2002 Thinking Annual on Report New Lines STANFORD UNIVERSITY CONTENTS: STANFORD FACTS: Thinking on New Lines, Enrollment (2002): 14,339 by President John L. Hennessy 1 Undergraduate Students: 6,731 Supporting the Best Undergraduate Graduate Students: 7,608 Education Anywhere 3 A Multidisciplinary Approach to the Future 6 Degrees Awarded (2001–2002): A Tradition of Responsible Bachelor’s: 1,692 Land Management 9 Master’s: 1,959 The Relentless Pursuit of Doctoral: 818 New Knowledge 12 Keeping Stanford’s Commitments, by Board Chair Isaac Stein 16 The Stanford Professoriate: 1,714 Nobel Laureates: 17 2002 Financial Review 17 Pulitzer Prize Winners: 4 MacArthur Fellows: 23 National Medal of Science Recipients: 21 National Medal of Technology Recipients: 3 American Academy of Arts and Sciences Members: 220 National Academy of Sciences Members: 128 National Academy of Engineering Members: 81 American Philosophical Society Members: 42 National Academy of Education Members: 25 ON THE COVER: Proving its Wolf Foundation Prize Winners: 6 responsible land stewardship, Stanford University has left Koret Foundation Prize Winners: 6 open or lightly developed about two-thirds of its 8,180 Presidential Medal of Freedom Recipients: 2 acres. This photograph was taken from the Dish area, a foothills conservation area that the University has opened to the public. An estimated 1,000 people per day hike the popular four- mile network of trails that overlook the campus and San Francisco Bay. (Photograph by Linda A. Cicero) p.1 2002 annual report 2002 annual THINKING ON NEW LINES MESSAGE FROM THE PRESIDENT today, little more than a century after developed to assure success in life. A man will never construct its founding, Stanford University is recognized as one of anything he cannot conceive.” the world’s leading teaching and research institutions. I believe The importance placed on imagination, together with the that three interrelated factors, each critical to overall excellence, Stanfords’ goal to produce “cultured and useful citizens,” helped have contributed to this hard-earned and well-deserved reputa- set the stage for an undergraduate education quite different both tion. First, our long commitment to an uncommon vision of from a strictly European model and from that offered at the undergraduate education, together with the exceptional enhance- more established institutions on the East Coast. From its earliest ments we have made in recent years, has enabled us to offer an days, a Stanford education recognized the importance of instill- undergraduate experience that is incomparable. Second, the qual- ing in students the ability to question and think for themselves ity of our faculty and the strength of our research programs and looked to the liberal arts for providing the necessary foun- position us among the very best research institutions in the world. dation for such critical inquiry. Finally, our innovative and entrepreneurial spirit has enabled us Under David Starr Jordan’s leadership, Stanford University to reinvent Stanford and to continue to be bold in charting our developed an undergraduate program that also aimed to provide course, making us a leader among universities. students with the mastery of a discipline through the selection of I could write at length about each of these three factors an academic major. This combination of a broad foundation in to describe in detail the qualities of a Stanford undergraduate the liberal arts and an in-depth exposure to a field was pio- education, the excellence and breadth of our research programs, neered around the turn of the century at Stanford and a few and examples of our pioneering spirit. Instead, I would like to other institutions. One hundred years later, this fusion touch briefly on some examples of these defining attributes and is the dominant form of undergraduate education throughout focus my attention on how we achieved these remarkable traits. the world. I believe that both Stanford’s excellence and its entrepre- In recent years, we have focused on engaging our students neurial spirit are characteristics rooted in its founding and in critical inquiry and in the search for knowledge from their very carefully tended and strengthened through generations of facul- first days on campus. The section in this annual report called ty and University leadership. Each succeeding generation of “Supporting the Best Undergraduate Education Anywhere” Stanford’s leaders and faculty has built upon an increasingly details the innovative programs implemented, such as fresh- strong foundation and left the University better positioned. man and sophomore seminars and new programs for under- Jane and Leland Stanford were products of the pioneering graduate research. As noted in that section, to make these West. When they decided to found this University, they thought and other programs a permanent feature of undergraduate carefully about the nature of the education to be provided. education, The Campaign for Undergraduate Education was Initially they were interested in offering a “practical educa- launched two years ago. Today, through the generous support tion,” but their thoughts clearly evolved, and Leland Stanford of alumni and friends, we are more than three-quarters of the later wrote: “The imagination needs to be cultivated and way to our goal. p.2 A great undergraduate education is a cornerstone of a great work under our care. Let us not be poor copies of other university, but it is not sufficient by itself. Greatness in a research universities. Let us be progressive.” university also rests on the excellence of its faculty and its success Each generation at Stanford has taken this to heart and boldly in creating new knowledge. From the earliest days, Stanford launched new efforts, from the classroom to the laboratory. University has focused on the excellence of its faculty. Indeed, Today, some of our most exciting opportunities are in multidisci- stanford university stanford recruiting an excellent faculty was one of the most important plinary studies. David Starr Jordan foresaw the importance of directives that Leland Stanford gave to David Starr Jordan. allowing for such efforts 100 years ago when he said this to the Today, our faculty includes 17 Nobel laureates, four Pulitzer graduating class of 1902: Prize winners, 23 MacArthur Fellows, 21 recipients of the National Medal of Science, and some 500 members of the major “A true university is not a collection of colleges. ... It is national academies. not a cluster of professional schools. It is the association Much of this rise to excellence among our faculty has come of scholars.” in the last 50 years, starting under the inspired leadership of As we think about the course of the University in the coming President Wallace Sterling and Provost Fred Terman. Terman’s decade, I believe that several of the multischool initiatives now emphasis on “steeples of excellence” and his relentless quest to being planned or in their early stages are likely to become flag- hire the very best faculty helped transform Stanford in the years ships that will lead Stanford in the next 10 or 20 years. Recent following World War II. One piece of evidence for this is that all innovations in interdisciplinary and multischool programs are of Stanford’s Nobel Prizes have been earned in the last 50 years, discussed in detail in the section called “A Multidisciplinary starting with Felix Bloch in 1952. In parallel with Terman’s Approach to the Future.” Some of these initiatives, such as those recruiting efforts, Wally Sterling led Stanford’s first major devel- in the biosciences and bioengineering, already have led to opment campaign. pace (Plan of Action for a Challenging Era) successful research collaborations. These new programs build on raised $114 million from 1961 to 1964. This campaign was cru- the University’s broad scholarly strengths and on Jordan’s pre- cial to recruiting faculty and building much-needed facilities to scient vision. I have no doubt that these activities will lead to accommodate their research and teaching. ground-breaking discoveries and novel approaches to the most The quality of Stanford’s faculty alone ranks it among the pressing problems of our day. leading institutions in the world. What makes the University In the space of 117 years, Stanford University has become great is the combination of quality and breadth. Three-quarters a great university. Although we face a number of challenges—lim- of Stanford’s departments were ranked among the top 10 nation- ited space for growth, an endowment that is too small on a per-stu- ally by the National Research Council, and its graduate schools dent basis, aging facilities that must be renovated or replaced, and in Law, Medicine, Business, and Education are among the best a downturn in the u.s. economy—the opportunities before us are in the country. In a recent study of research universities by remarkable. We will continue to innovate and invest in the future, TheCenter, a program on measuring university performance whether that means a series of multidisciplinary initiatives or new hosted at the University of Florida, Stanford was one of only opportunities for undergraduates. The pioneering spirit that led the three institutions to receive a top ranking based on nine different founders and early leaders to “dare to think on new lines” contin- metrics of quality and institutional strength. ues to guide us, and I am confident that Stanford University will Our bold entrepreneurial spirit has its roots in the founders continue as a great university for generations to come. and our location in the pioneering West. In 1904, Jane Stanford defined the challenge for the young University when she exhort- ed the Board of Trustees: john l. hennessy “Let us not be afraid to outgrow old thoughts and ways, and dare to think on new lines as to the future of the p.3 the campaign for undergraduate education at stanford (cue) Supporting celebrated its second anniversary at the end of October of 2002, having the Best raised $797 million in gifts and pledges toward its five-year, $1 billion goal.