UNIVERSITY OF CALIFORNIA Briefing Binder May 2010 TABLE OF CONTENTS Introduction 1 1. Regents’ Meetings 4 2. Biographies of UC Leadership 17 3. UC Impacts 18 4. Structure of UC and Higher Education in California 23 5. Accountability & Transparency 26 6. UC Commission on the Future 28 7. Budget 29 8. Private Support 36 9. UC Office of the President Restructuring/Efficiencies 39 10. Human Resources 41 11. State Issues: Enrollment 47 12. State Issues: Financial Aid 52 13. State Issues: Eligibility, Admissions, and Academic Preparation 54 14. State Issues: Diversity 60 15. State Issues: Student Affairs 66 16. State Issues: Persistence, Graduation, and Time-to-Degree 70 17. State Issues: Graduate Education 73 18. State Issues: Faculty 76 19. State Issues: Public and Community Service 80 20. Federal Issues 85 21. Research 103 22. Academic Medical Centers and Health Sciences Education 110 23. Agriculture and Natural Resources 119 24. UC-Managed National Laboratories 121 Prepared by Issues Management, Policy Analysis and Coordination (IMPAC) President’s Executive Office, University of California May 2010 INTRODUCTION “I chose to come to the University of California because it is the premier public university in the world, with ten vibrant and robust campuses, and it is an institution that has had and will continue to have a profound impact on the lives of the tens of millions who call California home. As we look ahead, I see great opportunities for this university – opportunities to continue building its academic quality; to better demonstrate its effectiveness and relevance to its constituents, the people of California; to continue providing access to deserving students of all backgrounds; and to further expand the frontiers of discovery in exciting new ways.” --President Mark G. Yudof Serving the People of California Public universities like the University of California do more than conduct research and teach students. Committed also to public service, it is through its connections and involvement in shaping virtually every aspect of our daily lives that UC makes its biggest contributions to California’s diverse communities. Through economic growth and new jobs, through improved medicines and patient care, through support for our state’s rich cultural and natural resources, UC makes a difference every day. As the land grant institution in a large state with a Master Plan for Higher Education, UC is uniquely situated to bring the breadth and depth of its knowledge and resources to bear on solving problems in a way that few institutions can. UC sparks the innovations that improve the health, security, and prosperity of the state – and the nation. In the last century, for example, farming here and around the world was revolutionized by the work of UC’s agricultural programs. In recent decades, UC helped transform a global, knowledge-based economy through its technological innovations. What UC faculty, students, staff, and alumni are doing today will play a large part in what California looks like in the next quarter century. Seizing this moment, we must consider carefully what it means to be a public university in the 21st century. How must the organization, operation and objectives of the University change? Upon what new challenges should its talents and resources be focused? Most notably, what are the needs of the state, and how can the University contribute? Meeting the Challenges of a 21st Century University Nurturing the talent of California’s people, pushing the boundaries of global innovation and discovery, and creating solutions for the social, economic and health challenges of California are at the heart of the University’s work. Yet the University of California of 2010, despite its current strengths and contributions, must change with the shifting challenges and demands confronting 21st-century society. When it first opened its doors in 1869, the University of California had ten faculty members and 38 students. Nearly a century-and-a-half later, UC’s ten campuses educate 227,253 students and graduate over 40,000 students every year. With its 16 health professional schools, UC is training 14,192 students who will become the next generation of doctors, nurses and other health 1 professionals. Through thousands of continuing education courses around the state, UC also offers around a quarter million Californians valuable opportunities to learn new skills and prepare for new careers. Today, more than 1.4 million UC alumni live and work around the globe. The size of California—and the scale of the University—is also its advantage. California’s economy is one of the largest in the world. However, sustaining our global competitiveness is becoming more challenging as the economies of other countries expand and as educational support effectively declines. For California’s businesses and industries to remain competitive long-term, they must have an educated workforce. UC can continue to help meet California’s dynamic and shifting workforce demands by helping to provide critical thinking skills, experience in working across disciplines, and lifelong learning. UC is also working to ensure the health of all Californians by increasing the state’s health sciences workforce and its commitment to medical research to meet the current and future needs of a growing and aging population. And UC will continue to search for new ways of providing food, clean and plentiful water supplies, renewable energy, and environmental safeguards to sustain our quality of life. Many areas of California, particularly the inland and rural areas, are experiencing an acute shortage of health care providers. If we do not address this issue, individuals will suffer the consequences of poor health, and the cost of providing healthcare in California will be an increasing strain on the state’s budget. UC has taken innovative strides to provide access to quality healthcare but we must do more. UC is also assisting the state in addressing the issue of how to provide a high-quality elementary and secondary education for all California residents. UC must continue to do its part to make education in California an integrated endeavor from pre-school through college. States across the country are grappling with the difficult task of financing higher education. Increasingly, states are contributing a smaller share of the funds that their public universities need. In California alone, since 1970, the portion of the state General Fund going to UC has fallen by half. Worse yet, in recent years, that decline has been accompanied by a substantial increase in student enrollment. UC has responded by finding more private and other sources of support – raising more than a billion dollars annually for the past six years – and also by implementing new cost-saving efficiencies at all its campuses. However, student fee increases have been required due to the withdrawal of state support. To help meet the growing challenges that California faces, UC will need large new investments in its educational facilities, medical centers and state-of-the-art research facilities in the coming years to accommodate the growing number of students and modernize obsolete facilities. We must also be creative in attracting the best faculty and staff, as the competition for talented professors, research scientists and educators of all types is fierce. UC must maintain and enhance its research capacity, recognizing that these activities will become increasingly multi- disciplinary in the future. We must increase graduate enrollment in all programs to maintain research quality and to attract the best faculty and students. We believe support for higher education is the best investment we can make to improve the quality of life for all Californians and to sustain our state’s economic growth. There is a strong 2 case to be made for continued – and enhanced – support for UC’s ten campuses and its sister systems, the California State University and the California Community Colleges. This briefing is intended to provide a broad overview of the University’s resources, initiatives, and key issues facing UC. For more information about the University of California: www.universityofcalifornia.edu 3 1. REGENTS’ MEETINGS Governance of Regents Meetings Meetings of the Board are governed by Bylaws, Standing Orders, Regental policies and Robert’s Rules of Order, in descending priority order. The Bylaws and the Standing Orders of The Regents are available on the web at: http://www.universityofcalifornia.edu/regents/bylaws/bylaws.html http://www.universityofcalifornia.edu/regents/bylaws/standing.html Attached are copies of Bylaw 16, “Board and Committee Procedures” and Bylaw 7, “Exercise of Powers”. Schedule of Regents Meetings The Board regularly meets six times a year in January, March, May, July, September and November. The three-day meetings generally begin Tuesday morning and end on Thursday afternoon. The scheduled meetings for 2010 are: 2010 March 23 – 25: UCSF Mission Bay May 18 – 20: UCSF Mission Bay July 13 – 15: UCSF Mission Bay September 14 – 16: UCSF Mission Bay November 16 – 18: UC Los Angeles The schedule is attached and also available on the web at: http://www.universityofcalifornia.edu/regents/meetings.html All meetings of the Regents are broadcast on the Internet through the Regents’ homepage. Attendance at Regents Meetings With few exceptions, all Regents, Regents-designate and Faculty Representatives are invited to attend all meetings of committees whether or not they are committee members. The Statement of Expectations of the Members of the Board of Regents provides: “The Members of the Board are expected to attend and participate in meetings of Board and committees to which they are assigned. Board members are also welcome to attend meetings of other committees to which they are not assigned, but they are not required or expected to do so. Board 4 members are also encouraged to attend and participate in other events at which Board member participation is appropriate.” A copy of the full policy is attached.