residents, and research fellows in the program study health problems of the developing world, especially infectious diseases affecting children.

Students may also study foreign languages and obtain increased language proficiency through our language laboratory, where tapes for many foreign languages are maintained, and by access to television reception from foreign countries via satellite transmission. We expect an increase in the size of the laboratory and its staff in the coming decade.

B. Scientific and Technological Literacy

We are concerned that students who are not majoring in sciences and engineering become scientifically and technically literate. Unfortunately, many of the leaders of our society do not understand the principles which underlie scientific advances that have major consequences for our nation and the world.

Students in the College of Arts and Sciences are now required to take three science or mathematics courses in their undergraduate curriculum. The Committee to Review the Area Requirements has proposed that this requirement be increased to four courses and there be a mathematics requirement. Furthermore, the four science courses must represent three clearly discernible areas: 1) the basic laws of natural science; 2) the organizational bases of plant and animal life; and 3) the natural science of large-scale systems. One of these four courses would build on previous science course-work, thus ensuring depth as well as breadth.

In addition to the natural science proposal, the committee also recommends the institution of a mathematical studies requirement, emphasizing three objectives: 1) to provide students a working knowledge of mathematical techniques and concepts beyond those traditionally experienced in high school; 2) to develop an understanding of the scope of mathematics and its intellectual content; and 3) to foster precise and logically valid thinking. The requirement would not be confined to courses in the Department of Mathematics and would include topics such as the bases of statistical reasoning, computers, and symbolic logic. Open discussions of these proposals were held this year, and these proposals will be presented formally to the faculty of Arts and Sciences in autumn 1991.

In fall 1990 we introduced a new series of courses, called University seminars, for first- and second-year students with enrollments of approximately twenty students. These seminars have been very popular and provide students an opportunity to have close intellectual interaction with a faculty member. Of the twenty-six seminars offered in fall 1990, seventeen were on scientific subjects. Some of the seminar titles were: "Black Holes, Neutron Stars and White Dwarfs", "Studying Enzymes by Genetic Engineering", "Seeing Genes in Action", "The Origin of the Universe", and "Global Ecology: Managing Planet Earth". These seminars are in addition to the science requirements and are creating scientific interest among students who are not planning to major in science, engineering, or mathematics.

Departments in the natural sciences are now responding to the general perception that science pedagogy for non-majors (and perhaps for majors as well) is in need of re-invigoration, and they have begun a serious scrutiny of the existing curriculum. They are beginning to explore innovative ways to broaden the scope of introductory course offerings. One example, funded by SCHEV with our planning money for the Curriculum Development Grants Program, is the development of two new courses entitled "How Things Work" for students who would benefit more from an academic program that begins with the examples themselves and develops the physical principles in the context of those examples. Each lecture will focus on a specific object from everyday existence; for example, a clock, guitar, xerox machine, or the sun. We plan to create similar courses, when possible, for all of the sciences, and we shall particularly encourage courses that are interdisciplinary in nature.

One of our primary goals of the coming decade will be to increase the accessibility and attractiveness of the sciences to undergraduates. We are very concerned about the decrease in science majors (both nationally and at the University) during the past decade, and are studying ways to reverse this trend. The following initiatives are fundamental.

(1) We plan to establish a senior position in chemical education, which will serve as a model for developing pedagogical strategies in chemistry and other departments in the natural sciences.

(2) We plan to request permission from SCHEV to install a fully operative statistics unit of superior quality which will be empowered to award the Ph.D. degree. This program is very important to others in the sciences, applied sciences and engineering, health sciences, and social sciences. Five new faculty will be added.

(3) The Department of Environmental Sciences now plays an important national and international role and will assume a leading role in understanding and protecting Virginia's environment. We shall build on existing strengths by adding faculty in hydrology and ecology.

(4) In the past decade we have built one of the leading groups in theoretical astrophysics in the nation. This group greatly complements the research carried out at the National Radio Astronomy Observatory with headquarters in Charlottesville. We shall develop this strength by adding two new faculty members to this discipline.

(5) We shall be alert to add faculty positions as needed in mathematics and the other sciences.

(6) Twenty faculty positions will be added in the School of Engineering and Applied Science.

(7) A specialist in computers will be added to the School of Architecture.

(8) Faculty in epidemiology, biostatistics, and health services research will be added to the School of Medicine in a new department of health science evaluation.

Many students take computer courses and all students have access to the extensive computing resources at the University. Any student can obtain a free account on the University computers, and there are many computer rooms in various locations on the Grounds. All Arts and Sciences students in the required English writing course have access to computers with word processing capability and are given instruction in their use. In the Curry School of Education, all students completing the program in teacher preparation must satisfy a computer skills requirement including the functions of word processing, networking, and use of computers in instruction.

C. Communication Skills

In its 1977 report, the Long-Range Curriculum Review Committee noted that "every teacher in the College must assume some share of the task of impressing on your students the importance of writing effectively, and of helping them to do that." While the current writing requirement of English Composition (ENWR 101) plus a second course in any department involving substantial written work is being retained, the Committee to Review the Area Requirements has recommended changes to the administrative guidelines governing the second course. One administrative change will enable faculty to submit two grades for each student, one evaluating written work, the other evaluating overall performance in the course. The committee also has called for greater stringency in the certification of courses that fulfill the second requirement. This proposal will be voted on by the faculty of Arts and Sciences in autumn 1991.

Students also receive help with writing skills through the Writing Center, which was established in the 1970s. The Center provides tutorial help for writing to students on all levels, and is very popular. During the 1988-89 academic year approximately 1900 appointments were made in the center. Student demand always exceeds tutorial supply, especially in the second half of each semester, and we plan to increase the budget of the center so that all students can be accommodated.

Students in the School of Engineering and Applied Science receive training in communication skills through the senior thesis which is required of all students. The thesis is under the direction of an engineering professor for technical supervision and under a professor from the school's Division of Humanities who guides the student in writing skills. In the School of Architecture, thesis projects improve communication skills in written and oral forms. In the professional schools efforts are made to strengthen communication skills.

The Division of Continuing Education offers courses and workshops on communication skills and approximately twenty-four courses or workshops were given in 1990-91. We anticipate an increase in these offerings.

II. COMPUTING AND TELECOMMUNICATIONS TECHNOLOGY IN TEACHING AND RESEARCH

A. Computing Environment

To be a premier university in the 21st century will require a premier information processing infrastructure that must consist of massive computational resources, suitable application software systems, and high- speed communications networks serving the entire community of faculty, staff, and students. In any new technology, universities play a major role in the creation and exploration of new knowledge. The University must be a leader in this new technology, and especially in its application to education and scholarship.

Teaching, scholarship, delivery of health care, administration, and public service are supported by a distributed environment of hardware (from personal computers, through high performance workstations to large mainframes) and software. Applications that lend themselves to centralized facilities are managed in one of the University's major computing centers. Areas that require, or are better served by, local computing have their needs met with distributed facilities. Networks provide the means of communication throughout the University and out to the national and international community.

The hardware environment is one which has in excess of 8000 personal computers, more than 400 mini-computers and workstations, several large mainframe computers and many special-purpose machines. The software environment is characterized by a very large number of diverse application packages, programming languages, and operating systems. Support services represent an important aspect of the University's computing environment, and assistance for individuals and departments is provided through our computing center operations. Medical Center Computing provides critical health care delivery information (such as automated physician order-entry, results reporting, drug delivery, etc.) as well as administrative data. The Voice Communications Center provides telephone, voice messaging, and paging services throughout the University.

Some of the fundamental concepts that the University is committed to in order to achieve computing leadership are enumerated below.

(1) The University will develop a first class computing and communications infrastructure. National leadership in the application of information processing to education will be a major part of the vision and goal.

(2) Ubiquitous connectivity to information services--at the highest data rate possible--will be installed. Faculty in all departments, students in their classrooms and laboratories, and in their homes or dormitories will have access to scholarly materials, no matter where they physically reside.

(3) There will be access to information processing capacity (computers) in the largest/fastest form available. Uniformly convenient and usable access to information and information processing will be the norm with an emphasis on distributed computing resources with interoperability.

(4) Every student, professor, and staff member will be expected to have a capable, multimedia workstation in his or her home, office, and classroom.

(5) Dramatic changes in technology will provide opportunities for innovative developments in the educational process. Multi-media, computer- controlled delivery of course material, both in and out of the classroom, will be widespread.

(6) National leadership in the application of information technology to health care and health professional education depends on the Health Sciences Center's continuing to develop and implement an integrated academic information management system.

(7) The computing infrastructure must include all the business and administrative activities of the University.

The University must take advantage of the opportunities offered by the explosive growth in information technology to achieve its mission. This cannot be accomplished without additional commitments to its information processing and communications environment.

Networking

The University of Virginia operates an extensive and diverse spectrum of networking facilities. There are four physically distinct trunk cable plants including the fiberoptic cable plant now being deployed. Since the University is connected to the national Internet via both SURAnet and VERnet, users can access all the Internet-connected systems in the United States and the rest of the world. BITnet service is provided through a separate connection to Virginia Tech.

The University also manages and operates VERnet, the Virginia Education and Research Network, which is a high speed data network interconnecting most institutions of higher education in Virginia, a number of state agencies, the Center for Innovative Technology, and some research-oriented companies. The network supports collaborative efforts by providing electronic mail, file transfer, remote computer access, and a host of other services to the member organizations.

B. Computing in Schools and Units

Computers are essential for teaching and research in every school of the University. In this section we describe some of the present uses of computers and needs which must be met.

The Academic Computing Center has set up PC labs with both IBM- compatible and Macintosh computers and laser printing facilities at numerous convenient locations on the Grounds. The Computer Policy Committee has established the Academic Computing Support Program which has been a major factor in improving the distributed computing environment. Departments and other units write proposals for computers and computing facilities which are reviewed by the Computer Policy Committee. Until the recent budget cuts, approximately $0.5 million was awarded each year and it is very important that this program be restored.

The Academic Computing Center is in the process of completing full network wiring throughout the University, thereby providing access to a wide array of computing and telecommunications capabilities. The goal is to provide every faculty member with a computer, especially in the fine arts and humanities, and to train faculty in the applications of this rapidly evolving technology.

Small computing centers, established through the Academic Computing Support Program, exist in such departments as economics, government, music, and sociology and are used both for instruction and research. They also bring undergraduate students into research projects and increase interaction with faculty using these facilities. Computer modeling is used increasingly in such disciplines as astronomy, chemistry, environmental sciences, statistics, and physics. For example, it is possible to examine the three- dimensional structure of complex molecules which are calculated by computer codes based on quantum mechanics, thereby providing a much better intuitive feeling for chemistry for both students and researchers. In order to make such tools more available, there will be a significant increase in the number of high-power work stations available in departments.

Faculty in the Department of Computer Science are developing the use of parallel array processors both at the University of Virginia and with collaborators at Oak Ridge National Laboratory. It will be necessary to provide increasing support for this promising program in this decade and into the next century.

The School of Architecture has significant needs for computer resources to change its curriculum to ensure that all graduates are computer competent. There is a need for technical staff personnel to maintain equipment and to help train students and faculty in the use of computers. Faculty members must be added with computer expertise in architectural design, landscape planning and analysis, and environmental simulation.

In the School of Engineering and Applied Science, there is a computing center for computer-aided-design and there are centers with PC's for the use of all undergraduate students. All engineering students are required to take courses in computer programming languages, and computers are an integral part of almost all courses. A large classroom in the Mechanical Engineering Building has been equipped with computers and state-of-the-art audio visual aids to teaching.

In the McIntire School of Commerce all students are thoroughly trained in the use of computers and to be builders and managers of complex management information systems in sophisticated business environments. Students learn by helping to manage and operate the computer laboratory and the laboratory networks.

Faculty from the Curry School of Education and the Academic Computing Center are working to establish Virginia's Public Education Network which will connect approximately 2,000 Virginia schools in 137 school districts to more than 10,000 nodes on the existing national inter-university computer network. When completed, a single telecomputing network will link all Virginia schools from kindergarten through graduate school.

The Health Sciences Center's Information Sciences Council is overseeing implementation of a program of information science, including a center-wide automated integrated academic information management system. Initiatives include computerized library systems, use of large data bases, automated clinical record systems, computer-aided decision making, computer applications in medical and nursing education, basic research support, and computer and communications networks. Health informatics--the academic study of information technology applications in medicine and nursing--is an area targeted for growth in the 1990s. By the late 1990s, the School of Medicine plans to establish an interactive computer and telecommunications network linking the school and practicing physicians throughout the University's referral area.

A prominent feature at the University of Virginia Library is the very successful on-line electronic catalog (VIRGO) which now averages 115,000 daily search transactions. This catalog is upgraded at regular intervals and in April 1991 nine periodical indices were added allowing users to determine rapidly whether the University Library has a given journal article and its location.

In addition, it is possible to list all articles on a given subject. In fall 1991 the library will add Current Contents which provides table of contents information and abstracts or articles for 6500 journals.

The following initiatives are planned:

(1) Additional hardware and software licenses will be obtained to allow the addition of at least one new database to VIRGO each year through 2001 and additional databases to the medical library system.

(2) In order to bring undergraduates the full benefits of electronic retrieval of information, a Library Remote Access Center will be established in 1994-1996 in the new dormitories.

(3) In order to enhance student and faculty understanding of the most efficient ways of collecting information, an electronic classroom will be established in either Alderman or Clemons Library.

(4) All of the library's collections will be made accessible on VIRGO.

(5) Establish on-line links to other colleges and universities in the Commonwealth where possible.

(6) Continue to replace hardcopy materials with electronic media.

We are making a concentrated effort to study new ways in which computing and telecommunications technology can be used to enhance teaching and research. The Computer Policy Committee has been charged with studying this question. We have established a trial budget for this committee and also for selected faculty members to visit other universities and attend conferences on this subject. At the same time there is a strong effort by the provost, the vice president for health affairs, and the senior vice president and chief financial officer along with the deans of schools to be personally involved with this study. We have established contacts with the Institute for Academic Technology in North Carolina, sponsored by IBM, which brings together experts from many colleges and universities in the United States for extended periods to develop innovative uses of computers in the classrooms. We have had a recent visit from experts at the institute and we plan to send faculty members to the institute periodically to study new computer teaching methods. We are particularly interested in investigating new ways to teach calculus and foreign languages. Three vice presidents recently visited IBM ACIS Headquarters to discuss these and related issues.

We plan to create several new multi-media computerized classrooms on a trial basis similar to the one in the engineering school. Two of these will be in Arts and Sciences for humanities and social science instruction. In the Arts and Sciences Media Center we shall add at least twenty PC's with networked printers to be dedicated to Computer Aided Language Learning. In our new 526-student residential college on Stadium Road there will be a computer room linked to the Local Area Network and each student room will have a computer outlet.

C. Telecommunications and Video Technology

Telecommunications and videotechnology are important educational tools. With a growing body of instructional material on videotape and CD, faculty frequently supplement lectures with images and sounds of events on tape. Clemons Library maintains a large collection of videos containing a wide range of feature and art films, documentaries, and news "magazines." In order to present this material in the classroom, the Arts and Sciences Media Center provides faculty with video cassette recorder machines capable of handling the various domestic and international video formats. In addition, the area centers such as the South Asian Studies Center and Center for Russian and East European Studies have large video and film libraries relevant to their particular region. These tapes are available not only to faculty and students but also to teachers throughout the region and the state. Special satellite link-ups have been established to provide access to French, Spanish, and Soviet television broadcasters. Both SCOLA (Satellite Communications for Learning) and Univision (the Mexican-oriented Spanish Channel) can be seen twenty-four hours a day anywhere our local area network and television are available. Soon the local area network will extend to all areas of the University. Our new Teaching Resource Center will employ video techniques to help faculty members and teaching assistants improve their classroom teaching.

The Division of Continuing Education offers many courses and programs through interactive television. In collaboration with the Center for Liberal Arts, there have been semester-long courses by satellite to regional centers throughout the state for teacher training in physics (spring 1987), chemistry (spring 1989), and the physical sciences (spring 1990). These courses, which have been very successful, were taught by faculty from the respective science departments. With assistance from the State Council of Higher Education, the School of Engineering and Applied Science has implemented graduate level off- grounds instruction by a telecommunication satellite network, and four different masters programs are available. We seek to expand these offerings and work with other senior institutions to improve undergraduate and graduate level opportunities in engineering and other fields. Some undergraduate engineering courses may be required by community colleges to enable their students to transfer into the engineering school at the third-year level. An expanded telecommunications link could offer a solution.

In addition to the science courses mentioned, the Division of Continuing Education has enhanced Clinch Valley College's curriculum with courses in rhetoric and communication, commerce, and marketing. The division also offers six education school courses in reading, and a master's degree in reading available, partially through interactive television. By using a telecommunications link, students can "attend" classes at home, work, or University regional centers that provide interactivity (video, voice, and data) with the instructor and other students regardless of location.

We shall be alert to new advances in satellite systems. For example, by 1995 we expect to see Advanced Communications Technology Satellites which will use small antennas and provide much more interconnectivity between institutions and sites. Over the next 2-3 years we hope to install satellite communications systems in the centers in Richmond and Roanoke and to complete computer networking facility among the regional centers (hooking into VERNET.) We also plan to add several more originating electronic classrooms. In addition, we shall consider establishing a television student laboratory and studio facility.

Our Committee on Off-Grounds Courses, chaired by the Dean of the Graduate School, will consider further ways to increase our use of telecommunications in instruction, both off-grounds and on-grounds.

III. TO RECOGNIZE AND REWARD HIGH QUALITY TEACHING AND INTERDISCIPLINARY TEACHING AND RESEARCH

A. Rewards for High Quality Teaching

The University of Virginia aspires to be a model for undergraduate teaching among the nation's major research universities. At present, it enjoys a reputation for excellence in undergraduate teaching, and the extraordinary competition for admission is based in part upon this reputation. Nevertheless, we must strive to strengthen our undergraduate teaching in every possible way, and in this regard it is essential that we create and maintain a climate in which teaching excellence is valued and rewarded. We have recently taken the following steps in this direction:

(1) All courses are evaluated each semester by confidential forms distributed to students and returned to departmental chairs or deans.

(2) Each faculty member is evaluated in the areas of teaching, research, and service each year, and these evaluations provide the basis upon which annual raises are determined. In some cases for teaching evaluation, there are interviews with students and peer reviews in addition to the course evaluations. In Arts and Sciences, the dean assigns a yearly grade to each faculty member in each area of teaching, research, and service upon consultation with departmental chairs.

(3) Teaching quality (and in the health professions, clinical excellence) is an important factor in all promotion and tenure considerations.

(4) A new program of Outstanding Teacher (faculty) and Outstanding Graduate Teaching Assistants (GTA) awards was instituted this year in addition to the Outstanding Faculty teaching awards administered by SCHEV and the Distinguished Professor award and the Outstanding Junior Faculty award given by the University of Virginia Alumni Association. Three awards of $2000 each are given to outstanding teachers (for undergraduate instruction) in each of the three broad areas of humanities, social sciences, and sciences. Two additional $2000 faculty awards are given for undergraduate, graduate, or professional instruction. There are twenty-nine GTA awards of $250 each for outstanding teaching and this pool of award winners will compete for three $1000 awards, with one award in each of the areas of humanities, social sciences, and sciences. Names of the faculty awardees and the three major GTA awardees will appear in the Commencement Program (along with the names of the winners of other University, state, and national awards for teaching), and a dinner every autumn will honor the faculty awardees and the three GTA $1000 award recipients.

(5) Funds are being sought from alumni and athletic sources for several endowed chairs for outstanding teachers.

(6) A Challenge Grant application has been made to the National Endowment for the Humanities for an endowment to establish three distinguished teaching professorships.

B. Support for High Quality Teaching

In addition to direct recognition and rewards for high quality teaching, there are many other activities which promote and foster teaching excellence:

(1) We recognize advising as an extremely important function which is related to teaching. In Arts and Sciences there are approximately 150 faculty members each year who are trained as advisors and receive a salary supplement for their efforts above the departmental recommendation.

(2) The satisfaction and achievement levels of students are monitored through the assessment process which gives us valuable feed- back concerning our advising and instructional programs.

(3) We have just instituted a Forum on Undergraduate Education which brings together a large number of faculty members and administrators interested in improving undergraduate education. The format involves an outside expert who speaks and is followed by extensive discussion. This program will be continued as we seek innovative ideas to improve undergraduate teaching.

(4) Course development awards--such as the ones provided recently as part of the implementation of the Report of the Commission on the University of the 21st Century--are extremely useful in encouraging new approaches. Under this program, eleven grants were given in eleven areas, many of them distinctly interdisciplinary in focus. We plan to make such awards an ongoing program.

(5) The University Seminars, instituted this year and discussed in Section IB, have been extremely popular and help achieve our goal of providing more small classes where students and faculty interact closely. There are approximately twenty first- or second- year students per class. There were twenty-six seminars in fall 1990 and twenty-two in spring 1991. We plan to expand this program.

(6) The Teaching Resource Center was established in 1990 to help faculty and teaching assistants improve their teaching skills. The center hosts seminars and workshops on effective teaching techniques, tailored for specific disciplines. Originally planned to focus initially on teaching assistants, the center was able to expand its services to include faculty with the assistance of a University of the 21st Century planning grant. By videotaping selected professors and participating graduate students at work in the classroom, the center is building a library of model teaching examples and, in addition, giving graduate students the opportunity to review their teaching abilities in an objective light. There have been two unforeseen benefits of this project. When faculty watch their tapes and see themselves teach, they necessarily analyze and thus improve their style and, perhaps, their methods. Second, by bringing video cameras into classrooms, both teachers and students are subtly alerted to the effectiveness of technology in higher education. By providing useful training materials through the medium of video, we will eventually encourage more instructors to learn how to use this simple equipment that is often unfamiliar to them.

(7) Programs to enhance teaching are also resulting from initiatives in individual schools. For example, in the McIntire School of Commerce the faculty has established a Faculty Development Committee with the purpose of encouraging excellence in teaching. The committee sponsors four or five teaching seminars each year followed by an hour of discussion. McIntire faculty also open their classrooms to colleagues who wish to observe and learn from the teaching methods and styles of others. The committee has developed a draft procedure for peer evaluation of teaching skills.

(8) We shall respond to an invitation of the Lilly Endowment Fund to submit a proposal for support of a three-year program of assistance to untenured faculty to help them with the development of new courses and to provide teaching-enhancement activities. After three years, we will provide funding to continue this program if it has proven as valuable as it now appears.

C. Interdisciplinary Teaching and Research

There is an increasing interest in interdisciplinary teaching and research, and we are finding that it stimulates new ideas and produces exciting new courses and research activity. Because the organization of interdisciplinary activities usually crosses the standard administrative boundaries, we support this work at the highest administrative levels. The provost and vice president for health sciences are committed to supporting and increasing interdisciplinary teaching and scholarship, and have conveyed this policy to the academic deans. In recent years there have been several high-level academic appointments jointly between departments or schools, and these have significantly increased interdisciplinary studies. For example, there are two senior appointments in medical ethics jointly with the School of Medicine and the Department of Religious Studies in Arts and Sciences. There are several senior professors with appointments in two or more departments in Arts and Sciences, and a number of faculty members have courtesy appointments in a second department. Examples of interdisciplinary teaching occur in the neurosciences program (jointly with medicine, biology, and psychology), biomedical ethics (medicine and religious studies), comparative literature (English and language departments), women's studies (English, history, language departments, etc.), and many others. There are joint degree programs between a number of schools such as the M.A./M.B.A. program in Asian Studies which links Arts and Sciences and the Darden School.

In 1988 the Board of Visitors created the Academic Enhancement Program with endowment funds to promote scholarly work in selected academic programs of high potential. A preference is given to interdisciplinary work, and many interdisciplinary programs have benefitted from this program such as the neurosciences program, the Molecular Biology Institute, the Biodynamics Institute, Carter G. Woodson Institute for Afro-American and African Studies, the Global Systems Analysis Program, and the Center for Comparative Literature and Culture. This support has led to greatly increased outside support as in the case of the Biodynamics Institute which has recently been awarded the University's first highly prestigious National Science Foundation Science and Technology Center with potential funding of $10 million over a five year period.

Other examples of interdisciplinary research include The Commonwealth Center for Literary and Cultural Change which pursues inquiries into the nature of culture, change, and interdisciplinary study through a program of resident fellowships, seminars, lectures, and experimental classes. The center has been remarkably successful in bringing together faculty and students from both the humanities and sciences.

Newly invigorated with a director of national stature in the field of women's history, the Women's Studies Program has recently achieved a high scholarly profile and increased curriculum activity. This program is designed to encourage the study of history and culture from women's perspectives and to lead to a better understanding of the changing roles of men and women in the contemporary world.

The Commonwealth Plan for Virginians is a novel, multifaceted, interdisciplinary initiative that integrates service and scholarship, basic research and clinical practice, and marshals these considerable resources for the express purpose of improving the health status of the people of Virginia. Framed in 1989 by the University of Virginia in partnership with Virginia Commonwealth University/Medical College of Virginia, the Commonwealth Plan identifies the most critical public health problems and issues affecting Virginians and brings the strongest of the two institutions' basic and clinical research initiatives, educational programs, and clinical and evaluative services to bear on them. The plan establishes explicit and powerful linkage between research and patient care and extends the expertise of the laboratory into the public health arena in the targeted areas of cardiovascular disease, cancer, neurological disease, infectious disease and AIDS, aging, maternal and child health, substance abuse, health promotion and disease prevention, ambulatory care education, health policy and ethics, and the use of technology to manage health information and improve health care. The Commonwealth Plan offers the Commonwealth of Virginia a strategy for investing in the health of its people through investing more substantially in its flagship programs of medical scholarship and service.

Interdisciplinary activity must be increased significantly as we approach the next century, and we shall seek funding for thirty new positions to be assigned for this purpose. These positions must all be shared by different departments or different schools. The provost has committed a fraction of the overhead from grants and contracts to support interdisciplinary research in the sciences, and we shall seek additional funds to support interdisciplinary research involving the social sciences and humanities. Furthermore, the provost and the vice president for health sciences are committed to support strongly interdisciplinary proposals in the competition for internal funds and to ensure that full credit is given for interdisciplinary teaching and research in evaluations for promotion and tenure and merit compensation.

IV. PROCEDURES FOR PERFORMANCE REVIEWS OF FACULTY AND ADMINISTRATORS

We believe that regularly scheduled performance reviews of all faculty and administrators are essential. Deans are expected to review the performance of every faculty member annually, with the assistance of the department chair in the case of larger schools. The dean analyzes the performance of the faculty member in the three areas of teaching, research, and service, making use of the annual report each faculty member must submit. The dean and chair also use the teaching evaluations which are completed by the students in each class each semester. In the case of the School of Arts and Sciences, for the past six years the dean, in consultation with the department chair, assigns a grade to each faculty member in each of the three areas of teaching, research, and service. This evaluation is the basis upon which salary recommendations (raises) are made. In the case of some schools, such as the McIntire School of Commerce, the deans have annual discussions with each faculty member concerning his/her performance. We believe that it is desirable to have performance discussions with each faculty member regularly, and the provost will propose that every faculty member must have performance discussions with his/her dean or departmental chair at least once every two years, and preferably every year.

There are, of course, extensive reviews of all faculty members being considered for tenure or promotion, and these are based upon performance in teaching, research, and service, including use of the student evaluations and, in some cases, peer evaluations of teaching. In the case of some departments, there are interviews with a selection of students from a given faculty member's courses. The students who are interviewed are selected randomly from the course rolls.

In the case of administrative positions with line responsibilities (departmental chairs and heads of units) there is a thorough review before appointment or reappointment by an ad hoc committee comprised of faculty.

For administrative and professional faculty (non-teaching general faculty) a written evaluation system has just been introduced for all faculty. Because of the wide variety of positions in the administrative and professional faculty, major goals and objectives are considered to be the appropriate measuring system. As with the academic faculty, pay increases are merit-based, and the evaluation system is designed to help managers assess performance prior to recommending salary increases. It is expected that each manager will have annual performance discussions with each administrative and professional faculty member in his/her unit.

To strengthen these evaluation systems, we plan to implement formal training sessions for performance evaluation for deans, departmental chairs, and administrative managers.

V. COMMUNITY COLLEGE TRANSFERS

Each year, we enroll a little over 500 "external" transfer students. This number is the maximum allowable if we are to maintain our current total enrollment levels. In order to enroll this number, we admit approximately thirty-eight per cent (i.e., c. 800) students of the 2,100 or so who apply for "external" transfer. This separates out into admission of 173 of 355 community college applicants (a 48.7% admission rate) vs. admission of only 632 of 1754 "other transfer" applicants (a 36% admission rate). In 1990 we enrolled 559 (70% of the ones accepted), and we project 511 for 1991. Of these, close to one-third come from the Virginia community colleges, another 13% from the other doctoral institutions in Virginia, and 12% from other Virginia four-year schools and colleges (c. 60% from Virginia). We (in company with ODU, JMU and Longwood) are considered a Regional/Statewide Receiver of Community College Transfers, defined as an institution which enrolls transfers from several area community colleges and also transfers from a number of the community colleges beyond commuting distance, as distinct from some other institutions who are considered to be Local Receivers only, enrolling over 90% of their CC transfers from one or two neighboring CCs. At UVA, seventy-five or more students come in annually from PVCC, fifteen or more from NVCC, ten or so (each) from Blue Ridge and Central Virginia and between 3 and 7 annually (each) from Southside Virginia, Southwest Virginia, Tidewater, Germanna, Dabney Lancaster, Virginia Western and J. Sargeant Reynolds. The other community colleges in the state often send us one or two students annually.

Under current policies, all transfer students -- from public and private institutions, as well as community colleges -- are treated on an equal footing. Transfer credit for courses taken depends upon satisfactory performance (C or better), course content, and applicability of the courses to the student's intended major and degree program. The evaluation of students' transcripts to determine their area-requirement status takes place during the summer preceding enrollment. Students are given the University of Virginia Transfer Guide for the Virginia Community College System which lists all requirements for transfer of credit. The assumption has been, from the point of view of both the Commonwealth and the University of Virginia, that the courses taken to fulfill the two-year Associate's Degree would satisfy the University of Virginia's College of Arts and Sciences area requirements, as an example. In practice, nearly all courses from the Virginia community college system are transferred with full credit. Some exceptions are "orientation for college studies", "keyboarding", and applied course work such as real estate and secretarial skills. Every five years, there is a conference at the University to address the topic of transfer admissions to the University, with representatives of the Virginia community college system, various member institutions, and a number of University offices and deans. In addition, the Dean of the College and the Office of Institutional Planning and Studies track and analyze the academic performance of community college students at the University. Regular reports are provided to the sending institutions and to the President's Committee on Community Colleges. We intend to monitor closely these arrangements to make certain that we are cooperating as fully as possible with the community colleges.

VI. TO INCREASE THE NUMBERS OF MINORITY FACULTY AND STUDENTS

Recruitment of minority faculty, particularly in tenured and tenure- track positions, is one of the University's highest priorities. Vigorous recruiting efforts are made in all schools through wide advertising, referral services, personal contacts, early identification of prospective faculty, and active participation in the search process by the University's Affirmative Action Officer who has also helped the various schools to set hiring goals for black faculty. During the past ten years (fall 1980 - fall 1990), the percentage of tenured and tenure-track minority has risen from 1.1% to 2.7% for black faculty; and from 1.8% to 3.1% for Asian faculty. For comparison, in public research institutions nationwide, the average percentage of black instructional faculty is 1.6%, and presumably the tenured and tenure-track figure would be lower. Some schools such as Arts and Sciences have reserved new lines for outstanding black faculty members irrespective of academic field. In the period fall 1980 to 1990 the percentage of tenured and tenure- track faculty who are women rose from 12.6% to 15.5%. In order to increase significantly the number of black and Hispanic faculty members and also to hire women faculty in certain areas such as the physical sciences, we have proposed that a portion of the additional funds from tuition and fees authorized by the General Assembly be used to create a pool of positions for new minority hires in disciplines identified in our Affirmative Action Plan.

The University also has a very rigorous recruiting program for minority students, and the percentage of minority undergraduate students increased from 8.9% in fall 1980 to 19.8% in fall 1990. The last percentage includes 0.2% American Indians. In this period, the percentage of black students rose from 7.2% to 11.2%; Asian students from 1.5% to 7.3%; and Hispanic students from 0.2% to 1.1%. It is interesting that the first-year class in 1990 is 25% minority students (13% black, 9% Asian-American, 2% Hispanic, 1% native American). In fall 1990, minority students comprised 6.2% of the graduate student body (3.9% black students), and 13.8% of the professional schools of law and medicine (8.9% black students).

The percentage of undergraduate black students is one of the highest among public research universities, and this success can be attributed to exceptional efforts, particularly by the Office of Admissions. There are two assistant deans of admissions for minority students, and there are week-end programs at the University for black students and their parents to interest the students in attending the University. In addition, fifty four-year scholarships for tuition and fees are given to entering black students from Virginia each year. The Jerome Holland Scholarship Program offers a limited number of $10,000 four-year scholarships each year to outstanding black students. This program is funded by the contributions of a generous alumnus and by an endowment contribution of $500,000 from the University's unrestricted endowment funds. The recent Howard Hughes program in the biology department has funds reserved for scholarships for minority students. In both the School of Engineering and Applied Science and the McIntire School of Commerce there are scholarships for minority students from industrial sponsors, and both schools have programs to attract and support minority students, including a director for minority affairs in the engineering school. The commerce school provides $2,000/year scholarships for its minority students to enter Ph.D. programs in business, with the only obligation being that they interview with the McIntire School for a faculty position after completing the Ph.D. degree. The School of Nursing starts a summer program in 1991 that will introduce minority and disadvantaged high school students to the nursing profession. The Curry School's Teacher Cadet Program helps attract minority students to the teaching profession. For the last seven years, the School of Medicine has offered the Medical Academic Advancement Program, a residential summer enrichment program for minority and disadvantaged college students preparing for medical careers. Black enrollment rose to 10% of the entering class in 1990.

The graduation rate of black students at the University is very high by national standards. For the entering class in 1984, 67% received degrees after four years and 78% after five years. For the class which entered in 1985, the corresponding figures are 59% and 69%. This success is based in part upon extensive support programs such as the Transition Program, peer advising services of the Luther P. Jackson House, and tutorial programs through the associate provost for student academic support.

We plan to add twenty-five positions reserved for minority hires in the coming decade. We shall seek additional private funds for permanent endowment of the Jerome Holland Scholarship Fund which has enabled us to attract a number of brilliant black students. Also, we hope to expand our scholarship program for in-state black students from fifty four-year scholarships for tuition and fees given annually to first-year students to seventy-five four-year scholarships given annually to first-year students. The total number of students on these scholarships will rise from approximately 200 to 300 by the end of ten years. Funding of the Graduate and Undergraduate Assistance Program to match private endowment income will be extremely important in achieving this goal. We shall also provide extensive support for black graduate students, as discussed in Section IX on Graduate Students.

VII. INVOLVEMENT OF THE INSTITUTION IN ASSUMING AND PROMOTING PROGRESS IN ELEMENTARY AND SECONDARY EDUCATION

The University is committed to the promotion of elementary and secondary education, and it contributes to this goal in many ways. We note that the School of Arts and Sciences is closely involved in the Teacher Education Program since all students receive a bachelor's degree in Arts and Sciences as well as the M.T. degree. In the following paragraphs we enumerate some of the many activities through which the University of Virginia assumes and promotes progress in elementary and secondary education.

(1) Since its inception in 1984, the University's Center for the Liberal Arts has initiated a wide array of projects involving approximately 260 arts and sciences faculty members (164 from UVA); and has created (for 5,185 Virginia teachers) graduate courses, lecture series, summer institutes, and in-service programs in a variety of disciplines. Most programs are "live", but many are delivered by satellite. The center's purpose is to assist the schools in defining what Americans need to know, to improve the teaching of each of the academic disciplines taught throughout the Commonwealth of Virginia, and to provide a national model demonstrating that universities have the responsibility and the capacity to help re-establish the central premise on which schooling must be based - knowledge of literature and language, mathematics and science, art and history.

(2) Through its newly established Teacher Cadet Program, the Curry School identifies outstanding students (especially minorities) in the local high schools and offers them a year-long course. This course, led by outstanding teachers, is designed to stimulate interest in the teaching profession.

(3) The Commonwealth Center for the Education of Teachers, operated by the Curry School in conjunction with JMU, conducts research on teaching and the professional development of teachers and sponsors conferences and workshops for teachers and teacher educators which examine the design and quality of the Commonwealth's programs for the education of its teachers.

(4) In collaboration with the Division of Continuing Education, the Curry School delivers courses and graduate degree programs at various sites across Virginia (through eight regional centers and by interactive satellite television) to improve the quality of teaching and to prepare specialists in areas such as counseling and reading.

(5) With $10,000 funded with the U-21 money, added to $15,000 provided from the Xerox Corporation, the Curry School and the Charlottesville City Public Schools have entered into a three-year plan for the formation of a professional development school. The target school is Jackson-Via Elementary School, where university students (prospective teachers) and university faculty are interacting with practicing teachers and administrators in the initiation of research and demonstration projects, and in experimentation with new instructional models and academic materials. The public school faculty will be teaching some classes to university students and will assist university faculty in research on the school. As examples, science kits are being developed with hands- on, take-home materials. Reading projects for parent readers have begun. Reading and writing across the curriculum is being stimulated with training in MacIntosh computers and laser printers so the students can publish their own books to take home to read to others.

(6) Through SCHEV Dwight D. Eisenhower funding, a pilot project is being carried out to develop methods, materials, and training for the instructional use of the Virginia Public Education Network (PEN). Networked science and math activities are being developed, and master teachers at the high school level are being linked with middle school science teachers to facilitate the integration of the materials into day-to-day lessons, and to develop and refine new activities.

(7) The Curry School and the Darden School are developing a collaborative program to provide leadership training to teams of public school administrators, who will attend selected Darden Executive Program offerings dealing with leadership and organizational change.

(8) The School of Architecture has initiated a summer studio for high school students, including financial aid for minority students, and is planning ways to provide elementary and secondary school teachers access to short courses demonstrating ways to incorporate design, landscape architecture, etc. into lesson plans for various levels of schools.

(9) In the College of Arts and Sciences, the departments of astronomy, biology, drama, history, music, physics, and spanish all conduct a variety of programs in interaction with local and regional schools, including an open house for local school children at the McCormick Observatory, advanced placement biology workshops for high school teachers, acting workshops, orchestral performances, and summer institutes in Spanish literature. Additionally, the centers for Russian and East European studies and for South Asian studies, as well as the Middle East Studies Program, all conduct outreach programs consisting of sponsored lectures, teacher-training courses, artistic performances, summer institutes, educational workshops, and video libraries.

(10) Many faculty members in different schools volunteer their time and talents to the Saturday Academy, sponsored by the Luther P. Jackson House and the dean of Afro-American affairs. The Saturday Academy is a program designed to enhance the learning experiences of African-American elementary school children.

(11) The Curry School of Education and the McIntire School of Commerce sponsor the Summer Institute in Economics Education for elementary and secondary school teachers. The institute seeks to provide a foundation in economics for teachers and to provide concepts and pedagogical techniques for the classroom.

(12) The Education Library provides resources and services to public school teachers and administrators in the city, surrounding counties, and throughout the Commonwealth. The Teacher-Link Network links Curry School faculty and librarians to teachers, student teachers, and librarians in the schools.

In the coming decade we expect to increase substantially our activities in support of elementary and secondary education. Many schools are beginning to plan additional programs to this end. Subject to final approval by SCHEV, we plan to establish the master's degree in liberal arts, which will help many teachers to increase their academic proficiency.

VIII. RESEARCH

The University of Virginia recognizes the importance and value of research in all areas including the humanities, social sciences, sciences, and the professional schools. In non-scientific areas, a major library is often the primary source of materials for scholarship and research, and it is essential that the University maintain a first-rate library. It is also necessary to provide funds for faculty travel to research areas such as distant libraries, laboratories, or field stations and to conferences. Each faculty member requires a personal computer for word processing, data acquisition and storage, and for calculations. Funds are also necessary to invite seminar speakers so that the latest ideas and results can be discussed and made available to the entire academic community.

In the sciences, it is essential that there be adequate laboratory space, and this has been a serious deficiency at the University of Virginia. Much of the new laboratory space constructed in recent decades has been with the use of overhead funds from grants and contracts. Until recently, research equipment purchases also were made almost entirely with overhead funds or with endowment income. However, the Higher Education Equipment Trust has made a major impact on the University in the areas of research and instruction. It has enabled our faculty to be much more effective in their research and instructional duties, has allowed students to be up-to-date, and has been a major factor in attracting outstanding new faculty. The Commonwealth has also provided extremely valuable research support through the Commonwealth Centers.

In the fiscal year 1990, $92 million was awarded in new grants and contracts and is expected to exceed $100 million in fiscal year 1991. This support enables the University to carry out research of the highest quality which benefits the citizens of the Commonwealth and the nation. These funds contribute to the economy and support approximately 1300 jobs which would not otherwise exist. The presence in the community of a high-quality research university also attracts governmental agencies and industrial firms which aid the economy. Examples include the U.S. Army Foreign Science and Technology Center, the Federal Executive Institute, and the Institute of Textile Technology. The University of Virginia Medical Center, which employs approximately 4500 persons, attracts patients from throughout and beyond Virginia and is thus a major benefit to the economy of the state.

The University of Virginia is firmly committed to excellence in both teaching and research and aspires to be a model for undergraduate teaching among major research institutions. Recent considerations of the interplay between teaching and research caused the provost to solicit letters from faculty members on this subject. More than sixty letters were received, which gave eloquent testimony to the importance of scholarship and research in sustaining and nourishing high-quality teaching.

However, the major benefits of research and scholarship are truly in the enrichment of the mind including stimulation of excellence in teaching and in service to people. Recent research at the University has produced such major advances as a greatly improved understanding of diabetes with hope for a cure, a new way to attack disorders of the brain such as tumors and Parkinson's disease, and new and improved electronic materials. Studies on cultural literacy and how people learn carried out by E.D. Hirsch, are leading to a redefinition of the primary and secondary curriculum and have informed the public debate about education. Recent studies of supernova explosions have led to a new understanding of the structure of stars. The early history of Buddhism has been illuminated by the reconstruction of texts which were lost in the original Sanskrit writings. Problems in biomedical ethics have been defined and guidelines for these critical problems have been established.

We shall seek to improve our research funding from Federal and private sources, but we recognize that we are limited by shortages of research space. We hope to establish a fund to support undergraduate students in research projects with faculty, thereby strengthening the tie between research and undergraduate instruction. We shall also seek help from the Commonwealth in increased (and sorely needed) laboratory space, in general research support, and in providing rewards for increases in outside support including overhead returns. We urge the Commonwealth to reevaluate the guidelines upon which need for laboratory space is based so that the research programs can be greatly strengthened.

IX. GRADUATE EDUCATION

The importance of graduate education to the University cannot be overemphasized. Graduate students are major contributors to the intellectual life of the institution. Many of them assist in teaching as graduate teaching assistants, and they receive training which will help them to be more effective teachers when they become faculty members. Our recently established Teaching Resource Center is a major tool in helping graduate teaching assistants achieve excellence in teaching. Training graduate students to be future faculty members is particularly important in light of the statements in the Commission's Report on predictions of severe shortage of faculty members in the coming decade. There is a particular need to attract more black students to attend graduate school and plan for careers as faculty members.

Graduate students also are major contributors to the programs in scholarship and research. The quality of graduate students in a given field is a major consideration for prospective faculty members, particularly at the senior level. In the sciences, graduate students are essential in carrying out experiments and large computations, and the productivity of almost all research groups depends heavily upon the quality and quantity of graduate students. And the productivity affects funding levels from outside sources.

One of our greatest deficiencies is the lack of financial aid for graduate students. Many of them are forced to find employment in the community to support themselves and their families. This detracts seriously from the energy and time they can devote to their studies, particularly their thesis research, and the result is that it takes far too long to complete the degree requirements if they are completed at all.

The dean of the graduate school plans a thorough review of all graduate programs which report to him. He will determine the extent to which these programs have incorporated, or intend to incorporate, curriculum recommendations of the Commission and what changes might be made in these programs to shorten the time needed to earn a doctorate. He will seek ways to incorporate graduate students more fully into the life of the institution.

We propose that annual support for graduate students be increased by at least $3 million/year with additional increases to allow for inflation and increases in tuition and fees. Funding of the Graduate and Undergraduate Assistance Program to match private endowment income spent will be extremely important as we work to raise the private funds necessary to meet goals for financial aid. Black students working for a doctorate in fields with shortages of black faculty should be assured fellowship support for at least five years from the bachelor's degree.

X. RESIDENTIAL COLLEGES

The Monroe Hill Residential College with approximately 300 residents was established in 1986 with the goal of bringing students and faculty into close contact, thereby enriching the learning environment.

Monroe Hill members are drawn from all undergraduate schools of the University in rough proportion to their numbers university-wide after completing the first year. Applications are particularly encouraged from students with unusual experience or cultural backgrounds. While application essays are required which prompt prospective residents to reflect on just what they can contribute to a small community, the college welcomes all students and the application review is done without knowledge of such attributes as academic performance, ethnicity, or other evaluation shortcuts. A few exceptional applications are accepted immediately, and the others enter a lottery from which selections are made on strictly demographic grounds until the complement of 300 residents is complete. A principal and director of studies live in residences within the college, and two resident faculty share living quarters with the students in the dormitories surrounding the college. Twenty-five faculty fellows are closely associated with the college. The students agree to a meal plan which commits them to share five evening meals each week in the college. Language tables are a notable feature of the evening meals. The faculty fellows share meals and conversation with the college students in the general meals and college banquets. Students and faculty together pursue common interests in short courses, music, drama, and sport. All academic efforts offered by the faculty fellows can carry credit and are open to all who are interested. Other than this academic component, the students in the college pursue their academic classes along with all other University students. The college has an active student governance which, together with the involved faculty, plans social events, intramurals, and a host of other social, cultural, and intellectual occasions.

Since its inception in 1986, the College has had to turn away as many applicants as it has been able to admit. The University is proceeding this year with the development of a second residential college, currently called the Stadium Road Residential College. Stadium Road is being built from the ground up as a residential college with principal's residence and separate dining facility, and will be accepting its first students in fall, 1992. The college will hold 526 students. Each student room will have outlets for a computer. A 21 station computer room is included in the College, which will be linked to the University's Local Area Network. A reading room and two seminar rooms are also being built into the complex. A principal, already selected, is working to plan the programs and activities that will make this college as outstanding as Monroe Hill College.

Future plans are to add two more such colleges within the decade, and to involve at least 20% of the second, third, and fourth year student body in the residential college experience.

We consider this initiative to be an extremely important one, involving both curricular and residential enhancements and this is an area to which increasing resources will be targeted in coming years.

Part II.

A. Progress Report on the Expenditures of Monies Granted to Implement the Recommendations of the Commission on the University of the 21st Century.

In the 1990 Acts of Assembly, under Chapter 972 of the Acts of Assembly- -item 766 for Higher Education Long-Range Planning Appropriations, the University of Virginia was allocated $88,830 for the purpose of implementing the recommendations of the Commission on the University of the 21st Century.

The following text reports on the expenditures of these monies. In the implementation of the recommendations of the commission the University of Virginia has seen a welcome opportunity to rethink how technology, innovative pedagogy, and administrative leadership can be combined to improve the quality of higher education at this institution. These projects, most of them pilot studies, are all linked to the recommendations of the commission report.

(1) Linking Student Residential Facilities into the Local Area Network. (SCHEV contribution: $17,500; UVA contribution: $17,500)

An eighteen workstation microcomputer laboratory will be installed in the Monroe Hill Residential College. A fiberoptic cable will be used to connect the laboratory to the UVA network. A router operated by Academic Computing will be used to make the actual connection. Electronics in the lab will consist of a Novell file-server computer, its support equipment, a laser printer, and the user workstations which are 286-base dual floppy computers with VGA displays and mice. Academic computing will assume responsibility for the completed microcomputer room which includes maintenance of the equipment, installation of hardware and software, and the general operation of the facility.

The pilot project will assist students in acquiring technological literacy, better communication skills, and enhance their research capabilities. Its success will pave the way for creating future such computer laboratories in the residence halls.

(2) Curriculum Development Awards. (SCHEV contribution: $36,000; UVA contribution: $25,299)

A program of curriculum development awards was offered to encourage innovation in teaching in Arts and Sciences. The awards, made on a competitive basis, were available in amounts up to $4,000 for each award. A faculty committee reviewed proposals, giving priority to general education proposals which would enhance the present curriculum or explore new directions. In all, ten curriculum development projects were funded:

        Louis Bloomfield         How Things Work
        Natalie Kononenko        Slavic Folklore


                                         






        Ann Lane                 Women's         Studies       
Collection
Development

        Marc Lupher              The Sociology of Communist Systems
        Lorna Martens            Feminism and Socialism
        Woodford McClellan       Eastern Europe, Russia, and the
New
Order in Europe

Susan McKinnon Science, Gender, and Culture

        Charlotte Patterson      The Psychology of Lesbian and
Gay
Experience

Marion Roberts Sacred Sites

        Robert Wilken            Christianity and Islam

Grant recipients will implement the results of the project in their course offerings during the 1991-1992 academic year and are expected to submit a two or three page statement by August 1991 describing the results of the project. If these curriculum development awards are effective in stimulating innovations, the University hopes to made it a regular program.

   (3)  Improvement of Teaching  (SCHEV    contribution:   $12,707;

  UVA
contribution: $12,110)

The objective of this project is to create a library of videotapes called "Excellent Teachers on Videotape." Working from both the recommendations of the dean of the faculty and student response to teachers as evidenced by the Student Council Course Evaluation Book, fourteen faculty members and eight teaching assistants so far have been videotaped. Plans call for the taping of an additional ten faculty members and two teaching assistants. While most of the participants come from Arts and Sciences, the School of Engineering and Applied Science and the McIntire School of Commerce have also taken part. These instructors have given their permission for the editing and use of these tapes in workshops and seminars for training TAs, as well as for individual viewing by faculty and TAs who wish to improve their techniques.

As an aid to editing the tapes, the staff of the Teaching Resource Center created a checklist of effective teaching techniques (attached). Instructors were then asked to indicate parts of the class which they felt offered useful models of these techniques. The final tape library will consist of tapes grouped by type of teaching situation (e.g. discussion, lecture, lab), with segments organized by the technique checklist.

We are pleased that this initiative incorporates changes targeted by the Commission on the University of the 21st Century. We are finding that faculty members and TAs, gratified to be recognized as excellent teachers, are happy to participate in the project. Two unforseen benefits for teaching have emerged: First, when these instructors watch their tapes and see themselves teach, they analyze and thus improve their style and, perhaps, their methods. Second, by providing useful training materials through the use of video, eventually more instructors will be encouraged to use this simple yet useful equipment.

(4) Pilot Project to Investigate Supplementary Teaching in Large Lecture Courses. (SCHEV contribution: $6,293; UVA contribution: $4,399)

This work of this project supplements the Academic Achievement Program, a program funded by an additional grant from SCHEV to target students who have not yet performed academically to their full potential. The Academic Achievement Program coordinates a Learning Strategies course with classes students need or wish to take. The Learning Strategies class focuses on development of basic skills in listening, note-taking, reading, writing, and on strategies of time management. These skills are then applied to a specific course and lab assistants work with students outside of class to ensure that the transfer of skills occurs in specific contexts.

As of May 1, the planning money has been used primarily to obtain equipment and to tape some 115 hours of reviewing tape. The main use of the tapes lies in their integration into the Learning Strategies course. This will start to occur next semester, after the tapes have been reviewed and edited to select portions that relate the objectives of the Learning Strategies course.

The tapes will also be available as an instructional tool of the Teaching Resource Center.

(5) Professional Development School. (SCHEV contribution: $10,000; UVA contribution: $15,000)

The Charlottesville City Public Schools and the Curry School of Education have entered into a three-year plan for the formation of a professional development school. The target school, the Jackson-Via Elementary School, provides an environment where university students (prospective teachers) and faculty interact with practicing teachers and administrators.

By combining the $10,000 provided by SCHEV with an additional $15,000 provided under a separate grant from Xerox Corporation, the Curry School has been able to initiate several projects: a science project has led to the design and furnishing of science kits for children in grades one and two, this material can be checked out for home use by children and their parents and has been vital in provoking curiosity about science; a second project is designed to stimulate reading and writing across-the-curriculum through furnishing materials and books. Most of the SCHEV funds will be used in the creation of a "travelling book shop". This project will

complement the reading and writing laboratory already in place in the school that was equipped by an earlier grant supplied from IBM.

The Curry School is a founding member of the Holmes Group dedicated to the reform of teacher education at research universities. Central to the Holmes agenda is the formation of professional development schools connecting universities and public education. Jackson-Via faculty and Curry School faculty led part of the Southeast Regional Holmes Group meeting in Louisville earlier this year. The remainder of the SCHEV funds were used in support of that participation.

(6) The Experience of African American Students at UVA: A Video Tape Presentation. (SCHEV contribution $6,330; UVA contribution: $16,400)

The goal of this project has been to produce a videotape that will focus on the experiences of African American students at the University of Virginia, serving the educational functions of raising the awareness of viewers and provoking their discussion of the wide range of issues present in this pluralistic community.

The videotape is now complete. Moderated by the assistant dean of students, a panel of 8 African American undergraduate students talked about their experiences at the UVA. Discussions are now taking place about the training that must be developed to accompany the showing of the video. Meetings will held over the summer to gather additional ideas for the training, and to identify and recruit facilitators to lead the program in the fall. We plan to present this videotape and conduct discussions around it at departmental meetings in 1991-1992.

B. Additional Tuition and Fees Authorization

For a discussion of how the additional tuition and fees authorized by the General Assembly will be used to implement some of the recommendations of the Commission, please see Section C of the enclosed Authorization to Increase Tuition and Fees, University of Virginia - Academic Division.

C. Summary of Annual Estimated Costs

To assist Council staff in their review of the report, the following is a summary of the estimated annual costs for implementing the recommendations of the Commission as discussed in this report. Many of the strategies undertaken do not require incremental resources, but we will be able to accomplish others only as resources become available. The initiatives described in the Response are integrated with the Ten Year Plan being developed by the University, and the financial implications will be refined as to amounts and sources of funds as the planning process continues. The amounts indicated are the estimated annual operating costs (in 1990-91 dollars) when the initiatives are fully implemented during the next ten years. These figures do not include needed capital outlay costs.

Global Perspectives:

Personal Services $2.3 million 33.00 FTE

Nonpersonal Services $0.7 million

Subtotal $3.0 million

Scientific and Technological Literacy:

Personal Services $2.0 million 32.00 FTE

Equipment 0.1 million

Nonpersonal Services .1 million

Subtotal $2.2 million

Communication Skills:

Personal Services $0.2 million 6.00 FTE

Nonpersonal Services 0.1 million

Subtotal $0.3 million

Computing and Telecommunications:

Equipment $4.1 million

Teaching and Interdisciplinary Teaching and Research

Personal Services $2.2 million 33.00 FTE

Equipment 0.5 million

Nonpersonal Services 0.5 million

Subtotal $3.2 million

Minority Faculty and Students:

Personal Services $1.7 million 25.00 FTE

Financial aid 0.6 million

Subtotal $2.3 million

Research:

Personal Services $1.0 million 15.00 FTE

Equipment 0.5 million

Library materials 4.0 million

Nonpersonal Services 0.7 million

Subtotal $6.2 million

Graduate Education:

Financial aid $3.0 million

Conclusion

We are grateful to have had this opportunity to respond to the Report of the Commission on the University of the 21st Century. It has been most beneficial for us to study the recommendations of the Report and its vision for the next century and to plan for changes which will improve significantly an already excellent University. Our response does not cover all aspects of the Report, and we shall continue to study the Report in the coming year and following years. For example, we have just recently started a study of non- traditional ways of teaching to supplement the curriculum and we shall keep SCHEV informed of this study and other studies as they occur.

Please send your comments via E-MAIL to:

restruct@Virginia.EDU