Self-Study Report Submitted to NWCCU

ACADEMIC EXCELLENCE

Successes, Challenges, and Opportunities at the University of Oregon

A Self-Study Report Prepared for the Northwest Commission on Colleges and Universities

April 2007

Academic Excellence: Successes, Challenges, and Opportunities at the University of Oregon

A Self-Study Prepared for the Northwest Commission on Colleges and Universities

April 2007

University of Oregon Eugene, Oregon

PB The University of Oregon affirms and actively promotes the right of all individuals to equal opportunity in education and employment at this institution without regard to race, color, sex, national origin, age, religion, marital status, disability, veteran status, sexual orientation, gender expression, or any other extraneous consideration not directly and substantively related to effective performance. This policy implements all applicable federal, state, and local laws, regulations, and executive orders. Direct related inquiries to the Office of Affirmative Action and Equal Opportunity, 474 Oregon Hall, 5221 University of Oregon, Eugene, OR 97403-5221; telephone (541) 346-3123, TTY (541) 346-0852.

PB Table of Contents

Academic Excellence: Successes, Challenges, and Opportunities at the University of Oregon

Introduction...... xi Thematic Overview...... xi Self-Study Goals and Process...... xi Executive Summary and Findings...... xiii Steering Committee Membership...... xvii Glossary of Abbreviations...... xix

A.4. Quality and Impact of Research Programs...... 23 A.4.a. Institutional Ranking Systems...... 23 Association of American Universities metrics...... 23 The Carnegie Classification of Institutions of Higher Education...... 24 TheCenter American universities research data...... 26 Shanghai Jiao Tong University world universities rankings...... 26 National Research Council rankings...... 26 A.4.b. Other Performance Metrics...... 27 External sponsorship...... 27 Scholarly works and publications impact...... 27 Awards, honors, and other indicators of quality...... 28 A.5. Challenges and Opportunities...... 28 B. Transforming the State: Role of the University...... 31 B.1. Benefits of a University of Oregon Education...... 31 B.1.a. Educating Citizens and Leaders...... 31 B.1.b. Educating a Work Force...... 31 B.2. University of Oregon as Employer and Economic Partner...... 33 B.2.a. Direct Economic Impact...... 33 In-state expenditures...... 33 University employment...... 34 B.2.b. Multiplier Effects...... 34 B.2.c. Attracting Enterprise and Creating Jobs...... 34 B.2.d. UO Revenue, Out-of-State Funding, and Research...... 36 B.3. Research and Economic Development...... 36 B.3.a. Technology Transfer and the “Innovation Cycle”...... 37 Invention disclosures...... 37 Patents...... 37 Licensing...... 38 Start-ups...... 38 Operations and staffing of the Office ofechnology T Transfer...... 38 B.3.b. Association of University Technology Managers Metrics...... 38 B.4. Outreach and Community Development...... 39 B.4.a. College of Education Outreach Programs...... 40 B.4.b. Other Programs Connecting Education, Scholarship, and Service...... 42 Journalism and communication...... 42 Music and dance...... 42 Architecture and allied arts...... 43 Museums and cultural facilities...... 43 Other connections to Native American communities and studies...... 44 B.4.c. Outreach Activities of UO Centers and Institutes...... 45 B.5. Challenges and Opportunities...... 46 C. Educating in the Present: Selectivity and Access...... 49 C.1. The Student Body...... 50 C.1.a. Size...... 50 C.1.b. Composition...... 51 C.2. Undergraduate Students...... 52 C.2.a. Profile...... 52 Composition...... 52 Quality...... 52

ii C.2.b. Access and Selective Admission...... 53 Freshman admission...... 53 Ensuring access for promising students...... 55 Transfer admission...... 56 C.2.c. The UO’s Role in Oregon’s Public Education System...... 57 Working with Oregon high schools...... 57 The UO in relation to other higher-education institutions...... 58 C.2.d. Access and Affordability...... 59 Cost of undergraduate education...... 59 Tuition cost-mitigation measures...... 61 C.2.e. Financial aid...... 61 Loans...... 61 Fee remissions...... 61 Scholarships...... 63 C.3. Graduate and Professional Students...... 64 C.3.a. A Question of Scale...... 64 Background...... 65 Optimal size of graduate program...... 65 C.3.b. Admission and Selectivity...... 67 C.3.c. Access and Affordability...... 68 GTF appointments...... 68 Assessment of current financial support activities...... 69 C.4. Challenges and Opportunities...... 70 Summary: Transforming Oregon and Beyond...... 71

iii A.4. Academic Advising...... 85 A.4.a. Background for Recent Improvements...... 85 A.4.b. Organization...... 85 Central advising services...... 86 Advising within academic units...... 86 Specialized advising services...... 86 A.4.c. Assistance to Advisers and Students...... 88 Information for advisers...... 88 Information for students...... 88 Electronic systems...... 88 A.4.d. Concerns and Gaps: Advising...... 89 A.5. Introducing Students to the Academy...... 90 A.5.a. New Student Orientation...... 90 Background for recent improvements...... 90 The current program...... 90 A.5.b. First-year Programs...... 93 Freshman Interest Groups (FIGs)...... 93 Freshman Seminars...... 96 A.6. Program Evaluation...... 97 A.6.a. Background...... 97 A.6.b. Assessing the General Education Curriculum...... 97 UO group curriculum...... 97 Required writing curriculum...... 100 Mathematics...... 101 Foreign language...... 102 A.6.c Assessing Majors Programs...... 103 A.6.d. Grades as Assessment Throughout the Curriculum...... 103 Grade inflation at the UO...... 104 UO response to grade inflation...... 106 A.6.e. Assessment of Programs that Promote Academic Engagement...... 107 Freshman Interest Groups (FIGs)...... 107 Freshman Seminars...... 109 A.6.f. NSSE: An Overall Measure of Student Engagement...... 109 A.7. Achieving the Ideal: Challenges and Opportunities...... 110 B. Education for the Future: Graduate and Professional Education...... 114 B.1. Overview of Graduate Programs...... 114 B.1.a. Programs Eliminated Since 1997...... 114 B.1.b. New Programs Since 1997...... 114 B.2. Assessment of Academic Programs...... 115 B.2.a. Direct Measures...... 115 Ongoing with-in program review...... 115 College and university curriculum review...... 115 Program review...... 116 Student perceptions...... 116 Postgraduation plans...... 118 B.2.b. Indirect Measures...... 118 Time to degree...... 118 Faculty quality...... 119 Student engagement in research and creative activity...... 119

iv B.2.c. Gaps and Concerns...... 120 Graduate-only courses...... 120 The applied statistics gap...... 121 Diversity...... 121 B.3. Professional Development...... 121 B.3.a. Training Tomorrow’s Teachers...... 121 B.3.b. University Conferences...... 122 B.3.c. Internships and Practica...... 123 B.3.d. Responsible Conduct of Research and Professional Ethics...... 123 B.4. Meeting Existing and Emerging Needs...... 124 B.4.a. Established Programs...... 124 B.4.b. New Programs...... 125 B.4.c. Graduate Student Involvement...... 127 B.5. Challenges and Opportunities...... 127 C. Sustaining Education and Scholarship: Information Resources and Technology...... 129 C.1. Background...... 129 C.1.a. The University of Oregon Libraries...... 129 C.1.b. Information Services...... 130 C.1.c. Continuous Improvements and Infrastructure Investments...... 130 C.2. Meeting Student Needs...... 131 C.2.a. Barrier-Free Access...... 132 C.2.b. Facilities and Services...... 133 C.2.c. Staffing Issues...... 135 C.3. Supporting Teaching and Learning...... 137 C.3.a. Information Technology and Literacy Curriculum for Students...... 137 C.3.b. Course and Faculty Support...... 137 Course management...... 138 Faculty training and support...... 138 C.3.c. Faculty Use of Technology...... 140 C.4. Support for Research...... 141 C.4.a. Library Collections...... 141 C.4.b. Resource Sharing...... 142 C.4.c. Emerging Needs...... 143 New faculty members and new frontiers...... 143 Large data sets...... 144 Scholarly communication...... 144 Undergraduate research support...... 144 C.4.d. Computing Capability and Infrastructure Support...... 145 C.5. Robust Enterprise Systems...... 146 C.5.a. Overview of Current Systems...... 146 C.5.b. Needs and Planning...... 147 C.6. Challenges and Opportunities...... 147 Summary: Educating the Generations...... 149

vi B.2. Evaluation...... 187 B.2.a. Communicating Expectations...... 187 B.2.b. Performance Appraisal...... 188 B.3. Professional Support...... 188 B.3.a. Training and Coaching Related to Supervisory Responsibilities...... 188 Coaching for university supervisors...... 188 Supervision training...... 189 Supervising student employees...... 189 B.3.b. Software Applications Training...... 190 B.3.c. Creating a Positive and Productive Work Environment...... 190 B.3.d. Training Effectiveness...... 191 B.3.e. New Professional Development Initiative...... 191 B.4. Employee Support and Recognition...... 193 B.4.a. Work and Family Balance...... 193 B.4.b. Recognition Programs...... 193 B.5. Competitive Compensation and Retention...... 193 B.5.a. Classified Staff Members...... 193 B.5.b. Officers of Administration...... 195 B.5.c. Compensation Issues...... 195 B.6. Challenges and Opportunities...... 195 C. Students...... 197 C.1. Undergraduate Student Recruitment...... 197 C.1.a. Recruiting Top Scholars...... 197 C.1.b. Image and Access...... 197 C.1.c. Diversity...... 198 International students...... 198 Oregon’s demographics and students of color...... 198 Oregon Young Scholars Program...... 200 Academic unit initiatives...... 201 C.1.d. Residential Facilities...... 202 C.2. Undergraduate Retention and Graduation Rates...... 202 C.2.a. First-Year Retention...... 202 General patterns...... 202 Students of color...... 203 C.2.b. Later-Year Retention and Graduation Rates...... 203 General patterns...... 203 Students of color...... 204 C.2.c. Financial Need and Retention...... 204 C.3. Graduate Student Recruitment and Support...... 204 C.3.a. General Recruiting Strategies...... 205 C.3.b. Diversity...... 205 Departmental initiatives...... 205 Central recruiting initiatives and support...... 205 C.3.c. Support for Graduate Students...... 207 Orientation activities...... 208 Fellowships and competitions...... 208 External and department-program financial support...... 208 Workshops and Training...... 209 C.4. Challenges and Opportunities...... 210 Summary: Investing in People and Ideas...... 213

vii PART IV. Infrastructure for Growth Introduction...... 215 A. Sustaining Our Campus...... 217 A.1. Planning for Facilities’ Growth and Change...... 217 A.1.a. 2005 Campus Plan...... 217 Overview...... 217 Optimal size for the university...... 218 Needs for the next fifty to seventy-five years...... 219 A.1.b. Notable Features of Current Planning Documents...... 220 Sustainability...... 220 Open-space framework and density limits...... 221 Transportation planning...... 223 A.1.c. Growth and Change Implementation...... 224 Major projects completed...... 224 In progress...... 227 Proposed to the OUS...... 228 Other projects...... 230 A.1.d. Issues in Campus Facilities...... 230 Funding sources and priorities...... 230 Deferred maintenance...... 231 Operating costs...... 231 Transportation...... 231 A.2. Campus Safety and Student Health...... 231 A.2.a. Emergency Preparedness...... 232 A.2.b. Campus Safety...... 234 Committee oversight for campus safety...... 234 Fire safety...... 236 Safe use of motor pool vehicles...... 236 Special transportation programs...... 237 Campus safety and response...... 237 A.2.c. Mental Health...... 238 A.2.d. Prevention...... 239 Alcohol and drug abuse...... 239 Suicide prevention...... 241 Sexual assault prevention...... 242 Tobacco use...... 243 A.2.e. Challenges in Campus Safety and Student Health...... 243 Emergency Preparedness...... 243 Substance Abuse Prevention...... 244 B. Leadership and Governance to Sustain Excellence...... 245 B.1. Statewide Governance Relationships...... 245 B.2. University Governance Relationships and Structures...... 247 B.2.a. University Administrative Structures...... 247 University president...... 247 Senior vice president and provost...... 248 Vice presidents...... 248

viii B.2.b. Faculty Governance...... 249 University Senate...... 249 University committee structure...... 255 B.2.c. Shared Governance...... 255 B.2.d. College, School, and Departmental Governance Structures...... 256 B.3. Student Involvement in Governance...... 257 B.3.a. Oregon Statute-Protected Student Governance...... 257 Recognition of student groups...... 257 Recommend student fees...... 257 Student building fees...... 258 B.3.b. Additional Student Involvement...... 258 B.4. Concerns in Governance...... 259 B.4.a. A Mutual Understanding of Roles...... 260 B.4.b. Institutional Memory...... 260 B.4.c. University Committee Structure...... 261 B.4.d. Reward Structures...... 262 B.4.e. Interinstitutional Relationships...... 264 B.5. Challenges and Opportunities...... 265 C. The Economics of a Sustainable University...... 266 C.1. Overview of Revenues and Expenditures...... 266 C.2. Budget Models Employed Since the Last Review...... 267 C.2.a. Background...... 267 OUS Resource Allocation Model (RAM)...... 268 UO Resource Allocation Model...... 269 C.2.b. Consequences...... 271 Impact of fund shifts...... 271 Current situation...... 271 C.2.c. The Future...... 272 C.3. One Generation to the Next—Fundraising...... 274 C.3.a. Why a Campaign?...... 274 C.3.b. Constructing Campaign Oregon: Transforming Lives...... 275 C.3.c. Results to Date...... 276 C.4. Opportunities and Challenges...... 278 Summary: Infrastructure for Growth...... 279

Endnotes...... 281

ix Academic Excellence: Successes, Challenges, and Opportunities at the University of Oregon

A Self-Study Prepared for the Northwest Commission on Colleges and Universities (NWCCU) April 2007

IntrodUCTION

Thematic Overview how they are achieved is a collective matter that depends as much on a diversity of Since it first opened in 1876, the University interests and abilities, those of tomorrow as of Oregon has successfully educated and well as today, as it does on common ground. prepared generations of students to be out- In 1977, a delegation of the Hau de no sau standing leaders, citizens, scientists, teach- nee (Iroquois) to an international meeting in ers, entrepreneurs, and professionals. Our Geneva, Switzerland, said that a sustainable success rests largely on the energy, research, way of life is one “based on a principle that and creativity of our faculty members. How directs us to constantly think about the wel- do we sustain and build on that success for fare of seven generations into the future.”1 future generations? The process of self- This standard requires not only respect for study undertaken as part of the decennial future generations, but also recognition of review by the Northwest Commission on what has gone before, how needs have been Colleges and Universities provides us with understood, and how past efforts have suc- an opportunity to consider how the univer- ceeded and failed in light of those needs. sity can meet the needs of the present while preparing to meet the challenges and oppor- As the University of Oregon has engaged in tunities of the future. Acting in the present the process of self-study, it has done so com- in a way that sustains the University of Ore- mitted to understanding its contributions to gon as a first-rate public research university the state of Oregon and the world beyond; for future generations provides a framework educating present and future generations of for our study. As an organizing principle students; cultivating the university commu- in evaluating the university, it points to the nity—faculty and staff members, as well as pivotal roles played by synergy, pluralism, students; and fostering an infrastructure that an understanding of the past, and a vision of makes its work possible. In this report, we the future. examine the mission of the University of Or- egon, identify its successes and potential for Synergy implies that no single aspect of a growth, and recognize its limits and needs. system stands alone, but instead is bound to its past and the complex interests and op- Self-Study Goals and Process portunities of the present. It recognizes that commitments made in one area necessarily While one might expect a university self- affect the whole, both in the present and in study to paint a deliberately complete and the future. Pluralism implies that goals and comprehensive picture of the institution,

xi Introduction that has not been the goal of the self-study Our goal from the beginning has been to undertaken at the University of Oregon over make this a useful process of campus in- the past two years. Rather, this self-study teraction that will remain meaningful and intentionally focuses on a relatively small practically helpful for some time after the set of issues that affect the university’s NWCCU accreditation for 2007 has been ability to achieve its mission—successes, completed. Of course, a purposeful by- challenges, and opportunities of particular product of the self-study is documenting importance to our campus at this time. our compliance with the nine standards that form the core evaluation criteria of the Engagement of the broad university commu- NWCCU as well as the NWCCU eligibil- nity in the self-study process began in the ity requirements. Accordingly, the self- fall of 2005, with information on campus study is complemented by a concordance challenges, successes, and opportunities that directs the reader to the portions of solicited from a wide range of university the self-study and the various supporting committees and from all academic and documents and exhibits that demonstrate administrative units. Over the winter and compliance. spring terms of 2006, this widely gathered information was narrowed by various subcommittees of a broadly constituted Steering Committee. Each subcommittee represented a general topical area (e.g. academic programs) and was charged with identifying common concerns and useful information in that area, with the goal of providing a manageable framework for the study as well as culling a set of issues of campus-wide interest. That work was, in turn, more sharply focused over the summer and brought to the Steering Committee in the fall of 2006 for comment and assistance in shaping the final document.

xii EXECUTIVE SUMMARY AND FINDINGS

The self-study is divided into four parts: research mission for education at the uni- Transforming Oregon and Beyond, an versity. The university is sustained through overview of mission, research, impact on a future it helps to shape, and so each sec- the state, and student access; Educating the tion of Part I also addresses the challenges Generations, a look at undergraduate, gradu- faced by the university in the present and ate, and professional academic programs, as the opportunities it has to foster the success well as the information and technology re- of future generations. Key challenges and sources that support these programs; Invest- issues in each area include: ing in People and Ideas, an examination of efforts to sustain the quality of the faculty, Section I-A: “Inventing the Future: UO staff, and student body; and Infrastructure Research and Scholarship” for Growth, which considers the issues we face in sustaining institutional health and • Nourishing core disciplinary research vitality in the areas of leadership, facilities, programs and campus climate. • Building on the UO’s strong traditions of interdisciplinary scholarship and The four parts of the self-study are divided research into individual sections, each of which • Supporting and expanding international concludes with a summary statement of the and diversity-related research programs successes, challenges, and opportunities • Confronting the limitations of the UO’s discussed in that section. Each of the four modest scale relative to its AAU peers parts also includes an overall summary that • Recruiting and retaining a high-caliber further distills the discussions of the indi- faculty vidual sections comprising that part of the • Supporting research success and pro- self-study. The material presented here in ductivity with effective infrastructure the executive summary is therefore only intended as a guide to the reader, who should Section I-B: “Transforming the State: Role refer to the section and part summaries for of the University” more complete statements of the self-study’s findings. • Documenting the returns to Oregon of additional state investments in the UO Part I, Transforming Oregon and Beyond, • Reversing under-investment in the UO examines the ways in which the University by the state of Oregon of Oregon, as Oregon’s flagship AAU institu- • Promoting reform of inefficient state- tion, contributes to the future of Oregon, the mandated administrative rules and region, and the global community through review procedures the discovery, dissemination, and applica- • Elevating awareness of the social and tion of knowledge. This contribution is economic benefits of UO research in made by fostering excellence, diversity, and Oregon synergy in the UO’s research activities and structures, in its outreach and community Section I-C: “Educating in the Present: development efforts, and in its educational Selectivity and Access” programs. In three sections, Transform- ing Oregon and Beyond presents the UO’s • Maintaining appropriately selective profile in disciplinary and interdisciplinary admissions research, the practical and economic impact • Enrolling a culturally, economically, and of that research, and the implications of the ethnically diverse student body

xiii Executive summary and findings

• Mitigating the undesirable effects of high • Overcoming obstacles to valid assess- and rising tuition costs ment, particularly grade inflation • Achieving appropriate scale, support, and composition in our graduate Section II-B: “Education for the Future: programs Graduate and Professional Education” • Addressing legislative interest in “seamless” education and college credit • Improving graduate funding, including earned in high school more fellowship funds • Improving assessment, particularly Part II, Educating the Generations, tracking graduate students after they highlights the UO’s role and contributions graduate as a comprehensive research university as • Insuring appropriate review of courses reflected in the educational mission of the that serve both undergraduate and university. Part II includes three sections. graduate students The first considers the quality and character • Promoting diversity-related teaching and of the university’s liberal arts undergraduate research education, recent efforts to strengthen gen- • Providing training in applied statistics, eral education, first-year programs, majors, responsible conduct of research, and advising, and assessment, as well as the professional ethics challenges remaining in each of these areas. The second section presents the gradu- Section II-C: “Sustaining Education and ate programs through which the univer- Scholarship: Information Resources and sity meets the needs of future generations Technology” by preparing professionals, teachers, and researchers of a caliber only possible at a • Building on success in network in- first-rate research university. The third sec- frastructure, teaching, and regional tion describes the vital role of information collaborations resources and technology in fostering learn- • Supporting and coordinating a de- ing and research at the UO, and provides centralized, resource-strained IT an overview of strengths and challenges in environment these areas. Key challenges and issues in • Assessing the impact of technology these areas include: on learning, scholarship, and business efficiency Section II-A: “The Present Generation: • Meeting the evolving needs of scholars Undergraduate Teaching and Learning” in library and related collections • Addressing specific needs in security, IT • Sustaining and building on success- literacy training and support, and sys- ful first-year, residential, and honors tem continuity. programs • Sustaining progress in advising technol- Part III, Investing in People and Ideas, ogy and in the advising of undeclared examines the community that does the work students of the university—faculty and staff mem- • Facilitating crossdisciplinary and collab- bers, as well as students—and the ways in orative teaching which these people are supported in their • Generating resources to provide high- work. The first section of Part III describes quality undergraduate programs the university’s accomplishments and chal- • Facilitating internships, other participa- lenges in assembling, supporting, assessing, tory learning experiences, and career compensating, and retaining an excellent preparation faculty. The challenges enumerated here are

xiv executive summary and findings among the most significant at the university, • Sustaining and improving professional as faculty quality impacts every aspect of development programs the university’s mission. The second section describes and assesses UO programs that Section III-C: “Students” facilitate the hiring, training, and support of our classified staff members and officers of • Building on successes in attracting top administration. The third section considers scholars the ways in which the university works to • Sustaining a message of quality that at- recruit qualified students to its undergradu- tracts students from diverse backgrounds ate and graduate programs, to support those • Responding to recent declines in inter- students once they arrive on campus, and to national enrollments achieve the university’s goals in terms of the • Responding to the demographic changes size and composition of the student body. within Oregon Key issues and challenges in these areas • Continuing to improve both the include: residence halls and the residential experience Section III-A: “Faculty Members” • Responding to specific challenges in graduate recruitment and support • Building on successful strategies for hiring and supporting an excellent faculty Part IV, Infrastructure for Growth, • Responding to enrollment growth well emphasizes that a sustainable university— in excess of growth in tenure-related one that meets present needs and makes faculty members it possible for future generations to meet • Providing institutional research and their needs as well—requires a flexible, information-sharing capabilities relevant responsive, and well-managed campus and to academic units financial infrastructure. The first section of • Adapting best-practice financial strate- Part IV examines the character of the physi- gies, particularly in smaller schools and cal campus including its safety, its size, and colleges its relation to the natural environment. The • Addressing retention and incentive is- second section considers the governance sues driven by salary compression structures of the university that provide for • Sustaining recent progress in reaching accountability and process, as well as flex- compensation levels competitive with ibility and responsiveness. The third sec- our peers tion considers the financial infrastructure of the university especially fundraising and Section III-B: “Classified Staff Members budgeting. While the university faces seri- and Officers of Administration” ous challenges in the area of infrastructure, it also has real opportunities in fundraising, • Measuring the effectiveness of proce- innovative budgeting, shared governance, dures for hiring, performance appraisal, and a long-term commitment to developing and training a sustainable campus that will serve present • Expanding success in building diverse and future generations. Key issues and chal- applicant pools lenges in these areas include: • Addressing issues of compliance in performance evaluation Section IV-A: “Sustaining Our Campus” • Analyzing market competitiveness and internal equity of compensation levels • Crafting planning strategies that preserve • Reaching competitive compensation the beauty and residential nature of campus

xv executive summary and findings

• Constructing and maintaining the facilities essential to our mission • Adopting best practices in emergency preparedness • Developing more effective substance- abuse-prevention strategies

Section IV-B: “Leadership and Governance to Sustain Excellence”

• Clarifying and sustaining appropriate roles for faculty members, administrators, and students in university decision-making • Building capacities for institutional memory and documentation • Evaluating the efficiency of the existing central committee structures • Recruiting senior faculty members to serve on critical university committees

Section IV-C: “The Economics of a Sustainable University”

• Finding effective strategies to reverse decades of a declining share of state support • Supporting current initiatives by the governor to begin reinvestment in public universities • Revising the model for allocating general funds to academic units • Successfully completing the current comprehensive fundraising campaign and establishing future development goals

xvi Steering Committee Membership Carver, Deborah Gray, Jo Anna The Philip H. Knight Dean of Libraries Cochair, Accreditation Steering Committee UO Libraries Professor of Economics [email protected] [email protected]

Chereck, Herbert Harris, Don University Registrar Vice Provost for Information Services and Office of the Registrar CIO [email protected] Information Services [email protected] Chong, Mandy Office Coordinator Hernandez Jr., Emilio EMU Cultural Forum Assistant Vice Provost for Institutional [email protected] Equity and Diversity Office of the Senior Vice President and Couch-Goodling, Becky Provost Executive Assistant [email protected] Office of the President [email protected] Hubin, Dave Cochair, Accreditation Steering Committee Durrant, Stephen Executive Assistant President, Liaison to the CAS Curriculum Committee Office of the President Professor of Chinese [email protected] [email protected] King, Linda Dyke, Frances Associate Vice President for Human Vice President for Finance and Resources Administration [email protected] Office of the Vice President for Finance and Administration Kolpin, Van [email protected] Chair, Faculty Advisory Council Professor of Economics Friestad, Marian [email protected] Vice Provost for Graduate Studies Associate Dean, Graduate School Linton, Richard [email protected] Vice President for Research and Graduate Studies Gilkey, Peter Dean of the Graduate School Chair, Faculty Grievance and Appeals Office of the Vice President for Research and Committee Graduate Studies Convener, Promotion, Tenure, and Retention Professor of Chemistry Appeals Committee [email protected] Professor of Mathematics [email protected] Lobisser, Gregg Director of Student Activities Erb Memorial Union [email protected]

xvii Steering committee membership

Mc Chesney, James Wagenknecht, Jeanne Research Assistant President-Elect, University Senate Office of the President Instructor of Finance [email protected] [email protected]

Pitts, Martha Warpinski, Terri Assistant Vice President for Enrollment Vice Provost for Academic Affairs Services and Director of Admissions Office of Academic Affairs Office of Admissions Professor of Art [email protected] [email protected]

Pratt, Scott Welka, Sasha Associate Dean for the Humanities, College Student Representative of Arts and Sciences [email protected] Professor of Philosophy [email protected]

Ramey, Christopher Senior Director and Architect Office of University Planning [email protected]

Reed, Mark Chair, Graduate Council Professor of Geological Sciences [email protected]

Skalberg, Marilyn Administrative Program Specialist Office of the President [email protected]

Sprague, Karen Vice Provost for Undergraduate Studies Liaison to the Undergraduate Council Professor of Biology [email protected]

Stripp, Gregory Assistant Vice President for Advancement Office of the Vice President for University Advancement [email protected]

Tomlin, Russell Vice Provost for Academic Affairs Office of Academic Affairs Professor of Linguistics [email protected]

xviii Glossary of abbreviations

AAA School of Architecture and Allied CDRC Child Development and Arts Rehabilitation Center AAALAC Association for Assessment and CEEB Center for Ecology and Evolutionary Accreditation of Laboratory Animal Biology Care CEPR Center for Educational Policy AAEO Affirmative Action and Equal Research Opportunity CET Center for Educational Technology AAU Association of American CFC Child and Family Center Universities CHD Center on Human Development AEI American English Institute CHI Center on Housing Innovation ALS Academic Learning Services CICS Center on Indigenous Cultural ANTC Advanced Network Technology Survival Center CIDA Council for Interior Design APA American Psychological Association Accreditation APRU Association of Pacific Rim CIRL Computational Intelligence Research Universities Laboratory APS Assault Prevention Service CIS Career Information System, or ARL Association of Research Libraries Computer and Information Science (department) ASAP Alliance for Sexual Assault Prevention CoDaC Center on Diversity and Community ASUO Associated Students of the COI Conflict of Interest University of Oregon CRESS Center on Race, Ethnicity, and ASPAC Associated Students President’s Sexuality Studies Advisory Council CSC Community Service Center BBMI Brain, Biology Machine Initiative CSI Computational Science Institute BRT Behavioral Research and Teaching CSWS Center for the Study of Women in BUSTED Beginning Underage Successes Society Through Educational Diversion CTL Center on Teaching and Learning CAMCOR Center for Advanced Materials DARS Degree Audit Reporting System Characterization in Oregon DBS Diversity-Building Scholarship CAPS Center for Asian and Pacific Studies DDS Designated Driver Shuttle CAS College of Arts and Sciences DoD Department of Defense CASLS Center for Applied Second Language Studies DoE Department of Energy CATE Center for Advanced Technology in DPS Department of Public Safety Education EC CARES Early Childhood Coordination CCACP Center for Community Arts and Agency for Referrals, Evaluations, Cultural Policy and Services CCRTF Campus Community Relations Task ECS Educational and Community Force Supports

xix GLOSSARY OF ABBREVIATIONS

EDC Ecological Design Center IPRI Institute for Policy Research and Innovation E&G Educational and General IS Information Services EHS Environmental Health and Safety ISC Integrative Science Complex EIC Environmental Issues Committee ISE Institute for a Sustainable EIP Early Intervention Program Environment EMC Enrollment Management Council ISP International Studies Program EMU Erb Memorial Union ITS Institute of Theoretical Science EMUB EMU Board of Directors IVDB Institute on Violence and Destructive EPD Eugene Police Department Behavior ETS Educational Testing Service JSMA Jordan Schnitzer Museum of Art ETSC Educational Technology Steering LCB Lundquist College of Business Committee LCNI Lewis Center for Neuroimaging ESD Education School District LDAP Lightweight Directory Access FIG Freshman Interest Group Protocol FIS Financial Information System LibQUAL Library Quality Assessment Tools FITT Faculty Instructional Technology LLC Living-Learning Center Training LOA Leave of absence FTE Full Time Equivalent LSAT Law School Admission Test GIS Geographical Information Systems MES Medical Express Service GK-12 NSF Graduate Teaching Fellows in MNCH Museum of Natural and Cultural K-12 Education History GMAT Graduate Management Aptitude Test MO Medical Leave GRE Graduate Record Examination MRI Minority Recruitment Initiative GTF Graduate Teaching Fellow MSI Materials Science Institute HEP High School Equivalency Program NAAB National Architectural Accrediting HOPES Holistic Options for Planet Earth Board Sustainability NASPAA National Association of Schools of HRIS Human Resources Information Public Affairs and Administration Center NERO Network for Education and Research HSPP Human Subjects Protection Program in Oregon IACUC Institutional Animal Care and Use NRCA National Educational Computing Committee Association IC IntoCareers NCITE National Center to Improve the Tools of Educators IDEA Institute for Development of Educational Achievement NIH National Institute of Health IELTS International English Language NIC Neuroinformatics Center Testing System NILI Northwest Indigenous Languages IMB Institute of Molecular Biology Institute ION Institute of Neuroscience NRC National Research Council

xx GLOSSARY OF ABBREVIATIONS

NSF National Science Foundation RARE Resource Assistance for Rural Environments NTTF Nontenure-track faculty RFD Research and Faculty Development OAR Oregon Administrative Rule RHA Residence Hall Association OCLC Online Computer Library Center (Ohio) RRP Riverfront Research Park OCO Oregon Center for Optics SAC Safety Advisory Committee ODOT Oregon Department of SANE Sexual Assault Nurse Examiners Transportation SAPP Substance Abuse Prevention OEOM Oregon’s Emergency Operations Program Manual SHAC Student Health Advisory Committee OIED Office of Institutional Equity and SIS Student Information System Diversity SOJC School of Journalism and OIMB Oregon Institute of Marine Biology Communication OIT Oregon Institute of Technology SPP Strategic Planning Project (Klamath Falls) SPUR Summer Program for Undergraduate OHC Oregon Humanities Center Research OHSU Oregon Health & Science University SSET Secondary Special Education and (Portland) Transition Programs ONAMI Oregon Nanoscience and SSIL Social Science Instructional Microtechnologies Institute Laboratory ORCIS Oregon Career Information System SWAT Sexual Wellness Assault Team ORCR Office of Responsible Conduct of SWORP Southwest Oregon Research Project Research TACS Technical Assistance and Consulting ORSA Office of Research Services and Administration TEP Teaching Effectiveness Program OSU Oregon State University (Corvallis) TL Time Loss OTEP Oregon Technology TOEFL Test of English as a Foreign Language Entrepreneurship Program TSPC Oregon Teacher Standards and OTT Office of echnologyT Transfer Practices Commission OUS Oregon University System UA University Advancement OUSSPP Oregon University System Suicide UHC University Health Center Prevention Project UOAA UO Alumni Association OWP Oregon Writing Project WRRC Western Regional Resource Center PASS Proficiency-based Admission YE-TAG Youth Enrichment-Talented and Standards System Gifted Programs and Services PGA Public and Government Affairs ZIRC Zebrafish International Resource PNNL Pacific Northwest National Center Laboratory (Richland, Washington) ZIFN Zebrafish Information Network PSO Post-School Outcomes Center Facilities PSU Portland State University (Portland)

xxi GLOSSARY OF ABBREVIATIONS

xxii Table of Contents

Part I. Transforming Oregon and Beyond Introduction...... 1 A. Inventing the Future: UO Research and Scholarship...... 3 A.1. Disciplinary Research...... 3 A.1.a. College of Arts and Sciences...... 4 A.1.b. Professional Schools and Colleges...... 4 A.1.c. Issues in Disciplinary Research...... 6 A.2. Interdisciplinary and Collaborative Research...... 7 A.2.a. Institutes and Centers...... 8 A.2.b. Initiatives at the School and College Level...... 8 A.2.c. Office of Research Targeted Research Initiatives...... 11 A.2.d. International and Diversity-Related Research...... 12 A.2.e. Issues in Interdisciplinary Research...... 14 A.3. Research Support...... 16 A.3.a. Funding...... 16 A.3.b. Infrastructure...... 19 A.3.c. Issues in Research Support...... 21 A.4. Quality and Impact of Research Programs...... 23 A.4.a. Institutional Ranking Systems...... 23 A.4.b. Other Performance Metrics...... 27 A.5. Challenges and Opportunities...... 28 B. Transforming the State: Role of the University...... 31 B.1. Benefits of a University of Oregon Education...... 31 B.1.a. Educating Citizens and Leaders...... 31 B.1.b. Educating a Work Force...... 31 B.2. University of Oregon as Employer and Economic Partner...... 33 B.2.a. Direct Economic Impact...... 33 B.2.b. Multiplier Effects...... 34 B.2.c. Attracting Enterprise and Creating Jobs...... 34 B.2.d. UO Revenue, Out-of-State Funding, and Research...... 36 B.3. Research and Economic Development...... 36 B.3.a. Technology Transfer and the “Innovation Cycle”...... 37 B.3.b. Association of University Technology Managers Metrics...... 38 B.4. Outreach and Community Development...... 39 B.4.a. College of Education Outreach Programs...... 40 B.4.b. Other Programs Connecting Education, Scholarship, and Service...... 42 B.5. Challenges and Opportunities...... 46 C. Educating in the Present: Selectivity and Access...... 49 C.1. The Student Body...... 50 C.1.a. Size...... 50 C.1.b. Composition...... 51 C.2. Undergraduate Students...... 52 C.2.a. Profile...... 52 C.2.b. Access and Selective Admission...... 53 C.2.c. The UO’s Role in Oregon’s Public Education System...... 57 C.2.d. Access and Affordability...... 59 C.2.e. Financial aid...... 61 C.3. Graduate and Professional Students...... 64 C.3.a. A Question of Scale...... 64 C.3.b. Admission and Selectivity...... 67 C.3.c. Access and Affordability...... 68 C.4. Challenges and Opportunities...... 70 Summary: Transforming Oregon and Beyond...... 71 Part I: Transforming Oregon and Beyond

We begin this self-study with a reaffirmation: The overriding goal of the university is the creation and dissemination of knowledge worthy of its status as an American Association of Universities (AAU) institution and the best of its peers internationally.

The University of Oregon mission statement2 defines a university to be “a community of scholars dedicated to the highest level of standards of academic inquiry, learning, and service,” and knowledge to be “the fundamental wealth of a civilization.” It goes on to recognize that research, “both basic and applied, is essential to the intellectual health of the university, as well as to the enrichment of the lives of Oregonians.” It acknowledges the university’s obligation to serve both the people of Oregon and those beyond it borders. And it affirms the University of Oregon’s commitment to education, “with the goal of helping the individual learn to question critically, think logically, communicate clearly, act creatively, and live ethically.”

The sections on research, service, and education that follow frame the University of Oregon’s mission as a comprehensive research university and Oregon’s only AAU institution. We begin with the university’s distinctive profile in research and creative activity, which provides an academic environment unique within the state. This profile offers a rich array of economic, social, and cultural benefits to the state of Oregon, many of which reach beyond our region to have national and international impacts—benefits that we capture as “service.” It is the environment described in the first two sections—rich in possibilities for inquiry, learning, and service to society—that is available to the students who attend the University of Oregon. These students are the primary reason for our existence as a public university, and our goal is to bring to campus students who are prepared to both benefit from and contribute to academic excellence at the University of Oregon.

1 2 A. Inventing the Future: UO Research and scholarship

A. Inventing the Future: UO novative scholarship, to both today’s world Research and scholarship and the prospect of a sustainable future.

The primary mission of the University of The research enterprise at the UO spans the Oregon, as a leading public research uni- arts, the humanities, the sciences, and the versity, is to sustain and transform society professions, and addresses the full cycle through the creation and dissemination of of innovation, from basic discoveries to scientific and humanistic knowledge that technology transfer and societal applica- addresses the economic, social, and envi- tion. The focus of Section A is on research ronmental needs of Oregon,3 our region, na- programs and accomplishments that distin- tion, and world.4 Research at the University guish the UO, within the state, the nation, of Oregon—broadly defined throughout this and internationally. A critical overview and section to include scholarship and creative assessment of the UO’s research activities, activity in its many forms—can be exam- the quality of its scholarship, and ongo- ined in the same terms as the university as ing opportunities and challenges related to a whole: interconnection, pluralism, and the research enterprise are considered in a commitment to sustaining future genera- the subsections below. Many of the factors tions through innovations that elevate eco- that impact the scope and quality of UO nomic competitiveness, global stewardship, research are also addressed elsewhere in the and quality of life. self-study. The themes emphasized in this section relate to key input and performance While many universities emphasize diverse measures defining the range and impact of research, plural in its interests but isolated creative and scholarly work at the UO. in its process, the UO affirms both interconnection and pluralism. Work carried A.1. Disciplinary Research on within the diverse disciplines serves as a starting point for our discussion of re- The diverse disciplinary research carried search at the UO. Disciplinary research is out at the UO contributes to the research conducted by tenured and tenure-related mission of the university by adding to and faculty members in every academic depart- transforming received ways of thinking. One ment. Such scholarship is central to estab- of the marks of an excellent university is its lishing the reputation of Oregon’s graduate ability to affect the ideas with which people programs and faculty and significantly understand their world, their values, and affects undergraduate teaching and learning. their futures. While much research can be Faculty members within the UO’s schools quantified in terms of the grant funding it and colleges are among the leading scholars generates or its economic output, the ability in their fields and this outstanding faculty to affect ideas is often not directly quantifi- forms the basis for Oregon’s interconnected able. It is found instead in the content of research initiatives and programs. These books and articles that change how we think initiatives, in the many forms in which they about ourselves and the world. The impact are presently manifest, have their roots in a of the research may not be immediate. What long tradition of interdisciplinary research students study in the next generation is a di- at the University of Oregon, first formal- rect result of the research carried out by the ized with the establishment of the Institute present generation. The questions asked by of Molecular Biology in 1959. Today, more economists, philosophers, chemists, busi- than sixty interdisciplinary institutes and ness people, and lawyers in the future are centers provide opportunities for research framed by the ideas and methods—the tools and graduate training at the UO, but most of inquiry—they inherit from today’s schol- importantly contribute, through truly in- ars. The answers that emerge are tomorrow’s

Part I: transforming Oregon and beyond research results and they form a new start- sophical Society, and the Sloan, Searle, and ing place. Through its research, a great uni- Burroughs Wellcome foundations. Faculty versity produces ideas that foster the ability members in many departments are recog- of future generations to flourish. nized leaders in their fields, as editors and editorial board members of major disciplin- Scholars at the UO have published many ary journals, as officers in national and hundreds of books and many thousands of international societies, and through their articles in the last decade. Such research book awards and awards acknowledging occurs in every college and school and excellence in research. (See Box A1.) represents the foundation of the UO’s mission. However, little systematic information is available about the scope and impact of A.1.b. Professional Schools and disciplinary research at the university. As a Colleges result, a variety of indicators can help give a sense of the quality of this research. The faculty of the UO’s professional schools and colleges also conduct research aimed at advancing work within their fields and A.1.a. College of Arts and Sciences at making a broader contribution to understanding the intersections between fields. The College of Arts and Sciences has more Examples of national recognition for the than 400 tenure-related faculty members. Its quality and contributions of this research research and teaching provides the liberal include the following (also see Box A2): arts core of the university’s larger mission. It offers a broad general education at the • In the School of Architecture and Allied undergraduate level—i.e., an introduction Arts, the Department of Planning, Public to social and intellectual history as reflected Policy and Management is in the top ten in a variety of disciplines; basic training in of all such programs nationally in terms quantitative, analytical, and communication of total publications, with one faculty skills; and an understanding of the nature member ranking first among all public and uses of critical thought—as well as policy faculty members nationwide. In advanced study and research at the gradu- the recent report by the School of Ar- ate level in specialized fields in the arts and chitecture and Allied Arts, at least eight sciences.5 national awards for research and design While the college lacks a centralized means are listed. of comprehensively documenting the scope and impact of the research that takes place • Faculty members in the College of within individual academic units, reports Education report seven recent national provided by departments within the col- research awards including a National lege describe both a wide range of research Institutes of Mental Health Research and significant recognition for that work. Service Award and an American Educa- At least six faculty members have received tional Research Association Researcher of the Year award. U.S. News & World Guggenheim Fellowships in the last few 16 years. Faculty members have received a Report ranked the UO College of Edu- significant number of national fellowships cation among the top ten public graduate including American Council of Learned institutions of education in the nation Societies Fellowships, Fulbright Fellow- for the fifth year in a row, placing eighth ships, and fellowships from the National among all publics and fifteenth among Endowment for the Humanities, the von public and private institutions com- Humboldt Foundation, the American Philo- bined. And, for the seventh consecutive

A. Inventing the Future: UO Research and scholarship

Box A1. Faculty Research Excellence: Examples from the College of Arts and Sciences Faculty members in psychology have received appointments to prestigious editorial boards and invitations to give keynote addresses; published books; been awarded grants from federal agencies; and received awards and fellowships. These include the following: 2006–7 Oregon Community Credit Union Fellowship (Jennifer Ablow); elected President of Society for Chaos Theory in Psychology and Life Sci- ences in 2005 (Holly Arrow); elected President of Society for Research in Psychopa- thology I in 2005 (Scott Monroe); 2006–7 Guggenheim and 2007–8 James McKeen Cattell Fellowship (Dare Baldwin); APA awards for Distinguished Contributions to Family Psychology (Tom Dishion) and Stanley Sue Award for Distinguished Contri- butions to Diversity (Gordon Hall); 2006 Lifetime Achievement Award from Society for Experimental Psychology (Doug Hintzman) for research on memory and cognition; and the prestigious international prize from Berlin-Brandenburg Academy of Science (Ulrich Mayr).

Stephen J. Shoemaker, associate professor of religious studies, teaches courses on the Christian traditions. His primary interests encompass the ancient and early medieval Christian traditions, and more specifically in early Byzantine and Near Eastern Christianity. He is the author of a number of studies on early Christian traditions about Mary (especially in apocrypha), including The Ancient Traditions of the Virgin Mary’s Dormition and Assumption6 (Oxford University Press, 2002). In the last two years, Shoemaker has been selected John Simon Guggenheim Memorial Foundation Fellow7, 2006–78 (deferred to 2007–8), Alexander von Humboldt Foundation Re- search Fellow,9 2006–7, American Council of Learned Societies Fellow,10 2006–7,11 Fellow in Byzantine Studies, Dumbarton Oaks, Harvard University Center for Byzan- tine Studies,12 and as a recipient of a National Endowment for the Humanities Sum- mer Research Award,13 Summer 2004.14

Geri Richmond, the Richard M. and Patricia H. Noyes Professor of Chemistry, is the first woman to win the Spiers Medal (2004), presented by Great Britain’s Royal Soci- ety of Chemistry, one of the most prestigious international prizes in chemistry. Rich- mond also received the 2005–6 Council for Chemical Research Diversity Award for her pioneering work contributing to the advancement of women in the chemical sciences through the Committee on the Advancement of Women Chemists (COACh).15 She was elected a fellow of the American Academy of Arts and Sciences in 2006 and was elected a fellow of the American Association for the Advancement of Science in 2003. Richmond’s research program uses laser-based spectroscopic techniques to understand important chemical, environmental, and technological processes that occur at surfaces and interfaces.

Part I: transforming Oregon and beyond

year, the UO Special Education program is ranked third in the nation. Box A2. Faculty Research Excellence: Examples from the • The School of Law is consistently ranked Professional Schools and Colleges by the U.S. News & World Report peer G. Z. Brown, professor of architec- reputation survey in the top fifty law ture, received the fourth annual schools nationally. In similar surveys Leadership Award of the U.S. Green conducted by U.S. News, the Environ- Building Council (USGBC), honor- mental and Natural Resources Law Cen- ing outstanding individuals and ter ranked sixth, the Appropriate Dispute organizations that signify vision, Resolution Center ranked fifteenth, and leadership, and commitment to the the Legal Research and Writing Program evolution of green building design ranked twenty-fifth. and construction. He also was named by the American Institute of Archi- A.1.c. Issues in Disciplinary Research tects (AIA) to its College of Fellows, an honor awarded to members who Uneven external funding opportunities. Re- have made significant contributions search outside of the UO’s centers and to the profession. Brown’s expertise institutes relies more heavily on support is in the areas of building energy from the academic departments and other systems and building and component resources internal to the university. External design. He is author and coauthor, grant funding opportunities for individual respectively, of two books: Sun, research, especially outside the sciences, Wind, and Light: Architectural De- can be difficult to find, highly competitive, sign Strategies and Inside Out: Design and awards often provide only very lim- Procedures for Passive Environmen- ited financial support. Additional internal tal Technologies. In addition, he has funding opportunities that provide course published more than 100 papers and release support, research assistants, and reports. Brown has consulted on and library resources would help to expand the designed award-winning residential range and quantity of research conducted and commercial buildings with a outside of sponsored programs. More direct strong focus on energy efficiency. support for the identification of funding opportunities and associated grant preparation David Conley, Ph.D., is director of for individual research through the expan- the Center for Educational Policy sion of efforts involving the UO’s Office of Research at the University of Oregon Research and Faculty Development would and conceptual architect for Oregon’s be helpful. Quality Education Model, a system originally commissioned by Gover- The humanities. Scholarship in the humani- nor Kitzhaber to develop a means ties serves to illustrate some of the specific to determine the amount of funding challenges and opportunities facing disci- needed by the K–12 education sys- plinary research. At the UO, the humanities tem and the performance that could are vigorous. Individual departments are be expected of schools based on the generally strong, and the UO has a visible level of funding. and active Oregon Humanities Center that supports faculty research, teaching, and public outreach. Many faculty members also are involved in interdisciplinary programs, including women’s and gender studies,

A. Inventing the Future: UO Research and scholarship medieval studies, Asian studies, environ- spaces for teaching and scholarship; greater mental studies, Judaic studies, humanities, priority in the UO’s current capital cam- and comparative literature. There are strong paign and associated fund-raising efforts; institutional connections to both the East sustained investment in, and effective utili- (e.g., China, Korea, and Japan) and to the zation of, library and electronic information West. The UO hosts several major academic resources; and a more central position in the events each year, including national and university’s efforts to represent the institu- international conferences, symposia, and tion to the state and its citizenry. Better lectures that convene top scholars and are institutional mechanisms were recommend- generally open to the public at large. ed for supporting “bottom-up” humanities initiatives requiring sufficient seed money In light of the recent national dialogue to allow them to develop and flourish. around the humanities, the UO held a series of roundtables in 2005–6, including faculty Measuring scholarly productivity. One of the representatives from major humanities disci- significant challenges faced in understand- plines and affiliated administrative units and ing the scope and impact of disciplinary re- centers. The participants were sent materials search is the lack of systematic information from the AAU report, Reinvigorating the Hu- about research conducted outside the UO’s manities, including the major recommenda- centers and institutes. Despite the fact that tions and examples of best practices. Faculty most faculty members have active research participants addressed the strengths of the pursuits and that most publish the results humanities at the UO, as well as opportuni- of their work regularly, there is no central ties for improvement and associated barriers. source for information about this research or its relative impact on scholarship and teach- Key issues spotlighted in the 2005–6 hu- ing in the various disciplines. A more cen- manities roundtable discussions included tralized process of data collection should concerns about teaching and service loads, be pursued that can provide direct access availability of internal research fellowships to general information regarding books and and awards, and the national availability of articles published by the university faculty, external research awards. Reexamination of awards and fellowships received, impacts of the curriculum was recommended, for ex- individual faculty research findings related ample, through more consideration of core to societal needs, and information about courses in the humanities that transcend relative rankings and performance compara- departments or provide opportunities for tors within particular disciplines. collaborative teaching. Team teaching is one of the most stimulating opportunities for A.2. Interdisciplinary and enhancing student learning and often leads Collaborative Research to new directions in research. The University of Oregon has a long tradi- Concerns about the guidelines and criteria tion of interdisciplinary and collaborative for promotion and tenure also were raised, research activities that connect multiple in- particularly with regard to appropriate vestigators, disciplines, and institutions, in- recognition of the standing of collaborative cluding research that embodies a breadth of work, value placed on public outreach and perspectives that cross national and cultural service, and assessment of acceptable out- boundaries. These are some of the special lets for scholarly work within a given dis- areas of focus, distinctiveness, and distinc- cipline—especially in light of the emerging tion for the UO, as described in this section crisis in academic publishing. Specific rec- highlighting interdisciplinary, collaborative, ommendations included improved physical international, and diversity-related research.

Part I: transforming Oregon and beyond

One of the preeminent strengths of the UO Nearly all tenure-track faculty members of is its interdisciplinary focus, reflective of its centers and institutes hold their primary research university mission, but at a scale appointments in related academic depart- that facilitates collaboration across academ- ments. Graduate students who intend to ic boundaries. This approach should serve work in one of the centers or institutes must the UO especially well in the twenty-first satisfy the graduate degree requirements century, as the locus of innovation and dis- of the related departments through which covery becomes progressively more focused they will earn their degrees. However, the at the intersections and interfaces between research outlets provided by the centers disciplines. provide a strong selling point in the recruitment of many new faculty members and A.2.a. Institutes and Centers graduate students interested in opportunities beyond those available in the traditional The university’s interdisciplinary institutes academic programs and disciplines. and centers, which number more than sixty, provide opportunities for faculty research Organized under the vice president for research. About half of the UO’s sponsored and graduate and professional training in a research funding is based within the thirty rich variety of areas, including the humani- institutes and centers organized under the ties, social sciences, natural sciences, al- vice president for research. The research lied arts and architecture, education, and a office is responsible for the formal establish- number of technical fields. The UO’s insti- ment and review of these units. A complete tutes and centers also encompass a wide listing is shown in Box A3, including links array of administrative and reporting struc- to more detailed descriptions. tures, reflective of their unique histories and disciplinary origins. With the exemption Other centers and institutes. Other UO cen- of centers within the College of Education, ters and institutes report to Academic Af- most of the other research-intensive centers fairs, or to the school and colleges in which report to the vice president for research. the respective units are housed. These However, some of these interdisciplinary represent a broad range of activities empha- units have joint reporting relationships to sizing educational and outreach missions, appropriate academic deans, such as se- rather than interdisciplinary research as a lected centers within the School of Allied primary focus. In addition, most have a nar- Arts and Architecture and the College of rower disciplinary perspective and address Education. Other centers are housed solely aspects such as educational practices and within the domains of schools and colleges assessment, language learning, and entre- and associated academic departments, or preneurship. Box A4 illustrates the range of represent service centers focused on out- activities supported by these units. reach activities. Irrespective of their administrative homes, centers receive indirect cost allocations from the vice president for re- A.2.b. Initiatives at the School and College search, based on the unit responsible for the Level grant proposal submission and grant award administration. Support staff members are Many of the UO’s schools and colleges have sometimes shared between centers and special centers and programs that reflect closely affiliated academic departments, a dean-level commitments to interdisciplinary model that needs to be further expanded to research efforts, including the application exploit economies of scale and to promote of college-level expertise and scholarship to effective integration of teaching, research, broader academic and societal issues. Ex- and outreach missions. emplars highlighted in this section include

A. Inventing the Future: UO Research and scholarship

Box A3. Research Units Reporting to the Vice President for Research and Graduate Studies Detailed descriptions and links to websites are available online.17

Natural Sciences and Technology Center for Advanced Materials Characterization in Oregon Center for Ecology and Evolutionary Biology Center for High Energy Physics (in process of formal establishment) Computational Intelligence Research Laboratory Computational Science Institute Institute of Molecular Biology Institute of Neuroscience Institute of Theoretical Science Lewis Center for Neuroimaging Materials Science Institute Neuroinformatics Center Oregon Center for Optics Oregon Institute of Marine Biology Solar Energy Center

Social Sciences and Humanities Center for Applied Second Language Studies Center for Asian and Pacific Studies Center on Diversity and Community Center for Indigenous Cultural Survival The Center on Race, Ethnicity, and Sexuality Studies (in process of formal establishment) Center for the Study of Women in Society Northwest Indigenous Languages Institute Oregon Humanities Center

Allied Arts and Architecture Center on Housing Innovation Community Service Center Center for Community Arts and Cultural Policy (in process of formal establishment) Institute for Policy Research and Innovation Institute for a Sustainable Environment

Education and Family Issues Center on Human Development Institute on Violence and Destructive Behavior Child and Family Center

Part I: transforming Oregon and beyond

Established interdisciplinary centers within the Lundquist College of Business (LCB) Box A4. Examples of Other include the Lundquist Center for Entrepre- Centers and Institutes neurship and the Warsaw Sports Marketing Links to the individual programs are Center. The current vision within the col- available online.18 lege is to expand and build on these successes to become nationally recognized in Advanced Network Technology four interdisciplinary themes:19 Center • Corporate valuation American English Institute • Entrepreneurship and innovation Center for Advanced Technology in • Sports business Education • Sustainable supply chain management Center for Educational Policy Research The themes leverage strong disciplines Center for Electronic Studying in accounting, decision sciences, finance, InfoGraphics Laboratory management, and marketing, and enhance Institute for Development of the disciplines through visibility, resources, Educational Achievement and expanded opportunities for the faculty International Institute for Sport and and students. Established through discus- Human Performance sion with faculty members and the external Lundquist Center for community, each theme meets the follow- Entrepreneurship ing criteria: it is rooted in what is special National Center to Improve the about Oregon; it builds on existing and Tools of Educators new faculty strength; it leads to jobs in the Russian and East European Studies Oregon economy and beyond; it presents Center an opportunity for national leadership; and Social Science Instructional it is capable of attracting external funding. Laboratory Each thematic center will be responsible for State Museum of Anthropology, facilitating interdisciplinary research and Research Division providing experiential opportunities for Technology Education Center students. Warsaw Sports Marketing Center Western Regional Resource Center The College of Education is home to an alli- Yamada Language Center ance of nationally prominent centers, institutes, and affiliated research and outreach units. The college’s research units foster those in the Lundquist College of Business, fundamental and applied research, includ- the College of Education, and the School of ing the integration of multidisciplinary Law. In addition, a number of the interdis- perspectives on science-based education ciplinary centers and programs housed in research and reduction to practice. These UO schools and colleges have an especially units cover a wide range of critical research strong coupling to community development areas, including teaching practices directed through outreach and service missions. toward at-risk students, early childhood Examples from the School of Architecture intervention, developmental disabilities, and Allied Arts, the College of Education, special education, models of academic re- the School of Journalism and Communica- form, and violence and destructive behavior tion, and the School of Music and Dance are in children and youth. (See Box A5.) described in Part I–Section B.4, rather than Further examples of centers and programs included here. that reflect a college-level commitment to

10 Box A5. College of Education Research Units More detailed information is available online.20

Behavioral Research and Teaching (BRT). Combines applied behavior analysis with effective teaching practices to develop, study, and disseminate empirically based educational programs for students who are at risk of failure in school and in the community

Center for Educational Policy Research (CEPR). Carries out state and federal–level educational policy analysis through the development of tools that help organizations understand complex issues, analyze trends, and nurture new policy ideas

Center on Human Development (CHD). Assists and empowers people with disabilities and their families in ways that enhance their quality of life as a component of the national network of University Centers of Excellence (UCE) in Developmental Disabilities

Center on Teaching and Learning (CTL). Conducts, translates, and disseminates research on the role of curriculum, instruction, and assessment in models of academic reform for schools

Early Intervention Program (EIP). Expands and improves educational and therapeutic services for young children at risk with a focus on early intervention, early childhood special education, and early childhood education

Educational and Community Supports (ECS). Focuses on the development and implementation of practices that result in positive and scientifically substantiated change in individuals with disabilities and their families through research, teaching, dissemination, and technical assistance

Institute on Violence and Destructive Behavior (IVDB). Helps schools and social service agencies address violence and destructive behavior to facilitate the academic achievement and healthy social development of children and youth

Secondary Special Education and Transition Programs (SSET). Research, model development, and outreach focus on practices to help transition-age youth develop knowledge and skills to succeed in adult roles—meaningful employment, completion of postsecondary education or training programs, and living independently

interdisciplinary research and education A.2.c. Office of Research Targeted are the special interdisciplinary centers and Research Initiatives programs within the School of Law. These research units cover areas that range from Through the leadership and coordination of dispute resolution to ocean and coastal law. the vice president for research, the UO also (See Box A6.) is pursuing targeted research initiatives at the institutional level that cross disciplin-

11 Part I: transforming Oregon and beyond

ary boundaries, with a current emphasis on the physical and life sciences. Such initia- Box A6. School of Law tives have been extraordinarily success- Interdisciplinary Centers ful in attracting major investment beyond and Programs competitive federal grants, most notably More detailed information is through Congressional Interest Project sup- available online.21 port, targeted state investments focused on economic development, and private sources Appropriate Dispute Resolution Center. including individuals, corporations, and Places dispute resolution theory into foundations. Since 2000, these efforts have practice, educating students in nego- been responsible for attracting on the order tiation, mediation, and arbitration of $100 million for targeted interdisciplinary programs, when broader statewide Environmental and Natural Resources efforts and impacts are included. The ini- Law Program. Features the earliest ac- tiatives also include multi-institutional ademic curriculum in public interest collaborative strategies and strong univer- environmental law, the first public sity-industry-government partnerships as a interest environmental law clinic in “triple helix” of collaboration. The recent the nation, and the oldest and largest emergence of a capital facilities project, public interest environmental law currently estimated at $76 million for the conference in the world Integrative Science Complex, will provide advanced laboratory facilities, major shared Center for Law and Entrepreneurship. instrumentation, and collaboration spaces to Sponsors a live-client business clin- enhance the UO’s pioneering interdisciplin- ic, a fellowship program in which ary work in the sciences. The core of those students evaluate new technologies efforts relate to the following two initia- for possible commercialization, and tives as high UO priorities: the Brain, Biol- numerous special events for stu- ogy, and Machine Initiative (BBMI) and the dents interested in business law and Oregon Nanoscience and Microtechnologies entrepreneurship Institute (ONAMI). (See Box A7.)

Ocean and Coastal Law Center. Com- A.2.d. International and Diversity- bines the efforts of law faculty spe- Related Research cialists and advanced law students to research and analyze current ocean The American Council on Education indi- and coastal legal issues and to pub- cated in 2003 that the UO is “among the lish results most active research universities in the country in advancing internationalization Wayne Morse Center for Law and Poli- in a wide variety of areas.” The university tics. Brings world-renowned scholars also was recognized in 2004 by NAFSA: As- and activists to Oregon each year for sociation of International Educators for the interdisciplinary research, publica- success of the International Cultural Service tion, teaching, and public discussion Program and International Alumni Program. of critical topics in the fields of law This recognition reflects a capable and and politics adventurous student body, a dedicated and internationally oriented faculty, and a committed and culturally sensitive international programs staff.

12 A. Inventing the Future: UO Research and scholarship

Box A7. Targeted Research Initiatives Brain, Biology and Machine Initiative (BBMI).22 The goal of the BBMI is to better understand how the human brain and mind functions (e.g., cognition, memory, learning, and developmental disorders) by pursuing research that integrates the fields of psychology, molecular genetics, animal model systems, advanced computing and imaging, and neuroinformatics. The initiative builds from a base of UO’s leading programs in areas such as cognitive neuroscience, molecular biology, and high performance computing. Both the well-established UO units, such as the Molecular Biology and Neuroscience institutes, and recently created centers, such as the Lewis Center for Neuroimaging and the Neuroinformatics Center, are major participants in the collaborative BBMI activities. The next stages of the initiative will strengthen the emphasis on translational research such as the links between brain development and educational practices, and the field of rehabilitative neuroscience. Phase 2 of the Integrative Science Complex will emphasize collaborative programs related to BBMI.

Oregon Nanoscience and Microtechnologies Institute (ONAMI).22 ONAMI is Oregon’s first signature research center and a cooperative venture among government and leading nanoscience and microtechnology R&D institutions and industry in the Northwest. ONAMI was created to cultivate research and commercialization to advance Oregon’s leading economic sector and expand the benefits of technology innovation to traditional and natural resource industries. By putting nanotechnology to work in microsystems, ONAMI members are taking these advanc- es from the lab through to commercialization through unprecedented collaboration among Oregon’s research universities. In addition to shared facility access, university faculty members are working in conjunction with ONAMI to pursue both fundamental and applied research projects with regional industry. The UO component includes its leading materials science programs, including the Center for Advanced Materi- als Characterization, and its internationally recognized programs in green chemistry and green nanotechnology. Phase 1 of the Integrative Science Complex highlights the UO’s connections to the ONAMI programs and is slated for completion in 2007.

The UO has an especially strong interna- and partnered with the University of Syd- tional research and outreach focus on the ney in 2006 in developing an APRU confer- Pacific Rim. The UO is a founding member ence focused on “Brain and Mind.” Those of the Association of Pacific Rim Universi- interactions offer the promise of longer-term ties (APRU), a consortium of thirty-seven partnerships centered on the UO’s Brain, leading research universities. APRU aims Biology and Machine Initiative (BBMI). to foster education, research, and enterprise that contribute to economic, scientific and A priority on international and diversity cultural advancement in the Pacific Rim. issues and scholarship in the Pacific Rim APRU promotes scientific, educational, and also prompted UO President Dave Frohn- cultural collaboration, and embodies a com- mayer to launch a China–East Asia initia- mitment to global academic and research tive in 2004–5. The initiative builds on the standards. The UO hosted the APRU Doc- university’s already strong ties with East toral Students Annual Conference in 2005 Asian countries to create new opportunities

13 Part I: transforming Oregon and beyond for students, faculty members, alumni, and social sciences promote dialogue, inquiry, the public. The overall goal is to establish and appreciation of international issues and the UO as a major source of expertise in East cultural diversity including aspects such Asia with a focus on business, government, as religion, gender, race, and ethnicity. UO and education. The UO is starting from a programs include those in well-established much stronger position than many U.S. centers such as the Center for the Study of universities in strengthening ties with East Women in Society (CSWS), the Center for Asia. As of 2005, the UO had forty-two fac- Applied Second Language Studies (CASLS), ulty members in sixteen disciplines special- and the Center for Asian and Pacific Studies izing in East Asia. The UO has one of the (CAPS). Emergent research centers that focus earliest Asian studies programs in the coun- on diversity issues include the Center on Di- try, founded in 1942. Almost two-thirds of versity and Community (CODAC), the Center the UO’s international students, about 700, for Indigenous Cultural Survival (CICS), and come from Asia. The 3,400 alumni from the Center for Race, Ethnicity, and Sexuality East Asia (China, Japan, South Korea, Hong Studies (CRESS). (See Box A8.) Kong, and Taiwan) form the UO’s largest block of international graduates. A.2.e. Issues in Interdisciplinary Research

Examples of current goals for the China– General issues. Despite the apparent breadth East Asia initiative include increasing the and positive impact of the UO’s interdis- enrollment of East Asian students, increas- ciplinary traditions and current activities, ing UO student study-abroad and faculty there are critical actions needed to sustain exchange and research programs; boosting and build on those traditions. As typical of the number of UO students studying East its sister research universities, the UO con- Asian languages and cultures; strengthen- tinues to explore ways to optimize interdis- ing alumni groups in East Asian countries; ciplinary programs by addressing objectives developing an information resource bank; such as the following: and establishing special programs for students in the professional schools. The UO’s • Balancing research and instructional historic ties with the region are grounded in missions long-standing student exchange programs • Enhancing connections between the and the Asian collection that formed the academic priorities of departments and core of the UO’s Jordan Schnitzer Museum interdisciplinary research objectives of of Art when it was founded in 1922. For the centers and institutes past five years, the UO Continuation Cen- • Prioritizing faculty hiring by discipline ter has provided management training to and field to accommodate concepts of Shanghai city administrators, and the UO’s cluster hires and to facilitate multidisci- Warsaw Sports Marketing Center is working plinary connections with Fudan University in China to market • Recognizing interdisciplinary and the 2008 Beijing Olympics. collaborative contributions in faculty tenure and promotion decisions and UO research centers and programs that providing time for faculty members to integrate diverse disciplinary, cultural, and pursue such activities international perspectives enhance the de- • Addressing infrastructure needs of cross- velopment of critical thinking, communica- disciplinary research, including major tion, and interpersonal skills essential to the instrumentation facilities and informa- liberal arts educational experience central tion technology requirements to the UO mission. UO research centers • Supporting graduate education equitably at the intersections of the humanities and across disciplines

14 A. Inventing the Future: UO Research and scholarship

Box A8. Centers That Focus on International Issues and Diversity

Center for Applied Second Language Center for the Study of Women in Studies (CASLS).24 Society (CSWS).27 CASLS is a primarily grant-supported Na- CSWS is a multidisciplinary research center tional Foreign Language Resource Center that that generates, supports, and disseminates promotes international literacy by develop- research on the effects of gender, race, eth- ing proficiency-based tools for language nicity, class, sexual identity, and culture on learning and teaching. In unveiling the women’s lives. A member of the National National Security Language Initiative (NSLI) Council for Research on Women (NCRW), on January 5, 2006, Undersecretary of De- CSWS develops alliances with other univer- fense for Personnel and Readiness David Chu sities and outside organizations sharing inter- noted that the National Security Education ests in women and gender-related issues, and Program had funded the first such program creates bridges between research, teaching, in Oregon and further commented “There’s public understanding, and discussion about a great story out there.” Chu was referring women’s lives. to the Chinese K–16 Language Initiative in Oregon overseen by CASLS. Center for Race, Ethnicity, and Sexuality Studies (CRESS).28 Center for Asian and Pacific Studies CRESS facilitates intellectual conversation (CAPS).25 and critical engagement among scholars of CAPS-affiliated faculty members are engaged race and sexuality, with the goals of connect- in teaching and research on the peoples, ing the field of sexuality studies with race histories, languages, cultural traditions, and ethnicity studies; highlighting current and economies of East, Central, South, and research, especially interdisciplinary stud- Southeast Asia, and the Pacific Islands. ies of class, disability, and other nonracial or CAPS organizes lectures, conferences, and nonethnic minority identities; and fostering a workshops, and builds educational connec- diverse intellectual climate at the UO, in part tions with key institutions in the Asia-Pacific by contributing to the recruitment, retention, region. A major grant from the U.S. Depart- and success of faculty members and students ment of Education for Foreign Language and working in the fields represented by the Area Studies (FLAS) Fellowships in East center’s mission. Asian Studies, funded in 2006, supports fellowships for graduate students who are U.S. Center on Diversity and Community citizens and permanent residents studying (CODAC).29 Chinese, Japanese, and Korean in conjunc- CODAC’s mission is to promote inquiry, dia- tion with area or international studies. logue, and effectiveness on issues of cultural diversity. CODAC fulfills its mission through Center for Indigenous Cultural Survival basic and applied research, outreach pro- (CICS).26 grams and public events, consulting services, CICS was created to share, develop, and and information networks that serve the UO access tools for the preservation of indig- campus as well as stakeholder individuals, enous lifeways. Offered through an academic communities, and organizations. CODAC setting, the CICS helps individuals access promotes interdisciplinary scholarship in undergraduate- and graduate-level courses, the following areas: cultural competency link with indigenous scholars and cultural in higher education; cultural diversity; and specialists, locate unique funding sources, diversity, conflict, and resolution. and create historically accountable representations of indigenous cultures.

15 Part I: transforming Oregon and beyond

• Fostering interdisciplinary programs port, reflecting the highly competitive en- that provide breadth, while maintaining vironment for seeking external sponsorship academic core programs that provide of research in these disciplines. There have depth been some notable recent successes such as • Following the university’s priorities for the grants awarded to CASLS and CAPS in academic quality and impact 2006 as indicated previously. The Office of the Vice President for Research assists with Although the UO is a national leader in the core operating funds for the centers through success of its interdisciplinary research ef- the allocation of indirect cost recoveries. forts, it is facing organizational challenges The second major concern from an institu- that must be addressed to sustain the devel- tional perspective is assuring broad-based opment of interdisciplinary centers, includ- faculty engagement to create an adequate ing the following: reservoir of expertise and leadership to sustain the educational, research, and outreach • Developing new approaches to the de- endeavors of these units. sign and financing of interdisciplinary research space A.3. Research Support • Mitigating the effects of the “soft money” dependencies of research centers Input measures focus on the level of sup- • Providing effective management and port for the UO’s research mission. The governance, including suitable coop- input measures addressed in this sub-sec- eration between the deans and the vice tion are financial investment, in the form president for research of research funding, and institutional infra- • Stimulating and managing external col- structure. Output measures—indicators of laborations and partnerships the UO’s research productivity—are ad- • Promoting translational and commercial- dressed in Section A.4, “Quality and Impact ized research of Research Programs.” • Finding adequate resources for seed investments in new initiatives beyond the allocation of facilities and administra- A.3.a. Funding tive cost recovery Overview of sponsored funding. Over the past The UO has exceptional opportunities to five years,sponsored program awards to explore institution-wide initiatives, analo- the University of Oregon grew from $57.8 gous to BBMI and ONAMI, in areas such million in fiscal year 2000–2001 to $96.5 as sustainability, healthy communities, million in fiscal year 2005–6, representing human and global security, human perfor- an increase of 67 percent. The supporting mance, digital arts, and diversity. The UO documentation for this self study includes leadership, especially the provost and vice the UO’s annual contract and grant expen- president for research in concert with the ditures data for fiscal years 2002–3, 2003–4, 30,31 academic deans, are charged with further and 2004–5 by unit and funding source. development of key signature research areas Detailed annual reports on sponsored fund- that build on academic excellence and the ing also are available through the Office UO’s interdisciplinary culture. of Research Services and Administration (ORSA) website.32 Centers focused on international issues and diversity. Continuing institutional challenges For purposes of this narrative, emphasis is regarding these centers are twofold. A major placed on the most recent year (fiscal year concern is the adequacy of financial sup- 2004–5) for which complete data were avail-

16 A. Inventing the Future: UO Research and scholarship able. The following ORSA websites provide of the total funding received by the UO in specific information on fiscal year 2004–5 FY05. The UO traditionally relies on fed- sponsored programs, including graphic and eral support as the predominant source of tabular representations of the data sum- sponsored program funding, as is typical of maries. The data can be sorted by principal research universities nationally. investigator (PI), coprincipal investigator, and submitting or home units. Awards,33 Significant increases in federal support proposals,34 and expenditures35 are available were realized in FY05 over the prior year online. from the National Science Foundation (a 15 percent increase to $14.1 million) and the The UO received nearly $84 million from U.S. Department of Education (a 13 percent external funding sources in grants, contracts increase to $29.3 million), while support and other competitive awards for fiscal year from the U.S. Department of Health and 2004–5, hereafter referred to as “FY05.” Human Services, primarily from the Na- This was the second highest total in award tional Institutes of Health, remained steady dollars ever recorded at the UO. Sponsored at $24.1 million. Three federal agencies program awards in FY 05 had the primary (NSF, NIH, DoEd) consistently provide the purpose defined as follows, although many vast majority of federal funds received by of the individual programs link multiple the UO, reflecting its research strengths in missions such as research and public the physical and natural sciences and in service. education. Of great concern to the UO is the decline in success rates nationally for NSF • Research: $57.5 million (68.7 percent) and NIH proposals, owing to both increas- • Instruction: $5.5 million (6.6 percent) ing competition and relatively flat academic • Public Service: $20.7 million (24.7 R&D funding for those agencies in recent percent) budget cycles. Success rates at the UO have followed the national trends quite closely The nonresearch categories above have a and have dropped in recent years from the greater emphasis (31.3 percent of funds) mid-30s to the mid-20s, as a percentage of than at many research universities. In part, new and competing proposal submissions. this is a reflection of the extensive sponsored work in the College of Education State of Oregon. Oregon’s state agen- devoted to outreach and public service. cies awarded grants and contracts to the UO totaling nearly $6.9 million in FY05, Funding Sources. Sources of sponsored pro- from both state funds and subfederal pass- gram funding include federal agencies, State through funds. Although the state provides of Oregon agencies, and private foundation direct appropriations for the faculty and and corporations. staff positions, graduate programs, and capital infrastructure that support the re- Federal. Direct federal funding for spon- search enterprise, it is traditionally a small sored programs totaled $60.5 million in contributor to sponsored programs fund- FY05. Direct federal funding plus subfederal ing (<10 percent). This is the norm nation- dollars (“flow-through” dollars to the UO ally, where direct state support of research allocated by other entities, such as universi- programs focuses on targeted investments ties, nonprofits, and state and local govern- related to advanced work force development mental agencies, in support of sponsored or economic development (e.g., engineer- programs) totaled $77.1 million in FY05, ing, biotechnology, nanotechnology, agri- an 11 percent increase over the prior year. cultural extension, and research centers of Federal funding accounted for 92 percent excellence).

17 Part I: transforming Oregon and beyond

Private. Private foundations and corpora- faculty member is on the order of $200,000 tions provided sponsored program funds institution-wide. In short, the UO is compet- totaling $2.7 million in FY05, and support itive with its research university peers on from all private sponsors, including nongov- a per capita funding basis, especially when ernmental entities that pass through federal the range of academic programs is taken funds to the UO, totaled $5.2 million. Fol- into account. lowing the UO’s gift-versus-grant definitions and associated policies, considerably more The tenure-track faculty members are cus- private funding flows annually through the tomarily appointed through an academic de- UO Foundation in the form of gifts support- partment, where instruction, public service, ing the general academic mission. Out of and research activities are the primary func- $92.4 million in private gifts to the univer- tions. However, interdisciplinary research sity in FY05, corporations and foundations and collaboration are hallmarks at the UO, provided $14.9 million. Such gifts generally thus empowering many faculty members are not counted as sponsored programs if to manage their externally funded research they do not specify “deliverables” or raise programs through a research center or compliance issues that require a sponsored institute. Indeed, the majority of proposals project grant or contract to be administered are submitted by, and funds awarded to, the through ORSA. Details of private giving to interdisciplinary centers and institutes as the UO for FY05 are available on the UO opposed to the academic home departments Foundation website.36 of the faculty. Over the past five fiscal years through FY05, forty-nine of the top fifty Assessment. Nearly 550 sponsored program principal investigators receiving sponsored awards were made to 224 faculty members program dollars were affiliated with cen- serving as principal investigators in FY05. ters or institutes. With approximately thirty Some 625 faculty members held tenured or tenure-track faculty members, the College of tenure-track positions in FY05. Thus, about Education received $30.2 million in FY05, 36 percent of tenure-track faculty members primarily for its center and institute opera- received a sponsored program award, and tions, ranking it near the top of education the average funding per faculty member in colleges nationally in its federal funding per FY05 was approximately $135,000. This faculty member. compares favorably to research universities nationally, especially when taking into How the money is spent. Expenditures on account that many of the UO faculty posi- more than 1,200 active grants and contracts tions reside in schools and colleges that during FY05 totaled a record $86.4 million have more limited external funding oppor- for direct and indirect costs. Expenditure tunities for research (e.g., the humanities totals do not match the award totals for the and social sciences units of the College of same fiscal year, as grants are received and Arts and Sciences, the School of Journal- reported during a fiscal year, but the funds ism and Communications, the School of can be spent over multiple fiscal years. Law, and the School of Music and Dance). Personnel costs represented 60 percent of It also is important to recognize that the UO direct expenditures, or $42.2 million, with lacks agriculture, engineering, and medi- another $28.4 million spent for services, cal schools—three units that attract major supplies, equipment and miscellaneous support for basic and applied research at project-related expenses. Research activi- research universities nationally. Even for ties accounted for 72 percent of the total leading research universities having all expenditures, while training, instructional, three of these heavily funded schools, the and public service programs accounted for average sponsored program funding per the remaining 28 percent. According to U.S.

18 A. Inventing the Future: UO Research and scholarship

Department of Commerce figures, every A.3.b. Infrastructure $1 million in academic R&D expenditures in Oregon supports more than forty jobs. Grants management. The UO’s pervasive Thus, the UO’s sponsored activity is esti- decentralization of administrative and mated to have supported more than 3,400 support services is keenly felt in the grants jobs in FY05, when direct employment and management arena. The involvement of economic multiplier effects are taken into four disparate groups is required to manage account. sponsored programs activity. These are the principal investigators, departmental grant Facilities and Administrative (F and A) or administrators, Office of Research Services indirect cost recovery totaled $15.8 million and Administration (ORSA) staff members in FY05. The federally negotiated full F&A including preaward personnel, sponsored rate budgeted for research activities was 49 program assistants and accountants, and the percent (other activities use different rates university business and finance staff. These or do not allow F&A to be charged), but only groups collectively facilitate the submission 18 percent of actual expenditures in FY05 of sponsored grants and contracts and play were for F&A costs. The consequence was critical roles in postaward financial and ad- a significantly lower “effective rate” for re- ministrative management. Responsibilities, covering facilities and administrative costs accountabilities, and authorities between campus-wide. The federally negotiated F&A these diverse groups remain to be better rate places the UO at approximately the av- defined and coordinated more effectively. erage for research universities nationally. Grants accounting expertise is unevenly distributed across the UO’s academic and The Office of the Vice President for Research research units, and personnel have less than has authority for the indirect cost budget for optimal access to appropriate professional the UO and endeavors to be highly transpar- development and training opportunities. ent in its approach to the allocation of F&A Automated systems and electronic checks funds in support of the research enterprise. and balances on grants and contracts activ- In recent years, a website has been con- ity require further development, both of structed illustrating the use of the funds by in-house systems, as well as those required category of expenditure. In FY05, more than to address federal agency requirements for half of the F&A was allocated directly in electronic research administration such support of the faculty either as cost-share or as “grants.gov.” With the steady growth of matching funds, new faculty start-up costs, research at the UO, grants management is and for other faculty research needs such as perhaps the most important administrative the libraries, research center and institute concern for sponsored programs. operations, specialized labs, and shared research and instrumentation facilities. The In response to these issues, and in align- remainder of F&A cost recovery is used to ment with OUS internal audit recom- support general university administration, mendations in 2006, ORSA was recently research administration, facilities mainte- reorganized into distinct pre- and post- nance and operations, and new building award units, each headed by an associate costs. The Oregon University System (OUS) director. Further expansion of ORSA staff- requires 4 percent of the F&A generated by ing is under way so that the total FTE will the UO be provided to the system in general approach twenty by calendar year 2007. support of its administrative functions. Fur- This will bring staffing to levels more typi- ther details on research expenditures and cal of research universities with comparable F&A are available on the ORSA website.37 grants activity. The total budget for ORSA operations has approximately doubled since

19 Part I: transforming Oregon and beyond

2000, and roughly corresponds to the over- to the level of actual misconduct. Policy in all growth of the UO’s sponsored programs this area is currently undergoing review to funding during that period. Total annual strengthen and clarify procedure and process. investment in ORSA remains less than 10 percent of the total F&A budget, so that the Human subjects program. The UO has un- UO support structure remains administra- dertaken annual reviews of the human sub- tively “lean.” The survey of academic units jects program and recently made substantial (Research and Creative Activity–Question 2) investments in two additional FTE’s and the confirmed the broad-based concerns about purchase of an electronic protocol submis- adequate staffing at both the ORSA and unit sion and management tool. The University level in support of sponsored programs. The has added an additional FTE to the ORCR ORSA website38 provides detailed infor- staff to lead the effort for human subjects ac- mation on its operations, responsibilities, creditation under the Human Subjects Pro- training activities, and policies governing tection Program (HRPP), and to enhance the sponsored programs. university’s postprotocol approval monitoring for both human and animal subjects research. Research compliance. The university has made key research compliance investments Animal program. The university has main- in the 2005–6 and 2006–7 fiscal years. In tained full Association for Assessment January 2005, the university created the and Accreditation of Laboratory Animal Office of Responsible Conduct of Research Care accreditation since 1994 and has a (ORCR) and hired its director and support dedicated Institutional Animal Care and staff. The director reports directly to the Use Committee. The UO animal program vice president for research and graduate is predominantly composed of zebrafish studies. A detailed description of ORCR’s research through the Zebrafish International mission and activities is available at its Resource Center (ZIRC) and the Zebrafish website.39 Information Network (ZFIN) facilities. Mam- malian animal research is steadily increas- Role of ORCR. Although the conduct of ing, especially in aspects such as transgenic research and compliance with federal regula- mice experimentation. With the recent tions and sponsor requirements remains a growth, efforts are under way to expand decentralized obligation, the ORCR serves staffing, facilities, and equipment resources. as a centralized resource and monitor. The ORCR’s director currently guides, facilitates Conflict of interest. The university has had a and monitors compliance efforts in human conflict of interest (COI) policy in place since subjects research, animal subjects research, 1990, last amended in 2001. Since that time, conflicts of interest (both individual and issues of COI have a higher profile within institutional), and misconduct in research. federal oversight agencies, while UO faculty The ORCR also coordinates with the Office of members are more extensively involved in Environmental Health and Safety to address development of intellectual property. Such personnel and facilities concerns related to relationships include out-licensing of in- research. Work is under way to codify the ventions, creation of start-up companies, relationships between ORCR, ORSA, and or ownership or significant engagement in Business Affairs to ensure fiscal and admin- outside businesses or activities that create istrative compliance throughout the grants real or perceived conflicts with university management process. Although twenty responsibilities and commitments. Policies potential cases of misconduct in research had and procedures involving conflict of inter- been reviewed and managed in the eighteen est or commitment are undergoing further months since ORCR’s inception, none rose development to better manage these complex

20 A. Inventing the Future: UO Research and scholarship relationships at the intersection of public such as those in the Early Childhood Coor- and private interests. For example, beginning dination Agency for Referrals, Evaluations in fall 2006, the UO is undertaking revi- and Services. Property leasing also has be- sions to policy and the implementation of a come more extensive; for example, off-cam- university-wide, annual, mandatory faculty pus units house the Marriage and Family disclosure of potential COI. Therapy Program and the Center for Edu- cational Policy Research. A variety of off- Capital facilities. Space assigned to the re- campus facilities managed by the university search function at the UO has not kept pace encompass research and outreach programs with the expansion of sponsored programs as varied as those involving the Oregon funding. Over the past decade, when fund- Institute for Marine Biology in Charleston to ing has approximately doubled (in current the downtown Eugene home of UO’s Child dollars), space designated for research has and Family Center. only increased very slightly. A summary of recent and current construction and renova- Major investments have been made in tion projects is available at the UO Planning shared instrumentation facilities in the past website.40 several years such as centers for neuroimaging, proteomics and genomics, mammalian Of particular concern are the facilities sup- genetics, neuroinformatics, zebrafish, laser porting scientific and educational research and optics facilities, geographic information that attract the preponderance of sponsored systems, and advanced materials character- program funding. Efforts are under way to ization. Total investments in these advanced create additional space supporting these facilities providing high performance labo- programs. ratory and computational science instrumentation and associated programs exceed • Renovation and expansion of the College $40 million. Sources of support have in- of Education facilities.41 cluded federal funding (e.g., NSF, NIH, and • Development of the Integrative Science DOD) as well as foundations such as Mur- Complex that will house interdisciplin- dock and Keck, corporations including H-P ary efforts ranging from nanoscience to and IBM, and lead private donors such as neuroscience.42 Robert and Beverly Lewis and Lorry Lokey.

Construction of the College of Education A more general discussion of capital facili- project is expected to begin in 2007, and ties issues and approaches to long-range Phase 1 of the Integrative Science Complex planning is included in other sections of began in the summer of 2006. Total funding this self-study, as are the roles of informa- for the two projects is likely to surpass $100 tion resources and technology in support- million, through a combination of public ing the university’s research and teaching bond financing and private gifts and grants. missions.

Recent facilities and space expansions for A.3.c. Issues in Research Support educational research and outreach have involved a diversity of solutions including the Funding. Major concerns and opportunities UO’s Riverfront Research Park space (e.g., center on federal private sources of research Center for Teaching and Learning, Western funds, faculty recruitment and retention, Regional Resource Center, Center for Ad- and diversity of scholarship. vanced Second Language Study). Proper- ties in proximity to the campus have been Federal funding. A major concern in the purchased and upgraded to house activities area of federal funding has been the relative-

21 Part I: transforming Oregon and beyond ly stagnant academic R&D budget in recent continuing challenge for the UO, especially years and the escalating competition for fed- in the physical and biological sciences eral grants. The president’s American Com- that have been traditional areas of research petitiveness Initiative, and the variations of excellence. it manifested in congressional bills propos- ing FY07 appropriations, offers potential Diversity of scholarship. As apparent in the improvements, especially for physical surveys of academic units (Research and sciences research programs in the National Creative Activity–Question 1),43 there is a Science Foundation and the Department of paucity of sponsored program support and Energy. Key interdisciplinary initiatives, associated proposal submissions in the hu- such as those described in Section A.2, manities and the professional schools, with highlight ongoing strategies for attracting the exception of the College of Education. Congressional Interest Project funds such as The UO’s Office of Research and Faculty those building research capacity and infra- Development implements various programs structure in key UO research strength areas in support of new faculty members, sum- such as neuroscience, molecular biology, mer research programs, and workshops to nanoscience, and sustainability. enhance the UO’s proposal submission and awards, especially in the disciplines most Private funding. The UO has comparatively challenged to attract sponsored grant funds. small sponsored program support from Details on Research and Faculty Devel- corporations and foundations, including opment programs are available on their joint R&D programs with industry. This is website.44 a significant opportunity for growth and involves ongoing efforts involving Univer- Infrastructure. Here the issues center on sity Advancement to increase cultivation of adequately staffing and organizing grant corporations and foundations, especially by management services, keeping pace with the continued expansion of the UO’s Corpo- mushrooming federal regulations related to rate Partners Program. The university’s Cor- research compliance, positioning the UO porate and Foundation Relations office has to seek national accreditation for human been restructured in recent years to enhance subjects use, and simple lack of space for the coordination of requests in support of researchers and laboratories. research and outreach programs. Grants Management. This is a top prior- Faculty recruitment and retention. Other ity for improvements in the administra- sections of the self-study describe in detail tion of sponsored programs in light of the the issues surrounding the faculty. From a decentralized environment at the UO and research perspective, the ability to recruit concomitant needs for adequate staffing and nurture faculty members to become and expertise to oversee proposal submis- successful in attracting sponsored research sion and awards processes. With the expan- funds is a major priority. Almost 20 per- sion of sponsored awards funding in recent cent of the F&A budget now goes to faculty years, opportunities are being pursued to start-up packages for research support, enhance support staff FTE and associated facilities, and equipment. One junior faculty professional development opportunities hire in disciplines such as biology, chem- related to grants management. Better inte- istry, or physics is now routinely costing gration of services and effort between the in excess of $500,000 in start-up funds and grants and contracts office, business affairs, consumes several percent of the total F&A and the units sponsoring the research is also expenditures. Remaining competitive in being pursued. the recruitment of top research scholars is a

22 A. Inventing the Future: UO Research and scholarship

Research compliance. The responsible Education Policy recently issued a report conduct of research requires increasing addressing college and university rankings. institutional vigilance and acute awareness The “Berlin Principles” discuss the purpos- of the escalating regulatory demands related es of rankings, best practices for rankings to research compliance, ranging from con- design and measures, and data collection.45 flict of interest policy to the use of animal and human subjects in research. Priorities The following paragraphs illustrate various for the UO include further development ranking systems and associated performance and modification of policies and practices metrics related to faculty research and grad- related to conflict of interest and commit- uate education at major research universi- ment, development of expanded capacity ties. In such measures, the UO generally is to handle the escalating load of human and ranked in the top few percent of the more animal subjects protocols, and positioning than 4,000 institutions of higher education the institution to seek national accreditation in the United States and among the top few for human subjects use in research. hundred of universities globally.

Capital facilities. One of the biggest chal- Association of American Universities lenges for the UO is the relative paucity of metrics.46 space to accommodate research programs. The Association of American Universities While sponsored program funds have ap- (AAU) was founded in 1900 by fourteen proximately doubled over the past decade, universities offering the doctoral degree. the square footage devoted to research The AAU currently consists of sixty-two activities has remained nearly constant. Es- leading research universities, including pecially acute are the needs in the physical sixty American universities and two Cana- and life sciences, requiring adequate space dian universities. The association serves for instrumentation facilities, interdisciplin- its members in developing national policy ary programs, and laboratories. The Integra- positions on issues that relate to academic tive Science Complex project presents the research and graduate and professional first opportunity in almost two decades for education, as well as providing a forum for major expansion of the space devoted to discussing a broad range of institutional scientific research at Oregon. issues. Membership in the association is by invitation. The invitation of new members, A.4. Quality and Impact of which requires the assent of three-fourths Research Programs of current members, is considered approximately every three years. Output measures indicative of the UO’s research performance, quality, and impact The performance of AAU institutions is the are addressed in this section. Perspectives primary benchmark against which the Uni- versity of Oregon judges its performance. include assessments of institutional and 47 faculty stature in research and scholarship. The current AAU membership list repre- Impacts of UO research on the economy sents the elite of the 4,382 institutions of and society are discussed separately in Part higher education in the United States. The I–Section B. UO was invited to join in 1969 and has been an active member for more than thirty-five years. Indicators used as membership indi- A.4.a. Institutional Ranking Systems cators of performance comprise so-called Phase I and Phase II indicators. Primary The European Center for Higher Educa- indicators in Phase I include federal R&D tion and the U.S.-based Institute for Higher expenditures for science and engineering,

23 Part I: transforming Oregon and beyond faculty membership in the National Acad- to apples” comparisons involving common emies (NAS, NAE, IOM), National Research programs from institution to institution. Council faculty-quality ratings, citations in scientific publications as complied by the The Carnegie Classification of Institutions of Institute for Scientific Information, and arts Higher Education.48 and humanities awards and fellowships to The Carnegie Commission on Higher Educa- members of the faculty. The Phase II indi- tion developed a classification of colleges cators include aspects of nonfederal R&D and universities in 1970 to support its pro- funding, doctoral degrees granted, and the gram of research and policy analysis. De- number of postdoctoral appointees. Various rived from data on colleges and universities, measures are expressed on both an abso- the “Carnegie Classification” was published lute and a per capita basis to normalize for for use by other researchers in 1973, and the number of faculty members at a given subsequently updated in 1976, 1987, 1994, institution. and 2000. It has been widely used in the study of higher education, both to represent As of 2006, the most recent tabulation of and control for institutional differences, and AAU membership indicators was assembled in the design of research studies to ensure in 2001. A tabulation of the percentile rat- adequate representation of sampled institu- ings for the UO is shown in Figure A1, indi- tions. The Carnegie Foundation recently cating absolute and per capita measures side undertook a thorough reassessment of its by side across the horizontal axis. It is clear classification system. With the 2005 revi- that the UO consistently rates in the lowest sion, the single classification system was re- quartile of the elite AAU institutions, but placed by multiple classifications to provide consistently does better on the per capita various lenses through which to view U.S. measures. This is the anticipated result of colleges and universities. the UO’s being one of the smallest of the AAU institutions, with a total enrollment The original Carnegie classification frame- and associated number of faculty members work, now called the basic classification, typically less than half of many other AAU was substantially revised in 2005. Institu- schools. The UO’s graduate enrollment is tions were included in these categories if approximately 20 percent of total enroll- they awarded at least twenty doctorates ment, one of the lowest percentages in the in 2003–4. Institutions with lower lev- AAU, and a further reflection of a more els of doctorate production are included limited capacity to perform advanced re- in the Graduate Instructional Program search projects. Furthermore, the UO lacks classification. schools of agriculture, engineering, and medicine, which are all major components Doctorate-granting institutions are assigned contributing to both the Phase I and Phase to one of three categories based on a mea- II indicators. Most of the AAU institutions sure of research activity. It is important to have at least two of these three schools, and note that the groups differentiate solely virtually none in the AAU lack all three. with respect to level of research activity, Thus, the per capita measures for the UO not quality or importance. The analysis suffer substantially from the absence of the involves the following correlates of research three schools and their many associated activity: research and development (R&D) programs in fields receiving high levels of expenditures in science and engineering federal funding. As of yet, there are no pro- (S&E); R&D expenditures in non-S&E fields; gram-specific AAU data generally available S&E research staff (postdoctoral appointees that would allow more precise or “apples and other nonfaculty research staff with doctorates); doctoral conferrals in humani-

24 A. Inventing the Future: UO Research and scholarship

ties fields, in social science fields, in STEM high” group, while institutions that were (science, technology, engineering, and high on one (but very high on neither) were mathematics) fields, and in other fields (e.g., assigned to the “high” group. Using this sta- business, education, public policy, social tistical classification, the UO ranked in the work). These data were statistically com- “High Research–Doctoral” category. bined using principal components analysis to create two indices of research activity The reasons the UO does not reach the (each index was a component score for the highest level of research activity in the first principal component). One index was latest Carnegie basic classification parallel based on aggregate levels of these factors, those noted in the discussion of the AAU and the other assessed per capita research metrics. These include the small scale of activity using the expenditure and staff- the UO relative to other major research ing measures divided by the number of universities, and the absence of agriculture, full-time faculty members whose primary engineering, and medical schools that are responsibilities were identified as research, principal contributors to many of the key instruction, or a combination of instruction, R&D and doctorate production measures. research, and public service. The values on However, it must be reiterated that among each index were then used to locate each in- the 4,382 higher-education institutions of all stitution on a two-dimensional graph. Each types in the current Carnegie classification institution’s distance from a common refer- system, only 4.5 percent attain the catego- ence point was used to assign institutions ries of “High Research–Doctoral” or “Very to one of three groups. The aggregate and High–Research Doctoral.” The distinction per capita indices were considered equally, between these two top categories involves such that institutions that were very high a complex statistical correlation involv- on either index were assigned to the “very ing both absolute and per capita measures

Figure A1. University of Oregon in the Context of the AAU

25 Part I: transforming Oregon and beyond as outlined above. The result is unlike the Shanghai Jiao Tong University world universi- simple definitions for “Research Extensive” ties rankings.50 and “Research Intensive” used previously For the third year (2005), Shanghai Jiao as the Carnegie basic classifications for Tong University (SJTU) world universities doctoral-granting institutions with substan- ranking was published utilizing the follow- tial sponsored research activity. ing ranking criteria and weightings:

TheCenter American research university data.49 Quality of Education: (10 percent) TheCenter is a research enterprise focused Indicator—Alumni winning Nobel and on the analysis of the competitive national Fields Medals context for major research universities. Quality of Faculty: (20 percent) Indica- TheCenter’s major research and publication tor—Faculty members winning Nobel effort falls within the Lombardi Program on and Fields Medals Measuring University Performance. Origi- Quality of Faculty: (20 percent) nally developed at the University of Florida Indicator—Highly cited researchers in during the 1990s, and later adapted to twenty-one subject categories different institutional contexts at the Uni- Research Output: (20 percent) Indicator— versity of Massachusetts, Amherst, and the Articles in Science and Nature State University of New York at Buffalo, the Research Output: (20 percent) Indicator— techniques are applicable to research uni- Articles in various citation indices versities nationally. Institutions that have Size of Institution: (10 percent) federal research expenditures as reported Indicator—Academic performance to NSF of at least $20 million, and that fall measures relative to size within the top twenty-five on at least one of TOTAL: (100 percent) nine measures, fall into TheCenter’s definition of the top research universities. Per The SJTU’s indicators were constructed to capita measures are not utilized as in the emphasize the quality of research, espe- AAU Membership Indicators. cially in disciplines where Nobel prizes and Field medals are given, namely mathemat- On the basis of fiscal and performance data ics, physics, chemistry, medicine, litera- tabulated in recent years (primarily 2001 ture, and economics. In addition, the two and 2002) by TheCenter, the University of journals in the N and S category, Science Oregon achieved rankings on the nine mea- and Nature, were utilized as the component sures as follows: related to publication in “high-impact journals.” Based on these selected SJTU survey, Total Research Funding: 163 the UO placed in the third quintile of the Total Federal Research Funding: 128 500 top universities worldwide, and ranked Endowment: 165 in the range of the leading 100 U.S. univer- Annual Giving: 66 sities (grouping within a ranking of institu- National Academy Members: 77 tions between 91 and 119). Faculty Awards: 77 Doctorates Awarded: 98 National Research Council rankings.51 Postdoctoral Appointees: 122 The influential National Research Council National Merit Scholars: 135 (NRC) assessment of doctoral programs is used by granting agencies, faculty mem- The average rating for the above categories bers, and institutions wanting to know how is 96, or slightly better than “Top 100” per- doctoral programs rate, and by prospective formance among U.S. research universities. graduate students looking for the appropri-

26 A. Inventing the Future: UO Research and scholarship ate place to apply. The first NRC survey However, it still ranked in the Top 100 was published in 1982, and the second in (eighty-eighth spot) in federal support of fel- 1995. The third NRC survey will take place lowships, traineeships, and training grants. in 2006–7. There will be a significant in- The UO did not rank in the Top 100 in crease in the number of doctoral programs federal obligations in science and engineer- surveyed. Programs in sixty fields will be ing R&D. Institutions in the next tier were assessed, compared to forty-one in 1995. not specifically ranked. The Oregon Univer- Results of the survey are expected by 2008 sity System, including programs at Oregon in an online database form with a program Health and Sciences University (OHSU) that ranking presented as a range, not as an ab- receive extensive NIH support, achieved solute number. The surveys will not include ninth place among sixty-one university sys- ratings based solely on reputation. Because tems in federal obligations for science and of the changes in the NRC methodology and engineering. Oregon’s relatively high perfor- the obsolescence of the 1995 survey report, mance among university systems in attract- there will be no consideration of NRC evalu- ing federal research dollars is a testament to ations of UO programs in this report. the complementary strengths of the state’s three leading research universities: OHSU, A.4.b. Other Performance Metrics Oregon State University (OSU), and the UO.

External sponsorship. Earlier in this section, Education funding. The UO College of Edu- sponsored funding was discussed extensive- cation had external funding expenditures ly as an input into the research enterprise. of $26.1 million in 2004–5 designated for Here we recognize that a faculty’s ability educational research and related activities. to attract high-quality external funding is The UO education faculty research activ- also an indirect measure of the quality and ity represented almost $500,000 per faculty impact of that faculty and, by implication, member, placing it again in the top three of the output of the research process. Recent in the country for productivity per faculty national studies of competitive grant awards member for each of the last five years. More suggest that in both science and education, than 4,600 schools and thirty-eight states UO faculty members are quite competitive utilize the research and outreach services of nationally in attracting external funding. UO College of Education faculty members. U.S. News & World Report conducted its an- Science and engineering funding. The nual survey of U.S. graduate schools in fall research programs in the physical and life 2005 and reported results in its March 31, sciences attract a major percentage of the 2006, “Best Graduate Schools” edition. The UO’s sponsored research funds. Members College of Education ranked again among of the science faculty attract on the order the top ten public graduate institutions of of $150,000 per faculty member per year in education in the nation for the fifth year competitive grant awards. The most recent in a row, placing eighth among all publics compilation of national data on science and fifteenth among public and private and engineering funding was released in institutions. June 2006 (“Federal Science and Engineer- ing Support to Universities, Colleges, and Scholarly works and publications impact. A Nonprofit Institutions: Fiscal Year 2003,” Swiss research center has ranked the National Science Foundation, June 2006).52 University of Oregon forty-fourth among the world’s universities in terms of publica- Lacking engineering and medical research tions impact. The UO earned the ranking programs, the UO is at a significant competi- based on the number of published research tive disadvantage in these compilations. articles its faculty had placed in top schol-

27 Part I: transforming Oregon and beyond arly magazines and journals from 1994 unit questionnaires circulated as part of to 1999. The comprehensive study53 was this self-study (in particular, the answers performed in 2002 by the Switzerland-based to question 4 in the category research and Center for Science and Technology Studies creative activity), there are many specific (CEST), an organization that develops and examples illustrating distinction in research assesses information for government policy or creative activities among UO faculty decisions in the fields of research, higher members. These include awards related to education, and innovation. publications; high research productivity and impact; service on national boards and The UO achieved its high ranking through societies; art exhibitions; performances in a combination of the quantity of published music and dance; and national fellowships articles, the number of disciplines and such as Guggenheim, Fulbright, NEH, Ford subfields they represented, and the quality Foundation, American Council of Learned of the publications in which they appeared. Societies, von Humboldt Foundation, For example, articles appearing in Science, Howard Hughes Medical Institute, and NSF Nature, Cell, and other leading publica- Career awards. Specific examples of faculty tions received the highest impact points. achievements were highlighted in Section Another criterion was the frequency with A.1 related to “Disciplinary Research.”55 which these articles were cited in additional journals and field publications. Other U.S. A.5. Challenges and Opportunities institutions in the top echelon of the study were Harvard University, Stanford Univer- A variety of activities, accomplishments, sity, the California Institute of Technology, issues, and concerns related to the UO’s University of Southern California, and the research enterprise were highlighted in each University of California at Berkeley. Ranked of the prior sections. Section A.5 provides a lower than the UO were UCLA, the Univer- summary emphasizing key challenges and sity of Arizona, Arizona State University, opportunities. the University of California, Irvine, and the University of Colorado. Disciplinary research • A critical challenge is balancing research A new commercial entity, Academic Analyt- support across an immense diversity ics LLC, began producing client reports for of disciplines, especially for the sus- its 2004 Faculty Scholarly Productivity In- tainability of individual investigators, dex in 2005.54 Data on more than 180,000 in- curiosity-driven research that remains dividual faculty members in 6,389 programs a hub of academic scholarship. This is at 352 institutions were collected. The FSP especially problematic in areas such Index measures per capita faculty scholarly as the humanities and arts disciplines. productivity by measuring research funding, Access to internal and external sponsor- journal and book publication, citations, and ship is typically inadequate to address honors and awards. Peer comparators are the multitude of needs related to the used as well as decile rankings against other production and publication of scholarly institutions nationally. Seventeen UO Ph.D. works having high quality and impact. programs are tracked in the initial reports, • Through the leadership of the Office of although the UO has not opted to subscribe the Vice President for Research, the UO to this commercial service and does not seeks to elevate the capabilities of faculty have access to details of its FSP metrics. members to link their creative endeavors to grant funding. Enriching faculty Awards, honors, and other indicators of development opportunities, especially in quality. Based on the responses to academic proposal writing, will help to optimize

28 A. Inventing the Future: UO Research and scholarship

the UO’s competitiveness in sponsored proposal development, grants manage- program awards, and needs reinforce- ment, and research compliance, as well ment at the department, school, and insti- as maintaining and creating research tution levels. spaces appropriate for the twenty-first century. At the foundation, faculty Interdisciplinary and collaborative research recruitment and retention, especially in • Primary challenges concern the devel- light of demographic challenges that are opment of sustainable approaches to serving to escalate competition between facilitate interdisciplinary research, research universities, is imperative to including faculty recruitment practices, research success. promotion and tenure criteria, and • A key opportunity area is the further design of appropriate research facilities development of integrative strategies that dissolve traditional barriers to con- that identify the UO’s research priorities necting disciplines. At the same time, and coordinate and leverage sponsored strengths in the core academic programs funding across both private and govern- also must be nourished to assure an ap- mental sectors. Building on the major propriate balance of depth and breadth successes involving its recent neurosci- of scholarship. ence and nanoscience initiatives, the UO • The UO is a well-established leader in will be well served by proactively link- interdisciplinary and collaborative pro- ing faculty scholars in innovative, cross- grams, primarily through the work of its cutting programs that build on faculty research centers and institutes, as well strengths and provide further incentives as through initiatives at the department for collaboration and outreach. and college levels. In recent years, the institution has been especially success- Quality and impact of research programs ful in building broadly-based research • The university’s relatively modest scale, initiatives in scientific fields such as compared to its research peers in the neuroscience or nanoscience. There are AAU, makes the demonstration of the exceptional opportunities for the UO to UO’s research achievement and impact craft additional targeted interdisciplin- a major challenge when measured in ab- ary research programs in areas of soci- solute terms. For example, the UO lacks etal need, for example in sustainability, agriculture, engineering, and medical digital arts, human performance, and schools, has a small percentage of gradu- global security. ate enrollment compared to most AAU institutions, and has only 650 tenure- Research support and infrastructure track faculty members. Despite these • The major challenge is to sustain and concerns, the UO’s research quality and enhance the UO’s research enterprise scope is adequate to place it in the “top in a time of escalating competition for 100” class of U.S. universities in many federal R&D funds, and in the era of the metrics, and in the “top few hundred” “knowledge economy” with its global of the many thousands of universities implications. Infrastructure challenges globally. include securing appropriate staffing levels and expertise in areas such as

29 Part I: transforming Oregon and beyond

• The UO’s impact is best measured on a per capita basis (e.g., per faculty member or per research dollar). The university needs to embrace every opportunity to communicate its excellence in research productivity and its broader societal impacts as reflected by the extent to which its scholarly works are cited and utilized. Rather than attempt research excellence across all fields, the UO should continue to explore “niche areas” where it can excel globally in the decades to come.

30 B. Transforming the State: Role of the University

B. Transforming the State: of society. Higher education further benefits Role of the University the educated individual by establishing “a framework for lifelong learning that leads to As a public research university, the Univer- productive careers and to the enduring joy sity of Oregon’s mission includes service of inquiry.”56 to the people of Oregon through significant contributions to the economic, cultural, and The university, since its inception, has political environment of the state and the provided experiences in and outside the world. The state’s economy will become classroom designed to create leaders and increasingly knowledge-based, and will be good citizens. Box B1 provides a handful driven by a strong high-technology industry of examples of university graduates and and by traditional industries that effectively faculty members who have given back to apply research and technology. This econ- society—not only to the state of Oregon, but omy will be increasingly global in nature, to the country and the world. requiring an effective integration of diverse cultural and societal perspectives, and will B.1.b. Educating a Work Force be dependent on the work force having access to lifelong learning opportunities for While a UO education has value in myriad specialized training and retraining. Finally, noneconomic dimensions, it also has sub- the health of the state cannot be based stantial economic benefits, both to the solely on the workplace skills of its citizens; individual and to the state of Oregon. For the university must enrich and broaden example, a primary function of a higher the perspectives of all Oregonians through education is to produce “human capital,” humanistic, culture-based education and ex- which raises the productivity and earnings perience. This section of the self-study asks of those who acquire university educations. whether these expectations are being met. The higher earnings are a direct benefit to those of Oregon’s citizens who attend the B.1. Benefits of a University of UO. But the benefits extend far beyond Oregon Education those who are educated at the UO. An educated work force raises the tax base of the A high-quality university education benefits state and benefits all of Oregon’s citizens. both society and the educated individual. Thus, for example, estimates based on rea- Indeed, the societal benefits of education sonable economic assumptions imply that are so important that public education is a the 2005 UO graduating class will generate cornerstone of all thriving modern political $279 million in income tax revenue in pres- states. ent-value dollars over their collective careers. This is a conservative estimate of the B.1.a. Educating Citizens and Leaders human capital benefits of higher education that excludes, among other things, other tax The social benefits of education are realized sources that increase with income such as when a university meets the goal of “help- property taxes. It follows that based solely ing the individual learn to question criti- on the value added of a UO degree, Oregon cally, think logically, communicate clearly, tax payers receive $4.67 in tax revenue for act creatively, and live ethically.” The result every $1 invested in a UO graduating class is an attitude toward citizenship that fosters (i.e., a 467 percent return). By comparison, the “wise exercise of civic responsibilities the average return on equities in the stock and individual judgment throughout life.” market has been 13 percent over the last These are qualities that benefit all members fifty years.

31 Part I: transforming Oregon and beyond

Box B1. Good Citizens and Strong Leaders: Oregon Graduates and Faculty Members Wayne Morse, professor and dean, School of Law—Elected to the U.S. Senate as a Republican in 1944, became an Independent in 1953, and switched to the Democratic Party in 1955. He built a reputation as a strong supporter of labor and an equally strong opponent of the Vietnam War. He was just one of two senators to oppose the Gulf of Tonkin Resolution, which initiated U.S. military intervention in Vietnam.

Diana Akiyama ’81—The world’s first Japanese American to be named an Episcopal priest, she brought sensitivity to racial, ethnic, and women’s issues as well as a deep interest in the spiritual dimensions of human problems.

Admiral David Jeremiah ’55—Became the nation’s number-two military man in 1990 when he was named vice chair of the Joint Chiefs of Staff. Jeremiah stands as an example of the forty-four UO grads who have reached the rank of admiral or general—making the UO one of the top producers in the country, per capita, of senior military officers.

Emery Barnes ’54—Elected to the British Columbia legislature in 1972 and, in 1994, became the first African American to be elected speaker of the legislative assembly.

Susan Sygall, M.S. ’82—Cofounded Mobility International USA, which encourages people with disabilities to live up to its motto: “Challenge yourself and change the world.” Sygall, whose legs were partially paralyzed in an accident at age sixteen, travels the globe to build awareness of the need for legal rights and encouragement for individuals with handicaps.

Kensaburo Hara, M.A. ’36—Became a member of Japan’s House of Representatives in 1946, the nation’s first election following World War II. Over the next fifty years, Hara served as minister of labor, minister of the interior, and speaker of the House of Repre- sentatives. He was reelected to the house twenty times and received the Grand Cordon of the Order of the Rising Sun from His Majesty the Emperor in 1995.

Johnpaul Jones ’67—A Native American architect who works to create an integration of design and the historical spirit appropriate to the structure. He served as the principal designer of the Smithsonian’s National Museum of the American Indian as well as the UO Many Nations Longhouse.

John Frohnmayer, J.D. ’72—He headed the National Endowment for the Arts from 1989 until his resignation in 1992, following the NEA’s controversial funding of the exhibit Tongues of Flame. Defending the right to freedom of expression, Frohnmayer described his experience in Leaving Town Alive.

Tom McCall ’36—A political maverick who won election to the Oregon governorship in 1967. He placed public good over party loyalty; many of his environmental initia-

continued on page 33

32 B. Transforming the State: Role of the University

continued from page 32

tives still shape the Oregon landscape. McCall is one of seven Oregon alumni who have been elected state governor.

Prapon Wilairat, Ph.D. ’74—Received Thailand’s award as outstanding scientist in 1997 for his studies of the molecular basis of thalassemia, a hereditary anemia found in the indigenous Thai population.

Luis Ernesto Derbez, M.A. ’74—Named to Mexico’s cabinet-level post of head of the Ministry of Economy when Vicente Fox’s National Action Party broke the seventy- one-year reign of Mexico’s Institutional Revolutionary Party in 2000. Derbez has spent nearly twenty-five years as an economic adviser to the World Bank.

Yung Wei, M.A. ’63, Ph.D ’67—A parliamentary and cabinet member in the Republic of China. He has been a professor of political science at the National Chiao-tung Uni- versity, president of the Vanguard Institute for Policy Studies, and president of Sino- American Cultural and Economic Association of the Republic of China.

David Lung, M.A. ’78, M.Arch. ’78—He was made a Member of the Most Excellent Order of the British Empire (M.B.E.) in 1994. For the past three decades, Lung has researched, taught, and published on the topic of Hong Kong’s cultural and architectural heritage. Working with organizations such as UNESCO and the World Bank, Lung brings his architectural and historical knowledge to the urban planning challenges that face this former British colony.

This is just one example of the many eco- sources, the vast majority of university nomic, cultural, and political contributions expenditures take place within the state. that the UO makes to the state of Oregon. For example, 54 percent of the purchases The sections that follow provide a much (or $68 million out of $127 million) are more complete, but certainly not exhaus- from vendors who have their headquarters tive, picture of those contributions. in Oregon. Moreover, because most vendors whose headquarters are outside of the state B.2. University of Oregon as (e.g., U.S. Postal Service) employ a signifi- Employer and Economic Partner cant number of workers in the state, the fraction of vendors who have headquarters in the state significantly understates the B.2.a. Direct Economic Impact fraction of the revenue that remains in Or- egon. In addition, the UO has made it a pri- In-state expenditures. The UO is a major em- ority to support small business in the state. ployer and purchaser of goods and services This is reflected in the fact that 91 percent in Oregon, spending more than $395 million of its vendors and more than 17 percent of in 2004–5 (payroll: $265 million; materials its total expenditures are conducted with and supplies: $122 million; construction: firms whose contracts are less than $25,000. $13 million), with an additional estimated $169.7 million in off-campus expenditures by UO students. Although the UO generates most of its revenue from out-of-state

33 Part I: transforming Oregon and beyond

The university is also building for the education and the growing enrollment at the future having averaged $30 million in an- UO, is an important engine for economic nual construction projects over the past five growth in Oregon. years. Moreover, there are also a number of multimillion dollar projects under way such B.2.b. Multiplier Effects as the Living-Learning Center and the new Education, Integrative Science, and Music The $434 million in direct expenditures and buildings. Thus, the UO is an active contrib- the 3,759 jobs generated by the UO in 2004– utor to the infrastructure of Oregon. 5 is likely to be a significant understatement of the economic impact of the University on University employment. The UO employs the state, because it excludes the indirect 3,478 full-time equivalent workers along or multiplier effects of these outlays. Using with 538 FTE graduate students. In ad- well-established measures of the expen- dition, there are more than 2,700 under- diture and job multipliers that have been graduate workers that are employed on estimated using university-specific data, a part-time basis on campus. Excluding UO expenditures are predicted to generate undergraduate workers, the Department more than $1.2 billion in direct and indi- of Labor for Oregon ranks the UO as the rect expenditures and UO employment is fourteenth largest employer in the state. predicted to generate a total of 8,632 direct The UO’s primary role is as an institution and indirect jobs. In other words, the UO of higher education and 43 percent of its generates $20 in expenditures for every $1 employees are faculty members and ad- in state appropriations and UO employment ministrators. Nonetheless, the UO offers a accounts for nearly 6 percent of the total Eu- diverse set of jobs for workers with a variety gene-Springfield work force and almost 0.7 of skills, which is reflected in the fact that percent of the total state employment. Based more than a third of its employees work on conservative economic assumptions, the in clerical, technical, skilled-craft, service, direct and indirect expenditures generated or maintenance positions. The number of by the UO yield approximately $54 million employees at the UO may actually signifi- in additional income tax revenue annually, cantly understate the impact of UO employ- which alone offsets 91 percent of the state ment on the state, because there are several appropriations for the UO. Thus, the UO has hundred retired UO employees residing in a large economic and fiscal impact on the the state at any given time. state.

The UO pays nearly a quarter of a billion dollars in wages and salaries, which ac- B.2.c. Attracting Enterprise and counts for nearly 60 percent of its expendi- Creating Jobs tures and yield nearly $12 million in state income tax. Because these workers reside The presence of a research university, such in the state, this ensures that most of the as the UO, in a state is critical in attracting UO outlays remain in Oregon. Moreover, and keeping bright, energetic entrepreneurs the UO is one of the most stable employers and providing them the intellectual capital in Oregon, which results from the fact that necessary to be successful in today’s high- student demand for higher education is rela- skill, high-technology economy. For ex- tively unresponsive to economic cycles and ample, Phil Knight (CEO of Nike), Carolyn because much of the UO’s funding sources Chambers (founder of Chambers Communi- reside outside the state. Thus, the UO is cations and Construction), Ed Colligan (co- one of the major employers in the state and, founder of Palm, Inc), Tim Boyle (president given the increasing demand for a college of Columbia Sportswear Company), and

34 B. Transforming the State: Role of the University

Harry Glickman (founder of the Portland growth of knowledge-based businesses by Trail Blazers) are just a few of numerous explicitly facilitating collaboration with the examples of a UO education combined with extensive research capabilities of the UO in entrepreneurial ability to produce success- a state-of-the-art facility proximate to the ful businesses that employ thousands of university. Moreover, the Office of Technol- people and generate billions of dollars in ogy Transfer was opened in 1992 to guide revenue. university inventions through the transition from campus to the commercial market As these examples suggest, the value added place. The UO’s dramatic growth in tech- of a university degree is greater than simply nology transfer performance is discussed in the increase in the average wage earned by detail in Section B.3. someone who attends college. In particular, universities help to foster ideas that UO research has given birth to scores of not only make the attending student more commercially marketed products, including productive, but may also increase the pro- monoclonal antibodies and other biomedi- ductivity of persons around them. Thus, the cal research tools; computer software for role of the university in creating knowledge scientific research, for teaching, and just for and ideas can yield benefits that extend fun; early-childhood support systems for well beyond those that accrue to individual use by schools and social workers; and even students. innovative furniture designs. The university’s corporate partners are currently test- Higher education also plays a key role in ing or developing a broad spectrum of UO attracting high paying jobs to the state. In inventions, ranging from potential cancer the twenty-first century, access to a well- therapeutics to education methods to ad- educated pool of workers is as important as vanced thermoelectric materials. The UO’s access to raw materials was in the previous researchers and staff members have created century. For example, economic research in- a number of successful companies over dicates that the pay differential between the the years, including Electrical Geodesics, a top earning quartile and the bottom earning world leader in dense-array EEG acquisition quartile of the population has expanded and analysis; On Time Systems, a developer over the last several decades due in large of innovative algorithms for scheduling part to an increasing return to education. complex tasks; and Just Write, a company Moreover, many employers rank availability that markets intelligent bridge-playing of high-skilled labor as the most important software. factor in their location decision for a new facility. The quality of the work force is Higher education also plays a critical role in particularly important for small states like attracting high paying jobs to Oregon from Oregon that do not offer product-market established firms. In particular, access to hu- advantages (such as access to large markets) man capital has become as important in the as those competing states to the north and twenty-first century as access to raw materi- south. als and physical capital was in the previous century. In fact, many employers rank avail- The UO leverages its creation of human ability to a highly skilled pool of workers as capital by actively facilitating a synergistic the most important factor in their location relationship between research and business decision for a new facility. that creates jobs, attracts firms, and matches employers with employees. For example, Finally, the UO Career Center57 helps fa- the Riverfront Research Park was opened cilitate the match between employers and in 1993 in order to attract and promote the the university’s graduates through organiz-

35 Part I: transforming Oregon and beyond ing job fairs and company presentations on ing the UO’s diverse research program that campus. In 2004–5, there were 175 on- yields a broad impact on the state. Funding campus presentations by companies and agencies include, for example, the Depart- organizations and a total of 1,462 interviews ment of Health and Human Services, the conducted on campus. Thus, the UO plays Department of Education, and the National a critical role in the creation of jobs through Science Foundation. Details are provided in innovation, the attraction of jobs through Part I, subsection A.3.a. stocking the pool of highly-skilled workers, and by working as a match maker between Preliminary figures indicate research expen- employers and employees. ditures will reach at least $95 million for fiscal year 2005–6. To put in perspective, B.2.d. UO Revenue, Out-of-State Funding, grants and contracts in 2004–5 exceed state and Research support of the UO by $23 million. Thus, the UO increasingly is leveraging state funds with federal research dollars. The U.S. De- The UO generated more than $454 million partment of Commerce indicates that forty in revenues in 2004–5. Excluding the $60 jobs are supported for each $1 million in million in state appropriations and focusing academic research and development ex- on the direct revenue alone, the university penditure in Oregon. Given the fact that the ranks among the top-fifty revenue-generat- average level of grant support at the UO in ing private enterprises in the state according this most recent decade is nearly double the to the 2004 Power Book of Oregon Business. level it received in the decade of the 1990s The university is a particularly good invest- (nearly four times its average value in the ment for Oregon taxpayers because it is 1980s), the UO’s research and grant program able to draw the vast majority of its revenue has been an important source of job growth from sources outside the state. In fact, state for the Oregon economy. appropriations and in-state tuition account for less than 30 percent of UO revenues in 2005, while federal grants and tuition B.3. Research and Economic charged to nonresident students account Development for more than 42 percent of revenues in the same year. Moreover, 67 percent of in-state Governor Ted Kulongoski is a staunch ad- students receive federally subsidized grants vocate for Oregon as the “innovation state.” and loans, and UO students received more The governor clearly understands that our than $130 million in financial aid in 2005. public research universities, industries, and Thus, acquiring a college education pro- research partners provide a fertile “green- vides Oregonians access to federal funds house” for nurturing knowledge-based and a college education, which improve the businesses. An innovation economy derives human resources of the state. from basic investments in R&D and must be “globally competitive with quality jobs, Research and sponsored programs received a stable tax base, and a diverse economic nearly $84 million in grants and contracts in future.” the 2004–5 fiscal year. Moreover, the federal government accounts for 92 percent of the From developing plans for natural disaster funding with only 2 percent of the grants mitigation to statewide collaborations in and contracts from state agencies. In other nanoscience and microtechnology, the UO words, the vast majority of research fund- serves, not only to create new knowledge, ing of the university is provided by sources but also to apply it for the direct benefit of external to the state. Federal funding is Oregon’s citizens. The governor recognizes provided by a wide range of agencies reflect- the UO’s R&D expertise as an important ele-

36 B. Transforming the State: Role of the University ment in pursuing his vision of Oregon as the Expressed per million dollars of research “innovation state.” expenditure, the UO’s rate of invention in FY05 was 0.52, a level that exceeds the B.3.a. Technology Transfer and the recent historical norm for research univer- “Innovation Cycle” sities in the U.S. of about 0.40. The UO’s innovation rate represents a dramatic gain An important manifestation of the UO’s con- over the institution’s performance during tribution to Oregon and the economy is the the latter half of the 1990s, when the UO’s significant growth in its technology transfer generation of 0.2 inventions per dollar of activity over the past five years, from Fiscal research expenditure placed the institution Year 2000–2001 through fiscal year 2004–5. 113th among 117 United States universi- By the close of the five-year period, the uni- ties (Chronicle of Higher Education, July 19, versity excelled in translating research into 2002). inventions, technology transfer revenue, and new start-up companies. The follow- Patents. The University of Oregon’s technol- ing paragraphs summarize the UO’s growth ogy transfer program views high quality pat- and continuing performance involving the ent rights as one means—but not the only “innovation cycle” involving the disclosure means—to encourage private sector invest- of new inventions, the protection of intel- ment in the commercial development of UO lectual property such as patents, and the innovations. For this reason, the UO differs societal-economic application of intellectual from many other research institutions in property through out-licensing agreements, that it seeks to commercialize innovations start-up company formation, or both. derived from a balanced portfolio of intellectual assets beyond patents, including Invention disclosures. The UO set five con- copyright-protected innovations, tangible secutive institutional records for invention materials, and trademarks. Although the UO disclosure during the period from FY01 tends to weight patents somewhat less heav- through FY05. Several of those UO innova- ily that most other research institutions, tions had exceptional potential value, with nevertheless during the five-year period one UO invention singled out in a 2003 from FY01 through FY05, the UO set new report by the National Institute for Gen- records for investment in intellectual prop- eral Medical Sciences (NIGMS) to the U.S. erty protection. During that five-year period, Congress as one of the top ten innovations the university filed eighty-two United States arising nation-wide from NIGMS funded patent applications and expended an ag- research. gregate of $894,917 in securing intellectual property rights. A total of nineteen United The UO’s upward trend for innovation States patents issued with assignment to began in FY01 with a jump to 28 inven- the UO during that timeframe. Although tion disclosures, a 300 percent increase only two U.S. patents were issued to the over the UO’s seven inventions reported in UO during FY06, the university continued FY00. Invention at the UO grew with each its record pace of investment in intellectual subsequent year, rising in FY05 to a record property rights, filing twenty U.S. patent ap- forty-five invention disclosures on a re- plications. With revisions to U.S. patent law search expenditure base of $86 million and pending in early FY07 to create streamlined a tenure-track faculty base of approximately patent prosecution for high-caliber innova- 600. The increased pace of invention was tions, the university is poised to accelerate sustained through FY06, when a new record its pace of U.S. patent acquisition. of forty-eight invention disclosures was established.

37 Part I: transforming Oregon and beyond

Licensing. The University of Oregon’s com- with prominent successes in the FY01– mercialization efforts enjoyed excellent FY05 period are included in Box B2. growth and success from FY01 through FY05. Of the nineteen U.S. patents that The quality of these UO-affiliated start-up were awarded to the University of Oregon companies was high, as evidenced by their in FY01 through FY05, the university suc- considerable success in securing contracts, ceeded in licensing 89 percent (seventeen of SBIR-STTR grants, and investment capital. nineteen) to for-profit companies. In addition, Kaibridge, Inc., and MitoSci- ences, Inc., were among two of the ten Income defined by the Association of Uni- semifinalists at this year’s Angel Oregon versity Technology Managers (AUTM) rose competition, an event organized annually steadily during that five-year period, from by the Oregon Entrepreneurs Forum.64 Mi- $313,000 in FY00 (which at that time con- toSciences went on to take top honors in stituted the university’s fifth consecutive this winner-take-all competition. record high for license income) to $3.41 million in FY05. By the close of FY05, Operations and staffing at theO ffice of Tech- technology transfer revenue was equal to nology Transfer. In FY01, the Office of Tech- approximately 4 percent of the university’s nology Transfer (OTT) moved for the first research expenditure base (see accompa- time from being a cost center to a source of nying tables)—the same level attained by net revenue for the university. As a result, Caltech during the “technology bubble” the UO had the opportunity to expand the period from FY96 through FY00 accord- scope of OTT’s operating budget during the ing to the Chronicle of Higher Education. FY01 through FY05 period while simultane- It is anticipated that such a “rate of return ously maintaining prudent budgetary dis- on research investment” may place the UO cipline. Distributions to UO inventors and in the top twenty-five of research universi- academic units increased from $230,000 in ties reporting annually to AUTM, when the FY00 to $355,000 in FY01, and continued to national FY05 data are released. expand steadily to a level of $3.2 million by FY05. Start-ups. Historically, the UO has had a high rate of start-up company formation Entering FY01, OTT’s resident staff con- per dollar of research expenditure (see the sisted of a single licensing professional and accompanying tables). According to the one administrative support staff-person. By Chronicle of Higher Education, the UO the end of FY05, OTT’s staff had increased ranked twenty-fifth for the number of start- to a head count of five and comprised 4.5 up companies relative to research expen- FTEs. The university’s technology trans- ditures for the period from FY96 through fer efforts resulted in various leadership FY00. From FY01 through FY05, the univer- roles at local, regional, national, and inter- sity exceeded this pace of start-up formation national venues and conferences such as despite a rapidly rising base of UO research those sponsored by APRU, AUTM, NASVF, expenditure, and against a backdrop of NASULGC, and SRA. economic recession and slower national rates of new venture creation from research B.3.b. Association of University at American universities. During that pe- Technology Managers Metrics riod, the university also actively sought to support the survival, growth, and success The dramatic growth in technology trans- of new ventures through facilities support fer activity at the University of Oregon is at the UO’s Riverfront Research Park. Ex- illustrated quantitatively in the attached amples of UO-affiliated start-up companies tables, which compare the university’s

38 B. Transforming the State: Role of the University

Table B1. Technology Transfer Metrics Per Unit of Research Activity FY1996 through FY2000*

U.S. Median University of Oregon Performance Inventions 0.4 per $1M 0.2 per $1M (UO Rank = 113 of 117) Licensing Income 1¢ per $1 0.4¢ per $1 (UO Rank = 92 of 117) Start-Ups 1.1 per $100M 1.9 per $100M (UO Rank = 25 of 117)

*Source: Chronicle of Higher Education, July 19, 2002, (based on data published by the Association of University Technology Managers)

Table B2. University of Oregon Growth: Selected AUTM Performance Data FY2000 through FY2005

Totals and FY2000 FY2001 fy2002 fy2003 fy2004 fy2005 averages fy2001–5 Total UO Research $62M $66M $75M $76M $85M $86M $389M Expenditures

Number of 7 28 29 36 40 45 178 Inventions 0.1 per 0.4 per 0.4 per 0.5 per 0.5 per 0.5 per 0.5 per $1M $1M $1M $1M $1M $1M $1M

Licensing $0.31 M $0.52 M $0.54 M $1.8 M $1.9 M $3.4 M $8.2 M Income 0.5¢ per $1 0.7¢ per $1 0.7¢ per $1 2¢ per $1 2¢ per $1 4¢ per $1 2¢ per $1

Start-Ups 0 0 1 1 3 3 8 2.1 per $100M performance in three selected metrics—in- dominately AAU institutions and leading ventions, license income, and start-up land-grant institutions.) companies—that are defined, compiled, and published annually by the Association of B.4. Outreach and Community University Technology Managers (AUTM). Development The FY01–05 direct comparison of UO performance to national data awaits the release The University of Oregon has a remarkable of the FY05 data by AUTM over the coming range of programs in which internal exper- year. (AUTM is the premier association for tise and scholarship are linked directly to university technology transfer profession- societal need and application. These in- als, and its global network represents more clude the College of Education’s national than 350 universities, research institutions, prominence in educational research and teaching hospitals, and government agen- its broad impact on educational practices. cies as well as hundreds of companies A wide variety of education outreach units involved with managing and licensing are effective in translating UO expertise into innovations derived from academic and community service. Indeed, all of the UO’s nonprofit research. Its membership is preschools and colleges have strong outreach efforts, with many examples cited in the

39 Part I: transforming Oregon and beyond

Box B2. Examples of UO-Affiliated Start-up Companies MitoSciences, Inc.58 A spinoff venture based on UO biological research conducted by Rod Capaldi and Mike Marusich and now based in the UO’s Riverfront Research Park, this 2004-founded biotechnology company was winner of the 2006 Angel Or- egon venture competition.

Electrical Geodesics, Inc.59 was founded by the UO’s Don Tucker, EGI’s medical devices made the covers of National Geographic and Newsweek in 2005. The company is based in the UO’s Riverfront Research Park.

Oregon Social Learning Center,60 a nonprofit institute cofounded by a team that included the UO’s Paul Hoffman and Gerald Patterson, grew to employ about 200.

Kaibridge, Inc.,61 another spinoff from UO research in computer science by Kent Stevens, produces software that allows kids and adults to interact with realistic, 3-D animated dinosaurs in virtual space. The company’s graphics were featured in the June 27, 2005, issue of Newsweek magazine. The company is another corporate tenant of UO’s Riverfront Research Park.

Language Learning Solutions, Inc.62 This new company spun off from research at the UO’s Center for Applied Second Language Studies directed by Carl Falsgraf. LLS is also a tenant in the Riverfront Research Park.

SeQuential Biofuels LLC63 emerged as a growing biodiesel fuels company. Launched in 2002 by UO graduate students Ian Hill and Tom Endicott, the start-up company’s initial home was the UO’s Riverfront Research Park. following sections. Based on the survey a key element to the university’s mission of academic departments (Question 5 on and in which it continues to excel. Research and Creative Activity), there are many specific examples illustrating indi- B.4.a. College of Education Outreach vidual faculty members achieving distinc- Programs tion in linking their research to applications 65 serving society. The College of Education’s research and outreach is nationally distinctive in its The UO’s centers and institutes also play a impact, scalability, and sustainability. The key role in connecting research and service four research signatures of the college are as missions. A cluster of such activities around follows: international and diversity themes was previously summarized in Part I, subsection • Assessment and accountability A.2.d. Other research units with an excep- • Curriculum, instruction, and learning tionally strong orientation to public service • Prevention and behavioral interventions will be highlighted in this section. As one of • Systemic and individual supports the four cornerstones of the current fundraising campaign, connection is considered These four signature areas are the cornerstones of faculty expertise and interests, and

40 B. Transforming the State: Role of the University provide a comprehensive, systemic frame- • High School Equivalency Program (HEP) work for addressing the college’s mission, is federally funded under the U.S. De- “Making educational and social systems partment of Education, and designed to work for all.” The relevant research knowl- provide assistance to individuals from edge and applied research-based practices migrant or seasonal farm worker back- of the UO College of Education faculty help grounds in obtaining the General Educa- educators and administrators, individual tional Development (GED) certificate. schools, districts, and states respond to changing expectations for highly competent, • IntoCareers (IC) is a national system pro- caring educators. UO College of Education viding multimedia and Internet access faculty members cultivate and maintain to career information and software to direct relationships with the school systems help with résumé writing and job search and community agencies they serve through processes. Products locate information outreach to schools and communities. about local labor market and state or regional training opportunities. The college’s outreach units provide schools and community agencies access to • Oregon Writing Project (OWP) supports faculty research and expertise, and provide intensive summer workshops for teach- field-based opportunities for students to ers to learn new instruction strategies, participate in the implementation and use of improve their own writing, and develop highly advanced, scientific, research-based ways to introduce new school-wide knowledge to improve the effectiveness of methods for writing instruction. This is services, practices, and policies. Details on a collaborative effort by Oregon schools, each of the outreach units are available on colleges, and private foundations to the UO College of Education website.66 improve the teaching of writing and literacy at all grade levels throughout the • Career Information System (CIS) is a state. self-supporting, fee-based consortium organization delivering comprehensive • Technical Assistance and Consulting information about occupations and Services (TACS) provides technical as- industries, postsecondary programs and sistance to state education agencies and schools, financial aid, and career explo- Part C lead agencies to assist and sup- ration tools and planning systems. port them in systemic improvement policies, procedures and practices that will • Early Childhood Coordination Agency result in high-quality programs and ser- for Referrals, Evaluations, and Services vices for children with disabilities and (EC CARES) provides early intervention their families. TACS offers consultation, and early childhood special education technical assistance, training, product services to eligible children in Lane development, and information services County. These services may include that provide state and local agencies ac- a combination of specially designed cess to current special education policy, instruction in community or special- technology, and best-practices research. ized preschools, parent consultation and education, speech therapy, physical and • National Post-School Outcomes Center occupational therapy, vision and hearing (PSO) supports states in collecting and services, and consultation for autism or using data on postsecondary education challenging behaviors. and employment status of youths with disabilities.

41 Part I: transforming Oregon and beyond

• State improvement grant and state The George S. Turnbull Portland Center,68 personnel development grant network dedicated to advancing the study and (SIGnetwork) addresses the reform and practice of journalism and communication, improvement of early intervention, is a vibrant entity within the heart of Port- educational, and transitional services land. Since its opening in January 2006, the systems to improve results for chil- center has hosted writers and editors from dren with disabilities. The SIGnetwork The Washington Post, The New York Times improves systems of professional de- Magazine, and the Chicago Tribune. The velopment, technical assistance, and center also offers a senior experience for dissemination of knowledge about best current SOJC undergraduates that combines practices. course work with internship experience. In fall 2006, the Turnbull Center will offer its • Youth Enrichment–Talented and Gifted first graduate workshops for working profes- Programs and Services (YETAG) pro- sionals focusing on the most common prob- vides challenging summer, Saturday, lems facing today’s practitioners: staying and afterschool learning experiences creative, handling crisis communications, for children and youths that support, and improving effectiveness in the non- extend, and enhance their regular K–12 profit sector. The Strategic Communication program. Program provides working professionals in public relations, advertising, and allied B.4.b. Other Programs Connecting communication fields with management- Education, Scholarship, and level credentials needed to lead campaign Service teams, manage communication programs, and establish their own professional com- Section A above highlighted various ex- munication businesses. amples of interdisciplinary and collaborative research, with important outreach and Music and dance. The School of Music and service dimensions involving the faculty Dance is one of the larger music institutions in various schools and colleges such as arts in the western United States and offers a 69 and sciences, business, and law. Described comprehensive music curriculum. More in the following paragraphs are additional than twenty major vocal and instrumen- examples demonstrating the range and tal ensembles give public performances impact of outreach activities involving the throughout the year. These ensembles are UO’s faculty. part of a School of Music and Dance program that offers some 200 musical events Journalism and communication. The School annually, including performances by faculty of Journalism and Communication (SOJC) artists, faculty ensembles, numerous guest also offers many venues for connection artists, students, and university ensembles. to alumni, friends, and the general pub- Invitational and competitive high school lic through special symposiums, lectures, music festivals also are part of the school’s and recognition events such as the Payne program. The school’s faculty of teach- Awards, Hall of Achievement, and the ing artists, performers, composers, musi- Chandler, Johnston, and Ruhl lecture se- cologists, music theorists, conductors, and ries.67 The SOJC enjoys especially strong ties music educators are highly sought after pro- to the media and communication industries fessionals in their respective fields. School in Portland, with alumni in leadership roles of Music and Dance graduates are well in every communication arena. Currently, represented in the performing arts, as well more than 2,000 SOJC alumni live or work as in the fields of recording, writing, teach- in the greater Portland metropolitan area. ing, composing, and research throughout

42 B. Transforming the State: Role of the University the United States, Europe, and Asia. As an buildings and related transportation and outgrowth of the UO’s School of Music, the land use systems determine energy and Oregon Bach Festival70 has called Eugene resource use, as well as developing new home for several decades. The festival’s con- materials, components, assemblies, and centration of major choral-orchestral works, buildings with improved performance. educational offerings, and family atmosphere has attracted an annual audience of • The Institute for a Sustainable Environ- more than 32,000. Visitors from every state ment is a center for special, collabora- and dozens of foreign countries have been tive, and applied research projects. The welcomed to the festival’s beautiful natural institute produces information to sus- and cultural setting in the Pacific North- tain the economies and environmental west. Members of the festival orchestra and systems supporting communities, and chorus come from professional organiza- assists regions and communities in the tions throughout the United States, Canada, Pacific Northwest and around the world and Europe. in addressing complex environmental concerns. Architecture and allied arts. The School of Architecture and Allied Arts (AAA) engages • The Institute for Community Arts Stud- faculty members across a wide range of ac- ies sustains and strengthens arts, cul- tivities that couple research and outreach.71 ture, and heritage in the American West through research, policy, education, • The John Yeon Center for Architectural and community engagement involving Studies fosters research and appre- policymakers and cultural sector profes- ciation of architecture, interior design, sionals. Primary activities focus on cul- historic preservation, art, and landscape tivating public participation in the arts, architecture by students, faculty mem- fostering creative activities, preserving bers, and professional architects and cultural heritage, and nurturing sustain- designers. The center is comprised of able community cultural development. two Portland residences. Museums and cultural facilities. The uni- • The Center for Housing Innovation is a versity’s museums and cultural centers, in nonprofit, multidisciplinary research, addition to providing a wonderful resource development, and public-service arm to the area’s K–12 schools and the broader of the university. Design quality and community, foster connections with a wide sustainability are particular concerns of range of disciplines and programs on cam- the center. Projects include research for pus. Current examples of these connecting government agencies, development of programs include the following: design and construction prototypes, creation of community and neighborhood • The Arts and Administration Program, design plans, and development of new which is housed in the School of Archi- zoning ordinances as well as services tecture and Allied Arts, is built upon to civic, community, and neighborhood more than three decades of academic groups. The center provides consulting programming, research and publication services to architects and planners in the in the area of cultural and community Pacific Northwest who seek efficient use arts services. of energy and material resources. • A wide range of scholarship and re- • The Energy Studies in Buildings Labora- search infuse Oregon’s multidisciplinary tory is focused on understanding how program in arts management, which fo-

43 Part I: transforming Oregon and beyond

cuses on promoting the arts and culture in bringing to light new findings about for individuals and societies. The mas- the region’s cultural past. Through field ter’s degree in arts management prepares schools, grant-funded studies, and col- leaders based on the belief that profes- laborations with corporations and public sional arts managers must be familiar agencies (like the Oregon Department of with the social, cultural, economic, Transportation (ODOT) and the Bureau political, technical, and ethical contexts of Land Management), the Research Di- of the arts.72 vision helps to rediscover and preserve Oregon’s rich cultural heritage. One ma- • Arts Bridge at the University of Oregon jor project in collaboration with ODOT invites University of Oregon faculty is the Bridges Project, begun in 2003, in members from across the disciplines to which archaeologists survey areas adja- incorporate visits to the museum into cent to soon-to-be redesigned and rebuilt their curriculum, providing students highway bridges, looking for evidence of with an additional “learning labora- past human settlement. tory” that will support and enhance classroom studies. The program works • The Many Nations Longhouse is part of in partnership with local public schools a larger initiative dedicated to making to provide high-quality arts education the UO a regional and national center to K–12 school children. Stipends are for Native American education and re- given to those undergraduate and gradu- search. The initiative encompasses and ate students who teach the arts and lead coordinates many programs and ideas projects in art, drama, dance, and music. forged at the UO over the past decade to learn from and serve the Native Ameri- • Through its public programs division, can communities and individuals of the the Museum of Natural and Cultural His- Northwest. tory provides learning experiences for visitors of all ages and strives to promote Other connections to Native American com- curiosity in natural and cultural history munities and studies. Faculty members in the and sciences. Through interpretative ex- departments of anthropology and linguis- hibits, family events, field trips, classes, tics, the International Studies Program, and and lectures, the museum’s research the School of Law all have been active in and extensive collections come to life. research and education on Native American Outside the museum walls, its research- communities and cultures. ers and archaeologists lead surveys and excavations throughout the region. This • UO Department of Anthropology faculty research has unearthed fragile centuries- members and students, as well as staff old basketry and traces of ancient settle- members of the UO Museum of Natural ments buried beneath volcanic ash. It and Cultural History, work closely with also has uncovered evidence of a nine- Native American communities of the teenth century Chinatown in southwest Pacific Coast to preserve and protect Oregon and the doomed Donner Party native archaeological sites. Building on camp in the Sierra Nevada. an extensive and distinguished history of scholarship in Native American life • The Archaeological Research Division that started with Luther Cressman in the of the Museum of Natural and Cultural 1930s and continues with the work of History has been Oregon’s most active faculty members Jon Erlandson, Madon- archaeological research program for na Moss, Mel Aikens, and others, the UO many decades, and has been the leader is at the forefront of changes that align

44 B. Transforming the State: Role of the University

the field more directly with the interests these are highlighted as follows, spanning and needs of native peoples. from the humanities, to community and family issues, to the natural sciences. • Rennard Strickland (Philip H. Knight Professor of Law and former dean of • The Community Service Center (CSC)74 the UO School of Law), of Osage and is an interdisciplinary organization that Cherokee heritage, is a nationally known assists Oregon communities by provid- scholar of Native American law, art, cul- ing planning and technical assistance to ture, and mythology. Associate Professor help solve local issues and improve the Mary Wood’s work on tribal environ- quality of life. The role of the CSC is to mental issues is being used by several link the skills, expertise, and innovation federal agencies in developing national of higher education with the economic policies. development and environmental needs of communities and regions in the state • UO Department of Linguistics faculty of Oregon. Through the service-learning members, including Scott Delancey, Tom programs provided by the CSC, student Givón, and Doris Payne, have done their participants gain important service and own research and have guided Native professional experience by helping to American graduate students in the study solve community and regional issues. and preservation of tribal languages. The CSC establishes and strengthens the Graduate students in the department partnerships between faculty members are studying Klamath, Northern Paiute, and students on Oregon University Sys- Tolowa, and Chinook languages as well tem campuses and community repre- as tribal languages of Mexico and South sentatives, state and local agencies and America. nonprofit organizations.

• Under the leadership of the late Rob • The Child and Family Center (CFC)75 is Proudfoot, a Six Nations Seneca Haude- dedicated to understanding and promot- saunee and an award-winning associate ing mental health and resilience within professor in the UO International Stud- families across cultural communities. ies Program, the university developed CFC emphasizes research on social the only international program in Ameri- emotional-development from infancy can higher education that focuses solely through adolescence, as well as inno- on the study of indigenous peoples vation in assessment, prevention, and around the world. Professor Proudfoot intervention services for children and also created the Center for Indigenous families. CFC collaborates with local, Cultural Survival,73 which focuses on tribal, state, national, and international the state of indigenous peoples globally, organizations and researchers engaged and their struggles to maintain culture. in similar efforts to understand and promote mental health in children and B.4.c. Outreach Activities of UO families. Centers and Institutes • The Materials Science Institute (MSI)76 is an interdisciplinary institute addressing Earlier discussions have provided numerous the structure and properties of materi- examples of center and institute activities als, educating students in the science of connecting research and service. In addi- materials, and serving Oregon as a re- tion, there are numerous research units source in these sciences. Since 1985 the having an exceptionally strong orientation institute has more than tripled the size toward outreach and service. Several of

45 Part I: transforming Oregon and beyond

of its research program, developed four mands for measurable benefits to society new graduate programs in materials, and the economy. and contributed to the state’s prosperity through collaboration with more than Opportunities: The university has enjoyed twenty-five Oregon companies. It has success in recent years in attracting and a host of outreach programs, including retaining top employees, and with establish- those sponsored by NSF through IGERT ing and maintaining mutually beneficial and GK-twelve grants, provides a “High relationships with the Oregon business Tech Extension Service” through an ad- community. Specific opportunities include vanced materials characterization center, the following: and has a popular master’s and doctoral • Continued work and investment at the internship program with industry. interfaces between disciplines. The work of the university and the Oregon Health • The Oregon Humanities Center (OHC)77 and Science University (OHSU) in the is committed to fostering public aware- area of neuroscience is an example of ness and discussion of interdisciplinary how cross-disciplinary work within research in the humanities through a campuses can lead to national promi- rich array of free public programs both nence and commercial success. on and off campus. These events in- • Collaboration across institutions and clude faculty presentations, lectures by sectors builds the foundation for eco- renowned thinkers, poetry readings, art nomic and community vitality. exhibitions, conferences, symposia, and • Continued evolution of the university’s debates. The OHC promotes discussion Corporate Partners Program, a partner- across disciplines that is accessible to ship between the university and Oregon the public at large and provides a pub- business aimed at enhancing employ- lic forum for discussion and reflection ment opportunities for university on issues important to individuals and graduates, providing new knowledge communities in and beyond Oregon. and sponsorship activities for Oregon businesses, and providing the spark for B.5. Challenges and Opportunities research that leads to new products and industries. In fulfilling our role as employer and economic partner: In technology transfer: Challenges: The primary challenge facing Challenges: Sustaining the growth of Ore- the university as it attempts to maintain and gon’s technology transfer program must suc- grow in its role as a major employer and eco- cessfully confront a number of significant nomic partner to the state is the availability challenges. Foremost among these are the of funding, especially public investment pro- following: vided by the state of Oregon—in particular: • The State of Oregon’s cumbersome three- • The need to have access to the resources tier legal review and approval process, necessary to maintain its current size. which supplements UO’s campus-level • The resources—and administrative flex- review with an additional “legal suf- ibility—necessary to continue to offer ficiency” review by the Oregon Depart- attractive wage and benefit packages to ment of Justice, and a third-level review attract top scholars, staff members, and and approval by legal counsel for the administrative leaders. Oregon University System. • Access to business investment (and • Lack of significant State of Oregon fund- research funding) will be increasingly ing for technology transfer. more competitive and tied to greater de-

46 B. Transforming the State: Role of the University

• Private use definitions and activity In outreach: thresholds established by the United Challenge: The primary challenge facing the States Internal Revenue Service, vis-à- university as it attempts to share the many vis the State of Oregon’s use of tax-ex- benefits offered by a leading educational empt bonds to fund research facilities at and research institution is the availability the University of Oregon and other cam- of funding to provide outreach activities. puses of the Oregon University System. As will be echoed elsewhere in this report, • A relative dearth of venture capital, funding is tight at the university. Our many especially seed-stage capital to fund the wonderful points of intersection with the establishment of emerging ventures. broader community—from the UO Librar- ies’ vast resources to KWAX radio station’s Opportunities: Balanced against these chal- classical music, from the museums of art lenges are varied opportunities on which and natural history to student music and the university will capitalize in FY07 and theater performances, from the Oregon Bach beyond. Three of the most compelling ex- Festival to the Oregon Humanities Center’s amples include the following: broad range of public lectures, conferences, • Expansion of the University of Oregon’s and symposiums—are each faced with the Technology Entrepreneurship Program challenge to generate revenue to help sus- (TEP), which was initiated in the spring tain operations. of 2002 to bring together interdisciplinary teams of M.B.A., J.D., and Ph.D. Opportunities: The university remains a students to assess and carry forward new cultural focal point for the state and the ventures formed around technologies region. Specific opportunities include the derived from the university and from the following: Pacific Northwest National Laboratory in • Creation of an expanded presence in Richland, Washington. Portland with the development of the • Creation of a fund, capitalized by private Portland Center. This center will allow donations, that will in turn be encour- the university to expand the hub of its aged by the deployment of State of activities and tap into the state’s major Oregon tax credits as established in 2005 metropolitan area. under Oregon’s Senate Bill 853, with • The university has the only chartered plans to use the funds 1) to establish a music school in the state. The current translational research fund, 2) to expand building renovation and expansion will the TEP effort described in the imme- enhance the school’s ability to reach diately preceding paragraph, and 3) to more members of the community. create a venture grant program that can • The recently expanded Jordan Schnitzer assist seed-stage companies emerging Museum of Art and the renovated ex- from University of Oregon entrepreneur- hibit areas at the Museum of Natural and ship efforts. Cultural History allow each museum to • Commercialization of the early research improve collections, produce innovative successes of the Oregon Nanoscience exhibits, and develop new educational and Microtechnologies Institute (ON- programs. AMI), an unprecedented collaboration • Creation of operating endowment funds among Portland State University, Oregon for both the Jordan Schnitzer Museum State University, the UO, and the Pacific of Art and the Oregon Bach Festival will Northwest National Laboratory. provide operational flexibility.

47 Part I: transforming Oregon and beyond

• Renovation of the Robinson Theatre complex will allow students to practice and perform in facilities that enhance creativity and experiential learning, and will provide a more rewarding experience for community guests.

48 C. Educating IN the present: selectivity and access

C. Educating in the Present: students interested in a liberal arts educa- selectivity and Access tion or a professional education in a liberal arts environment. At the graduate level, At the University of Oregon, the educational the decentralized admission process seeks and research missions interconnect in ways students committed to professional educa- that produce distinctive contributions to the tion—whether as professionals in law or state of Oregon and beyond. The value of a business or as professional researchers and UO education for our alumni and the value teachers—and academically prepared to be of new professionals, researchers, and edu- successful. The result is a selective process cators to future generations are tied directly of enrollment that aims not to maximize ap- to the opportunities and challenges of study plications but to maximize the enrollment of at a research university. These intercon- students who are ready to benefit from study nections mean that the students who enter at the UO. The commitment to fostering the the university must be ready to accept the enrollment of students who will benefit most challenge of demanding undergraduate edu- from the learning environment and also cation and the expectations of a graduate make a contribution to that environment has program that aims to produce the next gen- resulted in higher expectations for academic eration of innovators and leaders in a broad preparation and an overall shift in the qual- range of disciplines. It also means that our ity of both undergraduate and graduate stu- students will contribute to the learning en- dents since the UO’s last decennial review. vironment of which they are a part. While interconnection establishes certain To take advantage of interconnections expectations about the students who will between research and learning, the admis- study here, the idea of pluralism frames our sion process seeks to provide access to all commitment to fostering a diverse student promising students, from Oregon or else- community. Thus, the university also fo- where, who are prepared academically cuses on the enrollment of students from a for study at this institution. Oregonians, wide variety of backgrounds—racial, cultur- whether or not they are students seeking al, and economic—and with a wide variety degrees in our programs, should look to the of academic and extracurricular interests. University of Oregon for something special. Admission standards are designed with the They should expect committed teachers and flexibility needed to assess many talents and scholars—professors who exercise students’ varied backgrounds, not merely to acknowl- minds and who command scholarly respect edge privilege or practice elitism—quite the because their insights have been tested and reverse. The challenge, and our mission, is found substantial. Oregon’s best students to serve all of Oregon’s qualified students re- should expect an education comparable to gardless of privilege, background, or means. that of the best of our peers nationally and internationally—they should be able to look In light of our mission and goals, the UO in-state to the UO to meet their educational Enrollment Management Council, in 2001, needs. Students from beyond Oregon should reviewed enrollment trends and changes in look to the UO as an outstanding research the character of the learning environment at university that makes a contribution to re- the UO and set new goals that now serve as a search and learning around the world. guide for the work of sustaining the UO as a leading research university. In the following The character of the undergraduate student sections, we discuss how key components of body is developed through admission stan- the enrollment process have set the stage for dards and a centralized admission process the university to foster excellence in educa- that targets the enrollment of well-prepared tion now and for future generations.

49 Part I: transforming Oregon and beyond

C.1. THE STUDENT BODY Box C1. Keeping Oregon’s In 2001, after much analysis and discussion, Best at Home the Enrollment Management Council (EMC) In seeking to serve the needs of came to a consensus about the UO, its size, Oregon’s best students, the UO and the composition of its student body. simultaneously sets high standards The EMC report to the president states: of achievement for all of Oregon’s “The university faculty, staff, and students schools—from kindergarten to gradu- value the campus’s manageable size, its ate study. Success in this dimen- human scale, beauty, and accessibility. We sion of our mission is documented understand the importance of our mission, in many ways throughout the self- our size, our culture, and our environment study. Most compelling, perhaps, in attracting quality students and faculty are the individual stories of our members. We believe in the enduring value students. One such story appears of the educational experience we offer, here, and others elsewhere in the and our ten-year vision is of a campus that self-study. builds upon the best of these qualities. We should not lose our advantages, but rather Alletta Brenner. From winning strengthen them and market them properly the first annual UO Undergraduate so that potential students, their families, Library Research Award to becom- and the communities we serve may better ing the first UO student to win the understand their importance. In a time of prestigious Marshall Scholarship, growing pressure on higher education to Alletta Brenner has made the most of change, we recommend a radical affirma- her experience at the UO. Alletta, a tion of our existing strength.”78 native of Forest Grove, Oregon, came to the UO “undeclared” with a gamut C.1.a. Size of interests. She has taken advantage of the interdisciplinary opportunities The university has undertaken several available to her since then, com- reviews of its optimal size, beginning with bining her history and women and a report from the Faculty Advisery Coun- gender studies double major to create cil (FAC) in 1999, again in 2001 with the her award-winning research paper, Enrollment Management Council’s report to “The Good and the Bad of That the president, and in 2006 when the En- Sexe: Monstrosity and Womanhood rollment Management Council prepared a in Early Modern England.” Alletta’s report for the new senior leadership of the accomplishments have opened up a university. In each case, the value of the size wide range of future opportunities, of the university has been affirmed. Both the which will begin with her two-year, 1999 FAC report79 and the 2001 EMC report Marshall-funded master’s study in set the optimal enrollment at around 20,000. Edinburgh, Scotland. In the future, Alletta also hopes to give back to the As indicated in Table C1 below, the Univer- community through Teach for Amer- sity of Oregon has maintained enrollment ica and by becoming a lawyer for a between 20,000 and 20,400 since 2001 as human rights organization. recommended in the 2001 EMC report. The most recent enrollment figure (2005–6) is 20,394.

50 C. Educating IN the present: selectivity and access

C.1.b. Composition 3. Quality of the undergraduate student body, as measured by high school GPA and stan- The 2001 EMC report to the president laid dardized test scores, should increase the groundwork for our current enrollment 4. Nonresident undergraduate tuition rev- plan. The imperatives to limit our enrollment enue should continue to be a significant to 20,000, coupled with the current environ- source of institutional funds ment in which applications are strong enough 5. Enroll no less than 850 new nonresi- to assure this level of enrollment, have dent freshmen and 450 nonresident provided an ideal time to shape the composi- transfers each fall tion of our student body to reflect the quality, 6. International students should consti- character, and diversity to which we aspire. tute approximately 10 percent of total The following recommendations, contained enrollment in the 2001 EMC report, were made to ensure 7. Combined, graduate and law students that those aspirations were met. should constitute no less than 20 percent of the student body 1. The freshmen class should include no 8. Community college relationships should more than 3,000 students just emerging be evaluated and should be overseen by from high school the Office of Academic Affairs 2. Students of color should constitute 9. Transfer student information and ori- approximately 18 percent of the student entation programs should be evaluated body and expanded

Table C1. Recent Enrollment Statistics* 1995 2001 2005 Total Enrollment 17,138 19,008 20,394 Undergraduates 13,717 15,121 16,475 Graduates 3,421 3,887 3,919 Residency Oregon Residents 59.5% 69.3% 70% Nonresidents 40.5% 30.7% 30% Sex Male 48.8% 46.7% 47.3% Female 51.2% 53.3% 52.7% Ethnic Identity Students of Color 12.5% 12.7% 13.6% Caucasian 72.7% 73.1% 74.3% International 9.6% 7.6% 5.4% Unknown/Declined to Respond 5.2% 6.6% 6.7% Full-time 85% 84% 84% Mean Age of Undergraduates 20.9 20.9 20.9 Mean Age of Graduates 28.6 28.3 27.8 Number of Entering Freshmen 2,546 2,998 3,062 Entering Freshman GPA 3.31 3.43 3.51 Entering Freshman SAT Verbal + Math 1,011** 1,104 1,117 Number of Entering Transfers 1,658 1,397 1,436

* Compiled from the University of Oregon Profile of Students, Office of the Registrar ** Includes scores prior to recentering of the SAT

51 Part I: transforming Oregon and beyond

As described in the sections on our under- has noted an increase in transfer students graduate and graduate students below, and coming to study on one-year programs and in other portions of the self-study (Parts a decrease in the number of students com- II.A. and III.C.), we have had good success ing to complete a four-year degree. This in meeting some goals, made progress in enrollment pattern has also had an effect on other areas, and experienced difficulty in overall enrollment of international students. a few areas. General observations include Initiatives under way to increase enrollment success in maintaining total enrollments of international students is discussed fur- at around 20,000 students, as discussed ther in Part II.C. of this self-study. above; some progress with respect to representation of students of color on campus; C.2. Undergraduate STudents and difficulty in maintaining the desired representation of international students on The character of undergraduate study at campus. the university depends upon a number of factors affecting the size of the student body Students of Color. At the same time that and the characteristics of the students that the UO student body has increased in size, make it up. In this section we discuss the we have seen modest increases in the real overall profile of the undergraduate student number of students of color attending the body relative to the EMC goals summarized university. As a percentage of students earlier in the section, admission standards enrolled, the ethnic diversity of our student for freshman and transfer students, the body has remained relatively stable. Pro- role of the UO in Oregon’s public educa- jections of state demographics, and their tion system, and the issue of access and implications for the composition of the UO’s affordability. student body, are addressed in Part III.C. of this self-study. C.2.a. Profile International Students. International education has been a tradition at the University Composition. Specific enrollment goals for of Oregon since our founding in 1876. The incoming undergraduates have included presence of international students in sig- between 2,000 and 2,100 new-from-high- nificant numbers adds to the distinctive school resident freshmen each year. The UO character of the university and enhances has been on target in meeting this goal each the educational experience for all students. year. Enrollment as a percentage of Oregon The UO thrives on global perspectives, high school graduates has stayed at about 6 global engagement, and the rich exchange percent per year. Enrollment of nonresident of ideas that can come only from a vibrant students has been more variable. External international curriculum. World economic forces including economic fluctuations and conditions and increasing costs of a UO higher education policies in other states education have made recruiting students have more effect on this population. How- more difficult. Other external factors, in- ever, we have fallen below our enrollment cluding the increased difficulty of getting targets for nonresidents in only one year visas, increased safety concerns after 9/11, since 2001. and increased competition for international students by countries including Australia, Quality. The 2001 EMC report called for ef- England, and, more recently, other Europe- forts to increase the academic quality of un- an countries including Germany, have also dergraduates while maintaining the overall had a significant impact on international enrollment of the university. Implementa- enrollment. During this same time, the UO tion of new recruitment programs, increased

52 C. Educating IN the present: selectivity and access requirements for automatic admission, and development of critical reflection, effective the awarding of new scholarships had the communication, and intellectual breadth. desired effect of increasing the quality of It is the responsibility of the University of the entering freshmen. As these efforts have Oregon, through its admissions process, to been integrated and have reached their full provide access to all Oregonians who are effectiveness, the quality measures for the prepared to be successful. freshman class have stabilized. Freshman admission. In order to achieve suc- The 2001 EMC report defines the measures cess in undergraduate study at the UO, we for academic quality as high school grade expect students to earn a high school GPA point average and SAT scores. By these two of at least 3.00, graduate from a standard or measures, the UO has made progress in accredited high school, take fourteen col- improving the quality of the entering fresh- lege preparatory courses, and submit SAT men. These gains have been made by enroll- Reasoning Test or ACT scores. Students ing more students with grade point averages are guaranteed admission if they have high and SAT scores just above the mean and school GPA of at least 3.25 and take at least enrolling fewer students below the mean. sixteen college preparatory courses in ap- Grade inflation has called the reliability of propriate subject areas. GPAs into question; however our research shows that the GPA remains the single best Development of selective admission stan- predictor of academic success at the UO. dards. The UO first differentiated its admis- Since 1995, the average GPA of entering sion requirements after the state board’s freshmen has increased from 3.31 to as high 1989 policy decision to allow schools to as 3.54, and has stabilized at 3.50. differentiate their requirements. The UO required for admission a 3.00 or higher Since 1997, the mean SAT scores for enter- high school GPA or a combined GPA and ing students have increased by five points SAT score that predicted academic success in critical reading (verbal) and ten points at the university. Research was conducted in mathematics. As with GPA, gains have utilizing College Board tools to determine been made through increases in the num- SAT and GPA combinations that predicted bers of students entering with SAT scores success at the UO. Admission requirements just above the mean and by decreases in the were set to ensure that students admitted numbers of students with scores below the had the academic preparation and level of mean. The 1995 data provided in the table achievement to be successful at the UO. above contains scores prior to the recentering of the SAT, so 1997 data is used in the UO admission requirements have changed discussion above for better comparability. over the years to reflect the growing number of well-qualified applicants to the UO and C.2.b Access and Selective Admission system limits on growth. The UO modified the interpretation of automatic admission in The distinctive mission of the UO as an the early 1990s to stay within the prescribed AAU research university requires a selective enrollment corridor. Students with a GPA approach to undergraduate admission that above 3.00 were guaranteed admission. Ap- ensures that entering students are prepared plicants below 3.00 who had the required for success and that every qualified student GPA and SAT combination were reviewed has access to the university’s programs. The carefully for indicators of academic success. UO is committed to the success of its stu- The review included grade trends, class dents, providing instruction framed by ad- rank, and rigor of academic preparation. For vanced research and education aimed at the several years, this process allowed the UO

53 Part I: transforming Oregon and beyond to successfully manage enrollment as man- allows most applicants to know they meet dated by the university system. minimum requirements and will be admitted at the time they apply. Selectivity at the The UO increased its admission selectivity UO is used to enroll students prepared to again for Fall 2003. Enrollment was increas- succeed and to add to the academic qual- ing so quickly that action was necessary to ity of the university, not to recruit students keep enrollment at a level that did not out- only to turn them away. pace university resources. The Enrollment Management Council recommended in 2001 Results of selective admission. Because of that total enrollment be held at approxi- the transparency of the system, the admis- mately 20,000, reinforcing a similar Faculty sion rate has actually increased since 2002 Advisory Council recommendation from at the same time academic quality indicators 1999. The EMC did not expect that enroll- have increased. In 2002, the year before our ment level would be reached until 2004, or most recent increase in admission require- 2005. Enrollment of 20,000 was reached in ments, the UO admitted 86 percent of its 2002, and measures were needed to stabilize applicants. In 2005, 90 percent of freshman enrollment, so admission requirements were applicants were admitted. Using selective increased. admission, we have stabilized enrollment, increased the academic quality of the enter- Recognizing that the best predictor of ing class, contributed to increased retention academic success is the academic rigor of and graduation rates, and increased the courses completed in high school, the UO ethnic diversity of the incoming class. raised its automatic admission requirements to sixteen college preparatory courses (up The current system has resulted in overall from the fourteen required by other OUS academic achievements for entering UO schools). The minimum GPA required for freshmen that are the highest in the state.81 guaranteed admission was increased to 3.25. • Entering freshman grade point average The process was designed to be transpar- has increased from 3.37 in 1997 to 3.51 ent for students whose GPA is above 3.25 in 2005 and who have completed at least sixteen • Average SAT scores have increased by academic units, to instill in those students five points in critical reading (verbal) confidence that they will be admitted. Crite- and ten points in mathematics ria for admission of students who fall below • Freshman-to-sophomore retention rates guaranteed admission levels were designed have increased to 86 percent to help the UO enroll those students most • Four-year graduation rates have in- likely to succeed. creased to 40 percent, an increase of 10 percent in three years, and are just start- A list of the considerations used in the ing to reflect the increases from our 2003 comprehensive review process for students admission changes with fewer than sixteen college preparatory • Students of color made up 12.7 percent courses or lower than 3.25 GPA is posted of the freshman class in 2001 prior to on the web for easy accessibility to students implementation of selective admission. and their families.80 That number rose to 13.6 percent in 2005 The process currently in use at the UO provides selectivity that predicts success along Since implementation of this policy, appli- with transparent standards that engender cations from students whose GPA is above academic confidence. The absolute nature 3.50 has risen by 4 percent, and applica- of the guaranteed admission requirements tions from students below 3.25 has dropped

54 C. Educating IN the present: selectivity and access

Box C2. Profiles in Undergraduate Achievement Junior chemistry major Stacey Standridge has been designing and synthesizing novel substances in the Materials Research Lab since freshman year. “Now that I’ve gotten involved in research, I know that this is what I want to do,” says Stacey. “It’s really solidified it for me.” Her research team is synthesizing bismuth-telluride and tita- nium-telluride super lattices—a compound where the elements are layered on top of one another into a superstructure—to be used in the creation of a thermoelectric material. When heated on one end and cooled on the other, this material creates an electric current—an efficient energy source that could be used as a refrigerant or computer-coolant.

Geological sciences major Tahirh Motazedian discovered evidence of water on Mars as a UO junior. Astronomy Magazine published her findings while she was still a student, and she advised the European Space Agency on a Mars mission. That research in 2002 gained her instant celebrity status and flooded her with job offers, requests for scientific collaboration and presentations, as well as interviews and fan mail. Dur- ing an internship at NASA, she conducted research on extremophiles, organisms that survive in environments far too hostile for ordinary life, which may give hints about life forms that could exist on other planets.

Studying abroad last year gave Cory Eldridge a chance to put his classroom lessons to work covering issues of global importance—and his efforts won him a prestigious scholarship. When Cory was a senior majoring in journalism: news-editorial in the School of Journalism and Communication, he was one of only two undergraduate students nationwide chosen for an Overseas Press Club Foundation Scholarship. Eldridge won the award in part for writing and reporting a story on West Bank oph- thalmologist Dr. Mutei Asir. His winning article and photographs portray the doctor’s midnight surgery to save the barbed-wire-ruptured eye of a child from the Palestinian village of Jenin.

English major Aron Donaldson and political science major Jason Lear were the first students from any U.S. public university to reach the final rounds of the World Univer- sities Debating Championship, the largest nonathletic student competition in the world.

by almost 20 percent. Our biggest concern have worked to get more complete informa- about the implementation of selective ad- tion to students in that range and to high mission is the transparency that is part of its school counselors. success. We are concerned that some students just below the 3.25 GPA requirements Ensuring access for promising students. are not applying because they believe we Two processes are used to admit students do not admit students below 3.25. If these who do not meet the regular admission students do not understand how the com- requirements: prehensive review process works, they may assume they will not be admitted. There has Exceptions. Students with strong overall been growth this last year in the number of preparation for university study who have applicants in the 3.00 to 3.25 range as we earned good grades throughout their educa-

55 Part I: transforming Oregon and beyond tion but are deficient in one area may be personal support is available throughout admitted as an exception with no additional their UO education. university requirements or restrictions. For example, a student may have completed As admission requirements have changed, required courses with above-average grades, the UO has constantly reviewed and modi- but may not have completed one course in fied the USP program to make sure that social science. These students are gener- applicants who can succeed with additional ally prepared for academic success at the support are identified and reviewed by the UO, and are admitted as exceptions with Undergraduate Support Program Committee no additional requirements. One exception for possible admission into this program. is mandated by the State Board of Higher Education: a student deficient in a second The application for admission is the only language is required to complete the lan- application required for the Undergraduate guage requirement before graduation. Support Program (USP). During the regular application review process, students Undergraduate Support Program. Prospec- who have overcome educational adversity tive freshmen who lack the preparation or and who show academic promise to suc- demonstrated academic achievement for ceed with academic support are referred by success on their own, but whose records admissions counselors and managers to the demonstrate that they can succeed with USP Committee for review. Students who additional academic and personal support, are referred are asked to submit a personal are admitted to the Undergraduate Support statement, two letters of recommendation, Program (USP).82 and seventh-semester transcripts for review by the committee, which is made up of the Admitted students have demonstrated that, staff members who will provide direct sup- with additional support, they can be aca- port for students and the senior assistant demically successful in a number of ways director of admissions. that may be difficult to measure precisely using traditional academic measures. Stu- Transfer admission. Transfer students who dents are provided help from the Center for meet all transfer admission requirements83 Academic Learning Services (ALS) (study are automatically admitted. Because more skills and time management), the Office of direct information is available for transfer Academic Advising (advising and personal students regarding their likelihood of suc- support), and the Office of Multicultural cess in college-level work at the UO, the Academic Support (advising and personal intensive review necessary for freshman ad- support). mission is not required. Instead, decisions are based on the history of college-level As a condition of admission, students are work completed. required to complete an ALS skills course and preselected general courses for one Both Oregon State University and the UO academic year. Most of these classes are require completion of courses in college- standard UO courses that fulfill graduation level composition and college-level math- requirements. Students also meet monthly ematics. Admission exceptions are made with an academic adviser. The advising for students on a case-by-case basis after meetings provide a supportive environ- evaluating a number of criteria, includ- ment in which students can discuss any ing student preparation for success. As an problems, ask for academic assistance, learn example, exceptions to the math require- about the UO’s academic system, and re- ments are frequently made for students who ceive individual advice. This academic and are in majors that require no math. Very few

56 C. Educating IN the present: selectivity and access exceptions are made for students missing Working with Oregon high schools. Part of the writing requirement, because writing is the answer lies in consulting broadly and required for all students earning a degree at listening carefully. The University of Or- the University of Oregon. egon High School Advisery Council serves as a consulting group on issues of admission The UO, and the Oregon University System processes, recruitment planning and imple- as a whole, saw decreasing enrollment from mentation, communication and publication Oregon community colleges in 2006. Early messages and structures, and access issues. indications suggest declining enrollment in The council comprises college counselors Oregon community colleges was responsible representing different constituents from in part for this decrease. In addition, cuts in around the state: large and small schools, state funding have forced Oregon commu- urban and rural areas, public and private nity colleges to increase tuition and reduce schools, high and low socioeconomic areas, course offerings. Both of these actions make and high and low college-going populations. completing the course work necessary to The counselors have provided information transfer to a four-year university more dif- on issues ranging from changing the dean’s ficult. As a result, the pool of community scholarship program to meet legislatively college students seeking transfer may have mandated decreases in fee remissions to become smaller. web and publication redesign. The group also provided significant guidance in the de- The UO has established a dual admission velopment implementation of the selective and enrollment program with Lane Com- admission requirements that contributed munity College and Southwestern Oregon to its successful execution. Finally, it has Community College, and is in the process of helped to inform the UO’s position on some developing a dual admission program with of the most heavily debated issues in higher Blue Mountain Community College. These education’s relationship to K–12. types of partnerships may become more important to enrolling transfer students in College credit earned in high school. A good the future. example of such an issue is the award of college credit for work done in high school. C.2.c. The UO’s Role in Oregon’s Public Advocates on both sides of this issue are Education System looking for ways to benefit students. Many tout successful programs, and the Oregon There is great emphasis in the Oregon legis- legislature has now mandated that students lature and at the highest levels of education- have no-cost options available to them for al administration in Oregon on providing a earning college credit. However, Caroll P. “seamless education” for students from kin- Dugan—former dean of business and com- dergarten through college graduation. While puter science at Gaston College, now a there is not agreement on what “seamless trustee at Klamath Community College in education” means, there is little disagree- Oregon—argues that faculty groups should ment with the principle that unnecessary oppose dual-enrollment courses where administrative barriers to degree completion students take courses in high school and should be removed while retaining those receive college credit. She argues that these policies intended to ensure that a student college courses taught in the high school gets the full benefit of an undergraduate shortchange the students participating education. How do we evaluate what poli- because they rarely prepare students at the cies and procedures truly safeguard quality same level as students who go through the and which are unnecessary roadblocks? full educational experience (Chronicle of Higher Education, October 28, 2005).

57 Part I: transforming Oregon and beyond

Box C3. Supporting Success Margarita Smith came to the UO on the Undergraduate Support Program and soon distinguished herself, joining the honors college in her second year at the UO and becoming a McNair Scholar soon after. A student of color and single mom going back to school after working as an advocate for Womenspace, Smith found her home in the Ethnic Studies Program. The professors in the program are so good, she says, that they “could be teaching the history of dry toast and it would be intriguing and fascinating.” Smith, who also has a minor in history, focused her thesis on representations of African American women and poverty in film and also examined welfare reform. The next phase in Smith’s life will be heading to the University of Southern California in the fall to pursue a doctorate in American studies and ethnicity.

The UO provides opportunities for students the portion currently covered by the student who have not yet graduated from high for those students selected for the Expanded school, but the experience is provided as Option Program. The first group of students part of regular university courses taught enrolled through this program entered the on our campus. Students must meet the UO in fall 2006. requirements just as any other currently enrolled UO student. The UO in relation to other higher-education institutions. A central issue is the student’s Duck Link is a program for local high transfer of credit. Again, there are principles school juniors and seniors who have taken on which few disagree—the desirability, for all courses offered at their high school in a example, of eliminating unnecessary admin- given academic subject, and allows students istrative barriers to a transfer of credit, and to take up to 8 credits per term (fall, winter, providing timely, accurate information to spring). Duck Link students take regular students on how transfer credits will apply university classes through the Community toward earning their degree. Commitment Education Program at the UO. They receive to these principles should not, however, be regular university credit. Interested students misinterpreted as endorsing enrollment at work with their high school counselor to multiple institutions on the way to a bacca- obtain permission to participate and fill out laureate degree. This phenomenon, termed the needed forms. The UO waives their tu- “swirl” in higher-education literature, is ition (instruction fee) and the student pays argued to result in less student engagement fees and book costs, which currently range in academic activities and to diminish the from $200 to $300 per quarter. Duck Link value of a degree.84 students most often take advanced math or foreign language studies at the UO. In the areas of transfer of credit, admissions, and recruiting, the UO has sought the In the last session, the Oregon legislature advice of the Community College Advisery created the Expanded Options Program, Council. This group originally comprised requiring school districts to offer their stu- representatives from a small number of dents the opportunity to earn college credits schools, but has been expanded to include at no cost to them. Working with Eugene representatives from all Oregon commu- School District 4J and the Lane Education nity colleges. The council was particularly Service District, the UO has modified its helpful in discussions of what constituted Duck Link program so that the districts pay acceptable exceptions to the transfer re-

58 C. Educating IN the present: selectivity and access quirements, and helped us develop a better the emerging patterns of transfer enroll- understanding of the impact of those excep- ment, and the policy was revoked. tions on their advising. Finally, the UO is playing a central role in Lowering policy barriers. The UO has the development and implementation of the worked to examine academic policy to Articulated Transfer Linked Audit System ensure that academic standards are upheld (ATLAS). This new statewide system will while unnecessary administrative barriers allow students to electronically assess their are eliminated. In 2004, the UO changed its progress toward a degree at any public uni- policy to allow transfer students to fulfill versity in the state system, greatly enhanc- a UO group requirement with course work ing the advising tools available for transfer totaling 15 credits instead of 16, assum- advisers. ing that their course work fulfills the UO’s breadth and depth requirements within C.2.d. Access and Affordability groups. As a public university, the UO is committed As part of their general education, the UO to making its academic programs accessible asks students to take 16 total credits of to all qualified students, particularly stu- course work in each of three broad groups: dents from Oregon. As a university com- arts and letters, social science, and science. mitted to providing an excellent education This is equivalent to taking four courses relevant to the global community, the UO is in each group, since all of the courses that committed to enrolling a student population may be used in this fashion at the UO carry that mirrors the diversity of our region and 4 credits apiece. Transfer students coming the world. from a school where courses typically carry 3 rather than 4 credits can find themselves Cost of undergraduate education. According in a situation that seems bureaucratic and to the publication “College Board’s Trends arbitrary. For example, a student who has in College Pricing 2006,” tuition and fee satisfied his school’s group requirement costs in constant dollars for public four-year by taking five 3-credit courses would be 1 higher education institutions in the United credit shy of satisfying the UO requirement, States rose by approximately 86 percent and would have been required to take a 4- between 1991–92 and 2006–7, from $3,145 credit course in that area at the UO. While to $5,836. During a slightly shorter overlap- taking more group-satisfying courses is not ping period of time (1990–91 to 2004–5), tu- necessarily a bad thing, the original require- ition and fee costs in constant dollars at the ment presented barriers to student success University of Oregon rose by approximately that did not significantly add to the quality 92 percent, to $5,805 in 2004–5. of a UO degree. Focusing more specifically on the West Another policy that required completion Coast, the College Board report indicates of the Associate of Arts–Oregon Transfer that tuition and fee costs have been more (AAOT) degree prior to enrollment at the contained in our region than costs for the UO was an unnecessary barrier for transfer U.S. as a whole. Over the last decade, students. The policy was created to ensure tuition and fee costs in constant dollars that UO students did not avoid require- increased 51.3 percent nationally, while in ments by taking courses at the community the West the increase was only 38.5 percent. college and earning an AAOT degree. The During this same decade, tuition and fee policy was restrictive and did not recognize costs in constant dollars increased 54.25 percent at the University of Oregon.

59 Part I: transforming Oregon and beyond

As Figure C1 shows, the cost of undergradu- dollars) fell by more than 30 percent, driv- ate education at the University of Oregon ing up resident undergraduate tuition and relative to median household income in fees by more than 90 percent. In contrast, Oregon roughly doubled over the years over the same period, Oregon’s median between 1990 and 2005 due to the declining household income (in constant dollars) state appropriations for higher education. held almost steady. The result is that, for an Between 1990 and 2005, state appropria- Oregon household in the middle of Oregon’s tions to the University of Oregon (in real income range, undergraduate education at

Figure C1. Oregon Median Household Income Compared to State Appropriations and Resident Undergraduate Tuition Percentage Change Since 1990, Adjusted for Inflation

Source: Office of Resource Management

Figure C2. University of Oregon Comparison of State and Tuition Revenue Per Student FTE (Inflation Adjusted Dollars)

Source: University of Oregon, Office of Institutional Research

60 C. Educating IN the present: selectivity and access the UO was only about half as affordable in novative tuition structure received national 2004 as it was in 1990. attention because it gave students additional control over the cost of tuition, and helped Increases in UO tuition since 1990 have spread enrollment into nonpeak hours, been largely driven by decreases in state allowing the university to serve a larger funding for higher education in Oregon. Fig- number of students at a time that a number ure C2 shows the total per student revenue of classrooms were under construction. in constant dollars for the UO from 1994 to 2004, along with the relative amounts, Tuition remissions. Tuition remissions were derived from tuition revenue and state instituted for low-income resident under- support. In real terms (after accounting for graduates to help offset the impact of tuition inflation), per student total revenue is lower increases. Legislative mandates have af- in 2004 than in 1994. While per student fected the ways in which tuition remissions tuition revenue has increased 10.7 percent, have been used over the last four years. A per student revenue from state appropria- further discussion of remissions is the fol- tion has decreased by 25 percent. lowing subsection.

Tuition cost-mitigation measures. The UO has C.2.e. Financial Aid made changes to mitigate the effects of tu- Financial aid plays an important role in tion increases on student access in a num- the ability of potential and current stu- ber of ways. dents to achieve their academic and career goals. The University of Oregon recognizes New tuition plan. A new tuition plan cal- the importance of reducing or eliminating culates tuition on a per-credit-hour basis financial barriers to a college education for for all undergraduate students. Previously, all Oregonians. As college costs continue tuition was assessed on a per-credit basis to increase, students and their parents look up to 11 credits and then a single rate was for ways to help pay for college. Many charged for 12–18 credits. Instead of an families are no longer able to pay for col- across-the-board increase in tuition in fall lege with savings or current income and 2002, the new assessment plan spreads must find other sources such as loans and the cost of tuition more equitably to all scholarships.85 students. Under the old system, students taking 12 credits were providing a substan- Loans. Families are borrowing more than tial subsidy to those taking 17 or 18 credits. ever from the federal education loan pro- Initial implementation of the new tuition grams to assist in paying for college. In the plan provided a discount for students taking past ten years, total UO student and parent between 13 and 18 credits. The amount of borrowing has increased from $51,982,776 discount per credit has slowly been de- in 1996–97 to $107,340,581 in 2005–6. creased over the last four years to soften the In contrast, the federal and state need- impact of the tuition increase. based grants increased from $8,286,720 in 1996–97 to $14,299,920 in 2005–6. To help Tuition discounts for specific classes. The finance their educations, 50 percent of UO UO pioneered a tuition discount program undergraduates take out loans. Undergradu- that allows student to choose specific ates who must borrow will graduate with an courses offered in the late afternoon or early average debt of $18,029. morning. The discount ranged between 10 percent and 15 percent per credit hour for Fee remissions. The University of Oregon courses of sixty or more students offered was limited in the 2003–5 biennium and the before 9:00 a.m. or after 3:00 p.m. This in- start of the 2005–7 biennium to an OUS-

61 Part I: transforming Oregon and beyond wide 8 percent cap on tuition-remission aid has a funding goal for every needy Oregon programs. Universities use these types of resident student who applies for aid by the remission programs to assist in meeting en- priority deadline: that he or she will be of- rollment management plans and goals. The fered enough financial aid through federal, UO uses the fee-remission programs to help state, and institutional sources to cover the needy students, students who bring diversi- education costs that cannot be met by the ty to our campus as defined by our campus family. Tuition remissions are essential to diversity plan and who have demonstrated meeting that goal. particular merit or talent. These are one- year awards that, prior to the cap, were The cap was lifted for the 2006–7 academic offered to all class levels for undergraduate year, and Oregon institutions are now study. The cap on tuition remissions in- increasing individual student awards and stituted in 2005–7 severely hampered our creating new financial aid programs to serve efforts to assist needy students. The Office needy Oregonians. The University of Or- of Student Financial Aid and Scholarships egon used additional fee-remission money

Table C2. Fee Remissions: Projected Effect of Lifting the Tuition Remission Cap

2006-7 Fee Remissions 2004–5 2005–6 projected UG Resident Merit $2,094,174 $1,835,993 $1,782,879 Need $2,881,565 $2,467,963 $3,390,753 TOTAL $4,975,739 $4,303,956 $5,173,632

TARGETED TO > NEED 57.9% 57.3% 65.5%

UG Nonresident Merit $1,638,939 $2,027,542 $2,513,917 Need $1,152,040 $1,218,521 $1,282,839 TOTAL $2,790,979 $3,246,063 $3,796,756

TARGETED TO NEED > 41.3% 37.5% 33.8%

Graduate Merit $ 58,303 $226,065 $199,977 Need $498,434 $651,225 $1,025,527 TOTAL $556,737 $877,290 $1,225,504

TARGETED TO > NEED 89.5% 74.2% 83.7%

Other $1,356,963 $1,587,338 $1,868,716

Total $9,680,418 $10,014,647 $12,064,612

Source: University of Oregon, Office of Institutional Research

62 C. Educating IN the present: selectivity and access to restore one-year awards to needy juniors and students from other states. Awards and seniors and created the Dean’s Access range from $500 to $2,000 for Oregonians, Award described in the Dean’s Scholar- and—as with the Presidential Scholarship ships section below. We have already seen Program—this award is renewable for up a positive effect of this investment in need- to four years. Last year, the UO established based aid on the enrollment of new students the UO Dean’s Access Award. This $1,000 and expect the awards to affect retention as scholarship is additional to the Dean’s well. The table below shows the fee-remis- award and is also available for up to four sion amounts awarded by the University of years of study at the UO. To qualify for this Oregon after the 8 percent cap was imple- award, a student must be an Oregon resi- mented, and the growth projected since dent and demonstrate need as determined the cap was lifted, effective for the 2006–7 by the financial aid office. The purpose of academic year. this award is to increase access to college for needy Oregonians by reducing college Scholarships. In addition to our fee- costs. remission programs, UO students may also receive funding from an academic depart- Diversity-Building Scholarships. This pro- ment or from a university-wide scholarship gram recognizes undergraduate and gradu- program paid through the UO foundation. In ate students who enhance the educational 2005–6, students received $4,093,817 from experience of all students by sharing diverse these foundation accounts. In 2001, the cultural experiences. These scholarships are Enrollment Management Council identified an integral part of the university’s effort to fundraising for scholarships as critical to meet the educational diversity needs of its the university’s ability to recruit top schol- students, and they complement other pro- ars, to meet its diversity goals, and to con- grams in the UO Campus Diversity Plan. tinue to provide access to students. As part of Campaign Oregon: Transforming Lives, The Diversity-Building Scholarship (DBS) the university has set a goal of raising $100 is a tuition-remission scholarship with million for scholarships, and has currently awards ranging from partial to full tuition raised more than $64 million. Proceeds and fee waivers. The amount of each award from funds raised are being used to provide is determined by the UO Diversity-Building new scholarships and to fund scholarships Scholarship Committee. previously funded through fee remissions. The UO’s scholarship programs include the From 2001 to 2005, the DBS program saw following: a general decrease in the numbers of complete applications and awards offered. Even Presidential Scholarships. This is one of the as application and award numbers have UO’s most prestigious scholarship pro- decreased, we note a consistent increase grams, available to the top-achieving gradu- in the enrollment yield of freshman DBS ates from Oregon high schools. It serves 200 recipients. Enrollment has increased every Oregonians and is a four-year renewable year since 2001, averaging 65 percent over scholarship with the current award set at the five-year period. For example, in 2005 $6,000 per year. While this program receives the UO enrolled almost three-quarters of its some funding from the tuition-remission DBS recipients. Although this is approxi- program, almost half of the funding comes mately 10 percent lower than the overall from generous gifts from donors. freshman yield rate, we must keep in mind that this scholarship cohort also earned an Dean’s Scholarships. The Dean’s Scholar- average high school GPA of 3.67. This high ship Program serves both Oregon students academic achievement no doubt provided

63 Part I: transforming Oregon and beyond

DBS awardees with more academic and rent increases in high school GPA and yield funding opportunities at a wider range of percentage. Even though the UO has been institutions than the average student. able to enroll freshman DBS recipients with higher academic profiles, the figures for There are several ways to view the DBS median recipient EFC suggest that the pro- application and award trends. First, applica- gram has remained true to its goal of serving tion numbers reached their peak in 2003— those students with demonstrated financial the year after the UO raised both admissions need. and DBS eligibility requirements. It is quite possible that these changes set in motion C.3. Graduate and professional a process of self-selection among potential Students scholarship applicants, the end result being that the least academically viable students Graduate students at the University of Or- may have opted to not apply at higher rates egon are preparing to become the next gen- than in previous years. eration of scholars, researchers, and artists who will advance knowledge and creative Second, the strong increase in yield per- expression in the future. Master’s degree centage suggests that, in spite of decreasing students in applied areas will be tomorrow’s numbers of applications and award offers, architects, artists, business managers, edu- the UO DBS Committee successfully select- cators, journalists, writers, dancers, and ed applicants who ultimately found the UO musicians. Doctoral students, in addition a good fit for them. to becoming the faculty of tomorrow, will carry the primary responsibility for being Third, the consistent increase in enroll- innovators who generate “new knowledge ment yield may be related, in part, to the and shape experience for the benefit of awarding of more full-tuition scholarships. humanity.”86 The rationale behind this policy shift was to encourage the enrollment of more high- It is the responsibility of the university to achieving students who also demonstrated assure that the graduate students accepted financial need. An examination of the five- into its programs have demonstrated the year GPA trend shows that recipient aver- skills and experiences that are necessary for ages climbed from 2001 through 2003. success, have interests and goals that are appropriate to the programs and specializa- One of the most important goals of the tions we offer, and represent the breadth DBS is to extend academic access to stu- and diversity of backgrounds appropriate to dents from financially disadvantaged back- a comprehensive research university. The grounds. Though not a direct measure of university also seeks to provide the finan- financial need, first-generation status is cial support needed to facilitate student generally correlated with both lower socio- access to graduate programs. economic status and likelihood of attending college. From 2001 to 2005, 42 percent of freshman DBS recipients were first-genera- C.3.a. A Question of Scale tion college students. We begin with a brief overview of national Median and mean figures of the expected trends in graduate student enrollments and family contribution (EFC) for freshmen re- recent enrollment experience at the UO. cipients indicate a positive trend within the With this as background, we look at the un- context of the DBS selection process. This is derlying question of the desired size of our a desired trend when one considers concur- graduate programs at the university.

64 C. Educating IN the present: selectivity and access

Background. According to the Council of In the period from fall 1997 through fall Graduate Schools, graduate enrollment in 2000, applications to graduate programs at the U.S. has been growing modestly, on the UO dropped by about 14 percent, and average, between 1 percent to 3 percent per then rose again from fall 2000 to fall 2005 year over the last two decades. Currently, by 25 percent to yield an overall gain of 8 there are over 1.5 million graduate students percent in applications across the nine ad- enrolled in U.S. colleges and universities. missions cycles. Of those, approximately 70 percent are enrolled in master’s programs and 30 percent Optimal size of graduate program. There are in doctoral programs. two aspects to the issue of whether or not the size of our graduate student population There are some trends that are expected to is optimal for the university. The first is the increase this growth rate in the next fifteen global issue of whether or not we have a years: an increase of 10 percent in the U.S. large enough graduate student population to population between the ages of twenty and support the research mission of the univer- twenty-four who may attend college and sity. For at least the last ten years, graduate then later be available for graduate training; students have represented from 17 to 20 a significant increase in the percentage of percent of the total student body. This has high school students who expect to seek a been identified as an issue that needs to be graduate or professional degree (up from 27 addressed by the Enrollment Management percent in 1990 to over 40 percent in 2000), Council,87 by faculty members and admin- and increasing demands for postbaccalaure- istrators who value our membership in the ate training by business and industry (pri- AAU, and by the NWCCU in its Interim marily at the master’s level). Accreditation Report (page 7). Most research universities and all but six of the AAU pub- On the other hand, there are also forces that lic universities have a higher proportion of may negatively affect graduate enrollments. graduate students. Thus, increasing the size Examples include the increasing competi- of our graduate student body is a priority for tiveness of universities in Europe and the the university. The issue of how to do this is Pacific Rim, and growth in the total num- directly related to the second aspect of this ber of degree-granting programs within the issue, which is local to the departments and United States. programs.

The University of Oregon currently enrolls The optimal size and composition (master’s almost 3,500 graduate students (including versus doctoral) of each graduate program law students) into sixty-five degree-grant- can only be examined at the local level. As ing programs. Approximately 60 percent part of the self-study process for this accred- of those students are enrolled in master’s itation report, department heads were asked degree programs and 40 percent in doc- whether their programs would be improved toral programs. The total enrollment in our by either increasing or decreasing the size of graduate programs between 1997 and 2005 their graduate programs; and, if so, to briefly showed an increase of 5.3 percent, although explain their answers. across those years there were increases and decreases related to changes in the strength Twenty-nine program heads and two deans of the economy and the specific case of indicated that they would like to increase international graduate student enrollment the size of their graduate programs. Not after September 11, 2001. surprisingly, 58 percent (eighteen) of those responding indicated that they would increase their graduate enrollments if they

65 Part I: transforming Oregon and beyond had additional resources (e.g., a larger graduate programs, there are external fac- faculty, more funding or space); 45 percent tors that may constrain our ability to pursue (fourteen) cited improvements in the qual- a growth strategy. One factor that would ity or strength of their programs as a reason affect programs wishing to increase enroll- to increase enrollments; and 29 percent ments in master’s programs is that there is (nine) identified the desire to expand the virtually no state funding for nonresident degree options or specializations beyond master’s students. This is somewhat ironic. what they currently offer. Only one program Data from the graduate student exit surveys (environmental studies) responded that they show that, although about 50 percent of have the capacity to expand with their cur- our incoming master’s students are Oregon rent resource base. In addition, some of the residents, between 60 and 70 percent of programs that indicated a desire to increase them take jobs within the state when they their graduate enrollments identified growth graduate, resulting in a net gain of highly by student level, with 61 percent (eleven) educated citizens for Oregon. In any case, identifying growth at the master’s level and enrollment growth at the master’s level 39 percent (seven) at the doctoral level. would need to be associated with one or Finally, only five graduate programs (three more of the following: a change in the leg- in the College of Education and two in the islative funding policies, tuition levels that School of Architecture and Allied Arts) are sufficient to support the program in its reported a desire to downsize their graduate entirety, or an agreement that other pro- programs. A summary of each program’s re- grams at the university would be providing sponse can be found in the document titled a subsidy. “Graduate Program—Optimal Size.”88 Growth in graduate enrollment at the doc- Although a number of our departments toral level will require an increase in fund- would like to increase the size of their ing for students, an increase in the faculty,

Figure C3. Selectivity by College and Total

Source: Graduate School, Selectivity and Yield ’96 to ’0589

66 C. Educating IN the present: selectivity and access or both. Currently, approximately 90 percent requirements. The majority of departments of our doctoral students are supported by also require some standardized tests such Graduate Teaching Fellowships or by other as the GRE, GMAT, or LSAT, and in some programs of support that waive the student’s cases specialized subject tests. In perfor- entire cost of instruction, provide a reduc- mance and creative disciplines where these tion in fees, and/or pay a stipend (either in types of information may be less relevant, exchange for work or as part of a training the programs typically require applicants to program). Thus, a significant increase in submit a portfolio of their work or audition doctoral enrollment will entail a combina- in person before admission. The department tion of the following: increasing the amount and program-level admission requirements of institutional investment in these types of can be found in the university catalog, listed subsidies, increasing external funding for under each program. graduate students, or increasing the size of our faculty. Additional information about the One way to assess the quality of the stu- support packages offered to graduate students who are being admitted into our dents appears in Part III, C.3 of this report. graduate programs is by examining the percentage of applicants admitted from the C.3.b. Admission and Selectivity pool of applications received (i.e., selectivity). Figure C3 presents data on the selectivi- The requirements for admission to the uni- ty of the colleges and schools within the UO versity and graduate programs are the first over the last nine years. Overall, the uni- ways in which the quality of our graduate versity has become more selective, with the student body is assured. Admission to the average of 39 percent of applicants admitted Graduate School requires the student to be between 1997 and 2001 dropping to 34 per- a graduate of an accredited four-year college cent between 2002 and 2006. The College of or university; if the student is international, Arts and Sciences (CAS) as a whole is more he or she must supply the results of the Test selective than the university overall, with of English as a Foreign Language (TOEFL) the percentage of applicants admitted rang- as part of the application process. Beginning ing between 22 percent and 26 percent over in the 2006–7 academic year, the univer- the entire nine-year period. This pattern of sity will also consider scores provided by data can be explained in part because there the International English Language Testing are a higher percentage of doctoral students System (IELTS). It is also likely that the within CAS than the professional schools Graduate Council will be asked to take up and colleges. In general, doctoral programs the question of whether we should modify are more selective than master’s programs, our policy requiring a four-year degree, and with some notable exceptions. The most se- consider the issue of three-year degrees lective program at the University of Oregon from universities outside the United States. is the master of fine arts degree in creative Changes in higher education in the Euro- writing. In the current application cycle, pean Union (e.g., the Bologna Accord) are there were 393 applications to the Creative bringing this issue to the forefront for gradu- Writing Program, with twelve students ate schools across the country. admitted (3 percent). Other programs that are highly selective are counseling psychol- Applicants to the university must also be ogy in the College of Education (6 percent); accepted by the professional school or major and psychology (7 percent), English (11 department in which they intend to study. percent), and philosophy (14 percent) in the Each graduate program sets additional re- College of Arts and Sciences. quirements for admission, which can only be more stringent that the Graduate School

67 Part I: transforming Oregon and beyond

Once enrolled at the university, graduate GTF appointments. The primary mecha- students must maintain a 3.00 GPA or they nism through which graduate students are risk termination from their graduate pro- given financial support is the awarding of a gram and the graduate school. They must Graduate Teaching Fellowship (GTF) ap- also complete their degree within seven pointment, for which students are assigned years while staying continuously enrolled teaching, research, or administrative duties. in their program. Data from the Graduate In the most recent year for which we have School exit survey show that our students full data (2005–6) the university spent ap- are successfully completing their degrees in proximately $9.9 million for tuition waiv- a timely fashion. Master’s students average ers, $820,000 to subsidize student fees, $2 2.05 years and doctoral students 5.47 years. million for health insurance (total cost of Doctoral students may have program-level benefits, $12.8 million), and approximately requirements and comprehensive exams $13.2 million on salaries. The total number to complete, and also may be required to of GTF appointments range from 1,150 to advance to candidacy within a specific time 1,300 per term, with an average of 1,200 frame. The Graduate School requires doc- academic-year appointments. Approximate- toral students who have not advanced to ly one-third of all graduate students receive candidacy by the end of the fourth year in this type of support, although this is not their program to develop a completion plan. equally distributed across master’s and doc- Doctoral students who have not defended toral students. Approximately 40 percent of their dissertation by their seventh year in master’s degree students have a GTF ap- their program are blocked from registering, pointment during their graduate programs, and must petition for an extension. These while approximately 90 percent of doctoral petitions typically involve a term-by-term students receive such an appointment for plan for completing and defending their some or all of their time at the university. dissertation. Students who receive a GTF appointment Although a graduate student must be admit- receive a full tuition waiver, whether they ted to both a specific program and to the are working .20 FTE (9 hours per week) or Graduate School, the most important parts .49 FTE (19.6 hours per week). They also of the process are located in the individual receive a subsidy to reduce the amount of departments and programs. Thus, as with noninstructional fees that they must pay; the faculty, the focus of effective recruiting they receive paid health insurance for them- strategies is decentralized to those levels. selves and a subsidy for health insurance In the self-study process, we asked depart- for a partner, children, or both; and, finally, ments and programs to describe any special- they receive a salary for the work that they ized recruiting activities that they engage in, do. The amount of support provided by the either generally or with a focus on diversity. university from fall 2004 through summer 2005 was approximately $26 million. C.3.c. Access and Affordability Over the last ten years, the largest percent- In the previous reaccreditation report age increases in this support has come from (1997), financial support for graduate stu- the increasing costs of health insurance dents was identified as a key concern by (more than 500 percent) and tuition waivers both faculty members and administrators. (more than 180 percent). The minimum sal- Since that time, the university has made ary rates have increased by 31 percent over significant progress in this area. this same time period.

68 C. Educating IN the present: selectivity and access

The most recent contract negotiations with positions and external funding and the level the Graduate Teaching Fellows Federation of debt at graduation. focused on increasing the take-home pay of GTFs by agreeing to increase the mini- In addition to the challenges of increas- mum salary rate by 6 percent for the 2006–7 ing funding resources available to graduate academic year, and another 4 percent in the programs, there are two more specific areas 2007–8 academic year, while also providing where the university may wish to focus protection for the other components of the attention on increasing support for gradu- total compensation package (tuition, fees, ate students. The first is the area of summer and insurance). These changes have im- support. The majority of graduate students proved the competitiveness of our financial do not have financial support during the support packages, which have an impact on summer months unless they teach a sum- our success recruiting top students as well mer session course or are being supported as on students’ ability to focus on their pro- on an external grant. This may provide gram of study and receive important teach- them with some excellent teaching experi- ing and research opportunities that enhance ence, but it may also interfere with progress their employability upon graduation. toward their degree if the summer months are the only ones during which they could Assessment of current financial support activi- focus exclusively on their research, or the ties. The Graduate School exit survey pro- only time during which they can readily vides data on the level of debt that graduate do fieldwork. An increase in fellowships or students accumulate prior to graduation. research support during the summer months This is one indicator of the extent to which was identified as one of the highest priori- we are providing sufficient financial sup- ties by the Graduate Council. port to our students. A summary of the data compiled over the last three years indicates The second area that may need attention that 26 percent of master’s students and 33 is developing more extramural funding for percent of doctoral students are graduating graduate students in areas that do not have with no debt at all. An additional 11 per- a strong history of this type of support (e.g., cent of both master’s and doctoral students humanities, some social sciences, and some graduate with less than $10,000 in debt. professional schools). Actively seeking However, it is also the case that a signifi- support from private donors and founda- cant percentage of our graduate students (31 tions through the university’s development percent for both master’s and doctoral) are structure is one possible avenue. Another graduating with more than $30,000 in debt. approach is related to the work being done It should be noted, however, that the ques- by the research office90 to encourage faculty tion posed to students on the exit survey members in these disciplines to seek out- does not distinguish between debt from side funding, and to provide support to the their undergraduate training and debt from students themselves when they apply for their graduate training. funding (e.g., the Ford Foundation). The Graduate School often provides additional It is also the case that the distribution of resources (e.g., tuition waivers) to students these overall averages is not constant across who have been awarded these prestigious the various disciplines. There is a higher fellowships. percentage of “no” or “low” levels of debt for graduates in the physical sciences and business than in the humanities and some social sciences. There is also significant correlation between the availability of GTF

69 Part I: transforming Oregon and beyond

C.4. Challenges and Opportunities while maintaining or enhancing our selectivity. In undergraduate admission and access: • The University of Oregon’s well-pub- • Expansion of master’s programs needs licized selective automatic admission to be balanced with expansion of doc- standards may discourage students who toral programs, which are central to the have not traditionally seen themselves institution’s research mission. as college-bound but who could be successful at the UO. • Focus on developing external funding opportunities in areas that have not tra- • The University of Oregon has the op- ditionally had access to these resources portunity to grow in diversity and to (e.g., humanities, performing arts). increase the numbers of underenrolled students attending a university through • Consider increasing the amount of sum- recruitment and financial aid. In order mer support for doctoral students. to maintain enrollment and continue to serve the same percentage of Oregon • Make decisions on how increased in- residents, we will be required to grow in vestments in graduate-student funding these dimensions. can best serve the enrollment goals of the university. • As the cost of education rises and the state continues its disinvestment in • Work to involve development officers higher education, the UO will need to in the task of raising funds for graduate continue to raise scholarship endow- student support. ments and find ways to help keep college affordable for middle- and low- income families.

• We have the technology and opportunity to partner with community colleges to identify keys to academic success for students transferring from community colleges. It is in our best interests and those of Oregon that we do so.

• If declining enrollments and budget restrictions at Oregon community colleges continue to constrict the pipeline of students transferring to the UO, we will need to expand collaborative programs and partnerships to create new pipelines.

In admission and access to graduate programs: • Efforts to increase the graduate student population at the UO will need to focus on increasing applications and yield,

70 Summary: Part I. Transforming Oregon and Beyond

The University of Oregon’s story as a twenty-first-century institution of higher education begins in Part I, which affirms the UO’s identity and its mission as a comprehensive research university with the overriding goals of creating and disseminating knowledge that is worthy of its status as a member of the Association of American Universities (AAU).

“Inventing the Future: UO Research and Scholarship,” the first section of Part I, describes both our accomplishments and our challenges in achieving depth, breadth, and excellence in the creation of knowledge. Those accomplishments are described both for individual faculty members and disciplines and for the university’s wide array of interdisciplinary and collaborative research units. In this area, challenges include (i) nourishing strengths in core disciplinary programs, while simultaneously facilitating interdisciplinary research that penetrates traditional disciplinary barriers, (ii) exploiting the opportunities, and overcoming the disadvantages, of a modest scale relative to our peers in the AAU, (iii) recruiting and retaining a high-caliber faculty, the foundation of our success, and (iv) supporting success in the areas above with appropriate and effective infrastructure. All of these issues are more difficult as the state share of our budget continues to decline.

“Transforming the State: Role of the University,” the second section of Part I, addresses the complex role for the University of Oregon in serving society through its economic, cultural, and technological contributions—contributions that extend beyond our campus programs. These include educating exemplary citizens and leaders, fostering economic prosperity in Oregon, expanding technology transfer programs, and enriching an impressive range of outreach and community development programs. Here, challenges arise in the areas of funding and administrative flexibility. The evidence provided in this section suggests that Oregon is under-investing in the University of Oregon; additional state dollars invested in UO programs would, at the margin, produce benefits (including substantially increased state income tax revenues) in excess of the dollars invested. Furthermore, greater administrative flexibility and streamlined legal review and approval procedures would allow the state to enjoy even greater returns on its appropriations to the UO.

“Educating in the Present: Selectivity and Access,” which concludes Part I, focuses on the UO’s successes and challenges in attracting students who are prepared to take advantage of the educational opportunities offered by a comprehensive research university. Success is evident in various measures of selectivity, retention, graduation rates, and diversity. At the undergraduate level, challenges include responding to the Oregon Legislature’s interest in “seamless” education and college credit awarded in high school, as well as enrolling a student body that is culturally, economically, and ethnically diverse. Selective admissions standards have the potential to discourage qualified students who have not traditionally

71 Part I: transforming Oregon and beyond seen themselves as college-bound, while rising tuition costs further deter this group of students. At the graduate level, the primary challenges are adequate support for graduate students, the size of the UO’s graduate programs, and the balance between growth in master’s and doctoral programs.

72 Table of Contents

Part II. Educating the Generations Introduction...... 73 A. The Present Generation: Undergraduate Teaching and Learning...... 75 A.1. Background...... 75 A.1.a. UO Philosophy...... 75 A.1.b. The Previous Accreditation Self-study and Review...... 75 A.1.c. The “Process for Change”...... 75 A.1.d. UO Response...... 76 A.2. The Undergraduate Curriculum...... 76 A.2.a. Overview...... 76 A.2.b. General Education...... 76 A.2.c. Majors and Electives...... 80 A.2.d. Concerns and Gaps: Curriculum...... 82 A.3. Special Educational Opportunities...... 82 A.3.a. Honors Work...... 82 A.3.b. Participatory Learning Experiences (PLEs)...... 84 A.4. Academic Advising...... 85 A.4.a. Background for Recent Improvements...... 85 A.4.b. Organization...... 85 A.4.c. Assistance to Advisers and Students...... 88 A.4.d. Concerns and Gaps: Advising...... 89 A.5. Introducing Students to the Academy...... 90 A.5.a. New Student Orientation...... 90 A.5.b. First-year Programs...... 93 A.6. Program Evaluation...... 97 A.6.a. Background...... 97 A.6.b. Assessing the General Education Curriculum...... 97 A.6.c Assessing Majors Programs...... 103 A.6.d. Grades as Assessment Throughout the Curriculum...... 103 A.6.e. Assessment of Programs that Promote Academic Engagement...... 107 A.6.f. NSSE: An Overall Measure of Student Engagement...... 109 A.7. Achieving the Ideal: Challenges and Opportunities...... 110 B. Education for the Future: Graduate and Professional Education...... 114 B.1. Overview of Graduate Programs...... 114 B.1.a. Programs Eliminated Since 1997...... 114 B.1.b. New Programs Since 1997...... 114 B.2. Assessment of Academic Programs...... 115 B.2.a. Direct Measures...... 115 B.2.b. Indirect Measures...... 118 B.2.c. Gaps and Concerns...... 120 B.3. Professional Development...... 121 B.3.a. Training Tomorrow’s Teachers...... 121 B.3.b. University Conferences...... 122 B.3.c. Internships and Practica...... 123 B.3.d. Responsible Conduct of Research and Professional Ethics...... 123 B.4. Meeting Existing and Emerging Needs...... 124 B.4.a. Established Programs...... 124 B.4.b. New Programs...... 125 B.4.c. Graduate Student Involvement...... 127 B.5. Challenges and Opportunities...... 127 C. Sustaining Education and Scholarship: Information Resources and Technology...... 129 C.1. Background...... 129 C.1.a. The University of Oregon Libraries...... 129 C.1.b. Information Services...... 130 C.1.c. Continuous Improvements and Infrastructure Investments...... 130 C.2. Meeting Student Needs...... 131 C.2.a. Barrier-Free Access...... 132 C.2.b. Facilities and Services...... 133 C.2.c. Staffing Issues...... 135 C.3. Supporting Teaching and Learning...... 137 C.3.a. Information Technology and Literacy Curriculum for Students...... 137 C.3.b. Course and Faculty Support...... 137 C.3.c. Faculty Use of Technology...... 140 C.4. Support for Research...... 141 C.4.a. Library Collections...... 141 C.4.b. Resource Sharing...... 142 C.4.c. Emerging Needs...... 143 C.4.d. Computing Capability and Infrastructure Support...... 145 C.5. Robust Enterprise Systems...... 146 C.5.a. Overview of Current Systems...... 146 C.5.b. Needs and Planning...... 147 C.6. Challenges and Opportunities...... 147 Summary: Educating the Generations...... 149 Part II: Educating the Generations

It is the goal of the University of Oregon to provide today’s students with excellent educational opportunities at the undergraduate, graduate, and professional levels, while preserving its ability to meet the needs of future generations of students. Success in this critical dimension of the university’s mission is measured, in part, by the quality of its academic programs, classrooms, and information resources and technology. This is the focus of Educating the Generations.

We begin with a discussion of internal assessments carried out over the course of the past ten years, which include the university’s response to the last, accreditation review. At the undergraduate level, we will look at both the breadth and depth of general education at the UO, as well as the way in which we move beyond a “checklist” to create opportunities for personal exploration—for enthusiasm about learning that serves the academic career and beyond. Through revised orientations, focused advising, special freshman programs, and meaningful assessments designed to increase the likelihood of student engagement and success, we show—citing exemplary programs—how we are strengthening undergraduate education at the UO.

Graduate education is viewed through the variety of new programs introduced since the last review, and the ways in which these programs meet both scholarly needs and the needs of society. An array of mechanisms for assessing program quality and student success suggest that the University of Oregon’s graduate programs offer the most current and broad-ranging knowledge in the fields of study we offer, as well as meaningful professional development opportunities.

Finally in this part of the self-study, we demonstrate how information resources and technology play a central role in all aspects of the academy: teaching and learning, research, administration, and service, and how investments in both library resources and information technology represent a significant commitment at the University of Oregon. While these investments have been critical to success in all aspects of the university’s mission, nowhere within the university is the importance of that investment more evident than in the educational experiences of our students.

73 74 A. The Present Generation: Undergraduate Teaching and Learning

A. The Present Generation: • Ensure that student work is evaluated Undergraduate Teaching and with care and candor. Learning This part of the self-study examines the A.1. Background extent to which these ideals shape our undergraduate academic programs. UO undergraduate programs were strong to begin A.1.a. UO Philosophy with, but they’ve been enhanced by insights and recommendations that emerged from The education of undergraduate students two processes: the previous Accreditation is a central activity of the UO. At a com- Self-study and Review, and the university’s prehensive research institution like ours, “Process for Change.”91 These are summa- undergraduate education must offer a wide rized in the following paragraphs. range of subject areas that correspond to faculty expertise, as well as opportunities to A.1.b. The Previous Accreditation hone communication and quantitative rea- Self-Study and Review soning skills. It must give students the experience of focused work in one area, and ask them to explore the key ideas in that field in The 1997 review team made two general some depth. In addition, an effective under- recommendations that applied to the undergraduate program helps students appreciate graduate program: the insights and approaches of fields outside their areas of specialization, and develops • Consider the general education cur- the habits of mind that underlie profes- riculum, with the aims of clarifying sional success and responsible citizenship. the criteria for courses within it and of Course work in all three segments of a UO fostering cohesiveness. undergraduate program (general education, • Employ assessments that focus on out- major, electives) encourages these habits, puts and that gauge quality rather than and links among them can increase their quantity, alone. effectiveness. In addition, students at a research university should have the benefit In addition, the reviewers suggested that of learning from faculty members who are the university review academic advising to active scholars—faculty members who can ensure campus-wide effectiveness. communicate both the delight of original discovery and the sustained intellectual en- A.1.c. The “Process for Change” gagement it requires. An ideal undergraduate program would: In addition to the Accreditation Self-study and Review, the internal examination that • Emphasize challenging course work occurred during the university’s “Process that develops the capacity to reason and for Change” (1997-1999) provided impetus encourages individuality and creativity. for improvement. The deliberate mixing • Offer thoughtfully constructed programs of faculty and staff members and students of study that show students the relation- in small discussion groups created human ships among ideas, in addition to the links that had not existed previously and ideas themselves. juxtaposed perspectives that are typically • Encourage students to participate in isolated from each other. The groups were research or other creative work and particularly concerned with the following to apply what they’ve learned in the aspects of UO undergraduate education: classroom.

75 Part II: educating the generations

• Recruitment of intellectually lively • Carried out a pilot assessment in students writing. • General education that makes effective • Instituted regular assessment of student use of faculty expertise and encourages engagement via the National Survey of both exploration and intellectual synthe- Student Engagement (NSSE). sis on the part of students. • Determined the extent of grade inflation, • Internships, research opportunities, and with the goal of ensuring that the assess- other Participatory Learning Experiences ment function of grades is maintained. (PLEs) • Effective academic advising: general and We look forward to continued improvement major-specific along these lines and to additional insights • Appropriate orientation to the university that will emerge from this 2007 self-study for incoming students and review. • High-quality academic programs for freshmen A.2. the undergraduate curriculum

What emerged was creative thinking and practical solutions to problems that had A.2.a. Overview seemed intractable. The energy and goodwill of those early brain-storm sessions has The University of Oregon prides itself on persisted, and some of the best ideas have the breadth of the education it offers under- been successfully implemented. graduates, regardless of the area chosen as a major. That is, although an essential part of each student’s education is the opportunity, A.1.d. UO Response through the major, for sustained engagement with the key ideas in one area, students Specifically, in response to the last Accredi- must explore more widely to earn a UO de- tation Review and the Process for Change, gree. The vehicle for much of this academic we have: exploration is the course work that makes up the general education curriculum. In • Improved the academic advising system, addition, a generous allowance for electives particularly the articulation between the gives students the chance to satisfy their general and major-specific advising. curiosity about particular ideas, to acquire • Developed more effective criteria for specific skills, and to participate in activi- group-satisfying courses. ties, such as research and internships, that • Improved our communication of are outside the traditional classroom Each the content and purpose of general of these broad areas—general education, the education. major, and electives—corresponds to about • Made the intellectual connections a third of a student’s total course work for a within general education more evident UO baccalaureate degree. In the following to students. sections, we discuss the rationale for cur- • Instituted a regular system of general rent practice in these curricular elements, as education review. well as our aspirations for the future. • Solved logistical problems that previously prevented systematic analysis A.2.b. General Education of educational effectiveness (e.g., supply of writing classes insufficient to Purpose of the general education curricu- allow timely completion of writing lum. The university expects a lot from this requirement). curriculum, as indicated by the following

76 A. The Present Generation: Undergraduate Teaching and Learning description of purpose, adopted by the Uni- 3. the nature of the historical past and its versity Senate in May 1999: relationship to the present • the common concerns and diverse re- General Education at the University of sponses of societies, past and present Oregon • historical approaches to understanding The liberal arts and sciences form the contemporary issues foundation of the General Education curriculum at the University of Oregon. The 4. the diversity of human experience General Education curriculum prizes through the study of various cultures a common educational experience for • culture and its tangible achievements all students, and offers opportunities • creative expression for mastery of linguistic, analytic, and • critical approaches computational skills, as well as the de- • aesthetic standards velopment of aesthetic values. It fosters • oral and written histories personal development and an expanded view of self. It offers a breadth of knowl- 5. the importance of modern sciences edge and a variety of modes of inquiry. It and technology strives for coherence of learning through • science as an interrelated body of integration and synthesis. It seeks to knowledge, rather than a collection of impart enthusiasm for learning. It em- isolated facts phasizes critical thinking, logic, and • scientific methods of discovery effective reasoning along with a healthy • scientific perspectives on major prob- skepticism. It encourages appreciation lems facing society of heritage and culture and examines • quantitative reasoning and computa- values and controversial issues. tional skills

The University of Oregon, as a compre- 6. the fundamentals and interrelation- hensive research university, offers op- ship of the human mind and body portunities through General Education • human behavior to develop an understanding of and • perception and cognition appreciation for: • diverse modes of thought and creativity 1. the centrality of effective communica- • self-awareness tion and language facility • health and physical activity • oral and written communication • group, interpersonal, and technologi- The general education curriculum con- cal communication sists of courses (fifteen to twenty for most students) that are intended to achieve two 2. the moral foundations of human broad goals: (i) development of fundamental interaction skills and (ii) introduction to the richness • ethical judgment, personal and social and breadth of what we, as humans, under- responsibility stand and create. The fundamental skills • the increasing interdependence and are reasoning and effective communication, diversity of world cultures and these are honed through courses in • the consequences of current actions writing, mathematics, foreign language, and and policies multicultural perspectives. Introduction to human knowledge is done through courses in each of three broad areas: arts and letters, social science, and science. The pie

77 Part II: educating the generations chart below illustrates the relative amount exploration it provides. We count ourselves of course work in each part of the general successful when students (and parents, education curriculum, and the significant too) are intrigued enough to dig into course contribution of this curriculum to the total descriptions on their own and come to ad- course work (approximately forty-five cours- visers with long lists of courses they’d like es) required for a baccalaureate degree. to take. This happens frequently now, and is promoted by the longer, more interest- A precise description of the number and ing course descriptions that we’re able to kind of general education credits required include in Chart Your Course, the Student for graduation can be found in the Univer- Handbook, and in the online class sched- sity of Oregon Catalog92 and the Student ule.94 These convey interesting ideas to both Handbook,93 but one of our goals has been beginners and experts far more effectively to communicate the rationale and appeal of than the twenty-five-word snippets in the this curriculum more effectively. Therefore, catalog. The online class schedule enables when explaining the curriculum to students students to readily peruse the universe of and parents, we’ve found it useful to focus available general education courses. on courses, a familiar idea, rather than credits, which are abstract. We initially devel- The Registrar’s Office, UO Libraries, and oped the pie chart illustration to give clarity Undergraduate Studies are also collaborat- and simplicity to these explanations, and ing on a project that will present all group- have found it useful in many settings. satisfying courses, and eventually other UO courses, in the attractive, illustrated format We strenuously avoid presenting general shown in the prototype at http://ocw education as a checklist, and instead, em- .uoregon.edu. phasize the rich opportunities for personal

Figure A1. General Education at the University of Oregon

General Education

Source: Adapted from Student Handbook 2006-07, Your Guide to Academics, “Your University Education,” pp 12–13, published by the Department of Academic Advising,UO Division of Undergraduate Studies

78 A. The Present Generation: Undergraduate Teaching and Learning

Encouraging intellectual connections: The mental idea was appealing to both faculty Pathways Project. One of the calls that members and students and has inspired emerged repeatedly during the Process for improvements to other programs. Evalua- Change was for greater intellectual coher- tions of Pathways were consistently positive ence in the general education curriculum and, perhaps most important, indicated that provided to undergraduates. Ideally, we students enjoyed finding the intellectual wanted to offer students the excitement connections among courses.96 Unfortunate- and challenge of being in a major research ly, the very design elements that fostered university, but foster the sustained exami- intellectual cohesion also created logisti- nation of key ideas that characterizes edu- cal challenges. Specifically, the structured cation at a first-rate liberal arts college. A nature of the program became a hindrance possible way to do this emerged during the to many students after a term or two. We implementation phase of Process for Change found that once students had become aca- as the Pathways Project. A Pathway was demically engaged, they did not want or intended to satisfy at least half of the group need the structure of a Pathway for very requirements (four courses in each of three long, and enrollment declined. For exam- areas: humanities, social science and natu- ple, each Pathway encouraged students to ral science), which make up the bulk of the explore possible majors, and when they did UO’s general education curriculum. Each so, the demands of the major course work Pathway was expected to serve approxi- often precluded continuing in the Pathway. mately fifty students, in groups no larger Students also left Pathways to study abroad, than twenty-five, and thus to offer close something we did not want to discour- contact with the professors who taught and age. Since the high academic achievement advised in it. and persistence of Pathway students was matched by that of students in freshman An essential feature of the approach was Interest Groups (FIGs) (see section A.7.e. that each Pathway was proposed by a group below).97 We concluded that investment of of self-selected faculty members. The idea Pathway funds in the FIG program, par- was that the faculty interest and commu- ticularly in residential FIGs, had the po- nication patterns necessary to create sig- tential to benefit a larger proportion of UO nificant intellectual links among Pathway undergraduates. courses would be built in from the beginning. With the support of university donors Although Pathways themselves are no and a grant from the William and Flora longer a regular part of the curriculum, the Hewlett Foundation, the Pathway Project project has had significant influence on two was launched in fall 1999 and expanded important elements of the undergraduate thereafter so as to discover the strengths and curriculum. First, it provided the inspira- weaknesses of various Pathway topics and tion to remodel the FIG program with an eye designs. Each Pathway approached general to emphasizing intellectual connections be- education with a spirit of inquiry shaped by tween the two courses that comprise a FIG. a particular theme. For example, the Human The Pathway experiment and the evolution Nature Pathway asked what it means to be of the FIG program proceeded simultane- human—from the perspectives of psychol- ously, with detailed comparisons and delib- ogy, philosophy, literature, and genetics. All erate adoption of successful aspects of both of the pathways are described in a “Descrip- programs. As it turned out, the short dura- tions of Pathways” document.95 tion of FIGs made them more practical than Pathways, but the intellectual cohesiveness Although the Pathway Project ultimately of Pathways now enriches FIGs. proved logistically impractical, the funda-

79 Part II: educating the generations

Perhaps the most important result is that There are also fifty-six minors, similarly one Pathway, Elementary Education, has distributed among the College of Arts and evolved to become a stable feature of teach- Sciences and the professional schools, and er training in the College of Education. That five certificate programs available to under- Pathway’s strong science and math courses, graduates. Each major requires significant along with special seminars cotaught by course work in its area (the credit require- arts and sciences and education faculty ments range from 44 to 104), but each of members, will become the new required them also requires a balanced curriculum curriculum for students planning to teach at that includes general education, as well as the elementary level. Many on this campus focused disciplinary or pre-professional have long wanted to strengthen our prepara- course work. Thus, each program promotes tion of teachers, especially those who will liberal education, and fosters an apprecia- influence very young students, and we are tion for it. pleased and proud that the intellectual and personal connections fostered by this Path- Students are encouraged to use elective way achieved the breakthrough. course work to explore possible majors, and many do so—frequently deciding to earn A.2.c. Majors and Electives minors or additional majors in related, or even disparate, fields. The statistics for the UO undergraduates have many possibilities spring 2005 graduating class tell the story. for concentrated study. There are seventy- (See Table A2.) nine different undergraduate majors, offered by the College of Arts and Sciences and Students also use elective credit to take each of the professional schools. (See Table individual classes that are simply appeal- A1.) ing or useful on their own, or to engage in research or internships. More than 20

Table A1. Majors by College

School or College Number of Distinct Majors College of Arts and Sciences 46 School of Architecture and Allied Arts 15 Lundquist College of Business 2 College of Education 3 School of Journalism and Communication 7 School of Music and Dance 6

Table A2. Majors, Minors, and Certificates

Total students earning bachelor’s degrees: 2,139 Number earning: 1 Minor 817 (38%) 2 Minors 114 (5%) 2 Majors 273 (13%) 3 Majors 19 (~1%) 1 Certificate 31 (~1%)

80 A. The Present Generation: Undergraduate Teaching and Learning percent of UO undergraduates have some Majors and careers. Some students enter the sort of experience abroad as part of their UO university with a specific professional goal education (study, internships, or work), and in mind and choose majors in professional although some of these activities count to- schools, such as business or architecture. ward major requirements, they earn elective For these students, the link between their credit for many students. Foreign language undergraduate courses and their future majors have been studying abroad for some work is obvious. Even for students who are time, but increasingly, students in other ma- not in professional schools, but who are jors deliberately build this experience into majoring in fields whose content is directly their plans. For example, in 2005–6, the top required for a profession (e.g., biological five majors with respect to studying abroad science for medicine, or economics for fi- were business, journalism, architecture, nancial analysis), it is easy to see how work international studies, and Spanish. Science toward the degree serves as preparation for students historically have been underrepre- a job in the real world. For students in other sented, but the increased variety and length majors, the links between college and career of programs is making participation possible may seem less clear. The links exist, of for students in these majors, as well. course, because the undergraduate curriculum is based on the idea that grappling with How students select majors. Students learn fundamental ideas in any field sharpens the about possible majors from a variety of mind and teaches the thinking skills needed sources. The application and admissions for creative and analytical work later on. process includes workshops, for applicants and their parents, that survey available Professional Distinctions Program. The ad- majors and introduce faculty members. dition of certain areas of concentration to During IntroDUCKtion and orientation, the requirements of a major can help under- students who enter with a declared major graduates think about the future and take see an adviser from that field, who discusses practical steps toward a satisfying career. the major and provides assistance in course This is the goal of the Professional Distinc- selection. For students who enter without a tions Program98 that enables students to declared major, or decide to change majors, develop and enhance professional skills that the general education curriculum is often an complement their majors and are relevant entryway into a major. In addition, students to their long-term aspirations. For instance, consult the Office of Academic Advising a business major interested in international (OAA) that, in addition to one-on-one advis- trade might earn a professional distinc- ing, maintains an extensive library of infor- tion in the language, culture, and history mation on majors and careers, and provides of a particular region of the world. Possible regular workshops on choosing a major. areas of concentration range widely and Each spring, a campus-wide “Majors Fair” include analytical reasoning, arts manage- provides information on the entire array ment, cross-cultural literacy, data analysis, of majors and enables students to compare GIS and technology, information ethics, them in a central location that is accessible information research and management, and highly visible. Departments and colleg- international communication and culture, es also provide advising and informational leadership management, professional re- materials, both in person and through their search and presentation, and written com- websites. OAA cooperates with departments munication. In addition to upper-division and colleges to provide pre-professional course work, students get practical field advising in the fields of medicine, nursing, experience through an internship in their physical therapy, dentistry, education, engi- junior or senior year, participate in profes- neering, pharmacy, social work, and law. sional training workshops, and create a pro-

81 Part II: educating the generations fessional résumé with the help of a Career Another gap that is widely perceived is the Center counselor. lack of information about graduates. Less than a third of our programs have systemat- Career Center. All students at the university, ic methods for learning what their students not just those in the Professional Distinc- actually do with their educations once they tions Program, have access to the resources leave.102 Another 12 percent do exit inter- of the Career Center.99 Career counselors views or surveys, and the remainder main- work with students individually to assess tains loose contact through newsletters, interests and provide information tailored to or has no contact at all. Nearly everyone those interests and ambitions. At the small recognizes the value of tracking the profes- group level, the center’s Career Success sional activities of graduates, but lack of seminars cover topics such as networking, resources precludes it for most. Ultimately, résumé-writing, and interview strategies. alumni success and satisfaction is an ex- An important event each year is the center’s cellent gauge of educational quality, and a Career Fair, which brings dozens of local, systematic central effort to obtain these data national, and international companies and would assist everyone. organizations to the UO. Career Success seminars prior to the fair prepare students A.3. Special Educational to make the most of the opportunity. The Opportunities Career Center also has a Campus Interview Program to give students interview experience and a UO Mentor Program that links A.3.a. Honors work students with professionals in fields they’re considering. Clark Honors College. The Robert Donald Clark Honors College103 offers an intensive, integrated liberal arts curriculum for aca- A.2.d. Concerns and Gaps: Curriculum demically gifted students. In fall 2006, the entering class of 176 students had a median An important feature of some UO majors combined SAT score of 1353 and a median is a culminating experience that promotes high school GPA of 3.89. The honors college intellectual synthesis. Although the value differs from honors programs at most other of such an experience is widely appreciated universities because it has a resident fac- by the faculty, it occurs relatively rarely. ulty and a dedicated space for classrooms, Departmental survey responses indicated informal study and lounge spaces for stu- that only about 20 percent of them offer an dents, and faculty offices. The result is the 100 opportunity of this kind, and the 2006 creation of an effective community of schol- National Survey of Student Engagement ars in which intellectual effort and creativ- 101 results show that only 20 percent of ity are encouraged, and in which students seniors have, in fact, had a capstone experi- work closely with faculty members. In many ence. Internships, research experience, and ways, students in the Clark Honors Col- other opportunities for students to apply lege have the best of two worlds—the close what they’ve learned in classes are more mentoring and structured general education common: more than half of the departments curriculum of a small liberal arts college, surveyed listed these as the most distinc- combined with access to the wide range tive features of their major, and 48 percent of majors and opportunities for research of 2006 seniors report participation (via and scholarship characteristic of research NSSE). Still, significant practical experience universities. for an even larger proportion of our students is desirable.

82 A. The Present Generation: Undergraduate Teaching and Learning

Clark Honors College students fulfill their departments, but honors college classes university general education requirements help students pose clear questions, delin- through course work in the college, the eate approaches, and communicate findings. foundation of which is a pair of year-long Each thesis is defended before a committee lower-division sequences in literature and that includes Clark Honors College and non- history. There are also general education Clark Honors College faculty members, and science courses designed for nonscience the range of topics, as well as the depth and majors, although these are not arranged sophistication of the work, is impressive. sequentially as the other lower-division courses are. The success of the literature Society of College Scholars. Incoming fresh- and history sequences has inspired inter- men with strong high school records are est in creating an integrated general educa- invited to enroll in the College Scholars Col- tion science sequence, and honors college loquium for Freshmen, a 1-credit elective faculty members are consulting widely to course through which they learn first-hand determine the best way to do this. Such a about faculty research and scholarship.104 sequence is not needed for students ma- A colloquium is offered in each of three joring in a science, but could be effective broad disciplinary divisions (humanities, in addressing the lack of science literacy social sciences, and natural sciences), and among nonscientists, which is unfortunately students are encouraged to sample multiple not uncommon even in this highly selected areas, if they wish. Participation opens a group. further opportunity, in the sophomore year, to participate in discussion-oriented courses Honors college students choose majors taught for College Scholars by distinguished outside the Clark Honors College, in regular faculty members. Juniors and seniors are university departments, but maintain strong encouraged to do honors work within their connection with the college through re- major departments. quired upper-division seminars. In the seminars, students in a variety of majors focus Departmental honors and undergraduate on a topic at an advanced level (e.g., The research and scholarship. Most academic Human Genome Project, Historical Conflicts departments within the university offer and Moral Dilemmas, Crime and Criminals the possibility of graduating with honors in Nineteenth-Century Fiction) and enrich to undergraduates who meet appropriate the class with the perspectives they bring academic criteria. In most cases, this means from their studies elsewhere in the universi- that the student has excelled in course work ty. Development of a lower-division science and has also carried out some sort of inde- sequence (described above) would ensure pendent work. In some departments, the that seminars with a science focus would opportunity for independent work requires be accessible to all students. Because these a certain level of proficiency but is not seminars are taught by both Clark Hon- strictly tied to an honors program, thus ex- ors College and non-Clark Honors College panding the opportunities for undergradu- faculty members, they provide a vehicle for ates to discover their aptitude for original maintaining intellectual links between the thinking. Although research and creative college and the university at large. work for undergraduates is widely available in the university, the information is not Perhaps the most significant formative well-organized and undergraduates must experience for honors college students is be enterprising to find it. This is not a great the required thesis they write as seniors. problem in the sciences, where students are The thesis work is typically done outside often in small classes or lab sections, where the honors college, in the students’ major they learn about research through direct

83 Part II: educating the generations conversation with faculty members. In other adviser—someone who can devote the nec- areas, communication is more difficult, and essary time to identifying them and working students with no previous exposure to origi- with them through the challenging applica- nal scholarship are less likely to discover tion process. At present, the College of Arts it. One approach to this problem is the one and Sciences Dean’s Office does its best to that the UO Libraries is taking—namely, coordinate applications, but the time-con- to collect information on opportunities for suming one-on-one work with potential honors work centrally and to make it acces- applicants is simply not possible. It is likely sible to undergraduates through a website. that the success with Goldwater competi- Another is to give undergraduates in large tion is a reflection of the intense personal classes a taste of faculty scholarship. The and intellectual interaction that character- Faculty Perspectives Seminars that accom- izes daily life in a research lab. Current ef- pany some large-enrollment courses are forts are underway to improve our ability to designed to give a small group of interested identify and encourage promising students students at any level the chance to examine in all academic areas. the material in more depth, guided by the faculty member teaching the course. These A.3.b. Participatory Learning Experiences seminars, begun in AY2001–2, have sparked (PLEs) student curiosity about specific ideas in the social sciences and humanities, as well as in Internships for undergraduates are offered the sciences. through individual academic programs, such as the Lundquist College of Busi- Distinguished scholarships. Although the cur- ness and the Department of Sociology, and rent UO student body is academically solid, also through a central office. As a working our students are not as successful as they definition, internships are typically one- should be in competing for distinguished time work or service experiences related to awards, such as Rhodes, Marshall, Tru- a student’s major or career goal. The in- man, and Goldwater scholarships. We have ternship plan generally involves a student outstanding students, both in the Robert working in a professional setting under the Donald Clark Honors College and outside supervision and monitoring of practicing it, whose merit is indicated by the qual- professionals. Internships can be paid or ity of graduate programs to which they are unpaid, and the student may or may not re- accepted, but who rarely consider applying ceive academic credit for performing the infor Rhodes or Marshall scholarships. The ternship. Ideally, internships should enable university had its first Marshall Scholar in students to acquire applied and meaningful 1984, but did not have a second until Allet- experiences to identify or test their interests ta Brenner, a Clark Honors College student, and talents and make informed career and won this honor in 2005. Similarly, there professional decisions. had been no Rhodes Scholars since 1985 until Andrew Shipley, also a Clark Honors Appreciation of the value of such practical College student, was awarded a Rhodes experience has increased among the faculty, Scholarship this year (fall 2006). We fare as well as among students, parents, and better with Goldwater Scholarships, typi- potential employers of university graduates. cally winning one to three each year. The Local campus interest was evident during problem seems to be one of communication. the Process for Change and took tangible Students who would be strong candidates form in the work of the Upper-Division Im- simply don’t know about these possibilities plementation Group. That group surveyed and are often unaware of their own poten- existing opportunities for students and tial. They need the attention of a dedicated focused on means for assuring their edu-

84 A. The Present Generation: Undergraduate Teaching and Learning cational quality. The name “Participatory ties in identifying interested and qualified Learning Experiences” (PLEs) was adopted faculty members to work with undeclared to include the full range of internships, students during initial advising. This cre- participation in research, and other applied ated a situation where it was not unusual work, and a set of common desired features to have inexperienced and less-than-enthu- of credit-bearing experiences was identi- siastic faculty members put in the uncom- fied. These features included careful design fortable role of being an expert adviser to and selection of projects, significant faculty entering undeclared students. This also con- input and evaluation, and close supervision tributed to a tendency for advising to be iso- and feedback throughout the experience. lated in the professional Office of Academic Advising. Also, the Office of Academic For a period of approximately two years, Advising relied heavily on student initiative while funds were available to hire a PLE in seeking help—probably unrealistically in director, progress was substantial. Advisers cases where help was most needed. Finally, for unit-specific internship programs joined advising was too often a mechanical check advisers in the central program, then run by of students’ completion of degree require- the Career Center, to standardize high ex- ments rather than an opportunity to en- pectations for both student participants and courage curiosity and stimulate intellectual supervisors and advisers across the univer- growth. sity. In addition, the organization of information about PLEs was greatly improved, Academic advising for undergraduate stu- and the director worked closely with an dents has undergone significant improve- advisory group to monitor the quality of ex- ment as a consequence of the Process for isting PLEs and to solicit proposals for new Change. In that process of self-examination, ones. There was widespread appreciation of an Advising Implementation Team identi- the progress already made and enthusiasm fied the following goals: for the direction in which the program was headed. Unfortunately, this optimism didn’t • Increase faculty involvement. last. Budget constraints eliminated support • Provide better outreach to students. for a director’s position, and reduced the • Make advising more intellectual and less Career Center’s contribution to the work. mechanical. At present, the program is administered by a single graduate teaching fellow, who has To meet these goals, the university devel- little or no direct interaction with prospec- oped a program for excellence in advising tive or actual interns. All proposals are that combines submitted online through a website and are reviewed and approved electronically. • Overlapping advising organizations that Students have difficulty finding the program promote effective interaction of faculty and fewer than fifty per year participate. members and professional advisers; • Aggressive outreach efforts to students; A.4. Academic Advising • Implementation of electronic systems for the mechanical aspects of advising: degree auditing and course availability A.4.a. Background for Recent checks. Improvements A.4.b. Organization While the University of Oregon has always defined advising as part of the faculty’s role, The University of Oregon has a distinc- there had been a long history of real difficul- tive structure of academic advising, which

85 Part II: educating the generations provides students with multiple opportuni- Multicultural Academic Support (OMAS), ties to be advised on academic programs, coordinates with OAA and provides five course selection, career possibilities, and so advisers specifically oriented to the needs forth. Advising takes place in the central- of self-identified students of color, that are ized Office of Academic Advising (OAA) available to other students, as well. and in academic units across campus. The result is that every undergraduate has more Advising within academic units. Individual than one academic adviser. Upon arrival academic units organize advising differ- for orientation, each student is introduced ently, as appropriate and possible, given to an OAA adviser and is also assigned an local needs and resources. Each academic adviser in an academic unit. Students who department has a designated advising co- have declared a major are assigned advisers ordinator, who is typically responsible for in the appropriate units. Students who are coordinating advising within the depart- undeclared are assigned to “generalist” fac- ment and handling transfer evaluations. ulty advisers. Among the innovations of the Most departments in the College of Arts Process for Change was the improvement of and Sciences rely on instructional faculty advising for undeclared students through members to advise their majors, although the creation of a stable group of experienced some of the larger science departments have faculty members with affinity for this work. professional advisers. The larger profes- This College Advising Program was built sional schools also rely upon professional on the expertise of a small group of faculty advisers for their majors. In addition, some members and has added specially trained units provide peer advisers and some em- newcomers. Participants are compensated ploy graduate teaching fellows for advising. and are expected to participate in a certain The Department of English is an example number of organized advising events dur- of a unit in which academic advising is ing the academic year, in addition to their embedded in faculty culture. The respon- primary task of advising students at the sibility for advising is taken seriously and start of fall term. They’re also encouraged shared by faculty members at all levels. to maintain contact with their advisees Many departments rely on carefully trained throughout the year. The effective training graduate students to supplement faculty and esprit de corps of the College Advisers advising. The philosophy and psychology have increased the consistency and reliabil- departments use this approach, and in the ity of undeclared advising, and thus greatly case of psychology, the largest CAS major, improved its quality. undergraduate peer advisers make it possible to handle the advising load. The Depart- Central advising services. The Office of ment of Mathematics also uses its excellent Academic Advising is staffed by nine pro- undergraduate majors effectively—as tutors fessional advisers who are available by and advisers to other math students. appointment and on a drop-in basis on all weekdays. OAA interfaces with the Office Specialized advising services. In addition of Student Life to coordinate academic with to the advising services described above, nonacademic support and advising. OAA which are designed for all UO undergradu- advisers work with the university Academic ates, there are some that are deliberately Review Committee and Scholastic Review specialized to meet the interests and needs Committee to handle students’ degree and of particular groups of students. These are: progress issues. In addition, OAA maintains a website105 to provide students with advis- Transfer students. Over the last several ing information and resources. A second years, we have experimented with varia- centralized advising office, the Office of tions of our freshmen advising program

86 A. The Present Generation: Undergraduate Teaching and Learning so as to make it more suitable for transfer Students needing special academic support. students. What we’ve found effective are Disability Services (DS) provides academic modified advising workshops that focus support to students with a range of disabili- specifically on transfer credit equivalen- ties and accommodation needs. DS works cies and the academic planning strategies with faculty and staff members and students appropriate for experienced students. We to minimize the limitations experienced now offer this kind of specialized advising due to physical, programmatic, informa- to prospective, as well as newly admitted, tional, policy, and attitudinal barriers. This transfer students. UO advisers provide on- is accomplished through direct services, the site advising at Lane Community College creation of inclusive learning environments, (located in Eugene) and at several other consultation, outreach, and collaboration. Oregon community colleges throughout the Students use both general and specialized year. All transfer students are sent a wel- academic advising services. Typical accom- come letter in their first term. Those earning modations include sign language interpret- a first term GPA that falls one point or more ing, computer-based note taking, alternate below their admission GPA are contacted testing environments, classroom relocation, and encouraged to connect with important and physical barrier removal. The Adap- campus resources. Those who do exception- tive Technology Lab provides opportunities ally well are congratulated. In addition to for students to use technologies, such as meeting with an academic adviser, transfer voice activation, speech output, Braille, and students are encouraged to enroll in Trans- alternate text conversion (scanning print for fer Seminars, which function for them much speech or Braille output). the same way that the FIG seminar does for new freshmen.106 Academic Learning Services (ALS) provides math and writing labs for all students Future professionals. A group of faculty who want assistance, beyond their formal members in a range of disciplines consti- classes, with these essential skills. The tutes the Education Careers Advising Team staff members for both labs work closely (ECAT)107 and is available for specialized with mathematics and composition faculty advising of students interested in mid- members who design and teach the courses, dle- or secondary-level teaching in those so that each group understands and respects disciplines. Pre-professional advising in what the other is doing and can reinforce education is also provided by OAA, and key concepts and approaches. ALS also specialists there collaborate with faculty advises McNair Scholars and other TRIO members in the relevant departments to ad- program participants, and thereby increases vise students headed for other professions, the likelihood of academic success for first- e.g., medicine, dentistry, pharmacy, nursing, generation college students. ALS is also a physical therapy, engineering, social work, key partner in the university’s Undergradu- and law. ate Support Program (USP), which assists the small number of freshmen (approxi- Student athletes. Support Services for mately thirty per year) who do not meet ad- Student Athletes reports to the provost and missions requirements, but show promise. works jointly with the Office of Academic USP students are required to participate in Advising and the Department of Intercol- a specialized curriculum, Models for Aca- legiate Athletics to provide academic ad- demic Performance and Success (MAPS),108 vising for NCAA athletes and to ensure along with a comprehensive advising pro- compliance. gram during their freshman year. The idea is to build essential academic skills through a curriculum that initially grounds students

87 Part II: educating the generations in the foundations of humanities and so- previously compromised UO advising. Ad- cial sciences, and progressively integrates visers are provided with a Faculty Advising course work in other disciplines according Manual, a Student Handbook, and a quar- to individual interest. A small team from terly Advising Bulletin that covers recent three campus offices—Academic Learn- changes and highlights key information. ing Services,109 Academic Advising,110 and the Office of Multicultural Academic Sup- Information for students. Before registering port111—collaborate to run USP. Recent for the first time, students are required to improvements include a revised admission attend an advising workshop and to meet contract that clarifies the university’s expec- with their individual advisers. They are tations, a special orientation that introduces encouraged to see their advisers frequently USP students to the whole USP team and thereafter and the name of their faculty prevents isolation, and a regular check-in adviser is readily available in two places, with the three-member USP administrative DuckWeb and their degree audit (see be- team.112 low). The Office of Academic Advising now actively creates opportunities for advising In addition to these central academic ser- to take place in informal settings, making it vices for general needs, there is support more accessible to students. These include for more specialized needs, as well. In the regular Advising Outreach programs in the sciences, it is common for excellent under- residence halls (e.g., informal pizza dinners graduates to serve as tutors for students in with advisers), and in the student union, as particular courses. In chemistry, biology, well as presentations to classes and student and math, this help is organized in groups organizations. In addition, OAA regularly of carefully selected and trained peer tu- contacts students via e-mail and postcard, tors. The Yamada Language Center offers to encourage all students to seek advising students the opportunity to hone their lan- during class registration periods, to con- guage skills and to learn languages that are gratulate those who are successful, and to not formally taught at the university. provide students in difficulty with more targeted information and advice. Advertise- A.4.c. Assistance to Advisers and ments of approaching events are published Students widely (in the student newspaper, through flyers, and on street banners), and unde- Information for advisers. Information about clared students are given important advising all advising offices and resources is given information via the Blackboard Academic in the Student Handbook, in a form that Suite™. allows both students and faculty members to understand where to go for various kinds Electronic systems. The university now uti- of advising. For advisers from units across lizes a Degree Audit Report System (DARS) campus, OAA regularly offers workshops that enables students to track electronically for beginners and information sessions for their progress toward completion of de- everyone. These take place prior to the start gree requirements. The move toward such of the academic year, as well as quarterly a system, and purchase of the necessary during the year, and are offered individually software, came out of the implementation or in small groups throughout the year by phase of the Process for Change. Comple- request. They provide training and also en- tion of general education course work was courage interaction among faculty members trackable almost immediately because the and professional advisers. This interaction, requirements had already been encoded in a as well as the other outreach efforts of OAA, home-grown system. The Registrar’s Office has significantly reduced the isolation that then led the campus effort to systematize

88 A. The Present Generation: Undergraduate Teaching and Learning and enter the requirements for all seventy- Finally, the UO is also playing a central role nine UO undergraduate majors. in the development and implementation of ATLAS (Articulated Transfer Linked Audit DARS reports113 are generated after every System). This new statewide system will al- quarter, and they’ve quickly become popu- low students to assess their progress toward lar with both students and advisers. They degree at any public university in the state are structured by requirement category: a system electronically, and will greatly en- description of the requirement is followed hance the advising tools available for trans- by a list of the student’s course work that fer advisers. meets it, and a statement of what is missing. DARS reports make it easy for students to A.4.d. Concerns and Gaps: Advising check on their own academic progress. Be- cause each report provides the name of the In order to make our distinctive, overlap- academic adviser, students learn of whom ping advising structure even more effective, they need to see for in-person advising fol- we need to enhance communication and low-up. The reports dramatically improve collaboration among the advising offices sessions with advisers because they elimi- and academic departments. Steps have been nate the need for manual progress-checking, taken in this direction through the advising and thereby allow more time for substantive workshops and discussion sessions offered discussion. by OAA. The new Living-Learning Center residence hall, with classrooms and faculty DARS has been particularly helpful in offices as well as dormitory rooms, has an monitoring and enforcing the completion of explicit goal of enhancing informal oppor- prerequisite courses. Prior to the implemen- tunities for advising by both faculty mem- tation of DARS, impatient students often bers and professional advisers. We think would register for a course like biochemis- that students are certain to benefit, but we try without any prior course work in chem- expect that the interactions among advisers istry. Since their inappropriate registration will yield dividends, as well. could not be prevented, faculty members were left to try to discover these students Technology can be very effective in en- after the fact (through laborious manual hancing communication and collaboration checking) and then persuade them to drop among advisers. The web-based tracking the course. This was not a recipe for estab- system, AdvisorTracTM, allows advisers lishing good rapport with the class. within OAA or other offices to document information about meetings with students Implementation of DARS was followed by and, when appropriate, to share information inauguration of an electronic Class Sched- readily, even when on opposite sides of the ule, which facilitates advising about course campus. It also provides reporting func- selection through its effective search functions that will reveal patterns of students’ tions and expanded course descriptions. use of advisers. AdvisorTracTM is now being The electronic Class Schedule enables installed and tested in OAA with full office advisers to readily find open classes that implementation anticipated in 2006–7. The meet students’ needs and interests. Another next step will be to determine interest and popular advising aid is the DuckWeb faculty applicability to specific academic depart- advising menu, which gives advisers instant ments and other advising units throughout access to transfer evaluations, degree audits, campus. and transcripts.

89 Part II: educating the generations

A.5. Introducing students to the lacked the experience and perspective Academy to carry the full burden of encouraging both academic engagement and respon- A.5.a. New Student Orientation sible personal behavior. • The event was largely isolated from the Background for recent improvements. The academic side of the university. Al- way in which students are introduced to though a few faculty members partici- the university influences the likelihood that pated as academic advisers or occasional they will engage with the academic core and speakers to parents, none understood the ultimately succeed. Both the importance of orientation program as a whole or had orientation for new students and the need to been involved in its design. improve it were pointed out in the Process for Change discussion phase. A significant To improve matters, and particularly to improvement had already been made in the strengthen and coordinate the academic early 1980s, when a massive fall program aspects of orientation, the Office of New 114 was replaced with a series of smaller mid- Student Orientation was brought together summer orientations. The wisdom of this with the offices of Academic Advising and change was widely appreciated, but neither First-year Programs in 2000, and put under the structure nor the spirit of the sum- the leadership of the newly created Vice mer events was seen to be ideal. Summer Provost for Undergraduate Studies. orientation, called “IntroDUCKtion,” was designed to be a relatively relaxed, two-day The current program. The changes listed program during which students could reg- below have created orientation events that ister for fall term classes, and both parents show what our academic community is and and students could get a feel for campus more effectively bring students and parents life. The overall plan was good, but because into it. As a result, students now emerge program components had been added piece- from orientation confident and enthusiastic meal, over time, key ideas and desirable about starting challenging course work, not messages had gotten lost. For example: just going through the mechanics of registration; parents are reassured that they under- • Although parents were encouraged to stand the academic decisions their children accompany their children to IntroDUCK- are making, and they often compliment the tion, the programs for parents and stu- university on the thoughtful design of its dents did not fit together conceptually. undergraduate programs. On the one hand, parents were urged to be involved in the decisions associated Stronger student orientation staff. Students with beginning college study; on the representing greater academic strength and other, they were barred from the one- greater diversity of all kinds (academic on-one meetings of students with their major, ethnic and cultural background, academic advisers. Not surprisingly, the age, and social interests) were deliber- result was frustration and anger. ately recruited as Student Orientation Staff • Students were overwhelmed with infor- (SOS). Whereas Caucasians in a few majors mation on Day 1, but were still not ade- previously dominated SOS, active recruit- quately prepared to meet with academic ment across campus now produces staffs advisers and select fall term classes on that more nearly match the actual array of Day 2. student academic interests and personal • Undesirable peer influence was com- characteristics at the UO. The typical staff mon. Too much was asked of the student member now has a strong academic record, orientation staff members, who simply a high standard of personal behavior, and a

90 A. The Present Generation: Undergraduate Teaching and Learning lively interest in a range of activities (e.g., color, and their families, who wouldn’t oth- music, athletics, and languages). erwise have attended IntroDUCKtion. Since then, participation of students of color at Increased participation by incoming stu- IntroDUCKtion has been strong, and special dents. As shown in Figure A2, participation outreach has not been needed. in IntroDUCKtion115 has increased steadily since it was redesigned in 2000 under the Improved explanation of the curriculum. new vice provost for undergraduate studies. Formerly, the academic information necessary for fall term course selection, as well A fall orientation just before classes begin is as for planning an entire bachelor’s degree still offered, but fewer and fewer incoming program, was presented in detail to stu- students rely on it exclusively. Completion dents at orientation. In contrast, little or of an entirely online registration system in nothing having to do with the curriculum 2004 simplified IntroDUCKtion logistics. was explained to parents. As a result, over- In addition, clearer messages to incoming whelmed students tuned out and anxious students and parents via telephone and the parents fretted about the unknown. Our Chart Your Course book (a publication cre- current approach is to explain the curricu- ated in 2001 that is now mailed to all ad- lum more effectively to everyone, delib- mitted students while they are still in high erately separating students and parents at school116) has diversified the population of this point, but bringing them together later students who attend and increased the pro- to compare notes and share what they’ve portion who come with family. These efforts learned. Advising of students is done in are in line with the recommendations of the two stages: 1. An overview session presents UO Diversity Plan: Strategic Directions In- the general structure of a bachelor’s degree, volving Students117 and a focused outreach without a lot of detail. This is followed by a effort in 2004 brought about 100 students of smaller more informal workshop that ad-

Figure A2. IntroDUCKtion Attendance Comparison

Source: BANNER reports, 1999–2006, compiled by the Office of Student Orientation Programs, UO Division of Undergraduate Studies.

91 Part II: educating the generations dresses individual questions and situations. five-student groups that go through ori- 2. On the second day students typically entation as cohorts. meet individually with an academic adviser, who may be a faculty member or a profes- We monitor the effectiveness of advising sional adviser. during orientation by: • sitting in on workshops. Parents go to a single session, which is the • collecting feedback from students and functional equivalent of the students’ work- parents. shop, and is led jointly by the directors • asking faculty members and professional of Academic Advising and First-year Pro- advisers to rate the extent to which the grams. Just as the students do, parents learn students they advise have been properly about the deliberate inclusion of general prepared in advance. education and electives in our curriculum, but parents learn considerably more about Improved campus climate. In addition the rationale behind this design and are also to working out their fall term schedules, introduced to the philosophy and goals of students at IntroDUCKtion get a sense of our First-year Programs, as well as the im- campus culture and begin to create a new portance of academic advising. community that will shape the university in the future. We have therefore taken care, Both students and parents are given copies in the design of orientation and the choice of the Student Handbook118 and encouraged of its leaders, to encourage the attitudes to approach course selection with curios- we prize: intellectual curiosity, openness ity—reading the descriptions of general to new ideas and unfamiliar people, kind- education courses provided online or in the ness, and personal integrity (UO mission Student Handbook and considering a wide statement).121 Through the specific changes range of courses that sound interesting. The described below, we have sought to prevent idea is to prepare students and parents to the cynicism and antagonism that sets in communicate with each other when they are when students feel alienated from the aca- reunited and to give both groups the knowl- demic core of the university. edge and confidence needed for students to talk directly with their academic advisers, The appeal of ideas is emphasized through- without parents present, the following day. out orientation. For example: We’ve improved our explanation of the curriculum by: • The opening session uses various media, including a student jazz trio, to convey • Eliminating unnecessary detail and the pleasure of engagement with ideas structuring the workshops with Power and the sense, ala Pogo, of “insurmount- Point slides tailored to students119 or able opportunities.” parents.120 • Improving the preparation of advising • In the “Faculty Perspectives” sessions, staff members for leading these sessions, faculty members offer mock classes for and training students to assist. students and parents (separately) that • Creating the Student Handbook, which feature the ideas and philosophies that aims to make academic information motivate their teaching and scholarship. more accessible than it is in a typical During IntroDUCKtion 2006, for exam- catalog. ple, an anthropologist explained what’s • Personalizing the student workshops by interesting about the social behavior of organizing them around small, twenty- the great apes she studies; a mathema- tician who works at the physics-math

92 A. The Present Generation: Undergraduate Teaching and Learning

interface talked about what we might community formation through universi- learn from gravity waves; and a historian ty-wide events that celebrate the plea- asked where universities came from and sure of human interaction (Intermingle) why they persist. This popular program and the values of the academy (Universi- is often cited as students’ and parents’ ty Convocation). University Convocation favorite part of IntroDUCKtion. Instead serves as the official welcome for both of equating academics with mechanical new students and new faculty members. study skills and time management, it It features an outstanding speaker (usu- gives students a glimpse of the rewards ally connected with summer reading for of thinking logically and asking good incoming students), academic regalia, questions, and it encourages them to join wonderful music, and afterwards, an in- this creative community. formal picnic supper for about 3,000 on the lawn. The speaker in 2005 was string • Advising workshops for students and theorist Jim Gates; this year’s was U.S. parents are designed to encourage cu- Poet Laureate Billy Collins.122 riosity and understanding, not to overwhelm with information. The results A.5.b. First-Year Programs of this change in emphasis have been dramatic. Both parents and students are Key to the education the UO offers its eager to talk with faculty and staff mem- undergraduates are the programs we have bers—often about ideas or topics that designed especially for freshmen.123 The they simply find interesting, rather than programs are based on the idea that effective about how confused they feel. academic engagement of beginning students is essential, and that if it can be achieved, Staff concerned with the academic and non- sustained academic success and persistence academic aspects of student life collaborate toward a degree are likely. We foster aca- to encourage positive attitudes and respon- demic engagement by: sible behavior among students. For instance: • Bringing beginning students and faculty • The structure of IntroDUCKtion is de- members together in small groups with signed to integrate academic and social an academic focus. messages, and throughout, staff members • Helping students discover the connec- in Student Affairs and Undergraduate tions among different subjects. Studies communicate with each other • Creating opportunities for the practical and take care to reinforce key ideas, application of classroom concepts. such as personal integrity, attentiveness • Creating and promoting academic pro- to the needs of others, and the notion grams in the residence halls. that academic challenge is not a bad thing. Freshman Interest Groups (FIGs). Freshman Interest Groups (FIGs) have been a part of • University Housing works closely with introducing new students to our campus Undergraduate Studies to create residen- since 1982. In fact, the UO was the second tial FIGs and promote them to incoming university in the nation (after SUNY Sto- students. nybrook) to create such a program. A FIG is a group of twenty-five freshmen who are • The role of Week of Welcome (fall ori- co-enrolled in two general education classes entation) is changing, as more students and also in a one-credit seminar. The gen- arrive with class schedules in place. We eral education courses are regular university now use this time to encourage healthy courses that include students at other levels

93 Part II: educating the generations and may be quite large. The seminar course, were not interested in participating in a pro- however, is limited to FIG students. There gram without academic purpose. are FIGs to suit students with different interests. Some are designed for students with Changing the role of the FIG seminar. The specific majors or careers in mind; most are original FIG program had a demonstrable intended to introduce students to general positive effect on student retention (see education subject areas that interest them. 1998 in Figure A6 of this section), but we The two general education courses in each thought it had the potential to play a more FIG are selected because they fit together significant role in introducing students to conceptually and because the faculty mem- the academy. Therefore, we deliberately bers teaching them are interested in making remodeled the program to attract faculty the intellectual links explicit for students. members. The FIG seminars are now taught The FIGs for fall 2006 are described in Chart by the faculty members who are teaching Your Course 2006.124 the general education courses—sometimes both of them. Whereas in fall 1998, 40 per- FIGs125 have undergone major changes since cent of the seminars were taught by regular fall 2000, growing in size and in academic tenure-related faculty members, 8 percent focus. A total of forty-seven FIGs were of- by instructors, and 51 percent by adminis- fered in fall 2000, compared with sixty-two trators and staff members, in fall 2006, 65 for fall 2006. Although FIGs are not man- percent were taught by regular tenure-relat- datory, nearly half (48 percent) of entering ed faculty members, 26 percent by instruc- freshmen now choose to join one. Over the tors, and 8 percent by administrators and same period, the academic rigor of FIGs staff members. has increased—because of stronger student leaders and cultural change throughout the The most important change in FIGs is that program. Before fall 2000, the role of the the purpose of the seminar is now very FIG seminar was primarily social—to help clearly to explore the ideas in the main FIG students get to know one another and courses and to find connections among be introduced to campus resources (e.g., the them. For instance, the “Rockin’ Science” Career Center, student organizations and FIG paired a physics course with the His- clubs) by an upperclassman who served as tory of Rock and Roll, and the physicist- an organizer of social activities outside of drummer who taught the seminar made class. There was concern among instruc- the most of the music-physics connection. tors that these influential older students did The Rippey Innovative Teaching Award has not always prove to be ideal role models been a key factor in promoting collaborative for incoming students. The representation teaching of the FIG seminar by both of the of academic majors within the group was general education course instructors. One skewed (in 1998, two majors contributed 40 team of ecologists uses the award to sup- percent of the FIG leaders and, at 47 per- port a FIG field trip to the Olympic National cent of the FIG leaders, professional schools Park, where students investigate the water- were over-represented), and too often, the shed they’ll be studying later on in class. “leadership” provided was simply access to Other pairs of faculty members stay on cam- grapevine information on easy courses. In pus, but connect ideas just as effectively. some FIGs, expression of serious academic Box A1, for example, describes what hap- interest was actively discouraged. Moreover, pened when John Lysaker and Sara Hodges the FIG seminar was frequently not taught co-taught a FIG that included a philosophy by faculty members and tended to focus on and a psychology course. study skills rather than intellectual content. Most research and teaching faculty members

94 A. The Present Generation: Undergraduate Teaching and Learning

Changing the role of the FIG student as- able to lead some of the discussions in sistant. The role of the student assistant class. One FA suggested a completely new has also changed markedly. Inspired by the FIG, based on his interests in environmen- University of Missouri, we now carefully tal studies and philosophy, and showed us train UO students (called FIG Academic how the intellectual links could be made; Assistants, FAs) to be able to work jointly another FA brought together her two majors, with FIG faculty members to create original psychology and biology, in a highly suc- syllabi for their seminar. The training is cessful FIG that she proposed. Collaboration done in a spring term course by an experi- with the Teaching Effectiveness Program enced faculty member. Preparation for both and with the UO Libraries has improved the academic and social leadership is woven FAs’ ability to facilitate productive discus- into the course. Of particular note is the sion and to introduce freshmen to substan- attention to effective interaction with differ- tive library investigation. (It hasn’t hurt ent kinds of people.126 The diversity training their own library skills, either!) provided for FIG leaders is imaginative and nuanced, and students tell us that it is use- Faculty members routinely rave about their ful in practice. FAs, and it’s clear that these partnerships are mutually beneficial. All of the student Unlike earlier FIG leaders, the FAs begin mentors also arrange out-of-class activities working with the faculty members during that help new students become better ac- the training course the preceding spring quainted with each other, the faculty, and and continue the collaboration throughout campus resources. The overall quality of fall and sometimes into later terms. We’ve the students in FA positions has increased found that the FAs have good, original ideas dramatically. Compared to 1998, the FAs for for seminar topics and activities, and they’re fall 2005 represented a wider range of ma-

Box A1. Comments by Faculty Coteachers John Lysaker (December 7, 2004, phone conversation excerpt): “On [one] occasion, we brought the two FIGs together and had them watch a video on the Stanford Prison Project and reflect generally on what the video showed about human nature. In addition to the benefits for the students, it was also beneficial for Sara and me as faculty members. For example, I had never seen the prison project before (this was a famous study in the ’70s where they simulated a prison, and the participants really devolved into the roles they were playing and the lead researcher had to end it). It allowed me the chance to work with someone in psychology. Both of us are talking about human nature, but from different perspectives and in different ways. I wanted my students to think about different ways of exploring human nature. I wanted them to think about it empirically and with experiments, and being in the Rippey made it easier for me and for the students to follow.”

Sara Hodges (December 7, 2004, e-mail excerpt): I have no doubt that students are constantly exposed to profs telling them how one discipline fits with another—we don’t need Rippeys just to alert them to that fact. However, there is something very potent about students seeing faculty members interacting—having fun playing with ideas together, being energized by the intellectual connections. I think they think we are a little weird to be excited by this stuff, but they “get” it: That our job is not just to create tests and assignments to make their lives a living hell; that we actually LIKE what we’re studying, and we seek out new ways of thinking about it.”

95 Part II: educating the generations jors (from biochemistry to religious studies), offered and enrollment in each is limited to earned higher grades (3.64 vs. 3.36 senior twenty-three students. Students may take GPA), and included more members of the more than one seminar during the year; Robert Donald Clark Honors College. More- however, space is limited and enrollment is over, it is now common for FAs to serve on a first-come, first-served basis. more than once. About half the FAs return each year, and some work with the same One example of a popular Freshman Semi- professor for three or four years. nar is “Theories of Leadership,” taught each year by President Frohnmayer. In this semi- Residential FIGs. An important component nar, students investigate how theoretical of the current FIG program is the group of concepts about interaction of personality, FIGs known as “ResFIGs” (Residential FIGs) training, character, and environment help that go one step beyond standard FIGs by explain the principled or unprincipled ex- allowing the twenty-five FIG students to live ercise of power and influence. Students also in the same residential complex. Students examine various definitions of leadership don’t live right next door to one another from political theory, history, psychology, but are close enough to find each other for sociology, literature, moral philosophy, and study purposes or to take part in special organizational behavior, and they test the events connected with FIGs (e.g., expedi- insights of classical theorists from Machia- tions to plays, poetry readings, or informal velli to Nietzsche. Another popular seminar, meals with campus visitors). For example, on philanthropy, shows students that giving the Creative Arts hall contains FIGs deal- away $10,000 is harder than they imagine.127 ing with architecture, theater, and art, and also houses non-FIG students interested in music or the fine arts. The Residential FIG program did not exist before fall 2000, and it has grown from an experimental offering of four residential FIGs in fall 2001 to the current twenty-three. All are popular and are exceptionally effective in fostering academic engagement. The success of Resi- dential FIGs would not be possible without the effective partnership we are fortunate to have between Undergraduate Studies and University Housing.

Freshman Seminars. Freshman Seminars are small, interactive courses designed to introduce first-year students to thought-provok- ing, challenging, and interesting subjects. The topics are diverse, currently ranging from “How to do Baseball Research” to “The French Mind.” These courses develop writing, speaking, and critical-reasoning skills, in addition to providing faculty guidance and peer interaction. Freshman Seminars are open to all incoming students in their first year of university study. Each term, approximately ten different seminars are

96 A. The Present Generation: Undergraduate Teaching and Learning

A.6. Program Evaluation Box A2: Why Faculty Members A.6.a. Background Enjoy Teaching Freshman Seminars Ideally, all decisions about continuing or Eugene Luks, professor of computer changing undergraduate programs would and information science, volun- be based on objective data on their effec- teered these observations on his tiveness. In some cases, the information Freshman Seminar, “Making and we would most like to have is difficult to Breaking Codes”: obtain, but increasingly, we strive to base programmatic decisions on evaluation of “Today I was showing the Master- the quality of the program, not simply on piece Theatre video ‘Breaking the quantitative measures, such as enrollment. Code,’ about Alan Turing, . . . and This section describes the evaluation meth- the students were submitting . . . ods that are currently in place and what we original ciphers for “Cipher Chal- have learned from them. We are always re- lenge,” a two-week take-home activ- ceptive to suggestions for additional or bet- ity. One [student] showed up with a ter ways to measure the results of our effort bowl of chocolate cookies to share and anticipate adding tools in the future. with the class. I appreciated the gesture but did not give any spe- A.6.b. Assessing the General Education cial thought otherwise, since I had Curriculum brought snacks of some kind to our prior events. However, Kate’s motive Determining the effectiveness of a curricu- involved more than showing off her lum that has multiple components, and that baking talent. It turned out that she encourages students to devise their own baked her cipher into each cook- paths through it, is not trivial. In addi- ie—and the encoded message even tion, few faculty members, even those who referred to cookies. What a delightful frequently teach general education courses, surprise!” have a comprehensive understanding of the full curriculum. Therefore, the provost and vice provost for undergraduate studies the group curriculum in AY 2003–4 and suggested an initial focus on analyzing the 2004–5, which led to the development of curriculum as it presently operates—trying supplemental guidelines for the design, to discover its strengths and weaknesses. presentation, and ongoing review of courses To do this, we examined the group-satis- that satisfy the university’s group require- fying courses, the largest part of general ments. To our knowledge, this was the first education, at the level of syllabi. We also systematic review ever conducted of the examined the elements of general education group curriculum as a whole, in contrast to that most students have in common (writ- the reviews of individual courses by vari- ing, mathematics, and foreign language) ous curriculum committees at the proposal at a more pedestrian level—asking simply stage. whether students were beginning their course work at the appropriate level and The review process. For the purpose of the completing it in a timely fashion. review, the council developed a questionnaire that focused on whether a course met UO group curriculum. The Undergraduate existing criteria for group courses in its area Council carried out a systematic review of

97 Part II: educating the generations and was consistent with the overall intent of focus primarily on techniques or data general education. The criteria were: collection.

• Group courses in arts and letters must • Upper-division group courses must create meaningful opportunities for provide depth and rigor beyond that of students to engage actively in the modes typical lower-division general education of inquiry that define a discipline. Pro- courses. posed courses must be demonstrably liberal in nature and broad in scope. The questionnaire128 was used to evaluate Though some courses may focus on the syllabi of all 100- and 200-level group- specialized subjects or approaches, there satisfying courses (excluding math and lan- must be a substantial course content guage courses) offered in 2002–3, as well as locating that subject in the broader con- the syllabi for all 300-level group-satisfying text of the major issues of the discipline. courses offered in the fall term of that year. Qualifying courses will not focus on This amounted to a review of approximately teaching basic skills but will require the 230 syllabi from the total of approximately application or engagement of those skills 300 courses that make up the group curricu- through analysis and interpretation. lum. Overall, the findings were encouraging: most courses were found to be appropriate • Group courses in the social sciences in level, breadth, and rigor, and council must be liberal in nature rather than members discovered a number of excellent professionally oriented or devoted in courses that they’d been unaware of. Where substantial measure to the performance significant problems were noted, they were of professional skills. They must cover communicated to the relevant academic a representative cross section of key is- unit. sues, perspectives, and modes of analysis employed by scholars working on the During its review, the Undergraduate Coun- subject matter addressed by the course. cil also analyzed features beyond the sub- The subject matter of the course will be ject-matter of the courses—for example, relatively broad (e.g., involving more the effectiveness of course descriptions than one issue, place, or time). Courses and syllabi and the time-frame in which with emphasis on methods and skills the courses were offered. On the basis of will satisfy the requirement only if there this analysis, the council proposed, and is also a substantial and coherent theo- the University Senate subsequently passed, retical component. supplemental legislation to improve the group curriculum and communication of its • Group courses in the sciences should content. The legislation now requires: introduce students to the foundations of one or more scientific disciplines, or • The posting of electronic course descrip- should provide an introduction to fun- tions for all group-satisfying courses. damental methods (such as mathematics) that are widely used in scientific • An explanation in the syllabus of (a) disciplines. Courses should introduce the fundamental questions addressed students to the process of scientific by the course and (b) how the course reasoning. Although laboratory courses meets the criteria for group status. These are not automatically excluded from requirements are designed to increase group-satisfying status in the sciences, to awareness and appreciation of the con- acquire this status, the courses must not tent of group-satisfying courses, most especially by helping faculty members

98 A. The Present Generation: Undergraduate Teaching and Learning

communicate to students why these lum (group courses, multicultural courses, courses are part of our general education writing, mathematics, and foreign language) curriculum. over a period of approximately five years. At that frequency, it should be possible to • A lower limit on the time interval within identify needed improvements in each ele- which the course may be offered. To ment, make appropriate changes, and still ensure that students have sustained en- have time to consider their effectiveness gagement with material that is likely to before the element is reviewed again. The be new to them, group courses must be council deliberately began with the largest offered in time periods that are standard and most diverse segment of general educa- for academic terms, and not less than tion (the group-satisfying courses) in order three weeks. to set up and test a robust review system. As described above, the system worked well: Although much of the group curriculum is the criteria previously developed for these deliberately offered at the lower-division courses proved useful in practice, and re- level, appropriate for incoming freshmen, a sponses to the questionnaire created by the substantial segment (40 percent) is offered council permitted rough quantitative sum- at the 300 level. These courses face multiple maries of course characteristics. constraints: they must have the intellectual sophistication of the upper-division, yet be A weakness of the initial review was that no accessible to students untrained in the field. well-defined process existed to communi- The council found the existing guidelines cate and act on the Undergraduate Council’s for such courses inadequate (“provide depth findings. This reduced the usefulness of and rigor beyond that of typical lower-di- the council’s work, and a credible means of vision general education courses”) and responding to problems was needed be- drafted further explanation, which has been fore more review was undertaken. We have adopted. The full explanation, along with adopted the following approach that we examples, is available129 but the essence is think is broad and consultative enough to that 300-level group courses should intro- inspire confidence in its fairness. Starting duce students to a discipline, educate stu- in AY2006–7, the practice will be for the dents in the way knowledge is produced in Undergraduate Council to give its findings a discipline, encourage students to integrate to the university curriculum committee perspectives and material, and assume that that deals specifically with general educa- students have completed some lower-divi- tion, the Inter-College General Education sion university course work, although not Review Committee (ICGERC). It is ICGERC necessarily in same field as the course. For that initially reviews all newly proposed purposes of clarity and effective applica- general education courses, but since courses tion, we recently compiled all of the legisla- can change between the proposal stage and tion dealing with the group curriculum in the classroom, we think that the flow of one coherent document, which forms the information back to ICGERC about specific current basis for design and review of cours- courses in actual operation is vital. Inclu- es that merit inclusion in this curriculum. sion of the ICGERC chair on the Under- graduate Council already fosters informal Future directions. The Undergraduate Coun- communication and has helped both groups cil’s systematic review of group-satisfying apply the criteria for group-satisfying courses marked the inauguration of a regu- courses more systematically. Now, there is lar, cyclical review of all parts of the general an explicit procedure for asking ICGERC to education curriculum. The plan is to work re-examine general education courses that through the five elements of the curricu- have attracted the Undergraduate Council’s

99 Part II: educating the generations attention during review. The breadth and The problem. The basis of the shortage dispassion of this approach will facilitate turned out to be the large number of up- action and thereby maintain, even increase, per-class students who hadn’t completed the quality of the UO’s general education. writing requirements within their first two years. Enrollment by upper-class students The Undergraduate Council plans to return reduced the space available to freshmen to its review of general education, with a and thus perpetuated a pattern of delay that focus on multicultural courses, in AY2006– defeated the main purpose of the writing 7. The choice of these courses as next in requirement, namely, to prepare students for line for review was based on their partial writing in more advanced courses. overlap with group-satisfying courses, as well as the strong campus interest in them The solution. An aggressive plan to solve expressed in the university’s Diversity the problem was put in place for fall 2002. Plan130 (see “Strategic Directions Involving The plan relied on (i) concerted advising Students”). to urge new students to take their writing courses on schedule and (ii) financial sup- Required Writing Curriculum. Nearly all UO port over a three-year period to provide the students take the same two writing courses extra writing sections needed to accommo- (the exceptions being those who are ex- date both incoming freshmen and upper- empted by high SAT-Verbal or AP scores, classmen. Since then, we have kept careful or membership in the Robert Donald Clark track of the balance between supply and Honors College). Faculty members through- demand for writing classes. Periodic enroll- out the university understand the central ment checks by the advising office indicate importance of writing and worry that the that incoming freshmen now do a good job overall standard of undergraduate writing is of taking their writing classes on schedule, declining. This is not to blame our Compo- and the graphs (Figure A3) show that the sition Program, which is highly respected, number of advanced students who have but to acknowledge a significant problem. delayed writing has decreased. We continue There have been several efforts to address to monitor these classes to ensure that the the problem, including a pilot Writing As- recent slight rise does not regenerate the sessment during the Process for Change and original problem. a donor-funded “Writing Across the Disci- plines” project that gave students additional Future direction. Having removed the bar- writing instruction (beyond the two-course rier to timely (before junior year) comple- standard) through well-taught writing tion of the UO writing requirement, we are components that were added to upper-level now in the position to examine the develop- courses ranging from political science to ment of writing skill by our students and to biochemistry. Both initiatives were seen to enhance it in various ways. The university have promise, but financial limitations pre- may wish to reconsider a writing assess- vented implementation on a broader scale; ment of some sort—designed to measure even with adequate funding, there were the qualities emphasized by our composi- logistical problems that had to be solved. tion faculty and supported with sufficient Specifically, a pattern of complaints from resources to respond to its results. For students and advisers indicated a chronic instance, mechanisms to follow up with stu- shortage of writing classes for incoming dents whose writing is weak, as well as to freshmen, despite the use of remarkably ac- encourage higher-level work from other stu- curate enrollment forecasts to determine the dents, need to be in place. The new Certifi- need for writing sections. cate and Minor Program in Writing, Public Speaking, and Critical Reasoning, recently

100 A. The Present Generation: Undergraduate Teaching and Learning created with Williams Fund support by the communication between the Department of English and philosophy departments, begins Mathematics and the rest of the university to address the need for sustained higher-lev- has resulted in an array of strong courses el work. We appreciate the insight, creativ- that meet the specialized needs of various ity, and collaborative energy that have gone majors and also promote math literacy for into the design of this new program, and students who earn a B.S. degree. For ex- we anticipate that it will serve as an inspir- ample, in addition to the “regular” calculus ing model for further enrichment of the UO sequence, the math department offers a se- writing curriculum. quence that is designed for business majors, another tailored to students in the biologi- Mathematics. The UO offers a wide range cal sciences, and a highly regarded Honors of math courses for students with differ- Calculus sequence designed for math majors ent interests and math backgrounds. Good and other students who want a deep under-

Figure A3. Juniors and Seniors Lacking Writing 121 and 122

Current Students Needing WR121

*No data available on current students needing WR121 during AY 2000–1

Current Students Needing WR122-123

*No data available on current students needing WR122-123 during AY 2000–1

Source: BANNER reports 2001–6, compiled by the Office of the Registrar and used by UO Division of Undergraduate Studies for Writing Course Analysis, 2001–6

101 Part II: educating the generations standing of the mathematics of calculus, not scores, when they arrive at orientation. For just its applications. The math offerings just students not planning to take further math below calculus are also varied and include (those headed for B.A. degrees), this is both the prerequisites for calculus (Col- simply information that requires no action. lege Algebra and Elementary Functions), a For most of the others, this crude placement sequence for students who plan to teach at is sufficient, and they can begin university the elementary level, and a sequence that math where most students do—with college doesn’t provide the specialized math re- algebra. Students are invited to challenge quired by certain majors, but serves as an the SAT placement via math department effective part of general education for all tests: the regular one for placement at the B.S. students. college algebra level (if the SAT-Math placement was lower), or the advanced one for The problem. The challenge in mathematics fine-tuned placement in calculus or above. is to place entering students in appropri- The adoption of this approach has been ate courses. For many years, the approach transformational for the academic parts of had been to have everyone take the math orientation. While test-taking is nobody’s department’s placement test during orienta- favorite activity, the general anxiety level tion. The testing center was able to handle has gone down dramatically, and most the large number of students, but the test students taking placement tests see them as was irrelevant to those students (about half potentially beneficial. This makes it easy to of the total) who were headed for a B.A., encourage all students to aim high. rather than a B.S., degree. The inclusion of these students, whose anxiety about math Foreign language. Placement challenges was typically severe, was damaging to the also beset foreign language instruction, and spirit of confidence and optimism we were a different psychology makes them more trying to cultivate, and the performance of difficult to deal with than they are in math. those who did not take it seriously made Students planning to study a foreign lan- the overall test results uninterpretable. The guage in college typically want to begin at results consistently overestimated the need the lowest possible level. This is appropri- for remedial courses, for instance. ate for students who lack prior experience with the language, but not for students The solution. We’ve solved this problem who’ve already studied the language in high by using SAT-Math scores as an initial, school. These students should build on the approximate placement guide. We (Univer- high school experience and begin at the sity Testing Center in collaboration with second-year level, if they’ve had two years the Department of Mathematics) took this of the language, and even higher if they’ve approach after using past student math had more. performance to calibrate the SAT scores and compare their placement accuracy with Problem and partial solution. Large num- that of the department test. The SAT-Math bers of “ringers” in introductory classes scores proved as effective as the local test, cause problems. They take resources away at least as a basis for the most fundamen- from higher level instruction and interfere tal decision—readiness, or not, for college with the faculty member’s ability to teach math. This discovery allowed us to design the true beginners in their classes. In an a streamlined math placement procedure, effort to reduce the problem in Spanish which has proved effective and user-friend- (where it is most severe) and also in French, ly throughout the five years it has been an accelerated beginning sequence has been in place. All students are given “ready or created for students with some language not” placements, based on their SAT-Math experience. Nonetheless, many students

102 A. The Present Generation: Undergraduate Teaching and Learning simply take the standard first-year sequence, Despite placement problems, there is inspir- starting at the very beginning, with 101 ing progress in the largest segment of UO classes. language instruction. Specifically, a new method of assessing students’ command of In some cases, reluctance to begin at an ap- Spanish has been introduced recently with propriately high level is due to poor high good results. (See Box A3 for the Spanish school training, but in others, it reflects Language Program’s perspective.) unjustified fear and avoidance of challenge. The contrast between this behavior and that A.6.c. Assessing Major Programs. of math students probably comes from the fact that since most math courses are taken Undergraduate majors are examined in as prerequisites to something else that corre- detail through the Program Review Pro- sponds to the student’s primary interest, the cess, which also assesses the quality of the motivation to shorten the waiting period by faculty and the graduate program in each starting with an advanced course is strong. academic unit. The process is described in section B. Graduate and Professional Over the last five years, we have relied Education and in the Program Review on advising to encourage students to start Guidelines.131 It includes both external and language study at the appropriate level, and internal reviewers. Review of undergraduate to investigate languages other than the one programs was strengthened when the pro- they studied in high school. This effort has cess was revised to include the vice provost been aided by the recent addition of high for undergraduate studies. In addition, the school language experience to the electronic process now includes regular provision of records of incoming students. Previously, data that can inform units about the aca- UO academic advisers knew only that stu- demic progress of their students and the dents had met the two-year foreign language unit’s grading practices, in comparison with requirement for entrance, not which lan- university norms. The first reviews, using guage had been studied. the new approach, were carried out in AY 2005–6 for four social science departments: Future direction. Electronic encoding of anthropology, economics, political science, more of the information contained in high and sociology. The External and Internal school transcripts has allowed us to deter- Review Teams’ reports on each of these pro- mine, for the first time, the extent to which grams are available for review.132 students heed our advice. It’s clear that the advising approach has been only partially successful. Thus, we’ve neither optimized A.6.d. Grades as Assessment Throughout our own language instruction, nor pressed the Curriculum for rigorous language instruction in Oregon high schools. It may be appropriate to con- Meaningful and consistent assessment of sider stronger measures, including block- student learning outcomes is one of the ing students with significant high school principal responsibilities of a university language study from registration in begin- faculty, and grading ought to be an effective ning classes. The availability of electronic form of assessment. Despite its importance, high school records makes this feasible, and grading practice is not often emphasized in our obligation to our own students, as well accreditation reviews. Our self-study de- as to the K-12 education system, makes it parts from the norm in this respect because worthwhile. we are convinced of the necessity for can- did and responsible evaluation of student work. We have made a careful study of UO

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Box A3. Teaching Culture and Building Language Proficiency: The Role of Authentic Assessment Studying a second language and its cultures is a cornerstone of a liberal arts education, and the UO two-year language requirement for the B.A. represents a serious commitment to this ideal. But what are our real goals for second language study? In the past few years, the Spanish Language Program at the UO has pursued a two- pronged objective: real-world, usable proficiency for students who study only two years, and a firm basis for continued study for those who go on to advanced-level courses. To achieve these goals, we have taken seriously the well-studied phenomenon of assessment “washback” on instruction, a type of reverse design in which implementing authentic oral and written assessments impacts how courses are taught. The results have been:

• development of proficiency gains in students’ real-world ability in Spanish • lowered grade inflation • increased student accountability and motivation in the learning process

The role of authenticity is important: in our lower-division language courses, students do not simply manipulate grammatical structures and vocabulary in artificial exercises. Rather, our chapter exams are more like in-class compositions on topics of personal and cultural interest. Even as early as Spanish 101, students are producing two- and three-page compositions on written exams and in oral exams they can speak for three to four minutes without interruption.

The focus on real content in our assessment program has allowed us to integrate a criterion- or rubric-based evaluation system. Instead of a discrete-point system that is subtractive—that is, one in which a writing sample is expected to be perfect and errors cause points to be subtracted from an ideal 100 percent total— our system is additive. An evaluator looks for both positive and negative aspects and rates the sample against a list of well-defined criteria. Positive aspects of a composition cause points to be added to a baseline grade, thus encouraging students to strive for higher levels of performance.

undergraduate grading patterns over the “typical”—the national picture that we re- period for which electronic data are avail- flect is not inspiring. Grade inflation threat- able, and we intend to respond to the evi- ens to eliminate the assessment function of dence of grade inflation we have found. We grading systems because it erases distinc- believe that grades can be useful indicators tions in student performance. Moreover, of student learning, but we understand that variation in grade inflation across institu- this function requires use of the full grading tions and time leads to a systemic erosion scale and agreement on the degree of mas- of confidence in the meaning of grades. (See tery represented by points on the scale. discussion of grades as assessment by Roso- vsky and Hartley, 2002).133 While we find that our grading practices are not out of line with practices elsewhere—in- Grade inflation at the UO. The phenomenon deed, we are probably best characterized as of grade inflation, as experienced at the

104 A. The Present Generation: Undergraduate Teaching and Learning

UO, is documented in a study by the Un- There is considerable variation across dergraduate Council that was completed in academic units in both the level of grades spring 2006.134 The report includes evidence awarded and the amount of inflation. Figure on national trends, compiled at www.gra- A5 uses data from the Registrar’s Office to deinflation.com, which indicates an average give a general picture of this variation at the increase in grades given of 5.1 percent from UO over the period 1992 to 2004. 1992 to 2002. The graph from that site is reproduced as Figure A4 below. Additional analysis by the Undergradu- ate Council focused on the percentages of As and Bs awarded in the large-enrollment

Figure A4. Trends in Grade Inflation Nationwide

Source: www.gradeinflation.com

Undergraduate grades at the University of Table A3. Trends in GPAs: Oregon exhibit a similar pattern: (See Table Changes between 1992 and 2002 A3.) UO GPA 5.1% increase

All schools GPA 5.1% increase

Public schools GPA 5.3% increase

Private schools GPA 4.8% increase

105 Part II: educating the generations

Figure A5. UO Undergraduate GPAs by College and CAS Division135

classes offered over the same period. A class UO response to grade inflation. Concern had to have been taught in three of the four about this trend has prompted a number of sample years (1992, 1996, 2000, and 2004) colleges and universities to respond locally to be included in this study, and the find- to grade inflation. For example, the Univer- ings are thus less likely to reflect changes in sity of North Carolina–Chapel Hill, Princ- the composition of classes than is the case eton, Georgia Institute of Technology, and when institution-wide GPAs are tracked. Indiana University are doing so. We recog- The percentage of As awarded increased nize that curbing grade inflation is difficult. from about 31 percent to about 42 percent While it is true that faculty responsibility between 1992 and 2004, while the share of for the curriculum includes an obligation As and Bs combined increased from 66 per- to provide meaningful evaluation of stu- cent to 73 percent. (See Table A4.) dent work, this responsibility is balanced by academic freedom, which allows faculty Table A4. Change in Percent As and Bs members to grade as they deem appropri- Awarded between 1992 and 2004 ate. Clearly, if the UO decides to distinguish itself as one of the institutions attempting Percentage A 10% increase to address the problem of grade inflation, faculty members will need to collaborate Percentage A+B 7% increase within their departments to develop approaches that respect both the responsibility As for GPAs, variation across academic and the freedom involved in the act of grad- units was evident. The results of both analy- ing students. ses show that grades have risen over the interval examined. Since concurrent chang- A number of market forces favor the ten- es in student characteristics are not large dency to award high grades, and there is enough to account for the higher grades, we concern that if grade deflation is not univer- conclude that inflation has occurred. sal, UO students will be at a disadvantage

106 A. The Present Generation: Undergraduate Teaching and Learning with respect to their peers at other insti- measure the quality of the program. The tutions. On the other hand, inaction will size of the program (approximately 1,700 quickly lead to a grading system that is of students) means that analyzing all of the little value. The growing public demand for qualitative information is not trivial, but it standardized proficiency demonstrations also makes quantitative measures reliable. may well be prompted by the lack of evalu- Specifically, these data are collected and ative information in college grades. From analyzed each year: this perspective, if the University of Oregon were to succeed in curtailing grade infla- • Qualitative evaluations from multiple tion, our students would likely benefit from sources the university’s enhanced reputation for – First-year students in the programs rigor. (about 1,700 per year) – Faculty members teaching courses in In the interest of stimulating a productive the programs (about ninety per year) campus-wide conversation, the Undergradu- – Advanced students serving as assis- ate Council has considered possible ways tants (about sixty per year) to curb grade inflation on our campus and – Classroom visits by First-year Program has compiled and circulated them to the staff members campus.136 These ideas represent an initial frame for the conversation and should not • Measures of students’ academic success be confused with recommendations. Any – Grades in specified courses (controlled recommendations that come forward will do for SAT scores and high school GPA) so through a process of campus-wide dis- – Overall UO GPA cussion coupled with careful consideration of their feasibility and consequences—in- • Persistence toward a baccalaureate tended or otherwise. degree – Term-to-term retention We expect that a lively campus-wide dis- – Year-to-year retention cussion of the Grade Inflation Report will – Graduation rate generate proposals for action. All interested members of the academic community have Both quantitative and narrative responses been invited to participate and to send ideas from first-year students, faculty members, to the Undergraduate Council, which will and student assistants reveal the popularity formulate recommendations based on this of these programs and suggest that partici- feedback. An approximate time table would pation in them is satisfying. Moreover, the put the council’s consideration of possible quantitative evidence of student academic recommendations in winter term 2007, and success and retention is compelling. a motion to the University Senate in late winter or early spring term 2007. Academic Success. The graph in Figure A.6 shows that after 2000, FIG students A.6.e. Assessment of Programs That have consistently earned higher grades than Promote Academic Engagement non-FIG students. In contrast, there was no difference in FIG and non-FIG academic Freshman Interest Groups (FIGs). FIG ef- performance before that time. The data for fectiveness is evaluated using a range of the single cohort shown (1998) is repre- different kinds of data. Both qualitative sentative of the other pre-2000 cohorts that information from participants and quanti- were analyzed. All of the comparisons were tative data on students’ academic perfor- done with FIG and non-FIG groups that had mance in other course work are used to been matched with respect to high school

107 Part II: educating the generations

Figure A6. FIG and Non-FIG Academic Performance

FIG Freshman Non-FIG Freshman Matched on High School GPA

Source: UO Office of Institutional Research, December 2006

108 A. The Present Generation: Undergraduate Teaching and Learning

GPA, and FIG SAT scores were either the with rotating membership was appointed same as, or lower than, the non-FIG scores. in 2000, and since that time proposals have Although the possibility of self-selection been subjected to particular scrutiny, and makes it difficult to establish a causal re- a required writing assignment has been lationship between FIG participation and added to reinforce the university’s attention academic success, we can conclude that the to writing through general education. The alterations in the FIG program since 2000 board considers the suitability of the topic have had a good effect. (This conclusion is proposed, the choice of readings, and the based on the assumption that the self-se- appropriateness of all assignments, especial- lection factor has remained constant over ly writing. Board members regularly request time.) changes or additions, which are discussed with the instructor and incorporated before Comparisons that eliminate some additional the seminar is offered. Even existing fresh- potential variables reinforce the conclusion. man seminars now undergo this review pro- Specifically, letter grades earned by FIG and cess on a rotating basis. Regular visits to all non-FIG students in the same FIG courses freshman seminars were instituted in 2000 were compared directly, and the possibility as a way to monitor the quality of the class- of FIG instructor bias was removed by con- es and to support the faculty. Workshops sidering only the courses not taught by each with small groups of instructors each term student’s FIG seminar professor.137 serve the same function. Both the faculty140 and the students141 in each freshman semi- Residential FIGs became a substantial nar are asked to assess the seminar each proportion (about 40 percent) of the FIG year, using questions designed by First-year program only recently, but our data sug- Programs. The reflection and feedback helps gest that these FIGs are especially effective faculty members improve their seminars in helping students reach their potential. and forms part of the ongoing evaluation of Even when students in residential FIGs had the program. earned lower high school grades than had students in regular FIGs, they performed A.6.f. NSSE: An Overall Measure of just as well in the FIG courses and in their Student Engagement university course work overall, as measured 138 by UO GPA. We have participated twice in the National Survey of Student Engagement (NSSE) Retention. FIG students are also more likely survey (2003 and 2006), but have only just than non-FIG students to return the follow- begun a detailed analysis of the results. A ing year (88 percent versus 81 percent for summary of the response rates (about 46 the 2004 cohort) We are in the process of percent) and characteristics of the sampled tracking retention in subsequent years, as students gives confidence that the results well as graduation rate, for each of these are likely to be meaningful. In addition, the groups. 2006 survey deliberately expanded the sample size (from about 500 to approximately Freshman Seminars. The university first 5,000) so as to permit comparisons of sub- offered Freshman Seminars in fall 1984, groups of students. Although the analysis following the program’s creation by the is far from complete, some generalizations Faculty Advisory Council to the president. are possible. To facilitate thinking about the Each year, the Freshman Seminars Advisory large number of survey items, we’ve devised Board conducts a campus-wide competi- a simple sorting scheme to highlight the tion to select the best courses for the pro- items on which the UO does especially well 139 gram. A new board of faculty members or especially poorly, compared to the mean

109 Part II: educating the generations for AAU schools.142,143 The take-home les- ferences (seniors minus freshmen) by size son from both surveys is that the UO scores and noted those with the greatest statistical at the AAU mean for most items, but does significance (P < .001). The full comparison significantly better on some. Examples from is shown in the UO NSSE data analyses142,143 2003 freshmen and seniors, the two groups and the overall picture is encouraging. surveyed, are listed below. The results for Students clearly change while they are part 2006 were similar, but the results are not of our community, and they do so in the easy to compare because of the differences direction we hope for. A few examples are in sample size. Overall, the UO resembled given in Table A.5., and these show gains in the AAU mean in 2006 even more closely important intellectual habits: synthesizing than it did in 2003. This could reflect a real ideas rather than memorizing facts, being change, or simply the reduced variation of a critical of one’s own ideas, and applying large sample. concepts to practical problems.

Freshmen We anticipate that further analysis will • Prepared two or more drafts of a pa- reveal additional insights, which will be per or assignment before turning it in. used to direct our attention and effort in the • Did not come to class without com- future. pleting readings or assignments. • Included diverse perspectives (differ- A.7. ACHIEVING THE IDEAL: CHALLENGES ent races, religions, genders, political AND OPPORTUNITIES beliefs, and so forth) in class discussions or writing assignments. At the beginning of Section II.A., we identified four elements of an ideal undergraduate Seniors program. In conclusion, we consider each • Prepared two or more drafts of a pa- of these in light of the challenges and op- per or assignment before turning it in. portunities that have been revealed by our • Have studied abroad, or plan to. self-study. • Positive relationship with faculty members. Emphasize challenging course work that develops the capacity to reason and en- In contrast, our 2003 scores are below the courages individuality and creativity mean for these items: • Opportunities: The academic quality Freshmen and rigor of our programs for beginning • UO emphasizes spending significant students have increased significantly, amounts of time on academic work. and that progress has catalyzed other • UO contributed to their growth in initiatives that hold great promise. For acquiring a broad general education. example, one of the fruits of the ResFIG collaboration is the new Living-Learning Seniors Center. The idea of bringing the intel- • Amount of time spent studying and lectual life of the university into un- on academic work. dergraduate residence halls is not new, • UO contributed to skills in solving and residence halls intended to promote complex real-world problems. this union have been built on a number of campuses. The intended goal is not An additional comparison that we find always met, however. Our confidence revealing is between the responses from that such a venture has a high probabil- freshmen and seniors. We ranked the dif- ity of success at the UO comes from our

110 A. The Present Generation: Undergraduate Teaching and Learning

experience with the Residential FIGs. the Society for College Scholars, FIGs, These provided direct evidence that the and Freshman Seminars, now compete living-learning idea is appealing to our for faculty time and must keep pace with students, and the ResFIGs established the compensation they offer. the organizational infrastructure for the community we hope to create in the Liv- A pervasive concern is the indication ing-Learning Center. from the NSSE results that, despite freshman program improvements, UO • Challenges: The principal obstacle fac- students may still not encounter suffi- ing First-year Programs is financial. The cient academic challenge. We expect to essence of this unit’s work is connect- invite broad faculty discussion of this ing beginning students with excellent finding, and more detailed analysis may faculty members. Faculty time is pre- suggest appropriate responses. cious and must be purchased, but the available funds increasingly fall short Offer thoughtfully constructed programs of compensating departments for the of study that show students the relation- actual cost of this time. For example, the ships among ideas, in addition to the ideas cost of buying a faculty member out of a themselves formal course has risen beyond the standard payment for a freshman seminar. In • Opportunities: Innovations in programs addition, a variety of worthwhile pro- for beginning students have stimulated grams, such as Honors College Seminars, both students and faculty members

Table A.5. Excerpts from 2006 UO NSSE Results: Items showing marked* improvement from freshman to senior year

1. Academic and Intellectual Experiences In your experience at your institution during the current school year, about how often have you

done each of the following? 1=never, 2=sometimes, 3=often, 4=very often

d. Worked on a paper or project that required integrating ideas or information from various sources

Put together ideas or concepts from different courses when completing assignments or during i. class discussions 2. Mental Activities During the current school year, how much has your course work emphasized the following mental

activities? 1=very little, 2=some, 3=quite a bit, 4=very much Synthesizing and organizing ideas, information, or experiences into new, more complex c. interpretations and relationships e. Applying theories or concepts to practical problems or in new situations

Memorizing facts, ideas, or methods from your courses and readings so you can repeat them in a. pretty much the same form (decreased freshman to senior year) 6. Additional Collegiate Experiences During the current school year, about how often have you done each of the following? 1=never,

2=sometimes, 3=often, 4=very often

d. Examined the strengths and weaknesses of your own views on a topic or issue

a. Attended an art exhibit, gallery, play, dance, or other theater performance

Tried to better understand someone else’s views by imagining how an issue looks from his or her e. perspective

* P ≤ .001

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to connect ideas in different courses. dents design individually rewarding and We should build on this progress to coherent plans for their education. create additional curricular links for students and opportunities for the Encourage students to participate in re- faculty in different disciplines to teach search or other creative work and to apply collaboratively. what they’ve learned in the classroom

Most majors are constructed so as to give • Opportunity: One of the best ways to students a common core of disciplinary help students see how their course work knowledge and to connect the topics in connects to their own lives, as well as specialized courses to fundamental prin- to the world beyond the campus, is to ciples. The recent efforts of the sociology introduce them to positive, educational department to increase the structure and extracurricular opportunities very early coherence of its major144 are an example in their college careers. Progress in this of thoughtful and practical response to endeavor has been substantial over the the need for synthesis. The university last decade, but more could be done. Ini- should continue to encourage intellec- tiatives such as the Living-Learning Cen- tual linkage within majors. ter are motivated by our conviction that students’ everyday living environment • Challenges: Probably the most effective is a major factor in fostering the intel- way to encourage students to synthe- lectual curiosity and social engagement size what they’ve learned is through a that are necessary to link abstract ideas capstone project. True capstone experi- with practical applications. Much of our ences put students in situations that are attention during the next few years will unfamiliar and challenging enough to be aimed at finding additional ways to require them to integrate and expand influence this environment productively. upon the full range of knowledge they have gained in their earlier course work. • Challenge: Although the value of ap- Unfortunately, true capstone experiences plied work is undisputed, the number of are relatively rare at the UO, and it is UO students finding ways to do it ef- worth considering how they could be fectively has decreased over the last five made available to a larger proportion of years. Students with access to internship students. One possibility is to consider programs in their majors are probably study abroad as a kind of culminating better-served, but general UO students experience for students in a wide variety seeking internships face challenges such of majors—not simply foreign languages. as: The UO is already known for its vigorous international programs and thus Knowing where to begin looking for has the capacity to make overseas study internships: Identifying internship op- a regular part of its undergraduates’ portunities related to a particular field education. One way to do this would be or interest area is not straightforward. to make overseas study an explicit part Understanding how to obtain aca- of the general education curriculum. demic credit for internships or how Some students already use approved to find paid internships, if financial courses taken abroad to fulfill a few of circumstances require this: There is their group requirements. Better infor- no internship center or clearinghouse mation about interesting combinations that can provide guidance. of courses to take through study abroad in particular locations could help stu-

112 A. The Present Generation: Undergraduate Teaching and Learning

Understanding the responsibilities • Opportunity: Despite the obvious chal- associated with an internship: Again, lenge, we are optimistic about ultimate the lack of an effective central re- success. First, two units (the economics source is a problem, and the number department and the Lundquist College of of departmental coordinators and fac- Business) have already successfully im- ulty members who can help is small. plemented measures to stop local grade inflation. Second, and perhaps most In addition, there are special challenges important, our preliminary campus- for international students, students with wide discussions have indicated broad disabilities, LGBTA students, and other willingness to tackle this problem and students who seek internships and have considerable agreement on approaches special needs. that might be used. We are especially pleased that undergraduate students, The opportunity for the University of Or- through their representatives in the egon to connect students with valuable Student Senate and the Undergraduate internships is significant. Currently, there Council, have expressed strong support is no centralized program to act as a refer- for the effort. Although these students ral source for students interested in intern- recognized that more realistic grading ships. The UO Career Center formerly acted would cause some personal angst in the in this manner by hosting the Career Devel- short-run, they appreciated the enduring opment Internship Program in which thirty benefit that would come with a mean- sites were offered each term, with many or- ingful grading system that commanded ganizations using interns on a regular basis. respect. Therefore, we head into the next Upper-division elective credit was awarded phase of improving our grading practices based on attendance at seminars, required with a confidence borne of consensus, written work throughout the term, and writ- and with the conviction that the effort is ten evaluation by the supervisor. More than fundamental. 250 students per year participated, and this program was a strong component of the PLE initiative described above.

Ensure that student work is evaluated with care and candor

• Challenge: The existence of grade inflation at the UO is undeniable, and its corrosive effects are already felt by both students and faculty members. The award of academic honors is complicat- ed by the differences in grading practices across campus, and faculty members increasingly are pressured to perpetuate the problem by students with a long history of receiving inflated grades. We know that halting this trend is essential if our evaluation of student work is to be meaningful, but we also know that it will not be easy to accomplish.

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B. Education for the Future: Center to bring medical students to campus Graduate and Professional for portions of their medical training. This Education initiative also will provide opportunities for these students to pursue the Ph.D. portion There are two quite traditional conceptions of an M.D./Ph.D. program of study at the that we see as essential dimensions of the UO. mission of graduate education. The first is that graduate education is an apprenticeship B.1.a. Programs Eliminated Since 1997 in the methods, skills, practices, history, and current state of a particular discipline Since the last reaccreditation in 1997 a or field. There are standards of excellence number of graduate degree programs have internal to the complex practices that are been eliminated. These include foreign lan- the sciences, the arts, the humanities, and guage teaching (M.A.), industrial relations the professions. Students have to learn these (M.A., M.S.), leisure studies and services things by doing them, not merely by read- (M.A., M.S., D.Ed., Ph.D.), and telecommu- ing or listening, and they must be done in nications and film (M.A., M.S., Ph.D.). The dialogue and interaction with people who elimination of both the leisure studies and have achieved a level of accomplishment services and telecommunications and film and distinction in those fields. The second degree programs were a direct result of the crucial aspect of our mission is that gradu- budget cuts necessitated by Ballot Measure ate education should teach citizens to think Five (see pages 8–10 on the 1997 Reaccredi- analytically, critically, creatively, and coop- tation Report). eratively. It is in the combination of the two crucial aspects of our mission that we are B.1.b. New Programs Since 1997 positioned to address the problems, complexities, and conflict in our communities However, since the last reaccreditation from the local to the global scale. study there has been healthy growth and development in new graduate programs that B.1. Overview of Graduate are responsive to disciplinary or community Programs needs. These new degree and certificate programs are: The UO has the authority to grant 167 different degrees within sixty-seven graduate • College of Arts and Sciences programs, housed in seven schools and col- Applied Physics (M.S.) leges. These programs offer graduate degrees Materials Science Industrial at the master’s level, which include the Internship-Master’s Program traditional M.A., M.S., and M.F.A. degrees, (M.S. chemistry) as well as specialized professional degrees Environmental Sciences, Studies, such as master of architecture, education, and Policies (Ph.D.)—a joint public policy, law, music, and landscape program with Oregon State architecture; and at the doctoral level, University and Portland State which include the Ph.D., D.Ed., and a doc- University tor of musical arts (D.M.A.). We do not have • Lundquist College of Business degree programs in agriculture, engineering, Accounting (M. Actg.) or the health sciences. However, plans are • School of Architecture and Allied Arts underway for collaboration with the Or- Digital Arts (M.F.A.) egon Health & Science University (OHSU) Landscape Architecture (Ph.D.) and PeaceHealth’s Sacred Heart Medical Museum Studies (certificate)

114 B. Education for the Future: Graduate and Professional Education

Not-for-profit management B.2.a. Direct Measures (certificate) Photography (M.F.A.) Ongoing within-program review. Evidence • School of Law for the currency and rigor of our academic Conflict and dispute resolution programs is measured in at least five ways. (M.A., M.S.) The first of these occurs within the pro- Environmental and Natural gram itself where detailed examination and Resources Law (LL.M.) modification of the curriculum is done on • School of Music and Dance an ongoing basis by the faculty within the Dance (M.F.A.) program. The faculty members involved Intermedia Music Technology (M. in graduate education are responsible for Mus.) designing and redesigning their master’s Jazz Studies (M. Mus.) and doctoral degree programs. In some areas there may be standing committees Also during the last ten years two “experi- (e.g., master’s program committee, doctoral mental” programs were started, but they program committee) that are responsible for did not become sustainable. The first of reviewing and modifying program require- these was a master of software engineer- ments, but those changes must also be ing, launched in 1999 as a collaborative approved by the faculty as a whole and, in program between the UO, OSU, PSU, and some cases, by other groups or individuals OIT (Oregon Institute of Technology). This on campus (e.g., Graduate Council, Univer- program was designed for working profes- sity Senate, Provost’s Office). (See Box B1.) sionals and was delivered in a combination A description of the process by which new of face-to-face and distance learning. The programs are proposed and reviewed can program continues today under the manage- be found on the Office of Academic Affairs ment of Portland State University, but the website.145 University of Oregon no longer participates. The second program, started in 2002 in the College and university curriculum review. A College of Education, was a pilot program second way in which the curriculum is that combined distance and face-to-face evaluated occurs if there are new courses learning to deliver doctoral training in edu- being proposed (or significant changes being cational leadership to school administrators made in existing courses). A description of in the state of Alaska. This program was not the process by which courses in the College sustainable after the loss of faculty members of Arts and Sciences (CAS) are reviewed can within the offering department. be found in an overview titled “Structure of Curricular Review.”146 The other schools B.2. Assessment of Academic and colleges may have slightly different Programs internal processes, but they generally follow the same type of review. Any new or In assessing our graduate programs we need significantly modified changes in courses to examine how we assure that our graduate also must be approved by the university’s students are being adequately trained in the Committee on Courses, which makes recom- most current knowledge of their fields, and mendations to the University Senate about whether or not there are gaps in the course whether the new or redesigned courses work and learning environments that we should be added to the curriculum. This provide to our master’s and doctoral degree body also regularly removes courses from students. the curriculum that have not been taught recently or frequently enough to warrant their continued listing. Examples of the Commit-

115 Part II: educating the generations

Box B1. Graduate Council History and Authority: The Graduate Council was established in 1900. Currently the Graduate Council has twelve elected faculty members: six members from CAS (two humanities, two social sciences, and two natural sciences) and six members from the professional schools and colleges (one from each professional area and two at-large). The dean of the Graduate School, the associate dean of the Graduate School, and a representative from the UO Libraries serve as exofficio members of the council. There are two student members, one master’s level and one doctoral level.

Among the Graduate Council’s powers is the authority to establish general policies and regulations governing graduate study at the university. The council also serves as an advisory committee to the dean of the Graduate School. Other responsibilities include reviewing and making recommendations about proposals for new graduate degree programs, ruling on academic grievances filed by graduate students, evaluating applicants for various scholarships and awards, and serving on internal review committees for the program review process. The council may also decide to engage in research or advocacy related to issues that affect graduate education at the Uni- versity of Oregon.

tee on Courses reports can be found on the The program review process at the UO was Registrar’s website.147 (See Box B2.) on hiatus from 2001 to 2004 while it was being redesigned. It began again in fall 2005 Program review. A third way in which with the review of four programs within graduate curricula are examined in detail the social sciences: anthropology, econom- is through the university’s program re- ics, political science, and sociology. The view process, a description of which can external and internal review teams’ reports be found in the document titled, “Program on each of these programs are available for Review Guidelines.”148 During this process review.149 In addition to the university’s a team of three highly respected scholars program review process, a number of our in the discipline being reviewed reads a graduate professional programs are subject self-study document, visits the campus, to regular reaccreditation within their par- and writes a report. In addition, an internal ticular fields. (See Box B3.) review team also reviews the self-study, meets with faculty members and students Student perceptions. Although evaluation if needed, and writes a separate report. The by experts in the discipline, both internal internal review team is made up of three and external, is central to making sure our faculty members, one from the Graduate graduate curriculum is both current and Council, one from the Undergraduate Coun- rigorous, it is also important to learn how cil, and one that has been nominated by the students themselves evaluate their the program being reviewed. Although the academic programs. Thus, a fourth way of program review process is broader than just examining this is through the exit survey the graduate program, in that it covers the that is completed when students apply for undergraduate program and faculty produc- their advanced degree. In that survey we ask tivity, the examination and assessment of students to evaluate their program using the the graduate curriculum are main compo- following questions: nents of the review.

116 B. Education for the Future: Graduate and Professional Education

Box B2. Committee on Courses Charge and Responsibilities: The Committee on Courses shall be responsible for: (1) screening all proposals for course changes and reporting its recommendations to the university faculty through the University Senate; (2) directing the university edi- tor on the content and structure of the University of Oregon Catalog; (3) consulting with the Undergraduate Council and the Graduate Council on curricular patterns of concern; (4) participating, on behalf of the university faculty, in planning the development and improvement of the instructional program of the institution; (5) reviewing courses not taught on a regular basis; and, (6) providing advice and assistance to schools and departments in the planning of the curriculum. When the committee is recessed, the chair of the committee shall have authority to approve immediate emergency requests for course changes subject to review when the committee resumes business. This authority may be delegated to the provost in the absence of the chair.

Box B3. Accrediting Bodies School of Architecture and Allied Arts Architecture—National Architectural Accrediting Board (NAAB) Interior Architecture—Council for Interior Design (CIDA) Public Policy and Management—National Association of Schools of Public Affairs and Administration (NASPAA) Art—National Association of Schools of Art and Design (NASAD) Lundquist College of Business Association to Advance Collegiate Schools of Business (AACSB) College of Education Various accrediting and licensing bodies such as the Oregon Teacher Standards and Practices Commission (TSPC). School of Journalism and Communication Association for Education in Journalism and Mass Communication (AEJMC) School of Law American Bar Association (ABA) School of Music and Dance National Association of Schools of Music

• What is your perception of the academic • How would you rate the professional expectations of your department or training and research opportunities your program? program provided to graduate students? • How would you rate your program’s • What is your perception of the quality of performance in keeping pace with recent the faculty in your degree program? trends and developments in your field? • How would you rate the overall quality of your degree program?

117 Part II: educating the generations

In general we have found that doctoral ter’s degree students who have a position students tend to have slightly higher ratings secured at graduation will be staying in the than master’s level students across these state of Oregon. questions. Using the scale 1 = low or poor, 2 = below average, 3 = average, 4 = above For doctoral students who have a position average, 5 = high or excellent, the range of secured at the time they are applying to scores for the individual questions from graduate, the pattern is: 29 percent have 1998 through 2005 is relatively narrow, secured a postdoctoral or research fellow- from a low of 3.45 to a high of 4.25. The ship, 38 percent have a teaching or research overall means (collapsed across time) tend position at a four-year institution, 18 per- to converge to an even narrower band rang- cent will be teaching in a school or commu- ing from approximately 3.8 to 4.1. The items nity college, and the remaining 15 percent that consistently have the highest ratings have positions in nonprofits, government, are “keeping pace with trends and develop- or will be self-employed. Finally, it should ments” and “quality of faculty.” A summary be noted that the university does not have a of the exit survey data across multiple years, centralized process for tracking our students as well as the full questionnaire are avail- after they graduate. Some of our schools or able for review.150 colleges make a special effort to do this (e.g., College of Education, School of Journalism It should also be noted that a number of in- and Communication, Lundquist College dividual programs as well as some schools of Business); and some departments have and colleges survey their own students dur- excellent records of where their students, ing and at the completion of their programs. particularly doctoral students, have found These data are used to modify and improve jobs. the curriculum and other aspects of the programs. B.2.b. Indirect Measures

Postgraduation plans. Finally, a fifth way of Time to degree. Graduate programs need assessing the quality of our graduate pro- to be of a sufficient length to adequately grams is to examine the extent to which train individuals for the degrees they are students are successful after graduation. In seeking. However, care must also be taken, some cases this means additional academic particularly at the doctoral level, to make training (a doctoral program or postdoctoral sure that students do not take so long to fellowship) and in others, employment. complete their degrees that the course work Data from our exit survey provide some they took early in their program has be- information about where our students are come dated. The general university policy 150 going. We find that, on average, master’s is that students have seven years from the students who have a position secured at time they first enroll in a graduate program the time they are applying to graduate to complete the degree they are seeking. In show the following pattern: 32 percent will addition, the UO has a continuous enroll- be furthering their academic training, 29 ment policy for graduate students, which percent have jobs teaching in a school or has been designed to keep students moving community college, 22 percent have secured toward degree completion. Students are positions in business or industry, and the eligible for three terms of an official leave remaining 17 percent have positions with of absence (LOA) during a master’s program nonprofit organizations, the government, or or prior to advancement to candidacy in a will be self-employed. It is also interesting doctoral program. Doctoral students who that the exit survey data indicate that on have advanced to candidacy may also have average, more than 70 percent of our mas- three terms of in absentia status where they

118 B. Education for the Future: Graduate and Professional Education are not required to be enrolled. However, bers teaching in our graduate programs are in every case the seven-year time period re- those most qualified to do so. For example, mains the same (i.e., the clock does not stop at the most general level, our policies state during a LOA or in absentia period). that the instructor for any course should already hold the degree that is being sought Over the last eight years, the time-to-de- by the students enrolled in that course. gree for master’s students has averaged 2.05 Exceptions to this principle, which are not years, with a range of from 1.6 years for common, tend to occur primarily in some our M.B.A. program to 3.1 for music and professional programs where an individual dance students and 2.6 years for students with extensive applied experience, but no in architecture and allied arts. During that graduate degree, may be teaching a course same period, the time-to-degree for doctoral with specialized content. Another example students has been more varied, averag- is the policy governing who can serve on ing 5.5 years, with a range of 3.8 years for doctoral dissertation committees.151 This journalism and communication to 6.2 years policy is particularly important at the UO for students in music or the social sciences. because we do not have a “graduate fac- More detailed program-level data for this ulty.” One challenge that we have faced indicator can be found in the exit survey over the years is that of “research” faculty data150 for each academic year. members who hold a Ph.D., are involved in research projects, but are not tenure-track In those cases where students, typically faculty members (NTTF). This is a particu- doctoral students, have not been able to larly challenging issue in our College of complete their degree within the seven-year Education and somewhat less critically in deadline, they must petition the Graduate the School of Music and Dance. School for an extension. An extension for one additional year is granted as long as the Hiring highly qualified faculty members and student has already made significant prog- having policies in place to assure that they ress, has a specific plan for completion, and are the ones delivering our graduate pro- has the support of their program. Depending grams helps assure that these are the indi- on the specifics of the situation, the student viduals who are available to train graduate may be given a term-by-term extension that students. However, we also need to recog- is contingent on reaching specific goals for nize the value of training graduate students each term. This tool for moving students through our policies governing teaching toward completion is virtually always used assignments for graduate (particularly doc- if the student has gone past the eighth year. toral) seminars, and our reward structures Students who have broken their enrollment for faculty members serving on thesis and must apply for readmission to their program dissertation committees. One example of the and may be required to retake course work, latter can be found in the Lundquist Col- do another year of residency, or redo other lege of Business where service on disserta- academic requirements (e.g., comprehensive tion committees earns credit toward release exams). time for teaching, with faculty earning three points for chairing a dissertation commit- Faculty quality. A second indirect means of tee and one point for serving as a member. assessing the quality of our graduate pro- When nine points have been accumulated, grams is through the quality of the faculty the faculty member gets a one-time, one- we hire, a topic that is covered in parts I.A course reduction. and III.A of this report. However, it is also important that we have policies and prac- Student engagement in research and creative tices in place that assure the faculty mem- activity. Students’ involvement in original

119 Part II: educating the generations research and creative activities is another In other areas such as the physical and life way in which we can assess the quality of sciences, students are admitted directly our graduate programs. As part of the self- into a doctoral program after their under- study process, departments and programs graduate degree and a master’s degree is were asked to provide examples of graduate earned “along the way,” after some initial student involvement in these types of activi- course work and an examination or project. ties, and to indicate whether the unit took Professional master’s degrees may be the any special measures to encourage this type terminal degree in a particular discipline of engagement (Question 3). Forty-six gradu- (e.g., M.F.A., M.Arch.) and tend to be highly ate programs responded to this question. structured with an appropriate emphasis on The most common response (89 percent) application. Master’s degrees in the liberal identified research or creative collabora- arts will have a core set of requirements, but tions between graduate students and faculty may also offer students more flexibility in members. The second most mentioned re- selecting a focus for their studies. In addi- sponse (30 percent) was facilitating graduate tion, the nonprofessional and nonterminal student participation in conferences or pub- master’s degree programs can lead into a lications, more specifically by coauthoring doctoral program, either at the UO or anoth- papers. Collaborative research that results in er institution. Given the differences between students having publications prior to gradu- these two levels of graduate programs, we ation is critical in many disciplines. need to assure that students at both of these levels are receiving graduate-level training One-third of the departments responding appropriate to the degree they are seeking. to this question identified special measures In addition, we need to examine whether or taken to encourage student engagement in not there are any gaps in the training that is research and creative activities. Examples of available to graduate students at either or the measures listed were obtaining external both of these levels. grant funding, assigning GTFs as research assistants, providing summer funding, the Graduate-only courses. Ideally, graduate use of faculty Academic Support Accounts students would take courses with other to fund students, internships, and access students at their same or higher level of to research centers. Working directly with academic training. At the UO we have a faculty members on research immerses practice that is not uncommon in public students in the research process, increases higher education, which is to have com- the likelihood that they will have a publica- bined undergraduate and graduate courses. tion prior to graduation, and prepares them On this campus these courses are identified for the next step in their professional career, as 400/500 level courses. Thus, the same whether that is a postdoc, an academic or course will be listed as an undergraduate government position, or a research position course (e.g., 411) and also listed separately in the private sector. as a graduate course (e.g., 511), even though the course is delivered to both groups of B.2.c. Gaps and Concerns students at the same time. A number of our master’s programs depend heavily on these The relationships between master’s and types of courses, primarily for financial doctoral degree programs vary across disci- reasons. This may not be a problem if the plines. In some areas such as business there enrollment in the course is a small number may be virtually no overlap between an of advanced undergraduates and a majority M.B.A. program and the doctoral programs of first-year graduate students. However, a that focus on specific areas (e.g., account- randomly selected term (fall 2003) showed ing, finance, management, or marketing). a total of 394 courses offered that combined

120 B. Education for the Future: Graduate and Professional Education undergraduate and graduate students, with statistical methods (see page 190 of the a total enrollment of 7,850 undergradu- 2006–7 UO Catalog); however the course ate students, and 2,401 graduate students. content is specific to each discipline, spaces Thus, overall these courses were 77 percent available to students outside those depart- undergraduate and 23 percent graduate. ments are limited, and overall there is less Although there was significant variation than sufficient coverage of newer and more in that some classes had enrollments that powerful statistical methods. In addition, were 100 percent undergraduate and oth- this decentralized approach to training in ers were 100 percent graduate, additional statistics had led to some courses becoming analyses showed that just 22.8 percent of “service courses” to other graduate pro- these courses had at least 50 percent gradu- grams (e.g., psychology), or to the inefficient ate students, and that only 18 percent had use of resources as the same courses are graduate enrollment of 60 percent or higher. taught in multiple departments without any Thus, in 78 percent of these courses, gradu- coordination. In a 1993–94 Program Review ate students make up 40 percent or less of of Statistics, the situation even at that time the students in the class. was described as “fragile.” There has been very little progress on improving the situa- Starting in the late 1990s the university has tion since then. As the analytical tools that taken one important step to help manage are available continue to develop, and the this situation by requiring that syllabi for size and complexity of databases increase, all 400/500 course proposals have explicit this situation will limit the quality of both and substantive differentiation in the work the graduate training we are providing and required for graduate versus undergradu- possibly the productivity of our faculty. ate students. The Committee on Courses is responsible for making sure course propos- Diversity. Graduate academic programs need als comply with this requirement. When to engage with the issue of developing a departments and programs were asked as culturally responsive community153 by sup- part of their self-study if there were particu- porting teaching and research related to di- lar gaps in course work, research opportuni- versity. Two examples of current support for ties, or professional training opportunities this type of research are the support to Co- for their graduate students,152 77 percent of DaC (Center on Diversity and Community), the thirty-five programs responding identi- described in B.3, and the support provided fied course work issues, and 33 percent of by the Graduate School to the Southwest those specified the problem as having to do Oregon Research Project (SWORP), which with 400/500 level courses or the absence of continues to archive ethnographic informa- graduate-only seminars. tion from national repositories. The SWORP archive154 contains valuable linguistic, The applied statistics gap. In the same self- cultural, and historical information about study responses described above, 26 percent native peoples in the region. of the departments who identified course work gaps listed issues related to the lack B.3. Professional Development of statistics and methods training. This is a long-standing problem because the Uni- versity of Oregon does not have a formal B.3.a. Training Tomorrow’s Teachers department of statistics. This is of particular concern for a number of graduate programs Many graduate students serve as Gradu- across the physical sciences, social sciences, ate Teaching Fellows (GTFs) during their and some professional schools. Individual time at the university, and the majority of departments provide courses in various those students will have the experience of

121 Part II: educating the generations teaching an undergraduate course, either instructor. Overall, the graduate students as the sole instructor or as the leader of a who are involved in teaching undergradu- discussion or lab section. The Teaching ate students are given multiple sources of Effectiveness Program (TEP) has an exem- training and support. They are also evalu- plary record of providing these students (as ated with the same instruments used for well as faculty and other instructional staff faculty members, and these are reviewed by members) with a whole range of training op- the graduate program director or department portunities and resources.155 TEP provides head to identify any problems, provide materials, workshops, and individualized additional training, and reward exemplary training to departments and individuals on performance. In the latter case, the Gradu- topics such as incorporating research into ate School has two privately funded teach- courses, developing effective assessment ing awards for GTFs, one of which goes to tools, and teaching large classes. TEP pro- one or two first-year GTFs who participate vides training opportunities for beginning in TEP training and perform well, and the instructors that include topics such as moti- other which goes to one or two experienced vating students, leading productive discus- GTFs (with at least five terms of teaching), sions, giving effective presentations, lesson who perform well in both their teaching and planning, testing and grading, promoting their academic programs. critical thinking, and using instructional technology. B.3.b. University Conferences

TEP also provides training opportunities Providing opportunities for graduate students directed at creating inclusive classroom environments in which students from diverse to participate in conferences provides training backgrounds can learn effectively. This type and preparation for the life of an academic of training will be essential as our graduate scholar or the life of the citizen scholar. Below students begin their own careers in class- are examples of events that provide just these rooms that are becoming increasingly di- types of opportunities. verse, whether those are in the K–12 system, community colleges, or other universities. HOPES Conference. Begun in 1995 and held every April, the Ecological Design Center’s Individual departments may also have their (EDC) Holistic Options for Planet Earth own training programs. For example, the Sustainability (HOPES) conference is the English department has a year-long train- only ecological design conference devel- ing program that incoming graduate stu- oped and managed by students. The HOPES dents must complete before they can be conference works to promote the deeper assigned as instructors in undergraduate understanding and broader application of writing classes. The mathematics depart- sustainable design principles by featuring ment assigns first-year graduate students to nationally recognized keynote speakers, teach separate sections of the same lower- expert panel discussions, hands-on work- division math class, and requires weekly shops, and a green business expo. This meetings to go over teaching tips and deal conference takes place within the larger with problems that may arise. A number of mission of the EDC, which is to advocate departments have a less formal approach, for an interdisciplinary ecological design but one that involves a planned sequence curriculum for architecture and allied arts of training. In these situations, the graduate (AAA) students, cultivate networking op- student is first assigned to assist a faculty portunities for AAA students with profes- member with a course, then lead a dis- sionals practicing sustainable design, create cussion section, and finally to be the sole a forum for ecological design dialogue, and

122 B. Education for the Future: Graduate and Professional Education advocate for and implement ecological plan- B.3.c. Internships and Practica ning and design on the University of Oregon campus and in the Eugene community. Professional development for students who are entering professions other than the Association of Pacific Rim Universities— professoriate typically takes the form of Doctoral Student Conference. The Asso- internships, practica, or other opportunities ciation of Pacific Rim Universities (APRU) to engage in the application of their train- Doctoral Student Network created the an- ing in nonacademic settings. These types of nual Doctoral Student Conference five years training opportunities tend to be focused, ago to provide a forum for doctoral students although not exclusively, in the professional in the sciences, humanities, and social sci- schools. In some cases these opportunities ences. The goals of the conference are to are a part of the academic requirements for a share current research, facilitate communi- degree (e.g., counseling or clinical psychol- cation, increase mutual understanding, and ogy), or for licensure in the field (e.g., Col- forge links among doctoral students in the lege of Education programs), while others Pacific Rim. This multidisciplinary confer- are enhancements to the academic training ence offers a venue for critical comment of that will better prepare students for their student research and provides opportuni- professions. (See summary of departmental ties for establishing lasting international policies regarding internships.160) Multiple networks. The theme of the sixth annual examples of professional development conference,156 held at the UO in August opportunities that are available to gradu- 2005, was “Moving Toward a Sustainable ate students, and which are embedded in Future: Multidisciplinary Perspectives activities that serve broader audiences and from the Pacific Rim.” The conference was stakeholders, are provided in B.4. organized by graduate students from the UO, with support from the Office of Interna- B.3.d. Responsible Conduct of Research tional Programs, the Graduate School, and and Professional Ethics the Office of the Vice President for Research and Graduate Studies. More than seventy Another type of professional development doctoral students from fifteen countries at- that is important for students who will be tended the conference. engaged in research is training in the responsible conduct of research and profes- CoDaC Graduate Research Conference. For sional ethics. Thus far there has not been a the last four years the Center on Diversity centralized program of this type of training and Community (CoDaC), with support from for graduate students; however the Gradu- 157 the Graduate School and the Office of In- ate School and the Office for Responsible 158 stitutional Equity and Diversity, has hosted Conduct of Research will be exploring op- an annual crossdisciplinary UO graduate stu- tions for providing this type of experience. dent conference, at which that year’s CoDaC This training is likely to take place within a Graduate Summer Research Award recipients broader collection of workshops and semi- give presentations from their research proj- nars around related topics such as manag- ects. A full description of the programs from ing relationships with faculty members, each year’s conference provides an over- learning to balance research and teaching, view of the breadth of topics that have been funding opportunities, and completing 159 presented. your dissertation. The Graduate School has regularly provided training opportunities in both funding resources and completing a thesis or dissertation. The latter has taken the form of twice-per-year workshops that

123 Part II: educating the generations have been typically attended by sixty or B.4.a. Established Programs more students in each session. An expansion of this program to include specialized The programs described below have been sessions for disciplinary areas (e.g., social in place for a number of years, and in some sciences, natural sciences, professional) is cases, decades. They represent a long-term currently being developed. commitment to serving the academic and practical training needs of our graduate B.4. Meeting Existing and Emerging students and the broader needs of our com- Needs munities and society.

Graduate programs evolve in response to RARE Program: Academic and Service to changes in academic disciplines, changes Communities. The Resource Assistance for in the problems that are given priority by Rural Environments (RARE) Program be- funding agencies, and changes in the issues gan (1994) just a short time before our last that the larger society identifies as a priority. reaccreditation visit and it continues to be It is important to note that whether these successful. This program is administered changes originate within an academic dis- by the University of Oregon’s Community 161 cipline or outside one (e.g., from industries Service Center and is designed to increase or governmental agencies), these boundaries the capacity of rural communities to im- quickly become blurred. For example, the prove their economic, social, and environ- creation of a new degree program in conflict mental conditions through the assistance and dispute resolution serves the evolv- of trained graduate-level participants who ing discipline of legal education; helps to live and work in communities. RARE host reduce the pressures placed on our judicial communities receive a full-time RARE system; and may ultimately reduce the level participant who will provide community of conflict within a community. So al- service for eleven months, support services though these boundaries may not be clearly from a team of six planning-policy analysts, marked, universities must carefully balance and regular site visits and evaluation by the long-term commitment they make when RARE staff members. More than 200 RARE establishing a new graduate program with participants have been placed throughout being responsive to these changing needs. rural Oregon, and projects that have been They also must manage strategically their completed include the development of a responses to evolving academic disciplines downtown master plan, implementation of a with their responses to public (government, county-wide tourism master plan, coordina- community) and private (business) stake- tion of a watershed assessment, assistance holders who want to see changes in their to rural residents with small business skills, programs. and coordination of the development of a city-wide economic development plan. Below we provide examples of established programs that serve the needs of the broader Strategic Planning Projects: Academic and academic enterprise as well as society, Service to Business. The Lundquist College followed by examples of newer programs of Business M.B.A. program has as its cen- developed in response to community and terpiece of experiential learning the Strate- 162 societal needs. gic Planning Project (SPP). This project takes place in the winter and spring terms of the first year of the M.B.A. program, and it pairs teams of four students with a North- west business. Wherever a company sees a growth opportunity or barrier, the student

124 B. Education for the Future: Graduate and Professional Education consultants will research and analyze the the U.S. Department of Justice, U.S. Fish situation and present their conclusions and Wildlife Service, U.S. Environmental to senior management. Students receive Protection Agency, attorneys general of- training and mentoring in communication, fices, tribal agencies, the Columbia River teamwork, and leadership skills. Some Inter-Tribal Fish Commission, Sierra Club, of the projects that have been completed Earthjustice, the Wilderness Society, South- include integrating newly acquired product ern Environmental Law Center, and Trust lines, designing a new seat-licensing system for Public Lands. for a sports franchise, and writing a marketing plan for educational services. Over the Chemistry and Physics Science Outreach: last five years approximately sixty different Academic and Communities. The Univer- businesses and nonprofit organizations have sity of Oregon’s GK12 Science Outreach participated in these projects. Program provides graduate students from chemistry and physics with experience Environmental and Natural Resources Law: teaching hands-on physical science and Academic and Service to Society. More than mathematics in elementary and middle thirty years ago, the University of Oregon schools in Lane, Deschutes, and Jefferson established one of the first and most highly counties. The program works in partner- regarded environmental law programs in the ship with the Lane and the High Desert country.163 This program has the mission of Education School Districts (ESD) to provide “engaging the law to support sustainabil- inquiry-based curriculum to the schools. ity on Earth.” Graduate students have the The students spend approximately one day opportunity to work with a large number a week assisting with a variety of in-school of professors who specialize in the environ- activities. Some of the objectives of this pro- mental area, and they can elect to work on a gram are to increase K–12 students’ knowl- number of established projects. Examples of edge and appreciation of math and physical the projects undertaken in this area are: science, enhance K–12 teachers’ knowledge • Global Environmental Democracy Proj- of physical science and mathematics con- ect: Preparing students to be advocates tent, and prepare graduate students for ca- for global change reers that encourage or require community • Conservation Trust Project: Focusing on outreach. As part of this program, graduate public trust theory and private property students can serve as content resource spe- tools to achieve landscape conservation cialists and assist with instruction, provide • Sustainable Land Use Project: Evaluating demonstrations and other content resources land use laws, theories, and practices to to teachers and students, help teachers ensure sustainable development in our with scientific-inquiry based work samples communities developed from kit materials, develop ac- • The Native Environmental Sovereignty tivities (puzzles, challenges, and so forth) Project: Examining emerging tribal roles that integrate both math and science skills, in comanaging lands and resources and mentor students in science fair project • The Ocean and Coastal Project: Work- development. ing on sustainable use and protection of ocean and coastal resources B.4.b. New Programs Many law students are involved in pub- The following programs are exemplars of lic interest work during their time in law graduate programs that have developed school, and most of these students seek jobs more recently and are still establishing in the public interest or government sec- themselves. tor. Graduates have taken positions with

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Conflict and Dispute Resolution. The university recently launched a master’s degree Box B.4. Internship Sites for the program in conflict and dispute resolution,164 housed in the law school. This Materials Science Program program is grounded in dispute resolution Intel Corporation theory and combines broad interdisciplin- LSI Logic, Inc. ary training and opportunities for individu- TriQuint Semiconductor alized study and skills development. In Hynix Semiconductor America addition to traditional mediation, negotia- Novellus Systems tion, and adjudication courses, the first- Micron year curriculum explores the implications Borden Chemicals of ethical, cross-cultural, and third-party Bend Research dynamics in the field of conflict resolution. Forrest Paint Company The first-year course of study sharpens ana- Willamette Valley Company lytical skills, encourages intellectual rigor, Neste Resins and fosters the lively exchange of ideas in Albany Molecular and out of the classroom. In the second year AVI Biopharma students focus on individualized learning Chemical Technologies and work closely with an approved, on- Marker Gene site practicum supervisor and a UO faculty Invitrogen/Molecular Probes member. The practicum experience allows Organic Consultants students to observe and practice conflict TCI America resolution techniques and approaches in Dynea real-world settings, to gain experience in an CW Group area of the field that is of particular interest Nike to them, and to develop relationships with established practitioners who can provide guidance and mentorship.

Materials Science—Academic and Busi- ness. The Industrial Internship-Master’s Program,165 offered through the Materi- als Science Institute, pairs chemistry and physics students with industry (see Box B.4). Students spend time in class and on the job and typically end up with their foot on the first rung of their career ladder. The summer education and training provide participants with the knowledge and skills necessary to be successful in the industrial research laboratory setting. Students who successfully complete the course work will be offered interviews for internships at regional or national industries. Students selected by these companies will complete a six- to nine-month internship. During the internship, students maintain their connection with faculty members via meetings or campus seminars.

126 B. Education for the Future: Graduate and Professional Education

Technology Fellows Program: Academic students in art, dance, music, or theater who and Business. The Center for Entrepre- demonstrate their developing skills in gal- neurship at the Lundquist College of Busi- leries, schools, and communities around the ness, the School of Law, the Department of state. Another category could be described Physics, the Department of Chemistry, the as “direct service” in which graduate stu- university’s Office of Technology Transfer, dents in programs such as clinical psychol- and the Pacific Northwest National Labora- ogy, counseling psychology and human tory (PNNL) have partnered in a consortium services, marriage and family therapy, com- for entrepreneurship education and tech- munication disorders, or special education nology commercialization. The mission of work directly with clients in schools and this unique student internship program166 clinical settings. Finally, there are programs is to catalyze and accelerate the formation where graduate student and faculty research of new technology-based businesses. At the provides benefits to society. One example heart of the collaboration is the commitment of this is work done by students and fac- of the parties to provide graduate students ulty members from anthropology helping from these varied disciplines with relevant, local police in missing persons’ cases and live experiences in evaluating, structuring, consulting at the World Trade Center in financing, and planning high-technology the recovery of human remains. Another start-ups. Student teams assess the market example is the computer and information potential and financial value of intellectual science (CIS) department’s development property underlying disruptive proprietary of “CogLink” and “Eyedraw.” The former technologies where no comparables exist. is a system that helps people with signifi- This initiative is in its fifth year and thus cant cognitive impairments maximize their far close to sixty students have participated. independence and community integration. In 2005–6, the program attracted a pool of The latter, started in 2003, is the product more than thirty-five applicants, from which of a research project that enables users to nine were selected and named Technology draw pictures solely with the use of their Entrepreneur Program Fellows. eyes. EyeDraw is designed for children and teenagers with severe mobility impairments, B.4.c. Graduate Student Involvement and although other software exists for them to type and read, a drawing program is a novelty for these users. The newly developed graduate programs discussed earlier in this section provide considerable evidence that the UO is re- B.5. Challenges and Opportunities sponsive to the needs of communities and society as well as evolving academic disci- In Academic Programs and Assessment plines. In addition, departments responded to a question about the ways in which their • The UO lacks a centralized system for graduate programs engage students in activi- tracking our graduate students after they ties that serve the needs of society, either graduate. while in training at the UO or through the positions taken after graduation. Of the • The existing system of 400/500 level forty-four departments responding to this classes does not adequately serve our question,167 84 percent identified activities graduate students; we lack a sufficient that their students participated in while number of graduate-only courses. enrolled in school. • The current system for delivering One of the general categories of these activi- graduate-level training in applied sta- ties is related to “performances” such as the

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tistics is, for some programs, inefficient and inadequate.

• More teaching and research related to diversity is needed.

In Professional Development

• A more systematic approach to training graduate students in the responsible conduct of research and professional ethics is needed.

In Support for Graduate Programs

The many challenges we face in this area are addressed in III.C of this self-study.

128 C. Sustaining Education and Scholarship: Information Resources and Technology

C. Sustaining Education and extensive institutions in the United States Scholarship: Information and Canada that share similar research Resources and Technology missions, aspirations, and achievements. It is an important and distinctive association Information resources and technology play because of its membership and the nature of a central role in all aspects of the academy: the institutions represented. The University teaching and learning, research, adminis- of Oregon Libraries is small compared to tration, and service. Investments in both most ARL institutions, ranking 105th out of library resources and information technol- 123 members. ogy represent a significant commitment for any research university, and the University Compared to other ARL libraries, the UO of Oregon is no exception. In decades past, Libraries is also relatively centralized. The technology has allowed us to improve our main collection for humanities and social standard procedures and processes and to sciences is located in Knight Library. There increase efficiency. E-mail systems, online are four branch libraries on campus: Archi- library catalogs, electronic journals, student tecture and Allied Arts, Science, Mathemat- computer labs, course websites, presenta- ics, and Law. Organizationally, the Law tion software and equipment, and enter- Library is part of the library system. There prise-wide management systems are classic are also two off-campus branch libraries: examples of technology-assisted functions. the Portland Architecture Library in the The University of Oregon has invested ap- Portland Center, and the Loyd and Doro- propriately in all these technologies and in thy Rippey Library at the Oregon Institute building the network infrastructure that is of Marine Biology Library in Charleston, necessary to support these activities. Like Oregon. In addition to the traditional collec- most research universities, we are also be- tions and services, the UO Libraries pro- ginning to see new applications emerge that vides a full range of media-related services may have a more profound impact on higher including support for campus classroom education. Looking toward the future, tech- technology, video production services, nology will likely create new opportunities broadcasting and teleconferencing capa- for scholarly collaboration, new pedagogi- bilities, and streaming media. The library cal approaches in the classroom, and better also includes the Center for Educational methods for managing and accessing an Technology (CET), which provides assis- explosion of information. tance and referrals for educational technology training, support, and production. The C.1. Background CET’s professional staff offers training, consulting, and project management as needed Information resources and technology at the related to Blackboard™ (course management University of Oregon are provided through system), graphics and digital images, digital the University of Oregon Libraries and video and audio, instructional design, and through the University of Oregon’s Informa- web design and development. tion Services. In addition to the ARL, the university is a member of the Greater Western Library Al- C.1.a. The University of Oregon Libraries liance, the Orbis-Cascade Consortium, the Pacific-Rim Digital Library Association, the The UO Libraries is a member of the Northwest Digital Archives, and various Association of Research Libraries (ARL). other collaborative efforts to improve access ARL is a nonprofit organization of 123 re- to print and digital information. search libraries at comprehensive, research-

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C.1.b. Information Services has been made to improve communication among the various units and staff mem- Information Services (IS) reports to the bers responsible for managing information university’s chief information officer (CIO), technology. Under the leadership of the who in turn reports directly to the provost. new CIO, the campus is also beginning the Information Services provides a full range of process of a strategic vision and plan for the information technology support for the cam- structure, governance, and direction of campus community, including administrative pus IT. We are taking these steps to reduce systems, networking, telecommunications, the cost of our IT infrastructure and services and the central help desk. Administrative by operating in a more coordinated and ef- systems provide support for enterprise-wide ficient manner. student, financial aid, human resources, and financial systems along with a data ware- The university is a member of several na- house. This unit also supports customized tional and international groups and main- applications for administrative units in- tains active involvement in information cluding University Housing and University exchanges, conference attendance, and joint Health. Networking and Telecommunica- projects with other universities. Specifically, tions provides enterprise-wide support for Information Services maintains membership the entire campus network infrastructure, in EDUCAUSE, The EDUCAUSE Center for full campus wireless connectivity, and tele- Applied Research, Internet2, the Associa- phone and voicemail services. The central tion of Pacific Rim Universities APRUNet help desk provides desktop support for initiative, The Quilt, the Northwest Aca- students and faculty members, including demic Computing Consortium, Net@EDU, distribution of a site-licensed operating sys- and many other organizations. Information tem and virus protection software as well as Services staff members are frequent present- hardware repair services. In addition to the ers at regional and national conferences and services focused on supporting the technol- are often asked to provide leadership for ogy needs of the university, the Network for major information technology initiatives. Education and Research in Oregon (NERO) also reports to the university chief infor- C.1.c. Continuous Improvements and mation officer, who reports to the Oregon Infrastructure Investments University System chancellor’s office for this function. NERO provides Internet ser- There are several committees and user vice to all public higher education institu- groups on campus that work closely with tions, most public K–12 schools, and many the UO Libraries and Information Services city and county governments, as well as the in shaping the future of information re- state government. Information Services also sources and technology. The University operates the Oregon Gigapop that provides Library Committee, the Strategic IT Issues Internet2 services to all research-intensive Group, the Banner Coordinating Group, the public higher education institutions in the Blackboard Advisory Group, the Educa- state. tional Technology Steering Committee, and the Departmental Computing Group provide In addition to these central services, IS avenues for faculty and staff members and provides coordination and consultation for students to influence policies, procedures, all units on campus in the use of technol- and services. In addition to these groups, ogy. Beyond the core infrastructure services the core administrative groups and key cur- mentioned above, the campus is decentral- riculum planning groups have representa- ized with respect to technology deployment tion from the UO Libraries and Information and management. Very recently, more effort Services. For example, an associate univer-

130 C. Sustaining Education and Scholarship: Information Resources and Technology sity librarian serves on the Undergraduate C.2. Meeting Student Needs Council and the Graduate Council. The dean of libraries serves on the Deans’ Work- Are we prepared to support the information ing Group, and the CIO is a member of the needs and expectations of students on and newly formed Associate Provosts Council. off campus? Compared to previous genera- Both administrators serve on the campus tions, and even compared to a decade ago Leadership Council. when the last accreditation was completed, today’s students have very different use With respect to information technology, the patterns and expectations regarding infor- University of Oregon has made significant mation. Many students are technologically investments in campus infrastructure since competent, have many more choices of 1994. Many of these investments are de- information sources, and expect to be able scribed in detail in the sections that follow. to find information easily and immediately. Funds collected through the educational The university has invested heavily in technology fee have been heavily directed digital content and in the necessary techno- toward building that basic infrastructure logical infrastructure and tools to provide including Ethernet and wireless network adequate access to the current range of in- access, modem pools, the Blackboard formation. However, the explosion of infor- course management system, user support, mation, in terms of both content and format, and student labs. More recently, significant presents many challenges for the academy investments have been made in classroom in meeting the expectations of students and technology; faculty support through central in helping students navigate a more com- services such as the CET; wireless laptop plex information landscape. classrooms; and an increase in dedicated FTE in network security, streaming video, The institution’s core collection and related and significant increases in transit band- information resources are sufficient to sup- width and in overall connectivity to the port the curriculum. The UO Libraries con- global Internet through our membership tinues to invest heavily in its collections. in Internet2. Many of the obstacles that The total materials budget is approximately preclude a wider use of more technolo- $5,000,000. Combined with easy document gies, such as the lack of faculty support for delivery and interlibrary loan options, stu- instruction, are gradually being addressed dents have access to a wide range of print by more investments in faculty training. and electronic resources. Subject specialists More tools are available to faculty mem- in the library work closely with the aca- bers. There is better centralized support on demic departments in selecting materials campus through the Center for Educational and providing resources that support the Technology and the Teaching Effectiveness curriculum. Program, which focus on using technology to achieve pedagogical outcomes; and there UO students continue to make heavy use of has been improved support for individual information resources that are either pur- faculty members through cash or time chased or licensed through the UO Librar- release awards from the Educational Tech- ies, with annual total circulation of print nology Steering Committee and through sources exceeding 300,000 and nearly 2.6 workshops sponsored by Academic Affairs million uses of licensed online resources. that focus on effective use of information While use of print content has declined technology in teaching. gradually since the emergence of the web, the availability and use of electronic databases and journals have increased dramatically, and that increase more than makes up

131 Part II: educating the generations for the decline in use of printed resources. also help students to work independently Even with the ubiquity of the web, however, and effectively. students still make use of traditional printed materials. After four years in the undergrad- The library’s online resources are available uate program, 88 percent of students have to students from any location. Access from checked out print resources from the librar- off-campus currently requires a password to ies’ collections. Given the heavy preference authenticate, but the campus is working on for electronic information, this figure is a an LDAP directory, which should provide positive indicator that many students are easier and more differentiated access to re- still focused on the quality and relevance of sources in the future. In addition to making the content, regardless of the format. content available remotely, the UO Libraries also has pushed some of its services onto C.2.a. Barrier-Free Access the network. These services include direct online requests from users for materials not Convenience and immediate access are two owned by the library (which has greatly en- themes that resonate with today’s students. hanced delivery time), and online reference Even the most innocuous rule or limitation services using freely available and widely can be seen as a barrier and push busy stu- adopted instant messaging protocols. This dents in a different direction. Barriers to ac- year, the UO Libraries launched the UO 170 cess can often result in poor choices, or the Channel, which provides streaming video reliance on information that is most readily and podcasting for programs and events that available, even though it may not be the have taken place on campus. The mission most pertinent or authoritative. To address of the UO Channel is to reflect the quality, this expectation of convenience, the UO Li- creativity, and diversity of academic and braries has identified three top strategic di- cultural life at the University of Oregon. rections168 for the next few planning cycles, Featured programs include lectures, inter- including “the delivery of barrier-free access views, performances, symposia, and docu- to global information resources that meet or mentary productions. Services such as the exceed users’ needs and expectations.” The UO Channel give students more opportuni- library’s planning process is grounded in ties to participate in the university’s rich these strategic directions. The 2005–7 plan- extracurricular events. It also gives viewers ning cycle169 includes several initiatives that from outside the university an opportunity improve access to information and address to view the events from remote locations. the changing expectations of students. One of these is to improve document delivery The University of Oregon is committed to options on campus and to revise many of providing access to technology for students the existing circulation policies to remove with disabilities. The Technology Access 171 unnecessary restrictions and to make infor- Program is dedicated to promoting inde- mation more accessible. Another is to con- pendence through technology for Univer- vert many analog resources, such as images sity of Oregon students with disabilities. and audio, into digital format. A third is to The purpose of the program is to provide implement a metasearch tool that allows adaptive access to electronic technology students to search across several databases. that has become a fundamental element of These efforts will improve the convenience student life. The Adaptive Technology Lab, factor for students on campus and will located in Knight Library, provides a suite increase the availability of resources to of specialized software including JAWS, students in remote locations. By eliminat- ZoomText, and Dragon NaturallySpeaking. ing some of the complexity often associated The Adaptive Technology access adviser is with large research libraries, these efforts responsible for issues relating to students

132 C. Sustaining Education and Scholarship: Information Resources and Technology with disabilities and their access to technol- more collaborative work spaces, more high- ogy at the University of Oregon. end software and production capabilities integrated with the services and the resources. C.2.b. Facilities and Services To that end, the UO Libraries is designing a new Learning Commons on the main floor of Knight Library. The Learning Commons The University’s library facilities are rela- combines the research and instructional ex- tively new and function well in today’s pertise of reference librarians with technol- networked environment. They clearly are ogy-enhanced study and social spaces that seen by many students as the intellectual facilitate student learning, integrate library center of the campus and are used very support services, and provide opportunities heavily throughout the academic year. Ap- for other campus units such as Academic proximately 6,000 people use the library’s Learning Services to work with students in facilities each day. The UO Libraries has a central and highly visible location. The extended its services to 24/7 during exam library’s popular laptop checkout program periods, which has proven to be extremely for students will be expanded and incorpo- helpful. The students now consider extend- rated into the Learning Commons. ed hours a core service. Both the UO Libraries and Information Ser- The UO Libraries has participated twice in vices provide several computer labs on cam- the ARL’s assessment tool, LibQUAL+TM 172 pus174 designed for student use. These labs that is a suite of services libraries use to include a range of software and are used solicit, track, understand, and act upon very heavily throughout the year. It is often users’ opinions of service quality. The as- the case that students will be waiting in line sessment uses gap analysis to measure the for a workstation, particularly in Knight difference between minimal, perceived, Library and McKenzie Lab. There is no ac- and desired levels of service. In general, the curate data on the number of students who undergraduate students ranked the UO Li- bring their own computer to campus, since braries positively, with the strongest scores it is not yet a requirement in all schools dealing with questions on library facilities. and colleges. However, evidence from other Undergraduate students were more criti- universities suggests that it is certainly the cal of the library’s website (which has just majority of students. Nevertheless, students been redesigned as a result of this feedback), still make heavy use of these public facili- and the availability of electronic informa- ties, possibly because of the convenience, tion. The full results and analysis of the the software available, and the draw of the LibQUAL+TM assessment are available on more social setting that these labs provide. Scholars’ Bank.173 Looking at responses from In addition to these open, general labs, the undergraduate students, the UO Libraries schools and colleges also provide computer scored higher than the ARL average in all facilities that are more specialized for stu- questions except one (employees who are dents in specific disciplines. For example, consistently courteous). There are several the School of Music and Dance houses the actions planned to address this particular Kammerer Microcomputer Lab. This lab result, including more extended orienta- features software and equipment for music tion for student assistants and having fewer notation and computer-assisted instruction students work more hours. in music theory and aural skills. The School of Architecture and Allied Arts provides Today’s students have different social and students with the equipment and software study preferences that require new invest- to work in animation, multimedia, graphics, ments in the library infrastructure, e.g., and computer-aided design.

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Box C1. Recent Highlights from Box C2. Use of the UO Channel the UO Channel Month – Year Unique visitors Lee Hong-Koo, former prime minis- March 2006 2,084 ter of South Korea, on the Emerging April 2006 9,178 Asian-Pacific Community and the May 2006 7,295 American Role June 2006 6,603 July 2006 4,081 Film director David Lynch on Con- August 2006 6,291 sciousness, Creativity, and the Brain September 2006 6,995

Richard Thompson Ford, the George Osborne Professor of Law at Stanford use violations, viruses, and information on Law School, on his book Racial Cul- site-licensed software. Information Services ture: A Critique. also operates a hardware repair service for laptop and desktop computer systems.

The university has taken aggressive steps Campus classrooms are obviously a core to provide a comprehensive networked infrastructure supporting the teaching and environment. Central funding for network learning mission of the university. Since the services has meant that students do not last accreditation self-study, the University have to constrain their use of network con- of Oregon has invested heavily (in terms of nections because of monthly usage charges. resources, technology, and organization) in As a result, all buildings are networked and campus classrooms. The key challenges for additional connections are added when any large campus are adequate coordination required. Likewise, the campus enjoys wire- among the various stakeholders, efficient less access in all spaces used in the aca- utilization of resources, adequate support, demic program, as well as spaces commonly and sufficient flexibility and availability to used by students including many outdoor support a variety of teaching needs. quads. (Some specific areas, particularly offices, may have weak signals, and these The Classroom Committee meets regularly are being addressed as soon as the problems under the leadership of the vice provost for are reported.) With ongoing funding by the academic affairs to provide coordination educational technology fund, wireless ac- and general oversight of classrooms on cam- cess points are upgraded on a regular basis pus. Key stakeholders include the faculty, to take advantage of new standards for con- the Registrar’s Office, the UO Libraries’ Me- nectivity and security. dia Services, and Facilities Services. Gen- eral pool and departmental joint-controlled All students are provided with an e-mail classrooms are managed by the Office of the account. The UO Web mail service provides Registrar. There are 107 general pool class- secure access and has recently been rede- rooms and twenty-nine jointly controlled signed with a new, user-friendly interface classrooms ranging in size from fewer than similar to popular commercial products, twenty to 500 seats. A majority of the class- e.g., Gmail. In addition to an e-mail account, rooms range in size from 30 to 39 and 40 to Information Services provides a central 49 seats. Most departmental classrooms are help desk as well as online assistance for used to schedule small seminars and dis- troubleshooting many routine problems, e- cussion sections. In general, the number of mail issues, password problems, acceptable

134 C. Sustaining Education and Scholarship: Information Resources and Technology classrooms meets the institutional teaching presentation equipment appropriate for the needs. size and use of the room.

Several recent efforts have resulted in signif- To improve service, in 2006 the UO Librar- icant improvements in classroom availabil- ies’ Media Services participated in several ity, technology, coordination, and support. conversations with faculty members on During a period when the Lundquist College campus to identify needed improvements in of Business was under renovation and tem- classroom facilities and support. In vari- porarily unavailable, the campus devised a ous meetings, e.g., Undergraduate Council scheduling protocol to optimize the use of and the Ed Tech survey mentioned in this the remaining classrooms across campus. section, faculty members expressed concern The teaching day was extended into several about the overall condition of classrooms time zones, with a recommended distri- and saw the need for basic infrastructure bution of classes across those time zones. such as blackboards, sufficient chalk, white- Upon completion of that building project, boards, improved lighting, and improved an additional 600 teaching spaces and addi- emergency response to equipment break- tional large classrooms were available. The downs. Several changes were made as a scheduling protocols175 remain in effect and result of those discussions, including clear have effectively spread the teaching day, instructions for communicating problems, improved student options, and standardized enhanced training for faculty members us- class beginning and ending times. ing the classroom technology, and an investment in mobile equipment to respond to The number of general classrooms has also emergencies. An assessment of both the new been supplemented through the planning technology and the improved services is efforts of the residence halls. The Living- planned for 2007. Learning Center, which opened in fall 2006, includes three new, well-designed and fully One of the remaining challenges is the de- equipped classrooms. The International sign and flexibility of campus classrooms. House also was renovated over the summer Most of the rooms function to support one to include two classrooms where several primary style of teaching, i.e., faculty lec- foreign language and international studies ture. In spite of recent investments by the classes are held. Classroom Committee and the Educational Technology Steering Committee, many In addition to the number of classrooms and teaching spaces remain cramped and inflex- their effective utilization, another challenge ible. These physical limitations can be a has been to renovate and equip classrooms barrier to adoption of pedagogical methods with appropriate technology to meet today’s such as active learning. teaching needs. The Classroom Committee has undertaken the task of trying to renovate C.2.c. Staffing Issues one small and one large teaching space each year in addition to the remodeling that oc- Both the UO Libraries and Information curs as part of a major building renovation Services have staff members with strong project. In FY06, the Educational Technol- expertise in all areas related to informa- ogy Steering Committee recommended tion resources and technology. The uni- that a significant allocation, approximately versity has been able to recruit and retrain $300,000, be earmarked to improving class- exceptional people. Our status as an AAU, room technology. As a result of this special ARL, and Internet2 institution, as well effort, sixty additional classrooms were as our very livable community, attracts upgraded over the summer with standard many highly qualified candidates for most

135 Part II: educating the generations searches. Faculty members in both the UO erenced above. Data for comparisons on Libraries and Information Services have staffing were taken from the EDUCAUSE played leadership roles in state, national, Core Data Survey, a comprehensive study and international organizations including and analysis that is refreshed each year. the Oregon Library Association, American The review found that the UO ranked at the Library Association, EDUCAUSE, Internet2, bottom (or near the bottom) on every mea- the International Federation of Library As- sure that included staffing levels or expen- sociations, OCLC, the Library of Congress, ditures. Specifically, the UO was last in the and the Scholarly Publishing and Academic group with regard to central funding for IT, Resources Coalition. central IT personnel compensation, central IT FTE count, and number of FTE students Effective use of information resources and supported by each IT staff member. The UO technology depends upon adequate support, was second to last in central IT funding per particularly in the number of skilled profes- student FTE and decentralized IT personnel sionals available to work with students and count. faculty members. Staff members in both the UO Libraries and Information Services are Some of the impact of these staffing levels able to provide the core services expected on the effective use of information resources by students and many faculty members; and technology can be seen through recent however, staffing levels in both the central surveys. For example, in the LibQUAL+ gap services (UO Libraries, Information Servic- analysis survey on library service quality, es) and in IT support in the various schools the UO Libraries scored lower on ques- and colleges are below the levels of our peer tions related to “employees who have the institutions. For example, using data col- knowledge to answer user questions” and lected from twelve peer institutions, the UO “dependability in handling users’ service Libraries has significantly fewer librarians problems.” The UO Libraries scored high on per student FTE. The professional and sup- questions related to affect and service ethic, port staff within the library is at 76 percent but it is clear that the lack of adequately of the mean after adjusting for enrollment skilled professionals has had an impact on and special services offered through the UO the effective use of resources. To compen- Libraries, e.g., campus classroom support. sate for lower staffing levels, the UO Librar- The UO Libraries peer group includes the ies relies more heavily on student assistants. eight institutions identified by the Oregon Student staff per 1,000 students FTE is 124 University System (OUS) as the UO’s com- percent of the mean of our comparators. To parator institutions: Indiana University help manage costs, the UO Libraries has be- at Bloomington, University of California come almost entirely dependent on students at Santa Barbara, University of Colorado, who are eligible for College Work Study University of Iowa, University of Michigan, allocations. These allocations have been University of North Carolina, University reduced significantly in recent years, which of Virginia, and University of Washington. means that the library is hiring more and In addition to these eight, the UO Librar- more students who are only able to work ies included four institutions from the “A” between five and seven hours per week. list maintained by the College of Arts and Needless to say, the large numbers of rela- Sciences (CAS): Maryland, Massachusetts, tively inexperienced employees with lim- Pittsburgh, and Wisconsin. ited training, combined with the increasing complexity of the information landscape, is Staffing levels for information technology a threat to quality service. support were compared to staffing levels at the same set of OUS-defined peers ref-

136 C. Sustaining Education and Scholarship: Information Resources and Technology

C.3. Supporting Teaching and are still part of the instructional program, Learning the emphasis today is on the evaluation and appropriate use of information. Does the university have the information resources, personnel, and technological The library’s Assessment Team (formed in infrastructure to support the teaching and 2004) has conducted several general sur- learning mission of the campus? Both the veys on library services and use, but be- UO Libraries and Information Services yond course evaluations and a few general provide facilities, services, and person- questions on the LibQUAL+ study, there nel to support teaching and learning. The is no large-scale assessment effort focused UO Libraries has made teaching a primary on the library’s instructional program. The focus and reorganized in 2002 to maximize UO Libraries participated in a beta test of integration of library reference and instruc- ETS’s ICT Literacy Assessment176 program, tional services with educational technology which remains under consideration. Feed- support. back from the LibQUAL+ study indicated a high level of satisfaction with the library’s C.3.a. Information Technology and Literacy instruction program. The responses to two Curriculum for Students questions—teaching one how to locate, evaluate, and use information, and instruction In addition to providing support services for in library use, when needed—show that the the academic departments, the UO Libraries perceived service level is very close to the offers its own curriculum (both credit and desired level, and well above the minimum noncredit) related to the use of informa- acceptable level. Although the participation tion technology and information literacy. and general feedback are positive, the goals In FY05, more than 11,000 students par- of information literacy remain challenging, ticipated in the program, which includes and the methods typically used, e.g., credit open workshops, credit classes, presenta- courses on the effective use of libraries, do tions targeted to certain course needs, and not always scale well. More integration is library components integrated into the still needed between our information re- first-year programs. Since 1997 (the year we sources and other heavily used tools and began collecting this data in a reliable way), services that constitute the educational the number of student participants in the experience, e.g., Blackboard. One new and library’s program has doubled. In addition promising strategy has involved a close col- to the library curriculum, several librarians laboration between the UO Libraries and the teach or co-teach courses related to infor- Freshman Interest Groups (FIGs). The focus mation resources and research methods in of this effort is centered around the design various schools and departments, e.g., Clark of relevant and effective assignments that Honors College, music, history, English, and help students understand basic research education. processes, including the evaluation of information resources. Over the past decade, the focus of the library’s teaching program has shifted. C.3.b. Course and Faculty Support Before the ubiquity of web resources, the program focused on how to find information Many of the instructional support pro- using traditional sources. From the mid to grams provided by the UO Libraries and late 1990s, the program emphasized the me- by Information Services are funded by the chanics of searching and included practical educational technology fee (currently set at workshops on creating websites and pro- $90 per student per term). Those services ducing digital content. Although these skills include the course management system

137 Part II: educating the generations

(BlackboardTM), the Center for Educational tegrated into the course management system Technology, classroom technology for the or separate (for example, externally hosted campus, microcomputer support services, blogs, wikis, or collaborative information and streaming media, among others. The tagging). Use of online assessment tools and library’s Center for Educational Technol- of “learning objects” that provide online ac- ogy177 was established in 2004 with the tive learning experiences for students have mission to promote active learning through been more limited. effective and innovative uses of technology. The department was formed by merging the Faculty training and support. In addition to Faculty Instructional Technology Training basic Blackboard™ support, the CET has (FITT) Center, Interactive Media Group-New collaborated with Academic Affairs and Media Center, and the BlackboardTM support the Teaching Effectiveness Program178 to function into an integrated service depart- develop and offer in-depth summer training ment. CET has a small staff of faculty mem- programs for faculty members that address bers and professionals plus several highly specific training needs. Of particular note trained students. Together, these individuals is the annual “Hybrid Course Redesign” offer faculty member training, consulting, workshop. Over the past two years, this access to instructional technology tools, workshop has provided extensive support and project management as needed to ad- for twenty faculty members to redesign their dress instructional goals. Areas of expertise courses in a blended or hybrid format. include BlackboardTM services, graphics and digital images, digital video and audio, The CET also provides individual consul- scanning, instructional design, and interac- tation for faculty members wanting to use tive media design and development. new technologies in their courses. Usage of drop-in consulting has been near capac- Course management. Some of the CET’s ser- ity, but support appears to be adequate to vices are extremely heavily used. For exam- meet existing demand. Users of the student- ple, the BlackboardTM course management staffed consulting services frequently ex- system (provided by CET with technical press enthusiasm for the quality of service. support from Information Services) is used This past year, the center began offering by more than 3,500 courses per year and “office calls,” so that faculty members can is generally regarded as a key instructional learn how certain programs will function on service. The consistent annual growth in us- their own equipment. age—more than 50 percent per year for the past five years—reflects the popularity of Providing production and project manage- the service. Although BlackboardTM staffing ment support for higher-end instructional is adequate to provide a production-quality projects has presented some challenges. For service, CET has not had the staffing levels example, CET has only one person with to provide intensive instruction for faculty a strong instructional design and project members on using the more advanced fea- management background. To date, the CET tures. As a consequence, some of these more has been able to keep up with most of the advanced features are not used as heavily as demand, but as more faculty members be- they might be if more training were avail- come interested in redesigning their courses able. Overall, faculty members have found to make heavier use of information technol- it valuable to use the course management ogy, resources will need to be added. At system to post course materials such as present, the primary constraint on the CET’s handouts, lecture notes, and grades. Some ability to provide these higher-end services instructors use computer-mediated commu- has been in the area of infrastructure. For nications and collaboration tools, either in- example, although the CET has expertise in

138 C. Sustaining Education and Scholarship: Information Resources and Technology developing database-driven instructional are being placed across campus to improve websites, the university does not provide response time for trouble calls. any central hosting support for such websites. As a result, opportunities to develop In addition to supporting central services significant instructional applications have provided by the UO Libraries and Informa- been limited. Some of the most successful tion Services, the educational technology projects have been funded by extramural fee has been used to support individual grants, which have allowed the CET to hire faculty members who are interested in additional support and to create the neces- redesigning their courses to incorporate sary infrastructure at the departmental level technology. There are various programs at for long-term maintenance and delivery of the university level to encourage and sup- the application. The faculty members who port faculty members in their use of infor- have used these applications report very mation technology. The Office of Academic high satisfaction with the service the CET Affairs sponsors summer workshops as well has offered. as a Faculty IT Resident Fellowship Award. The Teaching Effectiveness Program and the The library’s Media Services179 offers sev- Center for Educational Technology team up eral services in support of the teaching and to offer these and other workshops through- learning mission of the university. Core out the year. The Educational Technology services include on-call support for UO Steering Committee (ETSC) has issued an classroom presentation systems, technol- RFP for the past few years for faculty mem- ogy training for instructors, equipment for bers to apply for special grants that will checkout by students and faculty members, enable them to make better use of technol- videoconferencing and distance educa- ogy in the classroom. Between ten and tion facilities, and broadcast-quality video fifteen awards have been given each year production and distribution. Media Services the awards were issued. Beyond the faculty staff members also serve as the UO’s cen- member’s report on the results of using tech- tral source for design of teaching and event nology in a particular course, there has been facilities; specification, acquisition, and no thorough assessment of the learning out- installation of media equipment; and grant comes. One of the ETSC’s goals is to focus proposal and budget development for spon- more on assessment in the near future, al- sored projects with media components. though actually measuring the full impact of technology on learning has been a challenge All faculty members who are scheduled to for many campuses. The ETSC also has use a heavily equipped classroom are indi- recommended that the campus construct an vidually contacted by Media Services staff annual award to recognize faculty members’ members and offered training and instruc- innovative use of information technology in tion on using the technology. In addition to teaching, but that recommendation has not in-person training sessions, online tutorials been acted upon. are available via streaming video. Students who are trained to use the classroom equip- Several individual faculty members, partic- ment also can be assigned to a class to help ularly in AAA, the Yamada Language Lab, resolve technical difficulties. Contact infor- history, physics, geography, and education, mation is available in all the classrooms, have received funding to support experi- and most of the larger classrooms have ments in the use of interactive technologies “hotlines” that can be used to contact Media and which have proven to be effective in Services in case of a technical failure. This teaching languages, design and drawing, summer, carts of replacement equipment historical events and timelines, GIS, and more. Many of the more effective uses of

139 Part II: educating the generations

IT in teaching are a product of significant than anecdotal) that is currently available. investment, usually over the course of sev- The majority of faculty respondents express eral years. Faculty members who have been the belief that educational technology has most successful have received multi-year potential for enhancing the undergraduate awards and significant support in terms of learning experience (88 percent agree, 4 training and website development. A legiti- percent disagree). Also, the vast majority of mate concern is how well this model scales. respondents are aware of colleagues at the UO or elsewhere who make effective use In 2005, the campus restructured the use of of educational technology in their under- educational technology resources around graduate education (89 percent agree, 2 several strategic initiatives. One of those percent disagree). The examples, however, initiatives was to invest more in classroom refer primarily to basic technologies, which technology. Another was to encourage a few are used frequently by a majority of faculty large-scale proposals, which anchor instruc- respondents (66 percent use a computer tional technology within the context of an in the classroom, 62 percent use a data or academic program. Several strong propos- video projector, 51 percent use PowerPoint). als were received and funded at significant BlackboardTM is heavily used by faculty levels, but it is too early to assess whether members in all disciplines, although it is this approach will result in a greater impact used primarily as a communication and on teaching and learning. administrative tool.

C.3.c. Faculty Use of Technology In the same survey, the majority of instructors report that their assigned classrooms As documented in many articles in publica- are properly equipped (68 percent agree, tions such as EDUCAUSE Quarterly, most of 8 percent neutral, 17 percent disagree). As higher education has seen modest change in part of a strategic restructuring of the edu- teaching-learning effectiveness as a result of cational technology funds collected through technology. The experience on this campus the student fee, a significant portion has supports this conclusion. While PowerPoint been earmarked for classroom technology, presentations and courseware systems such and those improvements are happening this as BlackboardTM are prevalent, other tech- summer. It is expected that this approval nology-enhanced methods such as hybrid rate will improve after that investment. courses, video-on-demand, podcasting, and However, faculty members have expressed collaborative online learning have not been a higher level of dissatisfaction with the widely adopted. Although these tools can physical aspects of many older campus be used effectively for on-campus instruc- classrooms, e.g., classroom lighting, fur- tion, the fact that the university is primarily nishings, and so forth. Many of our teach- a residential campus (with relatively few ing spaces remain cramped and inflexible. distance education programs) may explain These physical limitations do not easily why some of these tools have not been heav- accommodate different learning modalities. ily used to date. Some survey respondents expressed con- In the spring of 2006, the Educational Tech- cerns about education technologies such as nology Steering Committee conducted a online archives of lectures, online quizzes, survey of all faculty members and GTFs on and wireless capabilities in the classroom. their use of educational technologies. Al- Also, based on the survey conducted in though the response rate (slightly less than the spring of 2006, it is apparent that some 10 percent) calls into question the reliability faculty members worry about technology of the data, it is the only feedback (other being a distraction in the classroom. Open-

140 C. Sustaining Education and Scholarship: Information Resources and Technology entry comments suggest that concerns about the physical sciences, art and architectural academic integrity may underlie resistance history, Russian languages and literature, to adopting these technologies. Most survey music (particularly sound recordings), and respondents believe strongly that the appro- women’s studies and gender issues. Emerg- priateness of technology depends upon the ing areas of strength include environmental discipline as well as the course. studies, Latin American studies, ethnic studies, marketing, psychology and cogni- In preparation for this self-study, academic tive sciences, digital media, and GIS. units were asked about their use of technology in teaching. The responses received The university has consistently earmarked mirror the results of the survey mentioned a significant percentage of the Education above. Faculty members find discussion and General (E and G) budget for libraries groups and listservs to be effective ways of and information resources. That percentage extending faculty-student communication. has remained close to 5 percent for the last PowerPointTM and BlackboardTM are also decade. However, even though the universi- seen as effective classroom tools. In general, ty’s contribution as a percentage of the based on the responses, more advanced E and G budget is substantial, the library’s technologies such as videoconferencing, key indicators compared to peer institu- video-on-demand, and podcasting are tions are consistently below the mean. seldom used in classroom instruction. The The library’s resources budget is currently faculty members who seem open to these $5,000,000 per year. Compared to our peer more advanced technologies are also con- institutions, library expenditures (normal- cerned about the availability of adequate ized for enrollment) are 84 percent of the support and the time it takes to use technol- mean. While this figure is lower than it ogy effectively. should be, the UO Libraries has tried to manage its budget in ways that protect C.4. SUPPORT FOR RESEARCH resource expenditures as much as possible. One of the major challenges facing the UO Are we fully prepared to meet the current is the number of degree programs coupled and emerging research needs of scholars? with a relatively small enrollment, i.e., 20,000. This condition puts pressure on the UO Libraries to build and diversify its C.4.a. Library Collections collections without a large resource base to support it. Another factor is the nature In general, scholars measure the strength of the curriculum and research interests of of a library first in terms of its collections, the faculty. While the University of Oregon rather than its facilities and services. The campus does not include engineering or UO Libraries includes 2.6 million volumes, many health-related degrees, the natural 15,000 journal subscriptions (including e- sciences are a large and prominent feature journals), and a wide range of electronic da- of the university, and these disciplines cost tabases. The UO’s collection has many areas considerably more to support due to signifi- of prominence, including East Asian vernac- cant journal costs. ular materials; aerial photographs (one of the largest depositories in the U.S.); twenti- For the past decade, annual budget increas- eth-century political, economic, and labor es for library materials have been 3 percent history; medieval studies; and a wealth or less. However, since 1990, journal sub- of primary source material on the history scription prices have increased an aver- of Oregon and the Pacific Northwest. Ex- age of 8–10 percent each year. Book prices amples of general areas of strength include have increased 2–3 percent. Since 70–80

141 Part II: educating the generations percent of the library’s budget is spent on and outside of the United States. The UO journal literature, the inflation factors have Libraries has also joined several consortial been considerable. In addition to inflation, programs, e.g., RAPID,180 which is an at- the availability of electronic resources has tempt to expedite the resource sharing pro- exacerbated the cost problem. Some pub- cess and provide more desktop delivery of lishers have insisted that a library retain a content. It is important to acknowledge that print subscription in order to receive the effective resource sharing is highly recipro- electronic version; both copies could cost cal. The UO Libraries is able to rely on other between 10 and 20 percent over the print partners because we place a high priority on cost. Other publishers insist that libraries lending our resources to users outside the purchase a bundled product in order to get institution when they are needed. the electronic copy. Consequently, the UO Libraries is being pressured to buy extrane- The UO’s membership in the Orbis-Cascade ous content to get a key resource, and this Alliance181 has been a huge benefit to both has forced us to cancel content that is less students and researchers. The Orbis-Cas- aligned with the current research needs of cade Alliance is a consortium of academic scholars. institutions in Oregon and Washington. (The UO played a lead role in establishing the Since 1992–93, the University of Oregon consortium and currently serves as the fiscal has cut $1,500,000 in serial subscriptions, and legal agent.) The mission of the alliance or approximately 3,500 titles. This reduc- is to enhance library services, share infor- tion is twice the rate of attrition of other mation resources and expertise, enrich and ARL libraries. At the same time, the UO’s preserve library collections, and develop journal expenditures have increased 44 library staff members to meet the challenges percent. The decrease in serial subscriptions of a rapidly changing information environ- has been a major reason why the UO has ment. The alliance includes thirty-three dropped precipitously in the ARL index. institutions. Members include public and private universities, private colleges, and C.4.b. Resource Sharing community colleges. The cornerstone of services is the union catalog, which combines One area where the University of Oregon all holdings of the thirty-three members. stands out compared to our peers is in Faculty members and students at any one resource sharing. Among the ARL libraries, of the member institutions can easily search the UO ranks eighth overall in our requests the union catalog and electronically request from other institutions and eleventh overall any item from a collection that now exceeds in what we loan to other institutions. Again, 27 million items. A courier service delivers this is a reflection of the overall demand for material within forty-eight hours. At peak information resources by our students and times there are more than 1,300 loans a day faculty members, but it is also a reflection on the system. For FY05, the University of of the high priority the UO Libraries places Oregon was the largest provider of materi- on convenient access and efficient service. als in the Orbis-Cascade Alliance system as The University of Oregon has not had the well as the heaviest borrower. These fig- resources to invest heavily in building a ures indicate that UO students and faculty rich and diversified research collection to members are very heavy library users, our meet all the needs of our scholars. As an resources serve as an important contribu- alternative, we have invested significantly tion to the region, and our resource sharing in providing efficient document delivery systems are highly efficient. The alliance programs and establishing resource sharing system has helped to mitigate some of the agreements with other universities within local deficiencies in the UO collections. But

142 C. Sustaining Education and Scholarship: Information Resources and Technology to date, it functions only for monographs. Books Online. These three collections are The UO will be experimenting with a simi- part of a core research library system, but lar system for journal articles in 2007 along the UO Libraries was able to purchase them with ten other ARL libraries. only after a protracted period of negotiation and assembling funds from different sources The heavy use of resource sharing also indi- across the campus. Many new faculty mem- cates that there is a significant gap between bers come to the UO from larger research what our scholars need and what we have institutions and are used to having these in the collections (either print or electronic). resources available. In the survey done of In the LibQUAL+TM 182 assessment, three of departments, some faculty members report- the five lowest scores related to the collec- ed that they have used their alumni status tions: “electronic resources I need,” “print- at those larger universities to gain access to ed library materials I need for my work,” key databases. and “print or electronic journal collections I require for my work.” The last category was C.4.c. Emerging Needs the only one where the UO Libraries failed to meet minimum expectations of schol- New faculty members and new frontiers. The ars. (One could argue that this question is emerging needs of university scholars pres- also the most important, from a scholar’s ent another set of challenges. Start-up pack- perspective.) ages for new faculty members are geared heavily toward laboratory equipment, facili- The responses to the survey questions that ties, and salary support. Very few faculty were sent to the academic departments in members use their start-up packages for preparation for this self-study verify the purchasing information resources. As new findings in the LibQUAL+ assessment. programs and faculty interests emerge, the Faculty members across most disciplines UO Libraries has tried to earmark unrestrict- expressed a need for more journal subscrip- ed gifts to address resource needs. Tradi- tions and digital media. While many com- tional disciplines and degrees have been at ments were complimentary of the library’s the core of the University of Oregon’s cur- ability to stretch its resources, several fac- riculum. However, as new interdisciplinary ulty members expressed frustration with the research interests and programs emerge, lack of immediate access. the UO Libraries needs to be prepared to either shift resources or build our collection While resource-sharing agreements can endowments to meet these new information help to compensate for the lack of owner- requirements. ship of print materials, the lack of access to electronic resources presents additional In addition to funding to support the pur- problems. Use of commercial electronic chase of resources, library staffing is prob- resources is governed by contracts or licens- lematic in terms of supporting the current ing agreements, and the ability to share and emerging needs of faculty members. content is dictated and often limited by The lack of professional librarians means the terms of those contracts. Many of these that each subject specialist is serving several products are very expensive, e.g., in excess large disciplines, or in some cases, an entire of $100,000 in some cases. Although we college. For example, with the exception of participate in many group licenses (which AAA, CAS, and law, the other schools and often lowers the costs), the UO Libraries colleges have only one librarian each. Those has often been at the tail end of acquiring individuals are responsible not only for major electronic packages, such as Web of building the collections and teaching class- Science, Science Direct, and Early English es, but also in some cases developing new

143 Part II: educating the generations courses, creating new digital content, and on campus (both published and nonpub- helping students and faculty members make lished), making it accessible through open effective use of information technology. archive harvesting protocols, and providing long-term preservation of content. Scholars’ Large data sets. One key emerging scholarly Bank184 is a successful institutional reposi- need that covers many disciplines is the cre- tory designed to serve this purpose. For ation of large data sets. Under the leadership students, electronic theses and dissertations of the NSF, funding agencies are concerned create the opportunity to explore and incor- with building and maintaining a distributed porate content beyond text and then have cyberinfrastructure that helps scientists and their work visible and accessible over the other researchers store, retrieve, and reuse network. For faculty members, this model data from past experiments. While consider- provides an avenue for disseminating their able attention has been given to archiving research without the time constraints and data from “big science,” such as genomics, costs associated with commercial publish- climate research, and the National Virtual ing. While the technology has created new Observatory, data from highly distributed, and highly productive modes of scholarly smaller-scale projects has not been col- communication, the tradition of peer- lected and described in a systematic way reviewed, subscription-based journals is that enables future research. To some extent, still the dominant model. The challenge data archives represent the next genera- facing all universities is to promote cost- tion of “special collections,” where primary effective models that address both the need source material provides the foundation for for validation (especially for tenure process- new scholarship. A few research libraries, es) and affordable access to support future particularly Purdue and Johns Hopkins, are research. Wider conversations are needed beginning to play a role in this important on this campus to explore and take advan- emerging need. tage of the potential benefits of these new models. Scholarly communication. The UO Librar- ies and the campus have engaged in sev- Undergraduate research support. We tend to eral efforts to support alternative models equate scholars with faculty members, but a of scholarly communication and access to distinguishing feature of a major university information. The campus was one of the is the opportunity for many undergradu- first among research universities to issue a ates to engage in original research. For the faculty senate resolution (2001) encouraging sciences, this research may take place in the the sharing of resources, faculty retention of laboratory or in the field. For the humani- copyright, and scrutiny of high-cost jour- ties, this research often takes place in the nals. The campus, through its participation library, particularly in Special Collections, in the Greater Western Library Alliance,183 which houses primary source material. Two has also added official support to legislation efforts are underway to help encourage promoting open access to federally funded undergraduate research. One is an ongoing research. collaboration between the academic departments and the UO Libraries to teach classes Traditionally, libraries have brought in- around these primary sources. The other is formation into the university, through the the recent Undergraduate Research Award, acquisition and licensing processes. Increas- which recognizes outstanding work by un- ingly, libraries are working with both fac- dergraduates through a special scholarship ulty members and students to push content opportunity. out to the scholarly community. This new model involves archiving content generated

144 C. Sustaining Education and Scholarship: Information Resources and Technology

C.4.d. Computing Capability and as well as to colleagues at other universi- Infrastructure Support ties. To do this, they need a high-speed network backbone on campus, as well as At the University of Oregon, the current the resources offered by Internet2 to work need for high-performance computing is with colleagues at places such as Stanford, limited to a few research centers and depart- the University of Washington, or various ments. While this decentralized model has data centers that are typically located on the advantages, the university could examine East Coast, e.g., Johns Hopkins or Harvard. possible efficiencies associated with more A common use of high-speed networking is centralized support. A model where indi- our growing use of videoconferencing and rect funds along with grant funds support a the potential to expand this with interna- team of systems and programming person- tional partnerships. Again, having a solid nel might offer certain efficiencies. Funding campus network is critical, as is the new fi- to provide central support to house research ber path put in place last winter by NERO.185 computing servers and storage devices Continued membership in Internet2 will would also be welcomed as current environ- be very important in partnerships outside ments in the decentralized model do not Oregon. Network support professionals have provide adequate protection against electric been highly productive and entrepreneurial disruptions, fire, and so forth. in managing a large and complex system with limited resources. As we expand fur- In terms of computing capabilities and ther in our use of high-speed networks and infrastructure support, a recent survey taken the services they support, however, the vi- among research center directors began a ability of these systems could be in jeopardy discussion of possible new service offerings if we do not adequately factor in upgrade that could be offered to the UO community. pathways and inevitable hardware replace- Of particular interest were services that ment costs. provided central infrastructure and systems support for research units. Services such as Several projects have been completed or co-locating equipment in the data center, are underway to improve the network con- managed servers, systems and database ad- nectivity for the campus. A major upgrade ministration, managed firewall and security of NERO in the winter of 2005 included a services, and backup and disaster recovery fiber path connection between the UO and services were identified in this category. Portland, connecting the major universi- New services in other areas including video- ties throughout the State of Oregon. As part conferencing facilities and support, collab- of the planning team for the new network orative software, and web development and being developed by Internet2, this fiber support were seen as having high demand. path will position us well for the new Port- Input from other campus IT personnel in land connection to that national research the schools and administrative offices in- network. On-campus work has begun on dicate that the desire for all services listed upgrading some campus segments from 1 gi- above extend well past the research center gabyte to 10 gigabyte capacity. This upgrade directors. will be especially welcome for researchers moving large files such as those associated The need for high-speed networks is a with neuroscience. Planning is also under- somewhat different story. The University way for a future converged network that of Oregon has many researchers in various will combine voice, video, and data. Besides imaging science areas (e.g., astrophysics, realizing certain efficiencies, such a net- neuroscience, geophysics) that move large work will also offer new services for faculty image files between locations on campus members and students in support of the

145 Part II: educating the generations academic program. In addition, the campus To assist in planning and analysis, con- is now well served by wireless technologies ceptual and analytical support is provided (802.11g) and we are beginning to plan and for several ongoing activities and reports implement the new 802.11n standard that including performance indicators, finan- will significantly increase wireless through- cial management reports, program reviews, put to the point that wireless videoconfer- credit hour reports, and cost and productiv- encing becomes possible. ity reporting. In the area of human resource management, the systems provide a variety C.5. Robust Enterprise Systems of studies about faculty issues including teaching loads, course enrollments, demo- Do we have robust enterprise systems to graphic data, and equity salary studies. support the core business functions of the In the area of student affairs, the systems university? provide analytical support for enrollment management including enrollment patterns and trends, enrollment projections, and C.5.a. Overview of Current Systems retention and graduation analyses.

The university implemented the Sunguard Data warehouse capabilities exist within SCT Banner system in 1989, which supports each of the Banner modules. At this time, it the student, finance, and human resources is very difficult to extract data across mod- administrative applications. In addition, a ules, and this leaves decision makers with number of homegrown and third-party sys- incomplete information to assist in the deci- tems support the Banner product—housing, sion-making process. As a result of a recent student health, printing services, and DARS task force initiative it has been determined (Degree Audit Reporting System). Banner that a major redesign of the data warehouse web for self-service allows students, fac- is necessary before the university takes any ulty members, and administrators to access further steps to acquire business intelli- information and complete administrative gence software tools. At this time a funding functions online: undergraduate applica- request has been submitted for the person- tion for admission, acceptance of financial nel necessary to take on this major project. aid awards, registration, dropping or adding classes, e-billing and payment, entering and Broad steps have been taken with admin- changing grades online, reviewing degree istrative systems to require security to be audits, and applying for graduation. Similar in place at the database, application, and features are available in the finance and hu- network levels. The university is audited man resources modules. on an annual basis by an outside entity. Part of this audit addresses the issue of controls The Office of Resource Management pro- and security measures. While more can vides management information and ana- always be done to test security, audits have lytical support to the university’s decision confirmed that what is in place is reason- makers, enhancing strategic planning and able and acceptable for our administrative policy-making processes. This office serves applications. In addition, the Office of the as the chief information clearinghouse for Registrar and Business Office forward a the university and conducts research on the composite list of all student, finance, and student body, faculty, and staff to promote human resource module users to the depart- ongoing institutional self-assessment. Re- ment heads for review and access resource Management also fulfills the univer- authorization. All users who no longer have sity’s compliance reporting requirements at a need to access the data to perform their both the federal and state levels.

146 C. Sustaining Education and Scholarship: Information Resources and Technology job responsibilities have access privileges administrative oversight group in coopera- removed. tion with the vice president for finance and administration. C.5.b. Needs and Planning C.6. Challenges and Opportunities With the arrival of the new chief information officer, a major review has begun The University of Oregon Libraries and related to the current state and needs of Information Services have worked both administrative systems. The initial report independently and collaboratively to proof findings is documented in a paper titled vide resources and technology that meet the “Information Technology: Prelude to a Stra- teaching, research, and administrative needs tegic Plan”186 that is available on the UO- of the campus. Our strengths and strategic CIO website. In this review the major need advantages include the skills and talents of identified for administrative systems was the technical and library staff, a robust and the strengthening of systems programming ubiquitous network infrastructure, our abil- support within the administrative services ity to solve problems with limited funds, group. Since the study was published, our focus on teaching, and our leadership in there have been several key hires that have building regional collaborations. improved this situation and have allowed substantial progress on projects such as the Our challenges include creating adequate identity management initiative. and sustainable funding models; providing coordination in a decentralized IT environ- The review of administrative services also ment; assessing technology’s impact on identified many desired projects by the UO learning, scholarship, and business efficien- community. Examples in this area include cy; managing expectations and resources a campus portal for students, employees, in an increasingly digital environment; and and alumni; a new recruitment and tracking building and sustaining a research collec- system; business intelligence software for tion that meets the needs of scholars. For better reporting; a new faculty evaluation example, since 1996, the UO has dropped system; implementation of Banner workflow from eightieth to its current place of 105th modules; replacement of the data ware- in the ARL Index, based on volumes held, house; and digital asset management. The gross volumes added, current serials, total report also identifies many other operational library expenditures, and total staff. The needs requested by the Banner Coordination cuts in journals and our inability to pur- Group of desired modifications in base code chase sufficient access to many of the more for core administrative systems. expensive research databases have had a negative impact on our scholars’ ability The staffing levels described elsewhere in to compete for grants. The strength of the this document clearly hinder the admin- library’s resources and services is certainly istrative services group from being able one major indicator of the institution’s to properly address the needs of the uni- academic quality. Additional specific chal- versity community in these areas. We are lenges in today’s information environment also hindered by a lack of an information include security, user privacy, authentica- technology governance structure to help tion and digital rights management, in- identify priorities and funding for major formation literacy for students, long-term initiatives. Recommendations on structure preservation of electronic resources, contin- to address this area have been made by the uous training and faculty support, disaster CIO to the provost, and progress is being recovery, and overall system continuity. made in establishing a more senior level

147 Part II: educating the generations

The University of Oregon has made sig- Many of the students arriving on our cam- nificant and essential investments in both puses are members of an increasingly me- distributed and centralized infrastructure dia-saturated Net Generation, with social and support services. These investments perspectives and K–12 experiences very dif- have come from the realignment of exist- ferent from those of the faculty. Moreover, ing resources and the allocation of new their communication styles, preferences, resources, e.g., educational technology fee. and ability to multitask may be hard for Over the last twelve years, that fee has gen- some faculty members to adjust to. Success- erated approximately $40 million. While the fully engaging today’s students with univer- educational technology fee has done much sity-level course work and scholarly content to provide IT infrastructure and basic access is a significant and critical challenge. It is to computer technology, it cannot address not clear if traditional methods will con- all the needs associated with discipline- tinue to be as effective as they have been in specific programs, improved classroom the past. New strategies may then include technology, collaborative work environ- development of interactive and experiential ments, and videoconferencing facilities to learning opportunities, blending online and support a modern university that is growing face-to-face instruction, peer mentoring, increasingly dependent on IT resources. In real-world application of student research, the near future, the UO will need to look and learning outcomes that span across the at its funding for IT and make adjustments curriculum. These approaches are transfor- to budget models to adequately staff IT at mative and will require the concerted and both the central and school level. Of par- fully collaborative effort of faculty members, ticular concern will be adequate support for librarians, instructional designers, technolo- specialized labs and software that support gists, and central administrators. Technol- multimedia or discipline-specific programs, ogy cannot substitute for excellent teaching collaborative work environments, student faculty, and in some cases technology may multimedia production facilities, and video- not add measurably to the learning experi- conferencing facilities. ence. But with good design, preparation, and adequate support, technology in the In addition to these services, many other ar- classroom and in the virtual environment eas have been identified that would further can create new lines of professor-student the work of the university. These include communication, offer new types of learning, a common calendaring system, help desk encourage collaboration, and immerse all software to better coordinate support for participants in the scholarly environment of faculty members and students, improved the learning community. These opportuni- website design and access to IT informa- ties require the University of Oregon to fully tion, a campus portal for students, business articulate the role that we expect technology intelligence software for administrators, and to play in our various teaching, research, groupware software. In the area of academic service, and outreach missions. computing, needs include sustainable hosting of dynamic instructional content and additional central support for research computing. Given limited resources, the UO will need to carefully consider potential service offerings and prioritize needs before major projects are begun.

148 Summary: Part II. Educating the Generations

While Part I of this study is concerned with the UO’s defining role as a comprehensive research university, Part II focuses on the academic programs and information resources that transform the unique environment of an AAU institution into an education for its students.

“The Present Generation: Undergraduate Teaching and Learning,” the first section of Part II, describes both our accomplishments and our challenges in achieving and sustaining our ideal undergraduate program. The last decade includes marked improvements in the academic quality and rigor of programs for beginning students, innovative honors programs, programs that better prepare students for future careers, the opening of the new Living-Learning Center on campus, improved advising tools, greater consistency in advising undeclared students, enhanced opportunities for collaborative, cross-disciplinary teaching, and the initiation of a campus-wide discussion of the difficulties posed by grade inflation for credible student assessment. Challenges remain, of course, including the daunting financial obstacles to providing high-quality first-year programs, a paucity of true capstone experiences, the lack of an effective centralized program to facilitate internships and other participatory learning experiences, and the many corrosive effects of the national problem of grade inflation.

“Education for the Future: Graduate and Professional Education,” the second section of Part II, focuses on accomplishments in the academic quality of the UO’s graduate and professional programs, the ways in which graduate students are supported in their professional development, and the role of the UO’s graduate and professional programs in meeting the current and emerging needs of society. Challenges in this area include the lack of a centralized system for tracking graduate students after they graduate, balancing the efficiencies and compromises implicit in the existing system of 400/500-level classes that serve both undergraduate and master’s degree students, the current system of delivering applied statistics training to our graduate students, diversity-related teaching and research, and the need for more systematic training in the responsible conduct of research and professional ethics.

“Sustaining Education and Scholarship: Information Resources and Technology” concludes Part II with the role played by the University of Oregon Libraries and by Information Services in direct support of academic programs, as well as in supporting scholarship and administrative services at the UO. Successes and challenges in these areas have been no less than dramatic at the UO over the past ten years. Success is evident in a highly skilled technical and library staff, a robust and ubiquitous network infrastructure, effective strategies for solving problems with limited funds, a sustained focus on teaching, and a

149 Part II: educating the generations leadership role in regional collaborations. Challenges include adequate and sustainable funding models, prioritizing needs and providing coordination in a decentralized IT environment, assessing the impact of technology on learning, scholarship, and business efficiency, facilitating the adoption of appropriate technologies in these areas, and building and sustaining library collections that meet the needs of scholars. Additional specific challenges include security, user privacy, information literacy for students, ongoing training and faculty support, disaster recovery, and system continuity.

150 Table of Contents

Part III. Investing in People and Ideas Introduction...... 151 A. Faculty Members...... 153 A.1. Attributes...... 153 A.1.a. Faculty Composition...... 154 A.1.b. Faculty Quality...... 155 A.2. Hiring and Expectations...... 155 A.2.a. Academic Unit Goals and Criteria...... 156 A.2.b. Institutional Goals and Support...... 160 A.2.c. Setting and Communicating Expectations...... 160 A.3. Faculty Support...... 162 A.3.a. Institutional Support...... 162 A.3.b. Support Provided by Academic Units...... 164 A.4. Evaluation...... 168 A.4.a. University Policy...... 168 A.4.b. Practice and Assessment...... 171 A.5. Compensation...... 175 A.5.a. The Record...... 176 A.5.b. Institutional Process...... 177 A.5.c. Merit and Equity...... 178 A.5.d. Compression and Retention...... 180 A.6. Challenges and Opportunities...... 181 B. Classified Staff Members and Officers of Administration...... 184 B.1. Hiring...... 184 B.1.a. Classified Hiring...... 184 B.1.b. Hiring Officers of Administration...... 186 B.2. Evaluation...... 187 B.2.a. Communicating Expectations...... 187 B.2.b. Performance Appraisal...... 188 B.3. Professional Support...... 188 B.3.a. Training and Coaching Related to Supervisory Responsibilities...... 188 B.3.b. Software Applications Training...... 190 B.3.c. Creating a Positive and Productive Work Environment...... 190 B.3.d. Training Effectiveness...... 191 B.3.e. New Professional Development Initiative...... 191 B.4. Employee Support and Recognition...... 193 B.4.a. Work and Family Balance...... 193 B.4.b. Recognition Programs...... 193 B.5. Competitive Compensation and Retention...... 193 B.5.a. Classified Staff Members...... 193 B.5.b. Officers of Administration...... 195 B.5.c. Compensation Issues...... 195 B.6. Challenges and Opportunities...... 195 C. Students...... 197 C.1. Undergraduate Student Recruitment...... 197 C.1.a. Recruiting Top Scholars...... 197 C.1.b. Image and Access...... 197 C.1.c. Diversity...... 198 C.1.d. Residential Facilities...... 202 C.2. Undergraduate Retention and Graduation Rates...... 202 C.2.a. First-Year Retention...... 202 C.2.b. Later-Year Retention and Graduation Rates...... 203 C.2.c. Financial Need and Retention...... 204 C.3. Graduate Student Recruitment and Support...... 204 C.3.a. General Recruiting Strategies...... 205 C.3.b. Diversity...... 205 C.3.c. Support for Graduate Students...... 207 C.4. Challenges and Opportunities...... 210 Summary: Investing in People and Ideas...... 213 Part III: Investing in People and Ideas

Universities are about ideas. The mission of a public research university is to serve and engage society through the creation and dissemination of knowledge. The intellectual core of this mission relies on the talents, ingenuity, and enterprise of a faculty committed to research and creative activity and to teaching and learning. A university’s staff, in turn, provides support that is crucial to the institution’s mission and to a successful experience for its students. A university’s students, both undergraduate and graduate, are themselves significant contributors to the intellectual vitality of the institution, contributors whose university experience profoundly affects both their personal plans and prospects and the world in which they live and work.

The qualities of a university’s faculty, staff, and students are therefore critical to its success in carrying out its mission. The challenge to the university is to nurture and inspire these qualities.

151 152 A. Faculty members

A. Faculty Members faculty members with those characteristics. The ensuing discussion highlights more As a comprehensive research university than a few remarkable successes as well as and Oregon’s most prominent institution of some sobering challenges. higher education, the University of Oregon sets and meets exacting standards of faculty A.1. ATTRIBUTES quality. The key ingredients in assembling, sustaining, and inspiring an excellent fac- At Oregon, the qualities we seek in the ulty are not mysterious: hire well. Set high members of our faculty are rooted in our but realistic expectations for performance. mission as a comprehensive research uni- Support faculty members in their efforts to versity. They reflect a strong commitment to meet those expectations. Maintain standards both research and education, and the con- for tenure and promotion that are consistent viction that in many important ways these with those expectations. Link compensation can be complementary enterprises. At the clearly and consistently to regular evalua- same time, we recognize the limits of time, tion. Maintain a high priority on strategies energy and resources as well as the impor- to provide competitive levels of compensa- tance of managing these limits well. tion at all ranks. The desired attributes of our faculty mem- Beyond these key ingredients, though, we bers include disciplinary expertise, signifi- recognize that because universities are cant accomplishments in research or other about ideas, they are unique. Our most forms of creative activity, and a commitment important ideas and accomplishments arise to both undergraduate and graduate educa- from and rely on the ingenuity, talent, and tion. We strive to assemble a faculty that commitment of individual faculty members. aspires to great intellectual achievement for No president, provost, dean, or department itself and its students. In addition, as a com- head can “direct” greatness or great efforts. prehensive research university that serves a Great faculty members are attracted and diverse society, we demand from our faculty retained at universities where their ideas a breadth of expertise as measured not only and efforts are not only recognized, but also across disciplines, but also across national harnessed to shape the university agenda. boundaries, cultures, and identities. The At great universities, the best ideas come distribution of these qualities within our “straight up from the bottom.” faculty is, of course, varied, and to a degree the variation is intentional. Expectations of Fortunately, Oregon’s legacy is strong in achievements in scholarship, for example, this respect. Relative to many of our peer are different for tenure-related faculty mem- institutions, we are better integrated, with bers than they are for the nontenure-track more porous intellectual and bureaucratic instructional faculty. boundaries. Our faculty, as well as our staff, is committed to the special character of our We continue this introduction by providing campus and its locale. We face many obsta- an informational picture of the UO faculty, cles and hurdles, but these are our strengths. with attention to both composition (e.g., tenure-related status, rank, part-time versus With these perspectives in mind, we begin full-time, and dimensions of diversity) and this section by identifying some of the most measures of faculty quality (e.g., program important desired attributes of our instruc- rankings, chaired positions and professor- tional and research faculty, and then turn to ships, and terminal degrees). Changes in the an examination of the strategies pursued in faculty since the last Northwest Commission hiring, supporting, promoting, and retaining on Colleges and Universities accreditation

153 Part III: Investing in People and Ideas review in 1997 are, to the extent practical, companied by an increase in tenure-related highlighted. This information provides an faculty members from 560 to 589 FTE, or important context for the discussions of hir- 5 percent, while the FTE employment of ing, expectations, support, evaluation, and nontenure-track faculty members remained compensation that follow. virtually unchanged over the period. The shortfall in faculty instructional capacity A.1.a. Faculty Composition has been met in part by GTFs, whose ranks expanded by 23 percent between 1997–98 The faculty of the UO is composed of two and 2004–5. Nonetheless, total instructional principal groups: (1) the tenure-related FTE, which includes all instructional faculty faculty members, who hold comprehensive members and GTFs, rose by only 9 percent appointments requiring a profile of national over the period. These changes reflect, to distinction in research or creative accom- a large degree, fiscal realities common to a plishment and an enduring commitment to majority of public universities in the United effective teaching; and (2) the nontenure- States. It is worth noting that these changes track faculty members, who hold appoint- in the composition of instructional FTE have ments focused either in instruction or in been accompanied by virtually no change research. The UO, like its counterparts na- in the proportion of lower-division student tionwide, also employs graduate students in credit hours taught by tenure-related faculty instructional roles. These graduate teaching members, and only modest declines (roughly fellows (GTFs) are not classified as faculty 5 percent) in the proportions of upper-di- members and are discussed further in sec- vision and graduate student credit hours 189 tion C below. taught by tenure-related faculty.

While the size of the UO faculty has grown The composition of the instructional faculty since our last decennial review by the NW- at Oregon has seen changes in dimensions CCU in 1997, growth in the student body such as ethnicity, gender, full-time versus has significantly outpaced growth in total part-time status, tenure-related status, and instructional ranks, and greatly exceeded rank. A somewhat higher proportion of our growth in the number of faculty members regular instructional faculty (which ex- listed as full-time equivalent (FTE). Perfor- cludes adjunct, visiting, and postretirement mance indicators187 provided by the Office faculty members) were female or belonged of Resource Management show an increase to minority groups in 2005 as compared of 17 percent in total student credit hours to 1997. A significantly higher proportion 190 and an increase of 19 percent in degrees were full-time rather than part-time. A granted between 1997–98 and 2004–5 (the smaller proportion of our total instructional longest period of time over which com- faculty had tenure-related appointments parable data on performance indicators (as opposed to fixed-term appointments) in is available at our institution). Over that 2005 as compared to 1997. And among our period, the shares of upper- and lower-divi- tenure-related faculty, a higher fraction was 191 sion student credit hours have been stable, untenured in 2005 than in 1997. These a marked change from the previous ten-year observations are based on head-count data, period in which the share of upper-division of course, rather than the FTE data charac- student credit hours taught at Oregon rose teristic of performance indicators. dramatically.188 To summarize, since the late 1990s, the instructional staff at Oregon has increased at The 17 percent increase in student credit roughly half the rate that student credit hours hours over that eight-year period was ac- and degrees awarded have increased. Addi-

154 A. Faculty members tions to the instructional staff over the period In areas of particular national distinc- have been predominately GTFs, producing a tion—biology, creative writing, mathemat- modest shift in the composition of our in- ics, psychology, and special education, for structional staff toward GTFs. At the same example—Oregon is a preferred destination time, there has been a shift in the composi- for many scholars, junior or senior. tion of our total instructional faculty away from tenure-related faculty members toward Further evidence on faculty quality is col- fixed-term faculty members. Our regular lected by the institution at the time of instructional faculty members have become promotion and tenure. UO standards for somewhat more diverse in terms of ethnicity promotion and tenure readily meet those of and gender, and more likely to hold a full- other AAU institutions and research univer- time appointment, while our tenure-related sities. In general, UO faculty members do faculty members have become more “junior.” well during promotion and tenure, having accumulated records of research accomplish- A.1.b. Faculty Quality ment that senior scholars across the U.S. and abroad consistently evaluate as strong to su- perior. Those evaluations, as described more The quality of our tenure-related faculty fully later in this chapter, focus on the extent remains competitive among the AAU insti- of research publication or creative accom- tutions of which we are a part. A number of plishment as well as on the impact of that objective indicators supporting this asser- scholarship in the fields of which it is part. tion are discussed in the chapter of this self-study titled “Inventing the Future: UO Faculty quality is also reflected in the fre- Research and Scholarship.” The second half quency with which tenure-related faculty of the chapter, in particular, focuses on as- from the University of Oregon are recruited sessing the quality and impact of the schol- by competing institutions. Each year the arship conducted at Oregon, examining (i) university addresses competing offers for as indicators of institutional stature such as many as twenty senior faculty members who the criteria for membership in the Associa- are recruited by institutions like Stanford, tion of American Universities (AAU) and a Duke, Michigan, Berkeley, or Washington. variety of internationally recognized rank- While the UO is able to retain most of these ings, (ii) externally sponsored research, and colleagues, the fact remains that our stron- (iii) visibility and impact of scholarly works gest sibling institutions look to Oregon as a as measured by outlet and citations. source for high-quality faculty members. Evidence of faculty quality can also be seen in the outcome associated with the hiring A.2. Hiring and Expectations and evaluation practices discussed later in this section, and in the challenges we face Hiring well is not an accident and involves in the area of faculty retention. Each year cooperative effort at every level of the we compete with other AAU institutions university. Setting and communicating ex- and other research universities not in the pectations, which should begin during the AAU for new faculty members, both junior hiring process, is also a responsibility that members new to the academy and senior is shared across departments and programs, members looking for new opportunities. colleges, and the central administration. In general, the university is successful in The focus in the paragraphs immediately recruiting excellent scholars and teachers, below is on the hiring goals and criteria of routinely signing our first choice in national our academic units, university-level goals and international searches while competing and support for the hiring of instructors, with our principal comparator institutions. and the communication of performance

155 Part III: Investing in People and Ideas

Box A1. “What goals and criteria have guided the hiring of faculty members in your academic unit in recent years?”

“In recent years we have hired with a view to filling particular research areas and teaching areas. . . . Research potential and evidence of teaching success were key criteria in our selection. Our hire also was from an underrepresented group.” (Department of Classics)

“Academic excellence is always our first concern, followed by subdiscipline balance. It is assumed that grants, etc., will accompany academic excellence. In recent years, we have also had some partner accommodation issues—which I view as retention issues.” (Department of Geology)

“The driving goal is that hires must advance academic excellence of the unit and the college, contribute to program quality and diversity.” (Lundquist College of Business)

“Our hiring practices have been guided by a combination of curricular needs and the search for excellent new faculty [members].” (School of Law)

expectations to new faculty member hires. As part of the university-wide self-study Challenges in hiring related directly to sal- process, individual academic units were ary and support are treated in subsequent asked to respond to a series of questions sections. dealing with a broad range of issues, including the hiring and support of faculty 192 A.2.a. Academic Unit Goals and members. Units were queried specifically Criteria about the goals and criteria guiding faculty hires in recent years. Successful hiring is driven at the department and program level. It is at this de- Academic excellence. As one would expect centralized level that a university’s real at an AAU institution, the thirty-one re- business—the creation and dissemination sponses to the question concerning hiring of knowledge—takes place. For this reason, goals and criteria reflect a strong empha- academic institutions typically give individ- sis on research, scholarship, and creative ual academic units an extraordinary degree activity. A clear majority of units with of autonomy in identifying and recruiting responsibility for hiring name scholarly ac- the faculty members on whom the success complishment or potential (or the relevant of the larger enterprise depends. Accord- analog) first in addressing hiring criteria. ingly, the goals and criteria that guide our One department’s response, for example, individual departments and programs in the consists of the single word “quality,” and hiring of new faculty members are of con- the dean of one college writes, “Our first siderable importance to the institution. three priorities for hiring are excellence, excellence, excellence.”

156 A. Faculty members

While the focus on academic excellence program. Responses to the first of the two is underscored in the academic unit re- questions, however, indicate an astound- sponses, almost all units address excellence ing degree of internationalization within in the context of one or more programmatic Oregon’s faculty.195 Just a few examples are priorities such as quality of instruction and provided here (Box A2). curriculum, fostering areas of distinction, maintaining programmatic balance, and The responses to the second question in- building research complementarities. Other dicate that for virtually all programs, the frequently mentioned factors are diversity international character of the faculty has and, in some areas, grant success and ac- been either a by-product of hiring the best commodation (e.g., partner hires). The instructors available, consistent with the examples of responses provided here (Box needs of the program, or a natural outcome A1) and the many others like them193 are due to the nature of the subject matter stud- evidence that those most directly respon- ied in the program.196 Again, we provide sible for hiring instructors at the University only a few of many examples here (Box A3). of Oregon have as their central focus its research and teaching mission. In short, setting hiring goals that emphasize academic excellence at the University For Oregon, as for many universities, the of Oregon has produced a faculty that is question arises of the degree to which a internationally diverse, intellectually and focus on academic excellence in hiring is culturally. consistent, both in principle and in practice, with other valued attributes of a faculty, Underrepresented groups. Underrepresented such as intellectual and cultural diversity. groups within the University of Oregon We touch only briefly on this complex faculty has been the subject of considerable issue here,194 noting two relevant dimen- discussion, and some dissension, on our cam- sions of the University of Oregon’s fac- pus over the past several years. The outcome ulty—international expertise and minority of that discussion is captured, in part, in the representation. UO Diversity Plan passed by the UO Senate on May 24, 2006.197 The hiring goals articu- Internationalization. To the best of our lated by our academic units also indicate that knowledge, measures of the degree of inter- diversity with respect to ethnicity and gender nationalization of a faculty are not routinely is a significant concern at the level of indi- compiled at this university or others. Ac- vidual colleges, departments, and programs cordingly, we included on the questionnaire (Box A4). circulated to academic units two questions that address the issue. The first requested Broad measures of the diversity of the fac- examples of the international expertise of ulty in the dimensions of gender and eth- the faculty, and the second asked if the ex- nicity show an increase in women among isting expertise of our faculty was a goal of the regular instructional faculty from 37 the hiring process or a by-product of other percent to 41 percent over the period 1999 hiring priorities. to 2006, and an increase in self-identified minority representation from 10 percent to Some academic units, such as Romance 14 percent over the period (see footnote 1). languages, international studies, and Asian It is difficult to accurately assess changes in studies, are almost entirely international in faculty [members] identifying themselves orientation due to the nature of the pro- as a particular racial or ethnic group, since gram and its implications for the training, the category “multiethnic” is included in research, and teaching of the faculty in the the 2005 data but not in the 1999 data. It is

157 Part III: Investing in People and Ideas

Box A2. “Can you provide examples, as indicated by academic or personal experience, of international expertise within your faculty?” “Approximately two-thirds of our tenure-track faculty members are foreign nationals or naturalized citizens.” (Department of Mathematics)

“As anthropologists are trained in the study of other cultures, each of our faculty [members] has deep research commitments to at least one non-Western culture. . . . Ayres (Pacific Islands and Thailand), Biersack (Pacific Islands, Papua New Guinea), Erlandson (indigenous Americans, Greenland), Frost (Ethiopia, Kenya, Greece), Imada (Pacific Islands), Karim (Bangladesh, India), Kennett (Mexico, Oceania, Peru), Klopotek (indigenous Americans), Lukacs (India, Pakistan, Nepal, Canary Islands), Moreno (Thailand), Moss (indigenous Americans), O’Nell (indigenous Americans), Scher (Caribbean societies), Silverman (Eastern European societies), Snodgrass (indigenous Siberian societies), Stephen (Latin America), Sugiyama (Amazonian cultures), White (Congo, Madagascar), Wooten (western African societies). Imada, Karim, and Klopotek have deep connections with and ethnic heritage in Pacific Is- lands, South Asian, and Native American societies.” (Department of Anthropology)

“Yes. Eighteen of our twenty-six full-time faculty [members] are experts in the history of areas of the world outside the United States. These include four with broad and deep knowledge of the histories of East Asia and extensive professional contacts in that part of the world; one with the same for Southeast Asia . . . , two with the same for Latin America, one with the same for Africa, and eleven [with] the same for Eu- rope (including Russia and the former Soviet Union). . . . Finally, it should be noted that the [research by the] history department’s faculty . . . requires an ability to read, write, or speak numerous languages including Spanish, Nahuatl, Lakota, Chinese (classical and modern), Japanese, Tagalog, Swahili, Russian, German, French, Ital- ian, Czech, Latin, Greek, and Dutch.” (Department of History)

clear, however, that both the numbers and UO’s six professional schools and the three proportions identifying as Asian-Pacific, divisions of the College of Arts and Sci- Hispanic, and Native American have all in- ences. Using the “80 percent rule,” the data creased modestly. Those self-identifying as indicate that women are represented among African American declined slightly between our tenure-related faculty in rough pro- 1999 and 2005, but the comparison may be portion to availability in five out the nine clouded by the addition of the multiethnic academic unit clusters, and among fixed- category in 2005. term faculty in six out of nine. Minority representation is consistent with availability Data presented in the affirmative-action in seven out of nine cases for tenure-related plans prepared by the UO Office of Affirma- faculty members, and in six out nine cases tive Action and Equal Opportunity pro- for fixed-term faculty members.199 vide a different perspective on gender and ethnicity at Oregon. In the 2004 plan, em- By contrast, data in the 1996 plan indicate ployment of women and minorities as ten- that women were represented among our ure-related and fixed-term faculty members tenure-related faculty in rough proportion is compared to availability198 for each of the to availability in four out the nine academic

158 A. Faculty members

Box A3. “To the extent that your faculty is internationally diverse, is it largely an intentional result or a by-product of pursuing other hiring, promotion, and retention priorities?” “By-product of seeking outstanding musicians and scholars.” (School of Music and Dance) “Unintentional, but not unwelcome.” (Department of Computer and Information Sciences) “Mainly a by-product of the hiring goal, academic excellence, described above.” (Lundquist College of Business) “A number of our faculty members were born outside of the United States. This enriches the UO cultural environment. It is the result of looking for the best person in the world each time we make a hire.” (Department of Physics) “Having depth in international topics is an intentional goal of our program.” (Department of Geography) “In large part, it is the natural outcome of hiring in a department that teaches three different languages and the multitude of cultures in which those languages are spo- ken.” (Department of Romance Languages)

Box A4. Hiring and Underrepresented Groups “Nearly one in four of all faculty hires since 1997 have been [people] of color, roughly evenly divided between domestic and international faculty [members] of color. . . . Two faculty [members] of color and three women have been appointed to endowed positions. . . . Thirteen faculty [members] of color have been appointed since 1997 as heads of departments or programs. A majority of our current heads of programs are women.” (College of Arts and Sciences)

“Faculty hiring has been guided by the goals of improving our major areas of specialization . . . . We have also been successful in increasing the fraction of women faculty to about one-third, which is good compared to the national chemistry situation.” (Department of Chemistry)

“The Department of Psychology is committed to the goal of increasing the diversity of our faculty, students, and staff. Gordon Hall has been appointed as chair of a new Psychology Diversity Committee in accordance with the suggestions of the UO Diver- sity Plan. Currently, our faculty members include three Asian Americans, one Native American, and one Hispanic American. Ten of our twenty-eight faculty [members] are women.” (Department of Psychology)

“Recruiting to enrich and expand diversity on our faculty is a high priority and we have made important progress in increasing gender, ethnic, and racial diversity.” (School of Journalism and Communication)

159 Part III: Investing in People and Ideas unit clusters, and among fixed-term faculty More critically, it provides financial and in seven out of nine. Minority representa- operational support for dual-career appoint- tion is consistent with availability in five ments.200 It provides financial support for out of nine cases for tenure-related faculty departments seeking to diversify the faculty members, and in seven out nine cases for through the UO Underrepresented Minor- fixed-term faculty members. ity Recruitment Program, currently under review. It is responsible for the development Based on this information, we have had of family-friendly policies to recruit and some success in increasing the representa- support faculty members who have critical tion of women and minorities among our family obligations to balance with work- tenure-related faculty since the mid-1990s, place expectations. The Office of Academic but—at least measured relative to estimated Affairs also works with the schools and availability—representation among our colleges to devise appropriate recognition of fixed-term faculty appears to have declined. prior service and incorporate that recognition into the tenure and promotion timeline A.2.b. Institutional Goals and Support for newly recruited faculty members.

Finally, as described in Part I.A. of this The efforts of individual schools and col- self-study, the Office of the Vice President leges and their constituent departments and for Research and Graduate Studies provides programs to recruit the best possible faculty significant start-up resources for new faculty members are supported by a number of cen- members, primarily but not exclusively, in trally managed programs and offices. These the sciences. This office also has created a include the following: number of programs for new faculty hires, including summer research awards and other The Office of Institutional Equity and Diver- summer grant-related training opportunities. sity provides active support to UO commitments to recruit a more diverse faculty. This support includes assistance and training on A.2.c. Setting and Communicating conducting effective searches, building of Expectations community relations to enhance attractive- ness of the UO and Eugene community to Setting and communicating expectations faculty members of color, and to provide is another important area in which respon- advice and assistance in recruitment of any sibility is shared across departments and and all instructors as needed. programs, colleges, and the central administration. Departments and programs, how- The Office of Academic Affairs provides ever, take the “point” position on this issue. assistance in faculty recruitment. It helps facilitate cross-college faculty appointments Academic units. The questionnaire circu- by brokering the necessary agreements for lated to our academic units asked depart- the structure and management of cross-unit ments and programs how they communicate appointments. It provides critical informa- expectations to new hires. About half of the tion on academic appointments at Oregon units responding to this question indicated through its website, especially a website de- that they send written promotion and tenure signed for new faculty members. It provides guidelines, whether their own or the uni- recruitment support for all senior appoint- versity’s, to new hires.201 In some cases, the ments and most candidates from underrep- guidelines are provided to job finalists or resented groups and any other candidates as at the time of offer. In many cases, they are requested by departments. provided after the person arrives on campus. Some units that do not provide written

160 A. Faculty members copies of the guidelines either refer new hires to the electronic versions available Box A5. “How do you on the web or encourage them to attend the new faculty orientation events sponsored by communicate performance the Office of Academic Affairs.202 expectations to new hires?”

Following written promotion and tenure “We provide them with a written guidelines, the most commonly mentioned Faculty Promotion and Tenure docu- mechanisms for communicating expecta- ment, help them identify a faculty tions are annual evaluation, discussion with mentor, hold meetings with the de- the department head, and formal and infor- partment head, and do first annual mal mentoring (Box A5). performance reviews.” (Department of Architecture) In several cases, responses mention offer letters as a way of communicating expecta- “Tenure expectations are made clear tions (School of Music and Dance and the in discussion with the finalists for Arts and Administration Program). This each position. Copies of University is an area that warrants more attention. and departmental promotion and There is only one sample letter presently tenure guidelines are forwarded to available on the Office of Academic Affairs new faculty [members] on their ar- website, and it is fairly skeletal in nature. rival in Eugene. They also receive The sample offer letters provided to the a five-page memorandum, “Life in steering committee by the School of Music the Department,” in which expec- and Dance, for example, could prove use- tations are elaborated at greater ful models for communicating expecta- length. Each new faculty member is tions with regard to teaching and student assigned two mentors, who are im- supervision, once stripped of identifying mediately available to answer ques- information. tions.” (Department of English)

Special issues are presented by our inter- “In the first quarter of a new faculty disciplinary programs such as environ- member’s appointment, he or she mental studies, ethnic studies, and Russian meets with the department head and East European studies. The tenure and is given a copy of our docu- “homes” of the faculty in these programs ment “Promotion Guidelines” and are located in related disciplinary depart- is assigned two faculty mentors, ments. The College of Arts and Sciences, one whose research area is close within which the programs reside, employs to the new person’s and one whose a “memorandum of understanding” signed research area is more distant. The by the program and the relevant disciplin- mentors are encouraged to meet with ary department to define responsibilities the new person and provide advice, and expectations with respect to a new hire. assistance, and information related The memorandum addresses the distribu- to the development of new course tion of responsibilities between the program materials, setting up the lab, and and the prospective home department, and administrative procedures.” details how decisions about tenure, promo- (Department of Psychology) tion, and merit raises will be made. It then becomes a part of the formal offer made to the job candidate.

161 Part III: Investing in People and Ideas

Institutional Support. The Office of Academic to carry out the university’s mission. They Affairs provides substantive support to have also had important indirect effects in our efforts to establish and communicate encouraging individual academic units to university-level expectations for academic supplement centralized support with initia- excellence: tives at the college, department, and program level. Collectively, these efforts have • Academic affairs periodically reviews been critical for our institution during a school, college, and department promo- period of continued declines in state sup- tion and tenure criteria to assure cross- port for our mission. unit consistency and quality. • Academic affairs provides a series of Of course, a university’s broad decisions workshops on promotion and tenure regarding the allocation of resources have a each year, including workshops for new profound impact on all aspects of its mis- faculty members, for faculty members sion, including its ability to support the due for review in the next year, and for faculty upon whom the success of the insti- department heads. tution ultimately rests. A brief history of the • Academic affairs has produced the Facul- financial environment in which the UO has ty Guide to Promotion and Tenure and the pursued its mission since the last decennial Faculty Handbook, both of which need review, and the resource allocation models updating and translation onto the web. it has employed, is provided in part IV.C of • Academic affairs is preparing a compre- this report. hensive website for faculty members to review details of both expectations for A.3.a. Institutional Support promotion and tenure and the processes of review we follow, scheduled for completion by June 2007. Teaching. Centrally funded support for teaching is located principally in the Teach- 203 During 2006–7, academic affairs is plan- ing Effectiveness Program. It is dedicated ning to conduct a review of its practices in to helping the instructional staff maximize conveying university-level expectations for teaching success through workshops and research or creative success as well as teach- tutorials as well as through the use of mid- ing success with the aim of making those term teaching evaluations requested by the expectations more transparent to new facul- faculty member. ty members. This will include development of an information site that is more compre- In addition, the UO Libraries provides edu- hensive and detailed than our current site cational technology training, support, and and an intranet site for department heads production through the Center for Educa- and program directors to access templates tion Technology, which is responsible for for appointments and associated communi- the university’s widely used course manage- cations about university expectations. ment system, Blackboard. The libraries also provide a full range of media-related services, including support for campus classroom A.3. Faculty Support technology, as described in more detail in part II.C of this report. Cooperative and thoughtful effort at all levels of the institution has paid dividends Research. The Office of the Vice President in terms of effective support for the work for Research and Graduate Studies provides done by our faculty. Institutional efforts in institutional support to the research pro- this area have had significant and pervasive grams of UO tenure-related faculty mem- direct effects on the ability of our faculty

162 A. Faculty members bers and to members of the nontenure-track faculty holding appointments as officers of Box A6. Building and Sustaining research. The opportunities are significant and widespread, as described in part I.A of Faculty Excellence: Endowed this report, and include the following: Chairs and Professorships Helen Neville • Start-up support for new faculty Helen Neville, the Robert and Bev- members erly Lewis Chair in Neuroscience, • Summer research awards is an internationally recognized • Grant workshops brain researcher and UO professor of • Office of Research and Faculty psychology. One of the world’s top Development scientists studying brain plasticity, Neville was director of the presti- Faculty research support is also a central gious neuropsychology laboratory at function of the UO Libraries and of Informa- the Salk Institute for Biological Stud- tion Services, as described in detail in part ies before coming to the UO. II.C of this self-study. It is a factor, as well, in planning for new physical facilities and Kyu Ho Youm renovations of existing structures (see part The inaugural holder of the Jonathan IV.A). Marshall First Amendment Chair, Youm is an expert in communica- It is noteworthy that the UO provides every tions law, and his law review articles faculty member with an individual aca- on freedom of expression have been demic support account (ASA) that provides cited by American and foreign courts, a modest fund for research support. These including the House of Lords in Great funds are typically used for research travel, Britain and the High Court of Austra- equipment, and book purchases. Centrally lia. A member of the Communication funded ASAs are sometimes augmented by Law Writers Group, Youm has been matching amounts from the schools and involved in writing Communication colleges (as is the case, for example, in the and the Law, a widely used media law College of Arts and Sciences). college textbook in the United States. He has been named one of seven schol- Endowment Support. Private donors have ars producing the “most promising” provided valuable support to complement research in journalism and mass com- the sources listed above. Several examples munication. Currently, Youm serves on of how private giving has allowed the uni- the editorial boards of a dozen major versity to invest in prominent faculty, and law and communication journals in the in areas of existing or emerging importance United States and England. for the university, through endowed chairs and professorships are included in Box A6. Presidential Chairs A different kind of example is the Junior A portion of a $15 million anon- Professorship Development Awards program ymous gift provided funds to es- developed by the College of Arts and Sci- tablish the university’s first two ences. For some time, the college has used Presidential Chairs. These chairs foundation funding to support a junior fac- will allow the university to recruit ulty award of approximately $1,000 to most and retain prominent faculty mem- of its untenured faculty members each year. bers to strengthen strategically im- This money supports the scholarly work portant academic programs. and development of future senior schol-

163 Part III: Investing in People and Ideas ars and distinguished researchers. Finally, noteworthy that this program is not envi- examples of ways in which gifts directly sioned merely as “fighting funds” to help support the faculty in providing high-qual- retain faculty members with external offers, ity academic programs appear in Box A7. but to reward excellence in its own right.

As of November 2006, the current fundrais- Individual support. The UO has made signifi- ing campaign—Campaign Oregon: Trans- cant investments in services and practices forming Lives—has raised more than $53.6 that support employees and students in million for faculty support, including more balancing family and personal needs with than $46 million in endowed gifts. The workplace and educational responsibili- campaign has created twenty-nine new ties. These services and practices, which are endowed faculty positions to date. Of equal described in section B.4. below, help recruit importance, our donors have recognized the new faculty because they facilitate profes- significant challenges the university faces sional growth and development—to the in retaining our best faculty members. The benefit of the institution and its students as campaign has generated close to $10 million well as its faculty. in endowed support (and more than $1 million in current funds) committed to faculty A.3.b. Support Provided by Academic excellence and development. This includes Units a stunning anonymous gift of more than $5 million earmarked for the creation of a fund Like their counterparts nationally, UO for faculty excellence aimed at rewarding departments and programs support faculty exceptional instructors early in their careers members through a variety of formal and for research and creative accomplishment informal mentoring arrangements. In the with significant international impact. It is case of teaching, for example, support of

Box A7. Academic Programs Supported by Private Gifts University of Oregon Investment Group At the Charles H. Lundquist College of Business, students learn about investing by managing two real-money portfolios. The UO Investment Group also takes field trips to Wall Street and participates in national competitions. Their investment portfolios often surpass their benchmarks and exceed the performance of professionally managed mutual funds.

Green Chemistry The University of Oregon is a world leader in green chemistry, a burgeoning movement to improve teaching and manufacturing methods to develop alternatives to hazardous chemicals, reduce or eliminate harmful byproducts, and improve laboratory safety. The promise of green chemistry is that industry can produce chemicals—and science students can learn—with less cost and less waste in safer conditions.

Journalism in Portland A $4.5 million anonymous gift prompted a matching gift, allowing the School of Journalism and Communication to launch a new program in Portland in fall 2006. The program serves working professionals in Portland who seek to advance their careers, creating new opportunities for Eugene-based students.

164 A. Faculty members new teachers ranges from entirely informal large and small was summer session “prof- mentoring in which more senior instructors its”—the revenue in excess of costs generat- help new hires as the need arises to delib- ed by teaching summer courses, where costs erate efforts to improve teaching through include overhead charges by the university the use of department teaching committees and other administrative units to cover the or formally assigned mentors. A similarly costs of facilities use and administration of broad array of mentoring arrangements is the programs. Summer session was men- deployed in support of the research activi- tioned as a significant source of funds in ties of the junior faculty. In addition, teach- thirty-seven of fifty-two responses.204 ing and committee assignments are often distributed strategically to promote faculty After summer session, the next most im- development, with junior faculty develop- portant source of discretionary money for ment a common priority. academic units appears to be salary savings, an area that is emphasized by the College of These traditional forms of departmental Arts and Sciences (CAS) in its college-level support, which depend on commitments response: of faculty time and goodwill, have been supplemented at Oregon in recent years “CAS has pursued a number of strate- through revenues earned and controlled gies, most of which emphasize effective at the department level. Securing funding decentralized decision making and an and allocating resources are responsibili- appropriate alignment of responsibility, ties that have typically been managed at the authority, and resources. For example, university and college level at institutions CAS is the only arts and sciences col- of higher education. As a consequence, lege among the public members of the discretionary funds and the opportunity to Pac-10 and one of only about three in allocate them in support of local priorities the AAU that has decentralized 100 have traditionally been extremely limited at percent of leave and open-position sav- the level of individual academic programs. ings, with only minor exceptions. . . . By contrast, the UO has employed decen- Decentralizing leave and other open-po- tralized revenue methods in select areas and sition savings to departmental discretion greater local control of budgets as strategies has given them the local authority and in dealing with the generally difficult finan- responsibility for dealing with as many cial environment of the past two decades. issues as possible locally, prior to seeking financial help from the college. This We have survived and, in large measure, system has worked very well in enabling thrived. Accordingly, we believe there is our programs to serve students well, much to learn from the creativity of our col- support faculty research and teaching, leges and programs as they have sought to provide matching funds for retention adjust to financial realities that ask them to and equity increases, and, perhaps sur- serve more students with far less than pro- prisingly, build up nontrivial carry-for- portional increases in the resources needed ward reserves.” to teach them. We asked our academic units about the strategies they have used to raise Unrestricted gift money is another im- revenue, and how they have used those portant source of discretionary funds for revenues to support teaching, research, and many of our departments. A number of the service in their unit. gifts that directly support our academic units are heavily restricted, of course, as in Resource strategies. The most frequently the case of the endowments that fund the mentioned source of revenue by programs chairs and professorships that have been

165 Part III: Investing in People and Ideas vital to attracting and retaining some of our best faculty members. (For further discus- Box A8. Department and sion of this important source of support, see part IV.C.) But the outreach efforts of Program Outreach our departments and programs result in “We have been successful in gener- many unrestricted gifts and are an impor- ating donations from alumni and tant source of support to those departments friends; we owe this success in large that have systematically engaged in such part to an extensive newsletter we outreach over the years. Newsletters, in send out annually.” (Department of particular, are cited by departments as ef- English) fective (Box A8). “Since 2000 we have published a Some programs, predominately in profes- yearly newsletter that is our main sional schools, note revenues from courses tool for keeping in touch with do- offered through Continuing Education as a nors and people who are potential significant source of discretionary money. donors. (Copies of our newsletters Fees are also noted as very important for are available upon request.) We also several professional schools. have developed a system for tracking the contributions of donors and Finally, a small but growing source of rev- sending them thank you letters. For enue that some departments have begun larger donors we send more infor- to pursue is the entrepreneurial export of mation about the activities of our academic programs and academic exper- department and a copy of a recent tise outside of the conventional residential book authored by one of our faculty university. Similar in structure to activities members.” in Continuing Education, these activities (Department of Psychology) involve departments taking on programmatic efforts in international settings. For “We send out an annual newslet- example, the Department of Linguistics ter that has been quite successful at has established a successful collaborative generating donor support.” program with Hanyang University in Seoul (Department of Economics) that provides a six-month training course for Korean teachers of English as a foreign “We help facilitate alumni contribu- language. Such efforts are likely to increase tions through out Alumni Advisory over the coming years, though the oppor- Committee, the UO Foundation, and tunity costs of such endeavors needs to be our alumni newsletter.” (Depart- carefully monitored. ment of Planning, Public Policy and Management) Uses of funds. What activities do these revenues support? How crucial, by implication, is this discretionary money from the per- can contribute considerably more to GTF spective of individual departments and pro- support than do centrally allocated funds. grams? We asked our academic programs. Following GTF support, the most common uses of funds are travel and other forms of The most frequently mentioned use of faculty development support, including discretionary funds is to support graduate summer research stipends and support for education. It is worth emphasizing that in new hires.205 Other frequently noted uses are many programs, most (if not all) leave sav- (i) computer hardware, software, and sup- ings are channeled into GTF salaries and port, (ii) conferences, public lectures, and

166 A. Faculty members departmental speaker series, and (iii) “back- dergraduate education, we have commit- filling” the services and supplies budget, a ted to providing discussion sections for reference to covering day-to-day operating any course that enrolls over thirty-five expenses such as telephones, paper, ink students. The result has been very well cartridges, and copying (Box A9). This latter received courses and a dramatic increase use of discretionary funds is of particular in enrollments and majors. This sup- concern as it points to the continued ero- port for undergraduate teaching parallels sion of state support for the basic mission of our effort to have a graduate program of academic units. between thrity-five and forty students. This commitment to undergraduate and Several departments emphasize comple- graduate education requires that about mentarities between support for their one-third of our graduate students are faculty and graduate students on the one funded through these additional re- hand and their undergraduate instructional sources.” programs on the other. Two programs, for example, use summer session revenue to We have committed considerable space here provide incentives for its faculty to teach to the financial survival strategies pursued large introductory classes (Department of by individual academic programs at Oregon East Asian Languages and Literatures, De- as they have struggled to sustain support partment of Economics). Another example for faculty research and instructional proof a strategy deliberately focused on com- grams over the past decade. We have done plementarities is articulated by the Depart- so, in part, because we suspect that the UO ment of Philosophy: is somewhat unusual in the degree to which control over both revenue and expenditure “These revenues have largely been is decentralized to individual academic dedicated to supporting GTF salaries. In units, particularly within its College of Arts order to provide the highest-quality un- and Sciences. This is a statement about the margin, of course—about the incre-

Box A9. “How have you used those revenues to support teaching, research, and service activities in your academic unit?” “We use these funds to mount one-third of the sections in composition and lower division courses (approximately 100 sections). . . . We support travel and research with these funds. . . . We use these funds to support a departmental speaker series; in addition we cosponsor numerous lectures and events across the university. We use these funds to cover moving expenses and bridge funds for arriving faculty [members].” (Department of English)

“We backfill just about every category with funds from these sources.” (Department of Geology)

“Recruiting and retention funds, research and teaching grants, travel support, computer hardware and software, summer stipends, GTF hires or support, grading support, bridging money for new hires, support specific to new hires, special events and conferences, funding professional visitors, publishing lectures.” (School of Journal- ism and Communication)

167 Part III: Investing in People and Ideas mental dollar and its use. But it is often at These efforts, too, involve the direct engage- the margin that success or failure is deter- ment of the academic deans and key faculty mined, and understanding the successes from the departments and programs. Unlike and challenges of this institution requires many peer institutions, the University of an understanding of how we have adapted Oregon encourages and expects that faculty to the jarring changes in support for higher members will be involved in peer review of education. performance at every stage of faculty review and development. Finally, we note that there is considerable overlap between the issue of adequate fac- This section begins with a review of uni- ulty support in teaching and research and versity policy on faculty review and evalu- the issue of faculty retention. The latter is ation, and then moves to an examination of addressed toward the end of the section. the extent to which actual practice complies with policy. A.4. Evaluation A.4.a. University Policy Are standards of evaluation clear, congruent with the university’s mission, and fairly and Junior Faculty Members. There are three consistently implemented? This is an area in kinds of formal evaluation of the junior which effective partnership and communica- faculty: annual reviews, third-year reviews tion between the central administration and (contract renewal), and the promotion and academic units is absolutely critical. Univer- tenure review. All reviews involve both a sity policy and practice places a great deal formative component, aimed at providing of trust and expectation on the interaction of critical evaluation helpful to the faculty three distinct levels of review, analysis, and, member in furthering their academic growth ultimately, academic judgment: department- in scholarship and teaching, and a summa- and program-level evaluation, school- and tive component, aimed at a clear and spe- college-level evaluation, and university- cific judgment of where the colleague stands level evaluation. There is an active interplay on the path to promotion and tenure. An- among these three levels at Oregon. nual reviews focus more on formative evaluation, promotion and tenure on summative Departments are afforded a great deal of evaluation, with third-year reviews falling individual leeway in setting standards and between the two. expectations for faculty performance in research and teaching, something we do Annual reviews. Each junior faculty member in recognition of the locus of disciplinary is expected to be reviewed formally once expertise in the academic departments. The each academic year. Based (typically) on an school and college deans provide essential updated vita and a report of service for the coordination and oversight for the academic current year, the department head, possibly departments and ensure that departmen- in consultation with a department commit- tal efforts collectively reach a high level of tee, prepares a written report. The depart- performance. The academic deans across ment head typically meets with the faculty the board accomplish this through the direct member to go over the review and to discuss engagement of department heads and key both the past year and plans for the next. senior faculty in setting up and carrying The faculty member may offer written com- out faculty reviews. At the university level, ments, explanations, or dissenting remarks, the provost coordinates overall policy and and will sign the report, indicating that he practices for faculty evaluation and review. or she has read the report. Annual reviews are largely a departmental matter: they are

168 A. Faculty members not filed centrally, and they are often not All tenure-related faculty members in their examined at the school or college level. sixth year of service, or a negotiated equivalent for faculty members with prior service Third-year reviews. Junior faculty members at another institution, are reviewed for hired with no credit for prior service at tenure and promotion to associate professor. other institutions initially receive a three- The process begins typically in the spring of year contract, which may be renewed for the year before a decision is due and contin- another three years. By the end of a second ues through most of the following academic three-year contract, the faculty member year, with a final decision due on or before will typically have been either granted or June 15. denied tenure. It is UO policy and practice to conduct a thorough third-year review in In addition to a set of materials prepared conjunction with first contract renewal. The by the candidate and his or her department review looks for a pattern of performance (vita, personal statement, teaching evalua- that provides clear and unequivocal evi- tions), the university solicits external letters dence that scholarship and teaching are on (typically six) from distinguished senior a trajectory fully consistent with meeting colleagues located at comparable research the standards for promotion and tenure. For universities in the U.S. or worldwide. Dur- colleagues whose records clearly show this, ing the review process, the academic dean the contract is renewed for an additional and the provost’s office, along with the three years (about 85 percent of cases). If the corresponding faculty committees, examine record indicates a low probability of success carefully these externally solicited letters at the tenure review, the UO extends timely and in some cases may seek additional let- notice and a one-year terminal contract ters if needed. (about 3–6 percent of cases). In some cases, the record is seen as problematic, though The candidate’s fully assembled file is re- with continuing prospects for success with viewed at the department level, the school additional concerted effort. In such cases or college level, and at the university level, (approximately 6–10 percent of cases), a with reports prepared independently by one-year contract is extended with the pos- faculty committees and academic unit heads sibility of renewal if specified conditions of at each level. The final decision to grant or performance are met. deny tenure rests with the provost, although there exists an appeal process, first to a Promotion and tenure. As is the case at our faculty appeals committee and finally to the AAU peers and public research universities president, if the candidate chooses to pur- across the United States, tenure is viewed sue it. principally as a formal means to guarantee academic freedom for a junior colleague Careful hiring, good mentoring, and critical who has demonstrated, through accumu- third-year reviews mean that the success lated accomplishments in research or cre- rate for promotion to associate professor ative activity and teaching, the potential with tenure is relatively high; 85–90 perfor a career of national distinction in his or cent of cases are successful. In the past her disciplinary field or profession. While ten years, the standards for promotion and tenure confers also a permanent employ- tenure have remained consistent with our ment contract (subject to modification under AAU peers and other public research uni- conditions of financial exigency), it is for versities. In general, Oregon expects that the reasons of academic freedom that tenure is successful candidate will have achieved a offered and supported. profile of research or creative accomplishment (concrete publication or its creative or

169 Part III: Investing in People and Ideas professional equivalent) that places him or and practice stems from this legislation.209 her visibly on the national stage by virtue of It calls for periodic review of senior tenured the quality and impact of that work as well colleagues, as follows: as a pattern of teaching accomplishment indicative of a likely long career of excel- There are two reviews conducted over each lence in teaching at both the undergradu- six-year period from the point at which ten- ate and graduate levels. Minimal service is ure is granted, one a minor review and one expected, and the UO tries to insulate junior a major review. The minor review occurs faculty members from service at the college during the third year and is based on a cur- or university level until after tenure, though rent vita, a report of service, and a discus- such service is not prohibited. sion of current activities and future plans, all prepared by the faculty member. The As described earlier in this section (A.2.c), major review occurs during the sixth year junior faculty members do not approach any and includes preparation of the same mate- of these evaluation processes without op- rials by the faculty member. In this instance, portunities for learning what is expected. In however, an elected faculty committee in addition to orientations provided by home the department and the department head departments and the Office of Academic also prepare reports, and the entire file is Affairs shortly after new faculty members reviewed at the college level. Cases that are arrive on campus in the fall, regular work- fully satisfactory result in a modest salary shops on promotion and tenure offered each increase, separate from any other increases. year by academic affairs and some schools Cases that are partially satisfactory may re- and colleges. Finally, the university main- ceive a partial increase. Cases that are clear- tains several paper and web documents on ly problematic can result in a formal plan to the promotion and tenure process: recover research or teaching effectiveness, including reassignment in some cases. • Faculty Handbook206 • A Faculty Guide to Promotion and Promotion to Professor. Promotion to full Tenure207 professor follows the same protocol as • Guidelines for the program or presented above for tenure and promotion department preparing the tenure file208 cases for junior faculty members. It is most common for senior faculty members to come Senior Faculty Members. There are two kinds up for promotion to professor within the of formal evaluation of senior faculty mem- first eight years after promotion, with most bers: post-tenure review and promotion to of these falling within six years. Associate professor. professors who have not been promoted to professor are not eligible for salary increases Post-tenure review. Post-tenure review is under the post-tenure review process, as mandated by Oregon Administrative Rule these colleagues are expected to undergo 580-021-0140, which states that “tenured promotion to professor first. faculty members shall be evaluated periodically and systematically in accordance Nontenure-track faculty members. Currently, with guidelines developed by each insti- nontenure-track faculty members, whether tution.” In 1999 the University Senate, in serving instructional or research appoint- part in response to national and local con- ments, are eligible for promotion to senior cerns about accountability and the review instructor or senior research associate after of senior, tenured faculty members, passed accumulating eighteen terms of appoint- legislation that created a more formal post- ment at 0.5 FTE or greater. The process for tenure review process. Current UO policy promotion involves a systematic review of

170 A. Faculty members performance in the area appointed (teach- “The measure of scholarship is both by ing or research) by the academic department quantity and quality. The former is taken head, the dean of the school or college, and as an indication of the consistency of the provost (or her delegate). Unlike the ten- one’s production, and the latter reflects ure process, there is no use of elected facul- whether or not this work meets profes- ty committees. Successful promotions result sional standards and makes a contribu- in longer contracts and the expectation that tion to a field (or fields). Required are the appointment will continue as long as either a book published by a scholarly funding is available. There is considerable press and two to three articles in major variability in the conduct of nontenure-track journals, or a number of substantive faculty promotions at present, and this is an articles, usually eight to ten, published area under review for improvement. again in major journals. These articles should come from a cohesive body of A.4.b. Practice and Assessment scholarship and demonstrate a mastery of a particular area. Normally, articles in books will be treated as the equivalent Promotion and tenure. The guidelines and of a journal article if peer reviewed, but requirements described in university policy in all cases the quality of the articles and set the framework within which evaluation the publication is paramount. The quali- is carried out. Responsibility for imple- fication is that, in all cases, these should mentation rests primarily with individual be refereed publications that indicate academic units, although final decisions the work is recognized and ranked na- rest with the provost. Many of our units tionally among that of leading scholars supplement university policy with state- in one’s field. Electronic publication is ments of expectations particular to the unit. equivalent to published articles if its When asked, thirty-one of the forty-three peer reviewed.” (Excerpted from the responding academic units with primary statement provided by the Department of responsibility for tenure evaluations (in- East Asian Languages and Literatures.) cluding program, department, and college responses) reported written statements of As described in A.4.a above, the promotion expectations for promotion and tenure that and tenure process at Oregon involves both supplement those of the university.210 The faculty and administrative review at each statements range from brief statements of of the department, college or school, and principle (e.g., Department of Physics, De- university levels. Faculty participation at partment of Economics) to detailed descrip- the university level takes place through an tions of process as well as expectations (e.g., elected faculty personnel committee (FPC), School of Music and Dance). which prepares reports and recommendations on tenure and promotion cases for The statements we received are available 211,212 the provost. Likewise, faculty personnel electronically. They illustrate the kinds committees typically play a central role in of promotion and tenure standards appro- evaluation for promotion and tenure propriate to a first-rank research university cess at the college or school and department with a variety of approaches to articulating or program levels. Within the College of those standards. One example, dealing with Arts and Sciences, for example, an elected the nature of scholarship in a traditional Dean’s Advisory Committee prepares col- arts and sciences discipline, is provided lege-level reports and recommendations for below. the dean.

171 Part III: Investing in People and Ideas

Each year, the FPC prepares a report on its to year, and some are echoed in the annual activities and deliberations and includes reports of the dean’s committee, which pre- recommendations on institutional improve- pares evaluations and recommendations on ments for purposes of tenure and promo- over half the cases seen by the FPC. tion. Past FPC reports, while acknowledging the well-prepared files submitted by many The faculty personnel committee report departments, have included complaints submitted to the University Senate this past about the preparation of files by some de- spring213 departs from past reports in recom- partments and pleas for strict adherence to mending specific changes in process aimed university guidelines. The complaints and at correcting the issues identified by both pleas are remarkably consistent from year the FPC and the dean’s committee in recent

Box A10. Excerpts from “Faculty Personnel Committee 2005–2006 Report to the Senate” Use of Computer-Based Technologies to Standardize the Promotion Process: A Faculty Guide to Promotion and Tenure is a useful resource. However, its printed form does not really take advantage of new computer technology that might more readily communicate the information and standardize the process. Specifically, an online procedure could likely be developed that would walk departments through the process of completing the file to ensure that all the proper documents are included in the file in the proper order and in sufficient detail. There are examples of such computer-based e-technologies being applied to other complex processes that have been quite effective. For example, the NSF’s Fastlane experience that expedites grant writers putting together a grant proposal. Obviously, such an electronic process would have to be done carefully and would have to be sufficiently flexible to account for the heterogeneity in the promotion criteria across schools and colleges. Nonethe- less, if done right, such a procedure might well remedy a significant and reoccurring headache of the FPC and the other evaluative participants in the process that some files are not properly prepared.

In addition, the process of creating a computer-based online file preparation process might also provide the opportunity to streamline the process. For example, there is needless and extensive repetition in the files, which might be minimized by an online resource that could remind each participant in the process of their primary role. In addition, it would provide a means of standardizing the presentation of certain data in the file that is often presented in ways that are hard to follow. For example, there are often disagreements in the file about the number of publications, the type of publications, and their timing because vitae differ distinctly across individuals (even within the same department). An online menu could be developed that would permit a more standardized accounting of publications that would eliminate errors and inconsistencies in evaluating the research record. This numerical summary would not replace the vitae, but supplement them. Likewise, numerical teaching evaluations could also be presented in a standardized way (e.g., presenting the candidate’s mean course and instructor-quality marks in comparison to the department average, the number of students enrolled in a course, and so forth.).

172 A. Faculty members years. The report notes that “the lack of clar- The responses contain only occasional refer- ity created by a poorly prepared file is to the ences to the review of adjunct faculty mem- detriment of the candidate and harms the bers, which reflects the fact that policy in integrity and the efficiency of the promo- this area is left to individual colleges or pro- tion process.” Because past pleas have been grams. Requiring a more uniform treatment ineffective in changing the behavior of units of the evaluation of nontenure-track faculty that do not properly prepare files, the re- members across academic units is compli- port includes “a set of recommendations in cated by the fact, evident in the responses, regards to possible modifications of current that the burden of evaluation is already very procedures. . . . We believe that such recom- high in those units that employ the greatest mendations may be particularly timely in number of these instructors (e.g., Depart- light of the hiring of a new provost.” ment of English, Department of Romance Languages, and College of Education). The centerpiece of the FPC’s recommendations is the implementation of a com- Additional reporting and uses. Evaluation puter-based technology to standardize the beyond the requirements addressed above— preparation of promotion and tenure files annual and third-year review of nontenured (Box A10). The goal is an online system faculty, post-tenure review, and review for that would guide departments through promotion and tenure—takes place when the process of submitting materials in the pay increases are awarded, as addressed proper order and in sufficient detail. Addi- further below. tional suggestions address the specific issue of departments or schools with histories of Some academic units go beyond the uni- poorly prepared files, the time commitment versity faculty evaluation and reporting involved in service on the FPC, and pro- requirements noted above. This is reflected cesses relevant to the hiring, promotion, and to some extent in the answers to the ques- tenure of faculty with substantial previous tion of compliance (e.g., the response pro- experience. vided by the College of Business, quoted above) and also in the answers to a question Annual, third-year, and post-tenure reviews. In regarding the use of faculty activity reports general, policy and practice in these areas of by academic units. The responses to the evaluation are congruent at Oregon. When latter215 indicate that annual faculty activ- asked, virtually all academic units reported ity reports are required of faculty members full compliance with annual and third-year in all of the professional schools. Updated evaluations of nontenured tenure-track fac- curriculum vitae are required annually of all ulty members, though some programs wryly faculty members in the College of Arts and note a tendency to be tardy with the paper- Sciences (CAS). Within CAS, however, only work.214 Several professional schools, on the chemistry, physics, anthropology, and the other hand, note that compliance with economics departments require, in addition, the requirements of post-tenure review is a that faculty members submit comprehensive challenge. In addition, several units express annual faculty activity reports. reservations (some quite emphatic) about the value of third-year post-tenure review, A selection of department and college and a good number communicate a palpable responses is provided in Box A12. These sense of exhaustion triggered by contem- responses indicate that, where faculty activ- plating the demands of the faculty evalua- ity reports are employed, the information tion. A cross-section of responses appears in reported is used in salary increase decisions Box A11. to inform discussions with faculty members about goals and progress, to write newslet-

173 Part III: Investing in People and Ideas

Box A11. “How successful is your unit in complying with university policy on annual and third-year evaluations of nontenured faculty217 and post-tenure review?218 What difficulties have you encountered, if any?” “We have been completely compliant but it comes at the cost of much of my spring term. I find the third-year post-tenure reviews to generally be a waste of time and I’d favor eliminating them.” (Department of Geology)

“Very successful.” (Department of Art)

“All reviews are carried out in a timely fashion. They serve to provide an opportunity to discuss faculty work and to set expectations.” (Department of Philosophy)

“We comply with all of the required reviews. Of those reviews, the annual and third- year reviews of nontenured faculty and of associate professors are particularly carefully done. The sixth year PTR reviews are also carefully done. Therefore, these reviews are often a few weeks late! The third-year PTR reviews for full professors are a great burden and an almost complete waste of time in the view of the current department head. Currently we staple the annual reports together with a short summary statement by the department head for these reviews to reduce this waste of time.” (Department of Chemistry)

“We comply fully with university policy and do not find it overly burdensome.” (Department of Mathematics)

“We are very successful. Each untenured faculty member is reviewed by the chair every year and we do all third-year and sixth-year post-tenure reviews as mandated. The chair does third-year PT reviews and a subcommittee of the advisory committee evaluates the sixth-year PT files. We have encountered no procedural difficulties, but these reviews constitute a structural problem. They are an enormous drain on time and senior personnel, especially when there are many more junior professors than senior.” (Department of Romance Languages)

“The LCB does an excellent job in this area. To do this properly, the time commitment of faculty and administrators is high. Nontenured faculty [members] and instructors are reviewed on an annual basis. Tenured faculty [members] are reviewed every two years.” (Lundquist College of Business)

ters, and to determine teaching assignments. available on our website for the interested The responses also suggest that most CAS reader.216 programs do not see a need for faculty reporting and evaluation beyond that already The information provided or summarized required by university and college policy. in this section indicates that faculty evaluation is taken seriously at the University Most of the units that require annual fac- of Oregon, is implemented systematically ulty activity reports provided us examples and successfully in almost all cases, and is of the templates for the reports. These are supplemented as appropriate by individual academic units to meet particular needs.

174 A. Faculty members

There is no doubt that the effort involved A.5. Compensation is substantial, or that in most dimensions, particularly evaluation of junior faculty Evaluating compensation at a public uni- members, that the effort is warranted. Some versity is inherently difficult, a task com- questions do arise, however, about the plicated by the large investments in human evaluation of teaching and creative activity capital required during the early probation- in the promotion and tenure process, the ary years of an academic career and reward- burden and value of third-year post-tenure ed after tenure verifies that the investment review, and the adequacy of review of non- has taken place. Both salary structure (pay tenure-track faculty members. differences among the various academic ranks) and the overall level of salaries are important to a university’s success in attracting and retaining a high-caliber faculty.

Box A12. “Does your academic unit require faculty activity reports on a regular basis? If so, briefly describe the reporting cycle, the activities reported (or attach an illustration), and the use made of the reports.” “Faculty activity reports are required annually. Annual reports are used to identify activities to be published in our quarterly newsletter, Ledger Lines. Annual reports are used for evaluative purposes and merit-raise consideration.” (School of Music and Dance)

“All full-time teaching faculty [members] are required to submit an annual portfolio that reports all teaching, research, and service activities for the year and a proposal for the next academic year. The dean reviews the portfolios in consultation with the associate dean and the school’s elected Dean’s Advisory Council. Portfolios are the basis for determining teaching assignments.” (School of Journalism and Communication)

“We ask for an annual report at the end of each calendar year. The reports cover research, service, and teaching. Among other things, our personnel committee uses these for merit pay increase ratings.” (Department of Physics)

“Economics faculty [members] are required to submit activity reports on an annual basis. . . . The report includes data on all professional activity, including courses taught, students supervised, research published, research in progress, grants received, grants submitted, conference-professional presentations, university service, professional service, academic consulting activity, etc. These reports are used to administer our teaching load policy.” (Department of Economics)

“No, but merit raises occur reasonably often and along with the other required reviews—we have fairly regular reports on all faculty [members].” (Department of Sociology)

“Given the frequency with which annual reviews or third year pre- or post-tenure reviews come around, in addition to reports required for salary raises, our department provides faculty activity reports on a fairly regular basis.” (Department of Classics)

175 Part III: Investing in People and Ideas

We begin with an overview of the past de- sor to 51 percent for the average instructor. cade’s gains and losses in the area of faculty This is considerably higher than for our compensation, a record that reflects overall peer institutions, where average benefits run progress in bringing total faculty compensa- at about 27 percent of salary for all ranks tion at Oregon closer to that of its peers. The except full, which runs at about 24 per- record also shows, however, that the gains cent. This marked and positive discrepancy have been focused in the area of increased between Oregon and its comparators in this benefits (e.g., health insurance and pen- dimension of compensation has emerged sion contributions) rather than in the more over the past ten years. With the exception visible area of salary increases. And, finally, of instructors,221 benefits in 1995–96 were salary compression continues to be a signifi- just slightly higher for Oregon than for its cant at Oregon relative to its peers. peer institutions, at roughly a quarter of salary. Within the larger university context, which has included persistently declining state Given the improvement in benefits at Or- support and a two-year pay freeze, individ- egon over the past ten years, at least relative ual colleges and programs have worked to to peers, it is not surprising that total faculty make the most of the resources available to compensation is more competitive now than them. The second half of this section looks ten years ago. Overall, as indicated in the at the compensation strategies individual Figure A1, faculty compensation stood at 91 academic units have pursued in their ef- percent of peer salaries in 2005–6, whereas forts to attract and retain the highest-quality the figure was 85 percent ten years ago. faculty possible. All ranks have shared in the improvement, including instructors, for whom the figure is A.5.a. The Record the same as for the faculty overall. However, the gap between Oregon and its comparators remains largest for full professors, evidence Faculty salaries at Oregon are well-known of the persistent salary compression prob- to lag behind those of its peers. The average lem noted earlier. faculty salary paid at the University of Or- egon in 2005–6, for example, was 82 percent of the average salary paid at the eight AAU A factor not accounted for in most institu- institutions designated as the University of tional salary comparisons is cost of living. Oregon’s comparator group by the Oregon The reasons are multiple, including poor University System.219 The discrepancy is data on cost-of-living differences between larger for full professors (79 percent) than the relevant geographic areas and the pos- for assistant professors (86 percent), with sibility of relocation after retirement. None- associates in between—a measure of what theless, most salary calculators, regional is referred to as salary compression. This consumer price indexes, and surveys of picture is little different than it was ten home values suggest that the cost of living years ago.220 The largest change over the for home owners in Eugene is, on average, period has been in the salaries of instruc- less than in the cities in which Oregon’s tors, which fell from 80 percent of our AAU peer institutions are located. Accordingly, comparators to 77 percent. it is likely that the figures in the table over- state the gap between the real value of faculty salaries at Oregon and those of its While salaries at Oregon are relatively low, comparators. benefits are relatively high. In 2005–6, benefits as a fraction of salary at Oregon ranged Overall, the university has made significant, from 38 percent for the average full profes- though not uniform, progress toward the

176 A. Faculty members

Senate White Paper goals for improving aca- to facilitate the goals of the Senate White demic salaries and compensation at the Uni- Paper. For example, in the current academic versity of Oregon.222 The most prominent of year the announced average increase of 7 the goals, established in 2000, was to raise percent is split between merit and equity at average instructional faculty compensation 4.3 percent and, consistent with the recom- to 95 percent of parity with comparator mendations of the Senate White Paper, cost- institutions. A subsidiary goal was to reduce of-living allowance at 2.7 percent. salary compression. While there has been little improvement with regard to compres- The provost counts on the academic deans sion, pay levels at all ranks are considerably to manage the salary review process in more competitive than they were when the the schools and colleges and to deliver to Senate goals were set. the vice provost for academic affairs their recommendations for increases for faculty A.5.b. Institutional Process members and officers of administration in their areas. The proposed increases are UO faculty salaries are determined in part reviewed in the Office of Academic Af- by the institution’s success in finding the fairs, with written explanations required for resources necessary to support its mission increases that are unusually high (greater and in part by the university-level policies than 10 percent) or unusually low (less than and practices it follows in allocating those the cost of living) and for any case in which resources to salaries. As at most institutions, final salary for an individual is below 80 the senior vice president and provost sets percent of the average salary for their rank general guidelines for the salary increases and discipline. that, over time, determine salary levels and structure. This includes the amounts of the While this would be most of the story at allocations of central funds to individual many institutions, it is far from the whole academic units and guidelines for their story at Oregon. The relatively decentralized distribution among merit, equity, and cost of budgetary responsibility described earlier living bases. In general, salary increases in- in this section extends to the area of fac- volve some distribution of funds to each of ulty salaries as well. In practice, individual these areas, with the largest share of funds schools and colleges have a great deal of lat- devoted to merit and all funds allocated itude in determining the allocation of salary

Figure A1. Average UO Compensation as Percent of Peers

177 Part III: Investing in People and Ideas money to address merit, equity, retention, to reflect, though not perfectly, how formal and compression. And in the university’s a process the unit employs.224 At one ex- largest college, decisions are further decen- treme, the School of Music and Dance and tralized to individual programs. According- the Department of Classics provided two of ly, the practices of our individual academic the least quantitative approaches to per- units are important in shaping the overall formance evaluation in that neither makes level and structure of salaries at Oregon. mention of explicit measures of performance in areas such as teaching, research A.5.c. Merit and Equity or creative activity, and service, or of the relative weights applied to these areas in arriving at an overall evaluation of a faculty The questionnaire circulated to academic member’s job performance. units as part of this self-study contained two questions relevant to salary determination at the college and program level. The first By contrast, a number of CAS programs and asked units to describe the criteria used in the School of Journalism and Communica- allocating merit pay within the unit. While tions employ quantitative approaches to the question relates to merit-pay criteria, evaluation. Typically, a performance score many units also responded with informa- is assigned in each of the areas related to tion on how they handled issues related to teaching, research, and service, and these equity, compression, and retention. scores are then aggregated into a numerical measure of overall performance for the fac- The responses to this question were, per- ulty member. The weights applied to teach- haps predictably, highly diverse. Of the six ing, research, and service in arriving at an professional schools, two (School of Music overall indicator of performance range from and Dance, School of Journalism and Com- equal weights at one extreme (e.g., journal- munication) provided written statements of ism) to fairly disparate weights at the other the criteria and procedures used to allocate (e.g., the Department of Mathematics speci- new salary money. Within the College of fies weights of 35 percent, 55 percent, and Arts and Sciences (CAS), salary recommen- 10 percent). Most units, however, occupy dations originate in individual departments middle ground closer to the conventional and programs. The college requires that a shares of 40, 40, and 20 percent. written description of criteria and process accompany pay-increase recommenda- Rewarding merit. Four of the statements deal tions each time such increases occur. Six- very directly with a question that is left, teen CAS programs provided copies of the perhaps purposely, unaddressed in many of criteria submitted in the last round of pay the criteria. That is, should faculty members increases.223 with higher performance ratings receive larger dollar increments or larger percentage Evaluating merit. Of the eighteen examples increases to their pay? If the former, the in- of salary-improvement criteria forwarded crease is independent of initial salary level. to our committee, sixteen have in common If the latter, meritorious performance trans- a focus on rewarding meritorious perfor- lates into larger dollar amounts for those mance in the areas of research, teaching, who earn higher salaries. The Department and service. There is, however, no single, or of Philosophy’s brief statement is emphatic even most common, approach to evaluating regarding the answer. and rewarding performance. For example, the guidelines vary widely in the degree to “Raises will be distributed by score, ir- which they are quantitative, which tends respective of the faculty member’s base salary. With regard to merit, one’s base

178 A. Faculty members

salary is not a relevant variable, and it of journalism, incorporates explicit adapta- becomes one when a score is translated tions for the effects of inflation in the ab- into a percentage increase.” sence of dollars available for cost-of-living adjustments. The merit pay criteria of the psychology and linguistics departments in CAS and the “In years where there are no across-the- School of Journalism and Communication board funds, all faculty [members] will also translate merit ratings directly into dol- receive some merit increase unless their lar, rather than percentage, increases in pay. overall rating is zero. When across-the- Journalism, for example, allocates merit pay board funds are available, the funds will dollars as follows: be allocated to those with fully satisfactory service.” “The total of indicator scores assigned to all faculty [members] is calculated. The If cost-of-living increases are chronically amount of dollars allocated for merit inadequate, an alternative adaptation is to raises is divided by that total score. This reward merit with percentage increases in produces a figure that represents the pay, providing a base-line percentage in- amount (in dollars) assigned to a net crease (a cost-of-living adjustment) for satis- indicator score of one. The net indicator factory performance, and higher percentage score of each individual is multiplied increases for higher levels of meritorious by that sum, producing the merit allo- performance. With some attenuation of the cation for the individual. (Example: If percentage increases at higher salary levels, twenty faculty members have net indica- we suspect that this is what many depart- tor scores that total 40, and if $20,000 is ments do. available for merit, then each individual merit point is worth $500.) Other observations. In many cases, salary increase criteria take the form of standing “Using the net indicator scores as a start- department policies that may be reviewed ing point, the dean will then determine periodically but appear to have been fairly the final merit allocation for each faculty consistent over time. There are exceptions, member. Any significant difference in however, including one large department allocation from the total based on the with criteria that permit wide variation in indicator score shall be documented.” practice from one round of pay increases to the next. A highly flexible policy is a two- The drawback to a pure “dollars per unit of edged sword. The latitude to reinvent the merit” approach is implicitly recognized in pay increase process with each round of in- the many policies that sidestep the question creases also presents the opportunity for re- of dollar versus percentage. In the absence inventing mistakes, and many are possible. of adequate cost-of-living increases, inflation causes the real value of faculty salaries The tremendous variation in salary increase to decline over time, and merit ratings that policies we received, along with the amount translate into dollar increases produce ever- of thought and effort evident in the typi- greater compression of real salaries over cal policy, suggests another nod to human time. In practice, then, departments have an nature: While there may not typically be incentive to use merit pay both to slow the a great deal of money to allocate to merit erosion of real faculty salaries and to cre- increases, it is clearly very important to our ate appropriate merit-based differentials in programs that they get to decide how to do real pay. Psychology, which follows a merit with it. pay allocation scheme quite similar to that

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A.5.d. Compression and Retention “CAS has initiated a number of ways of dealing with salary compression and reten- That salaries are compressed at Oregon tion of excellent faculty. These include [the relative to its comparators is documented in following]: Figure A1 above. While similarly objective • Using the self-funding aspects of our fac- direct measures of the relative severity of ulty-position management system to i) retention issues at Oregon are not available, change the promotion increases from the the evidence on compression provides indi- university-minimum flat amount ($1,800 rect evidence of retention pressures. To the for promotion to associate, $2,200 for extent that salaries become less competitive promotion to full) to percentages of at higher ranks, our difficulties in retaining base pay; and ii) to increase the percent- our most productive faculty members be- age to 8 percent by fall 2006. To our come more severe as they advance through knowledge, we are the only college to the ranks, producing retention issues even have taken this step, based on an inter- greater than those that challenge our peers. nally self-funded position management system. The chaired positions and professorships • CAS uses the same faculty-position man- funded by the university’s major donors agement system to identify and target over the past ten years have been tremen- funds for use in matching departmental dously helpful in achieving more competi- recommendations for retention and eq- tive salaries for some of our top scholars uity adjustments. and teachers. Recent gifts totaling more than • In many years, CAS has offered match- $10 million devoted to faculty excellence ing funds to departments and programs and development represents further ac- to augment central pay increases to ad- knowledgement by our alumni and support- dress acute retention or equity issues or ers that the need to address the competitive to deal with equity issues arising from salaries for excellent faculty members is a particular year’s recruitments of new critical. faculty.”

Individual academic units have, in many Not surprisingly, a number of units within cases, pursued their own strategies in at- CAS note promotion increases as helpful tempting to deal with the related issues of in dealing with salary compression. There salary compression and retention. A number are also a number of references to salary of examples appear in the responses to a increases made for equity or retention pur- question on salary compression and reten- poses where the source of funds is unspeci- tion included in the questionnaire sent to fied. Most of these increases are examples our academic units as part of this self-study. of matching increases from the program and CAS, as described above. Measures at the college level clearly set the stage for program-level responses to this The responses of the professional schools questions. The most distinctive strategy, at and individual departments and programs the college level, has involved the use of collectively catalog a variety of additional promotion increases and matching funds, strategies that have been deployed in com- facilitated by a faculty position management bating salary compression and retaining system, within the College of Arts and Sci- good faculty members at the University of ences (CAS): Oregon (Box A13).

180 A. Faculty members

Box A13. “What strategies has your academic unit employed to deal with salary compression and to retain excellent faculty members?” “Faculty summer research support (seeking more funding here); named research scholar and professor funding (stipends); internal professional development accounts.” (Charles H. Lundquist College of Business)

“We have raised money for chairs, professorships, and fellowships to help with salary compression and retention.” (School of Law)

“Promotion increases, post-tenure review increases, and equity adjustments in most recent raise process; supplements to travel or academic support account (ASA); administrative stipends where appropriate and feasible.” (School of Music and Dance)

“The school has an endowed a ‘Faculty Fighting Fund’ that has helped address some compression issues. In recent salary increases, compression has been a factor in determining raises.” (School of Journalism and Communication)

“Mostly through merit increases, but also through central ‘fighting funds,’ internal reallocation, teaching assignments.” (Department of Computer and Information Science)

“Ethnic studies has provided internal resources to support faculty research and efforts at program development. The program has also aggressively supported partner hires, both in our own as well as other units.” (Ethnic Studies Program)

“We have sought opportunities to address cases of salary compression on equity grounds. We have tried to retain excellent faculty [members], first by rewarding our strongest scholars through taking into account their research in merit allocations and by nominating them for external fellowships (such as the Petrone fellowship) and awarding donor-supported internal fellowships (we have $12,000 per year from this source), and, second, by responding as best as we can given limited resources when faculty have outside offers.” (Department of History)

Despite the energy and creativity committed Key challenges and opportunities are listed to issues of compression and retention, the below. problems remain significant and are clearly a source of considerable frustration for Hiring and Communicating Expectations many academic units (Box A14). • Challenge: We lack a centrally maintained system for sharing—not just A.6. Challenges and Opportunities collecting—information on recruiting strategies and materials; department, The University of Oregon faces many chal- program, and college statements of lenges in building and sustaining faculty expectations for promotion and tenure; excellence, the single quality most critical and examples of offer letters and other to the success of the university as a whole. methods of communicating expectations

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Box A14. Salary Compression and Retention: Unresolved “We have used all available resources to address salary compression: internal resources, promotion, and post-tenure review increases, whatever we can. This is not a problem that can be solved on the departmental level. The university administration needs to provide leadership and funds.” (Department of English)

“This is a very difficult problem for our department. We have had to use department funds extensively in the past few years to fund retention packages. Promotion and post-tenure review increases are not nearly enough.” (Department of Psychology)

“Salary compression is a huge issue within the biology department, particularly because the salaries that need to be offered to beginning assistant professors have increased at a rate that far exceeds the rate of salary increases provided by the state. We have employed two strategies to try to circumvent this compression issue. First, we have actually sacrificed a faculty line to address compression issues. Second, in the most recent merit pay raise, we used almost all of those funds to address compression issues largely at the associate professor level.” (Department of Biology)

to new hires, including both tenure- Evaluation related and nontenure-related faculty • Challenge: Some units lack adequate members. guidelines and processes for the review, • Opportunity: It would not be difficult to evaluation, and promotion of faculty develop a centrally maintained system, members, both tenure related and non- based on advice and regular feedback tenure related. from academic units, and plans are cur- • Opportunity: Use the development of a rently under way in the Office of Aca- centrally available system of information demic Affairs. and “best practices” as an opportunity to review the adequacy of unit-level Composition of the Faculty guidelines and processes. Such an effort • Challenge: In some areas in the univer- is already under way for the evaluation sity, the number of appointments of non- and promotion of NTTF. tenure-track faculty members (NTTF) has increased sharply, exceeding recom- • Challenge: Some aspects of post-tenure mendations by the AAUP on the deploy- review are problematic. This includes ment of NTTF. These trends challenge concern with the usefulness and efficacy our principal mission of research and of the third-year review of the six-year instruction and carry both differential post-tenure review cycle. and collective budgetary implications • Opportunity: Our accrediting agency for the campus. now endorses a five-year post-tenure • Opportunity: We will continue efforts review cycle if we wish to revert. Alter- currently under way (endorsed by the natively, the university may choose to Senate and coordinated by academic af- examine ways to make third-year review fairs) to review how NTTF appointments more efficient and useful. are made and deployed at Oregon, especially in those areas with the highest concentrations of NTTF appointments.

182 A. Faculty members

• Challenge: We lack a university-wide salary increases could provide useful system for sharing information on merit- background information and ideas. pay criteria at the department-program • Opportunity: Continue to emphasize and college levels. gifts to endow chairs and professorships. • Opportunity: Again, it would not be hard to develop one, with advice and • Challenge: Our low salaries are both regular feedback from departments, more visible and more easily compared units, and colleges. than total compensation, where we are currently more competitive. • Challenge and Opportunity: Smaller • Opportunity: Ensure in regular and schools and colleges would benefit from systematic ways that all parties to the integrated, longer-term strategies for bal- compensation package easily see both ancing funding for positions, improved the extent of institutional investments in compensation, and “risk sharing”—anal- faculty compensation and the compara- ogous to the CAS faculty-position man- tive standing of Oregon to other institu- agement system. tions across the components of faculty compensation. Faculty Support • Opportunity: Turn the 6 percent UO • Challenge: Academic unit financial pension contribution on behalf of the survival strategies have been very effec- employee into salary; increase the em- tive, but are decentralized, highly di- ployee pension contribution by an equal verse, and not well understood outside amount. The shift would immediately the individual units. Academic units are increase salaries by 6 percent, but would therefore vulnerable to decisions made be approximately neutral with respect to centrally with inadequate understanding university budget, total compensation, of the environment for which they were and employee tax burden. Avoid cou- made. pling the change with erosion in this or • Opportunity: Begin by facilitating in- any employee benefit. formation exchange and sharing of best practices, as discussed above, which will also facilitate better understanding of the likely repercussions on faculty support of decisions taken centrally.

Retention and Competitive Compensation • Challenge: Salary compression for senior faculty members just as they become more valuable and nationally competitive encourages some to look elsewhere and discourages others who would pre- fer to remain at Oregon or do not wish to spend time looking for external offers. • Opportunity: More aggressive use of post-tenure review increases, especially a systemic shift to promotion increases calculated as a percentage of salary base rather than as a fixed-dollar amount. A review of how schools and colleges are using post-tenure review and associated

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B. Classified Staff members and B.1.a. Classified Hiring Officers of Administration Supervisory support. Oregon has invested A university’s staff is crucial to a success- substantially in furnishing resources and ful experience for both its students and its support for supervisors in classified posi- faculty. Oregon’s quality and reputation tions. The employment manager in Human is enhanced by the caliber of its classified Resources coordinates classified hiring staff members who support the institutional and works closely with hiring managers mission in myriad ways. Numbering over throughout this process, from developing 1,200, classified employees contribute to the a job posting through reference checking. university by carrying out a broad array of Supervisors receive nearly eight hours of support activities in every department and training on affirmative action and recruit- facility on campus. They maintain facilities, ment and selection during the supervision prepare and serve food, provide office and training course. Classified hiring procedures financial support, serve library patrons, and and information about best practices for the much more. The work of this group plays a recruitment and selection process are listed major role in the overall effectiveness and on the human resources web page.225 efficiency of the institution. The internet has radically altered how The UO has more than 800 officers of ad- applicants learn of job openings. During ministration (OAs) who play a wide range of the 2005–6 fiscal year, 41 percent of new varied roles in the organization: supervisors, hires reported that they learned of their job counselors, advisers, managers, and admin- opening from the UO Human Resources istrators, to name a few. Regardless of the website. Job openings listed on the website specific position, the leadership and profes- are immediately accessible to applicants sional responsibilities of the OAs have a both locally and outside the Eugene-Spring- significant bearing on the university’s repu- field area. In addition, the employment tation and quality. OAs, especially those manager advises hiring supervisors about who supervise, have the opportunity to recruitment strategies and assists in writing advance and communicate the institutional newspaper advertisements. Because many mission throughout the organization. classified employees are recruited from the local labor market, the university has In this section, we review and assess the a block ad in the Sunday issue of the local practices employed in hiring, supporting, newspaper to highlight UO vacancies. and retaining classified staff and OAs who are effective in advancing the university’s The employment manager participates in mission. monthly meetings of Work Net, a group comprising Eugene-Springfield employers, B.1. Hiring personnel from agencies that provide job search assistance for community members, We begin with the programs and mecha- and job seekers. The employment manager nisms that support supervisors and manag- also participates in job fairs and other reers in making effective hiring decisions. lated events. We then ask if there is evidence that we are effective in hiring qualified employees who Effectiveness of hiring. The university was perform well in their positions. challenged in identifying ways to assess hiring decisions. The two detailed below provide only part of the picture and do not address a relationship between the hiring

184 B. Classified Staff members and Officers of Administration decision and ongoing performance. The two represented by at least one person or more measurements that did emerge in assessing in one job group within the skilled-craft whether or not hiring decisions are effective category. In 2004, the classified staff was di- include i) analyzing how hiring decisions vided more discretely into thirteen separate meet the university’s objectives in creating job groups within the four equal-opportu- a more diverse workforce, and ii) reviewing nity categories. Women were underrepre- the number of employees terminated during sented by at least one person or more in one trial service (probationary period). job group in the technical category. People of color were underrepresented by at least Ability to attract a more diverse pool. In the one person or more in two job groups in the 2005–6 fiscal year, the university hired 136 technical category and one job group in the new classified employees. This does not skilled-craft category. include employees who promote or transfer to different university positions. Of these, These data suggest that although the num- eleven did not indicate race or ethnicity ber of women and people of color increased when hired. Thirteen of the 125 employees from 1996 to 2004, their representation as who did indicate race or ethnicity reported compared to availability in the relevant as minority (10.4 percent); 58 percent of the labor market decreased. new hires were female. Terminations during trial service (probation- Between 1994 and 2005, the representation ary period). In terms of hiring employees of employees of color among the classified who are competently able to perform their staff increased from 7.85 percent (105) in jobs, it is possible to examine the number 1994 to 11.02 percent (141) in 2002, but of releases from trial service or probation- decreased to 10.65 percent in 2005. The ary period. Trial service (rather than proba- representation of women decreased between tion) is the term used in the SEIU collective 1994 and 2005 from 65.69 percent (905) in bargaining agreement and is defined as an 1994 to 64.64 percent (881) in 2005. extension of the selection process, extending for the first six months of employment As part of this analysis, information com- for a full-time employee. Once trial service paring the availability of women and people is completed, employees are appointed to of color for classified job groups by equal- regular status. Employees removed from opportunity category was evaluated for 1996 trial service may not grieve the dismissal and 2004. Equal-opportunity categories under the grievance article. Supervisors are consist of groupings of job titles by occupa- encouraged to carefully observe and assess tional type used in reporting employment employees’ performance during trial service data for federal reporting purposes. Avail- to ensure that only those who are fully satis- ability reflects the percentage of women factory achieve regular status. and people of color among those likely to have the requisite skills for jobs in a specific Of the 135 new classified employees hired group of jobs in the reasonable recruitment in the 2005–6 fiscal year, nine (more than 6 area for those jobs. percent) were released during trial service, an indicator that they were not suitable for In 1996, the classified staff was divided for the position. This termination rate does affirmative-action reporting purposes into not appear to be unreasonably high and it eight separate job groups in four equal-op- is possible to conclude that supervisors are portunity categories—clerical, technical, doing a good job in selection and evaluating skilled craft, and service-maintenance. Both during the first six months of employment. women and people of color were under-

185 Part III: Investing in People and Ideas

B.1.b. Hiring Officers of Administration of administration (OA) fluctuated, with an overall percentage decrease from 11.08 Supervisory support. Officer of administra- percent (forty-seven) in 1994 to 9.19 percent tion hiring is handled in a decentralized (eighty-one) in 2005, although the number fashion, similar to teaching and research of people of color in OA positions actually faculty appointments. The Office of Af- increased during that time. The representa- firmative Action and Equal Opportunity tion of women has fluctuated between 1994 (OAAEO) reviews position announcements and 2005, but increased overall from 50.24 for consistency with UO policy and offers percent (213) in 1994 to 58 percent (511) in guidance to help ensure a successful search 2005. New hire data for the period of No- that meets the needs of the hiring author- vember 2003 through October 2005 show ity. OAAEO provides information regarding people of color were hired for OA positions underrepresentation and affirmative action at a rate slightly higher than their represen- goals, and offers suggestions regarding out- tation among OAs in October 2005. reach and recruitment plans. A representative of OAAEO meets with The same analysis conducted for classified search committees to review the search staff, as described above (comparing the process, with a focus on affirmative efforts availability of women and people of color that are consistent with applicable require- for job groups by equal opportunity category ments and that support the institutional in 1996 and 2004), was conducted for of- commitment to diversity. Finally, OAAEO ficers of administration. Consistent with the monitors the hiring process for compli- analysis for the classified staff, equal-oppor- ance with the university’s obligations under tunity categories consist of groupings of job pertinent policies and procedures. Guide- titles by occupational type used in reporting lines for hiring supervisors can be found employment data for federal reporting pur- on the OAAEO website.226 In addition to poses. Availability reflects the percentage the support provided by OAAEO, the ser- of women and people of color among those vices of the Human Resources employment likely to have the requisite skills for jobs team are available to hiring departments on within a specific group of jobs in the reason- an optional basis, and a number of hiring able recruitment area for those jobs. managers regularly enlist HR assistance with announcement preparation, applicant In 1996, officers of administration were tracking, and other services as needed. divided for affirmative-action reporting purposes into seven separate job groups in Effectiveness of hiring. As with classified three equal opportunity categories—profes- employees, it is difficult to devise a measure sional, clerical (supervisors), and skilled that definitively assesses the relationship craft (supervisors). Women were underrep- between the hiring decision and ongoing job resented by at least one person or more in performance. In addition, because officer of one of the five job groups within the profes- administration employment does not entail sional category. People of color were under- a probationary period (trial service), we represented by at least one person or more cannot use releases during trial service as in four of the five job groups in the profes- an indicator of effectiveness. However, it is sional category and in the clerical (super- possible to evaluate our efforts to increase visors) and skilled craft (supervisors) job the diversity of applicant pools. groups. In 2004, officers of administration were divided more discretely into twelve Ability to attract a more diverse pool: Be- separate job groups within the three equal tween 1994 and 2005, the percentage repre- opportunity categories. Women were under- sentation of people of color among officers represented by at least one person or more

186 B. Classified Staff members and Officers of Administration in four of ten job groups in the professional and people of color within the relevant job category. People of color were underrep- group, suggesting avenues for and requiring resented by at least one person or more in targeted outreach and recruitment plans, seven of ten job groups in the professional educating committees on affirmative steps category and in the skilled craft (supervi- and potential bias in the selection process, sors) category. and focusing training efforts.

Policy and best practice require recruiting B.2. Evaluation for officer of administration positions on a regional rather than local basis. Availabil- Basic strategies for promoting and support- ity has been calculated based on the area ing high-caliber employee performance from which applications have actually been include standards of evaluation that are received, which in nearly all cases includes clearly communicated, fairly and consis- areas with greater diversity than is typi- tently implemented, and accompanied by cal of Oregon. As a result of the broader appropriate recognition. recruitment area, availability for officers of administration is higher than local or statewide population figures in a number of job B.2.a. Communicating Expectations groups. Higher-level OA position searches have been very effective in attracting ap- A comprehensive, effective orientation plicants from a broader geographical area program sets the stage for effectively com- and frequently result in hires from outside municating expectations. Employees need the area. Lower-level OA position searches to understand the institutional mission and tend to draw from a narrower geographical activities and how their jobs fit into the area, with less potential for diversity based institutional and departmental structure on the more limited local and statewide in order to fully grasp what is expected of population. them.

The representation of people of color New employees are welcomed to the Uni- among new officer of administration hires versity of Oregon with a letter that provides is lower than their representation among information about benefits orientation and other unclassified groups. Although it is but general orientation sessions and a formal one factor in the complex dynamic of our invitation to New Employee Orientation. workforce demographics, the lower repre- Scheduled for new classified employees and sentation among new hires has contributed OAs every other month during the academic to the stagnant or decreasing representa- year, this three-hour session includes pre- tion of people of color among OAs overall. sentations on topics such as organization Increasing the representation of people of structure; affirmative action and equal em- color among our OA staff requires ongoing ployment opportunity; the physical plant; attention. safety and health; students; information on classifications, training, and union repre- The Office of Affirmative Action and Equal sentation; the promotion and transfer pro- Opportunity has strengthened a number cess; and information about the history and of ongoing efforts and initiated some new buildings on campus. efforts in an effort to increase the representation of people of color and women among Supervision training emphasizes the OA job groups. Those efforts include in- importance of orienting new employees forming hiring authorities and search com- and an orientation checklist is provided 227 mittees of underrepresentation of women on the human resources website. The

187 Part III: Investing in People and Ideas checklist includes reminders to review posi- level, no centralized data exists regarding tion descriptions, organization charts, and the number of appraisals conducted annu- specific examples of the type of information ally. Anecdotal information indicates that that would be helpful for new employees. many OAs do not receive regular evaluations and that the number probably lags that Because position descriptions are a vital of classified employees. Information on OA element in communicating employee expec- performance appraisals is available on the tations, the supervision course emphasizes Human Resources website.229 the importance of up-to-date position descriptions that accurately reflect essential New university leadership has made perfor- duties and functions of a position. In addi- mance appraisals for classified employees tion, one four-hour session of the course is and OAs a priority, as part of institutional dedicated to effective supervisory commu- accountability initiatives. In the future, OA nication, with an emphasis on providing on- pay increases must be justified and sup- going feedback and conducting productive ported by a recent (within the last twelve performance appraisals. The following ses- months) performance appraisal. One vice sion deals with progressive discipline as the president has asked Human Resources to next step if the coaching techniques covered create a tracking system for OA evaluations in the earlier session do not produce results. in an effort to identify and deal with those failing conduct appraisals. Once estab- B.2.b. Performance Appraisals lished, this system will no doubt be extended to all university OAs. The collective bargaining agreement with Service Employees International Union B.3. Professional support mandates that classified employees receive annual performance appraisals. To Human Resources staff members advise encourage supervisors to conduct apprais- supervisors and offer a range of training als, human resources staff members re- and other programs that target professional mind supervisors prior to the due date of development for different workplace needs. performance appraisals for each classified The programs and services described here employee. Periodically, the employment are available to both classified and OA staff manager calls department managers who members, unless specified otherwise. are delinquent in submitting appraisals to remind them of the importance of the B.3.a. Training and Coaching Related to appraisal process. Information about the Supervisory Responsibilities importance of accurate and timely feedback for employees, including performance ap- Coaching for university supervisors. In addi- praisals, is included in the supervisor train- tion to the training described later in this ing course. Information about the appraisal section, Human Resources staff members procedures and required forms are provided provide regular and ongoing coaching and 228 on the human resources website. Despite consulting advice to supervisors on employ- these efforts, during the 2005–6 fiscal year, ee performance and behavior problems, or- only 617 out of 1,208 (51 percent) classi- ganizational design questions, interpersonal fied performance appraisals were completed communications needs, contract or rule in- and submitted to human resources, a disap- terpretation, and so forth. These services are pointing return. delivered in various ways, including phone calls; meetings with union representatives, Because OA performance appraisals are supervisors, and employees; one-on-one conducted and retained at the department

188 B. Classified Staff members and Officers of Administration coaching sessions; and preparation of clari- supervisory feedback and performance ap- fications and disciplinary memos. In most praisal; progressive discipline and the col- cases, the advice or information must be in- lective bargaining agreement; and a healthy terpreted for a specific situation with unique and humane work environment. dynamics or organizational needs. The goal of this approach is timely and successful For potential supervisors, sessions entail resolution of individual employee prob- twelve hours of training that provides an lems, resulting in improved productivity. introduction to some of the topics found in The employee relations manager routinely the supervision course as well as participant works with SEIU representatives in creating self-assessment and career development solutions that work for both the unit and the planning. employee in question. UO employees represented by SEIU filed an average of six griev- Supervising student employees. A three- ances over the past three years. Considering hour course is offered every term entitled a workforce of nearly 1,300 and numerous Leadership in Student Supervision. For disciplinary actions, the low grievance many classified staff members, supervising number is an indicator that the coaching, student employees is the beginning of their advice, and negotiations are succeeding in supervisory experience. This course pro- creating a more productive, less adversarial vides a framework for understanding how employment relationship. supervising student employees may differ from supervising nonstudent employees, Supervision training. Since 1994, the univer- and reviews both administrative rules and sity has offered an eight-session comprehen- management strategies for working effec- sive course in supervisory skills, available tively with students. to current supervisors and those classified staff members and others who are interested The leadership course also helps supervisors in becoming supervisors. This course is understand their roles in preparing students offered during fall and winter terms every for postgraduation employment. Participants year. Approximately forty employees attend are encouraged to provide a meaningful work supervision training annually. experience for students by providing accurate job descriptions, orientation, regular feedback The first four sessions of the course (twenty- and work evaluations. In addition, partici- four hours) are attended by all participants pants are reminded of the important responsi- and cover organizational values, ethics, and bility they have for creating and maintaining supervisory styles; legal framework on dis- a discrimination-free environment that is crimination; respectful work environment; respectful and inclusive of all employees. and communication skills. For the next four Specific issues that can arise with student sessions, the course participants then divide employees are examined and realistic case into two groups, depending on whether studies are discussed. This course is well they currently supervise or whether they attended, with an annual attendance of about are considering such a position in the future eighty employees, and receives high ratings (potential supervisors). for relevance and practical application to the work of supervising students. For current supervisors, the additional sessions entail more than twenty hours of The specific goals of the course include the training on a range of supervisory respon- following: sibilities and skills necessary for effective • To increase awareness of the various supervision. Supervision course topics in- roles a supervisor may be asked to play, clude hiring and new employee orientation;

189 Part III: Investing in People and Ideas

particularly in the supervision of stu- • Human Resources staff members have dent employees collaborated with the UO Libraries and • To discuss the appropriateness of these others to make campus-based software roles when supervising students training more available for employees. • To review state and federal laws, as well One example of this is the UO Librar- as university policies, as they apply to ies’ Workshops-on-Demand program to compensating student employees set up Dreamweaver and Blackboard • To review the basic components of for support staff workshops. Thirty-four supervision as they apply to supervis- employees have participated in this ing students, including assigning work, program. providing feedback, and disciplining employees A survey conducted of academic depart- • To provide models for student employee ments (discussed later in this section) indi- application processes, orientation, and cates that training in software applications work evaluation and business procedures is the area in which • To review the responsibilities and li- employees and their supervisors express the abilities for supervisors of student greatest demand for expanded training. employees as they relate to providing a respectful work environment free of B.3.c. Creating a Positive and Productive harassment and discrimination Work Environment • To identify resources that can be used by supervisors of student employees to The subject matter of the supervision cours- assist them in their work es listed above emphasizes the need to treat all employees and customers with respect, B.3.b. Software Applications Training and to intervene appropriately when that norm is in danger of being violated. Many Officers of administration and classified of the case studies used in their curricula staff members have three different avenues involve responding to the challenges of both for upgrading and maintaining their soft- preventing discrimination and in creating ware applications skills. and maintaining a truly respectful work environment. Additional courses are offered • Vouchers for New Horizons Computer that specifically address the need for train- Learning Center courses are available ing that will promote respectful interactions that allow UO employees to attend their with all university constituencies (Box B1). workshops statewide for a substantially reduced fee. Additional courses can be In addition, departments and offices on arranged when specific training needs campus contact the training and develop- arise and a scheduled course is not ment administrator to arrange workshops available. Approximately 150 employees specifically designed to improve the team- use the vouchers each year. work and effectiveness of their staffs. For • Employees can access web-based example, supervisors frequently request the software training libraries from RAA Myers-Briggs Type Indicator workshops to Training so employees can learn to use improve communication in the workplace. specific software using self-directed More than 250 faculty and staff members tutorials. Eighty employees have taken annually participate in on-site training advantage of this training since its in- sessions. ception in April 2005.

190 B. Classified Staff members and Officers of Administration

Training is offered in conjunction with • “The university training programs are the Office of Affirmative Action and Equal helpful to new staff members and [for] Opportunity as one tool in responding to keeping the skills current for exist- informal complaints or formal discrimina- ing staff members. [They] are essential tion complaint investigations. because the Banner system is quite complex.” Human Resources supports and facilitates the efforts of the Classified Staff Training New training suggestions centered on and Development Committee, whose mis- information technology. Responders most sion is to advise administration on training frequently mentioned needing help with and professional and personal development websites and web editing, e-mail etiquette, needs of classified staff. and software applications. Others suggested advanced training and refresher courses that B.3.d. Training Effectiveness help longer-term employees become more efficient and expand on their current expe- As part of the self-study process, a survey rience. Web-based or online training that of academic units was conducted. One allows employees to learn at their own pace question focused on the value of current was proposed. Another suggestion included training programs and solicited suggestions team building and leadership skills. for future trainings. It read: “Are current university training programs helpful to • “New helpful training would be: indi- your classified staff? If so, which ones? If vidual help with web editing, individual not, what kinds of new training would be help with Photoshop [in] working with helpful?” images, a crash course in modern letter- style basics.” Of the forty-two departments that respond- • “It would be helpful to existing employed to the question, the thirty-three viewed ees if there were trainings offered which university trainings as helpful; five found would assist in making routine tasks them unhelpful; and four gave mixed re- more efficient.” actions. Most of the trainings mentioned • “The staff [members] need courses . . . involved instruction on the Banner systems, that will give more ‘hands-on’ time to processes linked to specific departments tackle the jobs. . . .” (such as the Office of the Registrar or the Office of Research Services and Administra- B.3.e. New Professional Development tion) and offerings on information technol- Initiative ogy (e.g., software training). As discussed in the departmental surveys • “My experience has been that the train- described above and in other conversations, ing programs often seem to be taught by expanded training in information technol- people who may know a great deal about ogy and university business practices is the subject, but not much about teaching needed. As a result, the vice president for it.” finance and administration launched a • “The university programs are of high project in 2005 to enhance university train- quality. Unfortunately, many faculty ing and professional development activities, [members] and past department heads particularly in the area of business prac- have not been strong advocates for tices. The project is intended to address those programs. . . . This is more an gaps in service and critical training needs internal cultural problem within the that have been identified in recent years and department.”

191 Part III: Investing in People and Ideas confirmed by the comments in the depart- port employees working in an environment mental surveys. characterized by rapid change in technology and business systems.”231 A project steering committee was appointed in 2006 and given the following charge: The training need described in this project “Like all institutions of higher education, is not limited to support staff. It extends to the University of Oregon is operating in an any faculty or staff member who has respon- increasingly complex business environment. sibility for budgeting, spending, and ac- Faced with the challenge of significant counting for university resources. The need organizational change at both the campus for accountability and fiscal responsibility and system levels, [the] UO must respond is essential throughout the organization and to increased demands for accountability expectations in this area must be clearly de- and transparency in transactions. The abil- fined and established by institutional lead- ity to succeed in this environment and to ership. The project has just recently gotten achieve self-sufficiency and sustainability under way. within the next five years is dependent on the institution’s ability to attract, retain, and maintain a high-caliber workforce prepared to meet these challenges. A key to success is the commitment to train, inform, and sup-

Box B1. Training on Respectful Work Environment Difficult Communications. Three sessions, for a total of sixteen hours of instruction, that include role-play exercises and case studies to help UO employees improve their workplace communication. Offered twice each year with a total of fifty participants. Customer Services. Three sessions totaling twelve hours, with each session focusing on a different topic: effectively serving external customers, treating internal customers (coworkers and colleagues) respectfully, and supervising for excellent customer service. Annual attendance averages twelve participants. Preventing and Dealing with Sexual Harassment. Offered every term, this workshop covers all the laws, policies and procedures for dealing with any kind of illegal discrimination and harassment on campus, with a special emphasis on sexual harassment. The materials are updated regularly as laws, policies, and procedures change. Annual attendance averages forty faculty and staff members. Creating and Maintaining a Respectful Environment. This course can be adapted for any university office or department to respond to the specific issues and challenges they face. Food for Thought. These brown-bag lunch session showcase videotapes of conference keynote speeches, documentaries, and training films dealing with issues of race, ethnicity, skin color, class, immigration, sexual orientation, gender, and other areas where stereotyping and prejudice can damage people and distort workplace culture and environments. Annual attendance is sixty. Information about all training offerings is available on the Human Resources website.230

192 B. Classified Staff members and Officers of Administration

B.4. Employee Support and B.5.a. Classified Staff Members Recognition The pay structure for classified staff mem- B.4.a. Work and Family Balance bers is determined by the collective bargaining process.232 Part of this process includes Work and Family Services, a program of a comprehensive salary survey covering human resources, was established to offer a benchmark positions in Oregon and south- wide range of services that support employ- west Washington. This survey is used to ee and student efforts to balance family and determine if the classified pay structure personal needs with workplace and educa- meets the competitive compensation targets tional responsibilities. These services and identified in the collective bargaining agree- programs support employees by providing, ment. It also provides a reference point for among other offerings, short-term counsel- increasing rates in specific pay classifica- ing, child care, wellness, lactation support, tions (selective increases) where there have and preretirement workshops. The programs been difficulties with recruitment and or are well subscribed and anecdotal reports retention. suggest that they are viewed as quite helpful and valuable to the faculty and staff. The primary collective bargaining agreement in place at the University of Oregon is In addition to the programs listed (Box B2), an agreement between all seven campuses several UO policies and benefits support in- of the Oregon University System and SEIU. dividuals and their families in the success- The pay system consists of approximately ful management of work and personal life 250 separate job classifications, each as- responsibilities: flexibility in the workplace, signed to a salary grade. The content of an time off for illness of family members, and employee’s position description determines stopping the tenure clock for pregnancy. the classification assigned to his or her job. The salary grades consist of nine salary steps, each one approximately 4.75 percent B.4.b. Recognition Programs apart. An employee is hired at a specific step in the grade based on relevant experi- Recognition programs help to create an ence and moves to the next highest one on environment that acknowledges excellence an annual basis. The collective bargaining and loyalty to the institution. Understand- agreement also provides for cost of living ing the benefits of recognition to individual increases during the course of the contract. employees and the institution, Human Re- Taken together, these two types of pay sources sponsors several events to formally increases tend to keep classified grades and recognize and honor its employees (Box B3). rates competitive with the appropriate labor markets. Additional opportunities for classi- B.5. Competitive Compensation and fied pay-rate increases at Oregon are spe- Retention cial merit increases. These are reserved for exceptional employee performance outside At Oregon, the two categories of employ- of the general expectations of an employee’s ees covered by this report are the classi- position description. Employees receiving fied staff (covered by collective bargaining special merit increases typically move up agreements) and officers of administration one step in addition to the scheduled an- (professional and management administra- nual increase. tive staff). Each has a separate and distinct Classified employees may also receive compensation plan designed to attract and pay increases through reclassification and retain excellent employees. promotion. Reclassification occurs when

193 Part III: Investing in People and Ideas

Box B2. Work and Family Services Programs (A comprehensive list of programs can be found on the Human Resources website.233) Employee Assistance Program. The university contracts with Cascade Centers Inc. to provide a comprehensive employee assistance program for eligible employees, their dependents, and household members. Offered at no cost to employees, the services include short-term professional counseling, assessment, and referral; child-care and elder-care resource and referral; legal and financial consultations; and round- the-clock services that include a listening library, crisis hotline, and an interactive website. Promoting a Healthy U. A program coordinated in collaboration with a campus-wide employee wellness committee, Promoting a Healthy U offers resources, workshops, and other opportunities to support the health and well-being of the faculty and staff at Oregon. Child Care. The UO offers two on-campus child-care programs and a third program located in adjacent university family housing. Each program serves a mix of faculty, staff, and student parents with children three months through eleven years of age. Family Resource and Lactation Support Rooms. The UO provides three dedicated, private spaces conveniently located across campus for accommodating the needs of nursing mothers returning to work or school after the birth of their child. Child Care Resource and Referral. The work and family services administrator provides personal consultation to parents seeking information about campus and community child care, schools, and family support services. Educational Programs, Discussion, and Support Groups. Several annual events are organized and promoted by Work and Family Services addressing issues, information, and support related to children and families. Preretirement Workshops. University employees may enroll in two workshops designed to help them prepare for retirement. Financial Planning for Retirement provides information for those more than ten years from retirement on the components of retirement income streams, including tax-deferred savings, PERS, and Social Se- curity. Preretirement Planning Workshop furnishes important information to faculty and staff members who are within five years of retirement.

an employee’s duties and responsibilities Promotions occur when an employee is se- change and no longer fit within the cur- lected through an open search for a position rently assigned classification. In these cases in a higher salary grade. In these cases, the there is a review of the revised position employee receives a one-step rate increase description to determine the appropriate or moves to the minimum step in the new classification based on the increase in the salary grade, whichever is greater. nature and scope of the position. Upon reclassification, the employee receives a The SEIU contract contains a separate pay one-step increase or the minimum of the structure for information technology (IT) new salary grade, whichever is greater. employees. Each IT position has two levels

194 B. Classified Staff members and Officers of Administration of competency, each one with a range that Promotions of officers of administration can consists of a minimum, a control point, occur for two principal reasons: a significant and a maximum rate. IT employees move increase in the responsibilities of the cur- through these ranges based on merit-in- rent job or an appointment to a higher-level crease appraisal scores and their position in position. Either action is accompanied by the range (below or above the control point). a pay increase as determined by the dean, These two factors determine the percentage director, or department head in consulta- increase received by IT employees. There is tion with the appropriate vice president also a provision for one-time cash awards and the associate vice president for human up to 7.25 percent of an employee’s base resources. rate to reward IT employees for exceptional performance. B.5.c. Compensation Issues

B.5.b. Officers of Administration The statewide salary freeze that took place in 2003–5 created a situation in which UO When a new or vacant officer of admin- salaries, many of which already lagged istration position is posted, a hiring sal- market rates, fell even further behind. The ary range is determined using a variety collective bargaining agreement negotiated of criteria. These include the level of job between OUS and SEIU for 2005–7 included responsibilities, external market salary provisions to mitigate the salary freeze by data for comparable positions, and internal granting added compensation for those equity considerations. The pay rate for the employees who worked at an OUS institu- individual selected and hired is set within tion during the pay freeze. Although officers this range, based on relevant experience of administration (OAs) have received pay and education. Officers of administration increases since the salary freeze, for the may receive pay increases for merit, equity, most part they have not been at the level of or across-the-board adjustments. The type classified increases. This has led to salary and amount of increase is determined by compression in some cases between classi- the vice presidents based on the following fied employees and their supervisors. considerations: Anecdotal information (e.g., failed searches • Legislative and OUS mandates and and turnover) suggests that OA salaries are guidance low, creating recruitment and retention • Incumbent performance in position problems. More formalized analysis of OA • Internal equity salaries conducted on a periodic basis will • Retention needs provide important information in meeting • Market salary data for comparable the goal of equitable pay. positions B.6. Challenges and Officers of administration also may receive Opportunities one-time, lump-sum merit payments up to 10 percent of annual salary in recognition of In Hiring outstanding or extraordinary performance • Continuing and expanding outreach ef- on a particular project or effort. These forts to attract applicant pools for both awards may not be granted more than two classified and OA recruitments that years consecutively and must be approved will help meet the institutional goal of by the appropriate vice president and as- greater diversity. sociate vice president for human resources with written justification.

195 Part III: Investing in People and Ideas

Box B3. Recognition Programs Additional information is available on the Human Resources website.234 Officers of Administration Years of Service Recognition. This annual event pays tribute to officers of administration who have achieved the important milestones of ten, fifteen, twenty, or more years of service. Classified Staff earsY of Service Recognition. All employees are invited to an annual reception for a presentation by the university president honoring classified employees who have achieved milestones of service based on five-year increments. Twenty-five Years of Service Recognition Luncheon for Classified Employees. This event is for all classified employees who have served the university for twenty-five years or more. Invitations are extended to the recipients’ deans and directors, department heads, the vice presidents. Martin Luther King Jr. Award and Reception. The Martin Luther King Jr. Award and reception recognizes university faculty and staff whose work and achievements up- hold and exemplify the ideals of Martin Luther King Jr. Recognition Award for Outstanding Classified and Officers of Administration.Two recognition programs have been specifically created to acknowledge excellence in officers of administration and classified employees. Colleagues, coworkers, and supervisors nominate those who have made outstanding contributions to the university in the past year. Recipients are honored at an annual reception. Annual Retirement Reception. The university invites all employees to this annual event to honor their retiring colleagues for their service.

In Evaluation In Competitive Compensation and Retention • Increasing the number of performance • Conducting periodic analysis of OA appraisals conducted annually for clas- compensation for both internal compara- sified employees and officers of admin- bility and market equity. istration through heightened tracking and monitoring and direction from top In Assessment leadership (provost and vice presidents). • Exploring ways to measure effective- • Justifying and supporting merit increase ness of hiring, performance appraisal, recommendations with recent perfor- training, and other programs and their mance appraisals. impact on supervisor and employee performance and productivity; examples In Professional and Personal Support include surveys of constituencies (e.g., • Expanding current training offerings to faculty, administrators, and student include more integrated, comprehensive, workers) and professional training on business practices and systems. • Supporting institutional diversity planning through customized and campus- wide training activities.

196 C. Students

C. Students image development. The university has significantly expanded its recruitment efforts As emphasized in Part I of this self-study, targeted at top scholars over the last five the University of Oregon seeks to enroll stu- years. Five of our most successful programs dents who are ready to accept the challeng- are highlighted in Box C1. es of a demanding undergraduate education, the expectations of a graduate program While recruiting top scholars to the Univer- that aims to produce the next generation of sity of Oregon is important, providing them innovators and leaders in a broad range of with excellent academic support and pro- disciplines, and are prepared to contribute grams once they enroll is critical for both re- to the learning environment of which they cruiting and retaining these students. Other are a part. What this means in terms of the parts of this document detail programs such desired attributes of our student body are as the Robert D. Clark Honors College, the addressed in Part I. The present section Society for College Scholars, Challenge completes the discussion with a focus on Freshman Interest Groups, and other pro- recruiting, on local factors such as the size grams for top scholars. The success of in- and residential nature of the campus, on tensified efforts to recruit top undergraduate implications of state demographics for the scholars to Oregon can be seen in the stories desired composition of our student body, of individual undergraduate students such and on special issues in the areas of reten- as those profiled in Box C2. tion and graduation rates. Ad hoc efforts at providing specialized advising and support to top scholars in C.1. Undergraduate student preparation for graduate school applica- recruitment tion and applying for prestigious national and international scholarships have shown The UO is competing for students with some initial success. Recently, UO students an increasingly strong tier of universities. have been recognized with the award of the As described in part I.C, efforts have been Marshall and Jack Kent Cooke scholarships. made to keep tuition and fees affordable in Recipients of both of these scholarships comparison with the cost of enrolling at our credit their success in part to the support competitor institutions. New and improved and guidance of UO staff members, who buildings (part IV.A), scholarships for reached out specifically to help them with students (part I.C), and new student pro- their applications and preparation. Most gramming (part II.A) continue to make us recently, UO graduate Andrew Shipley was attractive to prospective students. The em- named a Rhodes Scholar. To maintain our phasis in this subsection is the critical area competitiveness with other schools seeking of recruitment, with particular attention to to enroll top scholars, the UO needs to ex- bringing to campus a high-quality popula- pand and fund systematic support programs tion of students with diverse backgrounds for top scholars. and interests. C.1.b. Image and Access C.1.a. Recruiting Top Scholars It is important for the UO to find an effec- Recruiting top scholars to Oregon is a vital tive way to communicate our message of continuation of the goals set out in the 2001 quality in a way that does not discourage Enrollment Management Report. Messages students who have not traditionally seen and programs to encourage top scholars to themselves as college bound. We must apply and enroll are an important part of continue work to define and deliver our

197 Part III: Investing in People and Ideas messages of quality and excellence in ways immediate recruitment and enrollment ef- that allow us to better recruit and enroll top forts, many of which have been successfully scholars, and to cement the image of the implemented in this academic year. The ini- UO as the very best in higher education. At tiatives put forward from this committee are the same time, the message must be broad attached as an addendum to this report.235 enough that students and families from a wide range of backgrounds see themselves The arrival of a new vice provost for inter- valued as potential UO top scholars. Efforts national affairs and outreach provides new are under way to identify messages and expertise and insight into international message distribution methods that allow the enrollment opportunities for the Univer- university to continue to reaches out to the sity of Oregon. The university will be more broad spectrum of potentially great students aggressively addressing the recruitment of in Oregon. international students, implementing suggestions from the International Recruitment Though prospective students and their Committee in collaboration with the new families are only one audience for UO image vice provost. development, the recruiting messages are often the kind carried forward most widely Oregon’s demographics and students of color. throughout the state and throughout the Demographic projections show the graduat- West. Given limited resources and the need ing student population in Oregon and the for focused image definition, an integrated West will be increasingly diverse in the approach to image development is the future. Socioeconomic status and secondary only route that makes sense for long-term preparation will likely continue to shape success. a student’s plan to attend college. For this reason, we will need to learn how to bet- C.1.c. Diversity ter attract and serve an increasingly diverse population to remain competitive in the marketplace. International students. In 2004, the UO was one of eight spotlight schools recognized by Despite the increases in both the percentage the National Association of Foreign Student of students of color attending Oregon and Advisers in its “Internationalizing the Cam- real numbers of students enrolling, chang- pus 2004: Profiles of Success at Colleges ing demographics of the state’s population and Universities” report. More than 800 pose new challenges and opportunities as students study abroad or participate in in- shown in Table C1. ternational internships each year. More than 20 percent of undergraduates study abroad during their time at Oregon. Both the real numbers and percentages of Oregon high school graduates who are stu- For the reasons described in part I.C. of this dents of color are increasing more quickly self-study, increased undergraduate enroll- than enrollment at Oregon. ment of international students continues to be an institutional priority, and we must Perhaps the largest issue facing the Univer- address more aggressively the recruitment sity of Oregon in the next decade is a dra- of international students. The International matic change expected in the demographic Recruitment Committee met this year and composition of students graduating from identified a number of strategic planning high school in Oregon and the West. In initiatives to increase enrollment of un- 1997, Oregon high school graduates were 88 dergraduate international students. The percent Caucasian and 11.8 percent stu- committee also made recommendations for dents of color. By 2010, projections show

198 C. Students

Box C1. Top Scholar Events President’s Reception at Pumpkin Ridge. Top scholars from the Portland metropolitan area who are admitted early to the University of Oregon and will be receiving scholarships are invited to a reception with the university president, current students, the faculty and staff at the Pumpkin Ridge Golf Club. This offers an opportunity to honor student achievement with a reception while they ask questions of current students and staff members. Scholar Recognition Day. Admitted students from around Oregon and across the nation are invited to attend this daylong event, held on campus. We include mock class sessions representative of our Freshman Interest Group program, talks from the heads of the different honors programs, and lunch with President Frohnmayer. The goal is to demonstrate the academic opportunities available to top scholars on campus and honor their achievement. Top Scholar Duck Days. We invite top scholars in the appropriate graduation year to come early and learn more about academic opportunities. In some ways, this is the ideal demonstration of life as an honors student at Oregon, wherein most aspects of life are integrated (the afternoon program) but some course work is unique within the UO setting (the morning program). This event includes extra discussion on honors programs, time with students involved in the various opportunities, a scholarship session, and an opportunity in a lab or research setting. Ducks and Dinos, Ducks in the Round. These are newer programs focused on high school juniors and seniors. Programs are held in Portland to attract juniors and seniors from northwest Oregon and southwest Washington and give high-achieving juniors a glimpse of life at the UO. Unlike the student-focused Pumpkin Ridge night, this program features a faculty member in an interesting location. It is a reception with a mock-classroom experience. Top Scholar Desserts. These events, designed to reach out to top scholars and their families outside of the Portland metropolitan area, were held in restaurants in Salem, Ashland, Lincoln City, Seattle, and Oakland, California. Each dessert was led by the admissions office territory manager, and was limited to about twenty people.

Table C1. Oregon High School and UO Enrollments of Students of Color

Year 1997 2001 2005 Students of Color as a Percentage of Oregon High School Graduates 12% 14% 19% Students of Color as a Percentage of UO Undergraduate Enrollment 12% 13% 14% that high school graduates are expected to Other than Asian–Pacific Islander students, be 76 percent Caucasian and 24 percent Oregon students of color have traditionally students of color. The absolute number of attended college at lower rates than Cau- Caucasian high school graduates projected casian students. Nationally, Hispanic and for 2010 is lower than the absolute number African American students attend college of high school gradates in 1997. directly after high school at a lower rate

199 Part III: Investing in People and Ideas

Box C2. Profiles in Undergraduate Academic Achievement Andrew Shipley, a recent UO graduate, has been named a 2007 Rhodes Scholar. Shipley, an Oregon native who received degrees in political science and psychology, hopes his research will help unravel the dynamics that lead to conflict between groups and develop better cooperation in multicultural societies. As an undergraduate, he presented at multiple academic conferences and conducted research in Ghana, the French West Indies, and Ecuador. He is presently involved in research funded by a Fulbright fellowship, studying national identity and ethnic attitudes among Maori and European New Zealander youth. While at Oregon, he founded the Springfield Creative Community Project, a student-run organization that provides free evening painting and creative-writing classes to adults in Springfield, Oregon. Brian Truong was attracted to the University of Oregon because of the honors college and the opportunity for a liberal arts education. Brian, a biochemistry major, is president of Asklepiads, the pre-med society. Brian says being president has “personally taught me a lot of leadership skills.” In addition to serving as president, Brian has volunteered in Sacred Heart Medical Center’s emergency room and at Volunteers in Medicine. He says that Sacred Heart’s ER showed him a fast-paced lifestyle while Volunteers in Medicine showed him the poor side of health care. Through the biochemistry department, Brian is researching myotinic dystrophy, the most common form of muscular dystrophy and is volunteering at the Muscular Dystrophy Asso- ciation to see the clinical side of his research. Brian is currently interested in either surgery or pediatrics and looking at medical schools on the West Coast. Computer and information science major Anna Cavender’s research, which allows children with severe mobility impairments to draw using eye movements, distinguished her as one of only two U.S. outstanding undergraduates by the Computing Research Association. “The exciting thing about EyeDraw is that children who have never before had the ability to draw will soon have access to a developmentally crucial experience.” Cavender’s completed project exemplified her dedication to opening up the creative and scientific world to those who are currently locked out. Cavender also was the primary computer programmer for The Adventures of Josie True, an online game that aims to get fifth- and sixth-grade girls more interested in the sciences.

than other groups (52 percent for Hispanic, their education to increase the likelihood 55 percent for African American, and 64 that they will graduate from high school and percent for Caucasian).236 In the absence plan to attend college. We must be prepared of deliberate action, these changing demo- to both attract and support a changing de- graphics mean a reduction in the pool of mographic population if we are to maintain college-going Oregon high school graduates our enrollment. Several existing programs from which the UO recruits and enrolls, have been useful in meeting this need, and and continuing challenges in recruiting and several new early outreach programs are be- enrolling students of color at Oregon. ing developed to build this pipeline.

To meet these challenges, we must intervene Oregon Young Scholars Program. One new more deliberately with students earlier in early outreach program is the Oregon Young

200 C. Students

Scholars Program (OYSP), a comprehensive day, no-cost workshop. Associate Professor preparatory project from middle school to John Russial, Dean Tim Gleason, and former college, designed to increase the academic dean Arnold Ismach developed the idea skills and college preparation of historically for the workshop in 1994. It has thrived underrepresented students—African Ameri- thanks to a generous ongoing grant provided can, Asian–Pacific Islander, Hispanic, and by The Oregonian through the Newhouse Native American students—as well as low- Foundation. Aside from providing students income students. In addition, the program is with skills that will help them take on lead- designed to increase the interest of parents ership roles when they return to their high and families of underrepresented students school newspapers, one of the program’s in the benefits of higher education, leading goals is to introduce minority students to a to increased communication with teachers network of professional mentors. and administrators. OYSP merges academic study with the development of critical, ana- Students stay in residential dormitories lytical, and research skills; assists students on campus, work with professors from the in developing an awareness of career paths; journalism school, and get tips from profes- and improves the skills and abilities neces- sionals at The Oregonian and other news- sary to navigate middle school and high papers around the state. With guidance, school. the participants use real journalism skills to report, write, photograph, and design Now in its second year, the program rep- a twenty-eight-page newspaper. Students resents new efforts in early outreach also get a chance to explore the campus and partnerships between the university and participate in numerous activities off cam- community organizations serving students pus. In the months following the workshop, who may not traditionally consider college. students visit the Oregonian’s newsroom. Other programs include Reach for Success, They meet the paper’s top editors and other a longstanding campus-based program for staffers and get an opportunity to work on middle school students, and Connections, and produce future stories that actually ap- a series of one-day campus-based programs pear in the paper. bringing underserved high school students to campus. By continuing to reach out to The program also helps students preview younger students and building a series of college life. For example, one group of programs to support students throughout students interviewed Assistant Dean Greg their secondary education, we hope to Kerber for advice on how to survive the first maintain a pipeline of young scholars who year of college. will enroll at Oregon and other Oregon colleges and universities. Summer Economics Camp. UO economics faculty members Bill Harbaugh and Academic unit initiatives. Outreach activities Bruce Blonigen have started the Summer are also initiated and sustained by individ- Economics Camp to encourage high school ual schools, colleges, and academic depart- freshmen to start thinking about college by ments. An example of a well-established giving them a taste of the college experi- program of this kind is the Summer Journal- ence. This free program is targeted for low- ism Workshop. A very recent initiative is income students and recruited participants the Summer Economics Camp. from Springfield Middle School this past summer. Summer Journalism Workshop. The School of Journalism and Communication sponsors The camp, run by economics faculty volun- the Summer Journalism Workshop, a nine- teers, is focused on teaching students about

201 Part III: Investing in People and Ideas money, how markets work, international final recommendations to the Provost by trade issues, labor issues, environmental July 2007. economics, and strategic economic behavior. Staff members from the Office of Admis- C.2. Undergraduate Retention and sions and the Office of Student Financial Graduation Rates Aid and Scholarships help students understand what they need to do to prepare for Discussions of retention often focus on college success. freshman-to-sophomore retention rates— referred to here as first-year retention C.1.d. Residential Facilities rates—since attrition is typically much higher between these two years than be- Critical to our understanding of who we are tween any later set of years. In addition, and the kind of students we attract is our the cumulative effects of later-year reten- status as a residential campus. A recom- tion rates are reflected (along with first-year mendation of the 2001 Enrollment Planning rates) in graduation rates, which are exten- Report was to “finance and construct a new sively studied. residence hall in the central part of campus no later than fall 2005.” In response, the C.2.a. First-Year Retention Living-Learning Center opened in fall 2006. This building contains classrooms and fac- General patterns. The first-year retention rate ulty office spaces in an effort to enhance the for University of Oregon first-time fresh- quality of the student experience by inte- men has steadily improved over the last ten grating academic functions with the out-of- years. This is likely the result of focused classroom experience of students. attention on the first-year experience and more academically prepared entering fresh- While this center adds new residential man classes. Several excellent first-year facilities, it does nothing to modernize programs and initiatives have had long- the existing outdated residence hall stock. term success, including Freshman Interest However, this issue will be addressed in a Groups (FIGs), Residential FIGS, Diversity- new housing planning process established Building Scholarships, Freshman Seminars, by the Provost. In the fall of 2006, Provost and honors college, advising, and orienta- Brady appointed a Housing Strategic Plan- tion programs. ning Committee (HSPC) charged with the responsibility of developing a long-range UO first-year retention rates are higher than housing plan. The HSBC’s charge is to de- at any other public university in Oregon, termine how housing can best support and and are comparable to our OUS-defined enhance the University’s academic mission peers where selectivity and size of the and enrollment management goals now and entering class are similar. For example, the through the next decade. An important ele- University of Colorado and Indiana Univer- ment of the HSPC’s activities will include a sity are most similar to UO in the academic housing needs assessment to determine the preparation of entering freshmen and are desired amount and type of student hous- similar in first-year retention rates. ing. The assessment will determine how to best meet defined housing needs through The fall 2003 first-year retention rate for a variety of approaches including renova- full-time, first-term freshmen was 86 per- tion of existing stock, new construction, cent, and remained relatively steady at 84 and public/private sector partnerships on percent for fall 2004 freshmen. There do not or near campus. The HSPC will present its appear to be significant differences in first-

202 C. Students year retention rates based on residency, ath- retention rates of 500 four-year colleges letic status, or gender. Recent data indicates finds that, regardless of college selectivity that first-year retention rates for students or institution type, Asian students were of color, as a group, are comparable to, and retained at the highest rate. In the data, the sometimes higher than, those of Caucasian average retention rate for Asian students students. is 86.9 percent, followed by 80.3 percent for Whites, 74.7 percent for Blacks, 75.7 As might be expected, students who were percent for Hispanics, and 67.2 percent for less successful academically, as indicated American Indians (Seidman, 2005). by their UO GPA, were more likely to stop out. This difference may have important Seidman also reviews some of the literature implications for possible retention strategies on retention and specific minority groups. and initiatives, and appear to be consistent He emphasizes that no single type of reten- regardless of class level. tion program will meet the needs of all students of color; rather, care should be taken Students of color. As noted earlier, first-year to address specific issues that are generally retention of students of color, considered as characteristic for that group. a group, is comparable to retention of Cau- casian students. No significant differences C.2.b. Later-Year Retention and were found in first-year retention rates for Graduation Rates freshman students of color entering in 2004 (85 percent) when compared to White, General patterns. The 2001 Enrollment non-Hispanic students (84 percent). When Management Council’s report237 identified data on individual ethnic groups is exam- attrition rates at the sophomore, junior, and ined, however, more variation is evident: 87 senior levels as an important issue. The percent of Asian students were retained, 88 EMC continues to monitor later-year reten- percent of American Indian–Alaskan Na- tion rates, with the most recent UO data tive students, 80 percent of Black students, showing an attrition rate of approximately and 81 percent of Hispanic students. With 12 percent for students between the second sample sizes falling below 100 in three of and third year. these groups, caution should be exercised in drawing particular conclusions from the The 2001 Retention Subcommittee report this data. Nonetheless, these retention rates identified a number of reasons for students’ appear to compare favorably with group- decisions to drop out, and the subcommit- specific retention rates found elsewhere, as tee’s research shows that those reasons vary discussed in the next paragraph. It is also widely across class levels. The most often notable that 93 percent of first-time fresh- cited reason for leaving the university is men who were international students re- financial. Other reasons frequently cited by turned the next fall. those who leave after the second year in-

clude personal academic issues, academic A national perspective on first-year reten- issues related to the institution, and nonaca- tion by ethnicity is provided by the Consor- demic personal or health issues. tium for Student Retention Data Exchange, which reports national patterns for White, The percentage of students graduating in Asian, and Hispanic students quite simi- four, five, and six years has shown a steady lar to those of UO students, but shows increase over the last 10 years. The 1999 somewhat higher retention at Oregon than cohort is the most recent for which full nationally for the remaining groups. Specifi- data is available. In this cohort, 65 percent cally, the consortium’s data on the first-year graduated within six years, and another

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2 percent were still continuing in school. general, financial aid improves retention. Research has not been conducted to identify However, the findings also indicate that, af- the factors that differentiate those students ter controlling for the level of aid, the most who persist from those who leave. The role needy students are less likely to reenroll, of academic preparedness, financial need, and that the retention effects of merit-based credit-carrying load, and first-generation aid are smaller for needy students even after college student status in influencing gradua- controlling for ability. tion rates needs more exploration. The report suggests that financial aid can In 2006, the Enrollment Management Coun- directly improve retention. Nonetheless, cil developed processes to ensure that financial aid tends to have smaller retention retention discussions on campus continue effects as need increases, because needy to explore the acceptability of both first-year students are more likely to face greater retention and graduation rates. Additional nonfinancial challenges than more well-to- analysis of transfer student retention and do students. Because nonfinancial consid- graduation rates will also be important in erations appear to be important with regard the future, but this council’s work focused to retention of needy students, the report on other issues related to retention. suggests that the University of Oregon may want to monitor the student’s college ex- Students of color. Later-year retention rates perience and use active interventions to vary by ethnicity and suggest that additional reduce the particular risks that needy stu- analysis is needed to better understand dents face. differential later-year retention and four- year graduation rates for different groups of C.3. GRADUATE STUDENT RECRUITMENT 238 students. Available data shows differen- AND SUPPORT tial four-year graduation rates for students of color and white students. More distinct It is vital to the interests of the university differences are evident when Black, Hispan- that it actively recruit high-quality gradu- ic, and Native American students are con- ate students regionally, nationally, and sidered separately. Because the number of internationally. In addition, it is imperative students in each cohort group is relatively that the university provide appropriate and small, it may not be useful to draw conclu- competitive support to its graduate students sions from these data; however, these data once they enroll, because this is critical do suggest that closer examination of the for recruiting and retaining these students specific student experience is warranted. as well as for their academic success. Our Current research is under way on campus discussion places considerable emphasis on to review transcripts and identify academic recruiting a diverse population of graduate patterns that may help provide targeted stra- students. Accordingly, the questions ad- tegic actions to address these trends. dressed in this section are as follows: How well are we doing at recruiting a diverse C.2.c. Financial Need and Retention population of high-quality students and supporting them as they move successfully In 2002, Larry Singell, professor of econom- to the next level of academic training or job ics at the University of Oregon, conducted placement? What are the challenges and op- research for the UO and wrote a report that portunities that we face in these areas, and examined the factors determining second- the implied needs for continued support, year retention rates for UO students.239 expansion, or improvement? The report examined the effect of financial aid on retention. The results show that, in

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C.3.a. General Recruiting Strategies and making use of the Graduate School’s Fighting Fund Fellowship program (see de- Within the general category of recruitment, tails below). Some programs also identified the most common activity was bringing a special focus on international recruitment students to campus for a visit, reported (e.g., German, international studies, and by 31 percent (eleven) of the programs. In anthropology). some cases, this may entail a set time period when all applicants visit together, or it may One source of potential applicants that was involve individual visits arranged with each not mentioned by any of the responding candidate. In general, the use of in-person programs was the national list of McNair visits or interviews is one of the most ef- Scholars. This is a source of highly qualified fective ways to see if there is a good match students from underrepresented groups who between the applicant and the specific pro- have already had research experiences dur- gram. Recent research (Council of Graduate ing their undergraduate programs. Although Schools Communicator, October 2005, page the Graduate School reminds departments 3) showed that the most important factor in about this resource and facilitates recruiting a graduate student’s selection of a school is McNair Scholars through waiving the appli- the match between the student’s specific in- cation fee, there is more that could be done terests and the degree program. The Gradu- to take advantage of this resource. ate School has provided a modest amount of funding ($250–500 per program) to help Finally, responses to the questionnaire bring a department’s top-ranked applicant noted some exemplary initiatives in the to campus for a visit. Over the course of the area of recruiting a more diverse graduate last eight years, approximately $40,000 has student body, two of which are highlighted been invested in these visits. here (Boxes C3 and C4).

Another important recruiting-related factor Central recruiting initiatives and support. The was the responsiveness of the faculty and university provides tuition remission schol- staff to queries. In general, providing up-to- arships, with awards ranging from partial date, clear, and sufficient information on the to full tuition and fee waivers, through focus of the graduate program will increase the Diversity-Building Scholarship (DBS) the number of applicants who are a good program. This program recognizes both match to the degree program, which is then undergraduate and graduate students who likely to increase the probability of success- enhance the educational experience of all fully enrolling those students. There is con- students by sharing diverse cultural experi- siderable variability in the extent to which ences. These scholarships are an integral departments actively and systematically part of the university’s effort to meet the communicate with applicants and potential educational-diversity need of its students, applicants. and they complement other programs in the UO Campus Diversity Plan. The DBS C.3.b. Diversity program is an important recruitment tool, but these scholarships are also available for Departmental initiatives. Of the thirty-five continuing students, which also serves the programs responding to the self-study ques- university’s retention goals. tions, 60 percent reported that they had a focus on diversity in their recruiting efforts. The Graduate School also supports efforts Of these programs, the activities mentioned to recruit a more diverse graduate student most frequently were attending recruiting body through the Fighting Fund Fellowship fairs, specialized advertising or mailings, program. This program provides a tuition

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Box C3. Philosophy Department’s Minority Recruitment Initiative The Minority Recruitment Initiative (MRI) began as a pilot project that featured an on-campus conference in 2002. The conference included sessions on graduate student research, faculty research, and individual meetings with the visiting students about the process of applying to graduate school. Virtually the entire philosophy department faculty participated in this weekend conference, held in mid-November. Fourteen students, all of whom were nominated by philosophy faculty members at their home institutions, attended. Of these fourteen students, eight applied for admission to the graduate program in philosophy. In a very competitive admission year, two of these students were admitted to the doctoral program and received financial aid awards. As of July 1, both admitted students chose to attend other universities. While the pilot MRI program did not lead to the enrollment of any students of color, it nevertheless:

• significantly increased the visibility of the department and the University of Or- egon as a place where diversity is valued and sought • contributed to a diverse applicant pool: Of eighty-one applicants to the doctoral program (up from fifty-seven for fall 2002), 19 percent were minority applicants (up from approximately 7 percent for fall 2002) • provided valuable information for future minority recruitment • identified financial aid as the most significant problem in enrolling minority students

In order to increase the success of the program after the subsequent conference (2004), the Graduate School partnered with the philosophy department and provided both Fighting Fund Fellowships and an additional summer research stipend for two students of color admitted to the doctoral program in philosophy in fall 2005.

In preparation for the second (2004) MRI conference, the department engaged in a yearlong communication plan that involved a letter to members of the philosophy faculty at other colleges and universities in the Northwest, California, Nevada, and Utah reporting on the outcome of our first conference and announcing the next conference. A second letter was sent in January requesting nominations. Faculty members were asked to nominate students in spring 2004 for the fall 2004 conference. Again, all expenses are paid for participants in the conference. Selected students were notified by May 1, 2004.

The Minority Recruitment Initiative—including the communication plan, on-campus conference, and summer research stipends available to enrolled minority students— could serve as one important way that the University of Oregon can support and foster diversity among graduate students both at Oregon and in higher education. Increased diversity on a graduate level addresses “pipeline” issues among the profes- sorate by increasing the pool of qualified junior faculty members who are persons of color. The third MRI conference will be held in fall 2007.

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Box C4. Biology Department’s Summer Program for Undergraduate Research The Summer Program for Undergraduate Research (SPUR)240 offers research opportunities for undergraduate students from other universities to participate in ongoing research in life sciences laboratories at the University of Oregon during the summer months. Students at the UO also participate in SPUR activities funded by host laboratories. Participation dates are flexible to accommodate the variety of schedules of schools across the country. For a typical student, the program runs from the third week in June through the third week in August. Special consideration for acceptance into the SPUR program is given to students who are also members of a group underrepresented in the sciences (e.g., low income, first generation, Native American, African American, Latino, or Pacific Islander). Areas of research include evolution, development, genomics, structural and molecular biology, bioinformatics, genetics, cell biology, neuroscience, ecology, marine biology, biochemistry, physiology, psychology, and human physiology. Students accepted into the SPUR program participate in weekly seminars, faculty presentations and workshops, and a research symposium in which they present their own research. Finally, they write a formal research project report. Participants are provided with funding for round-trip travel from their home, room and board in university housing, and a monthly $1,200 stipend while in attendance.

In 2005, 43 percent of underrepresented students who were offered admission to this program accepted; in 2006, that percentage had grown to 83 percent. Of the seventy SPUR participants who have been tracked over time, 61 percent are pursuing or have completed a graduate degree in science, 16 percent pursued careers in medicine, while 23 percent are working in science education or still pursuing their undergraduate degrees.

waiver and stipend for the first year of a collaboration with the Office of Institutional student’s enrollment on campus. In order to Equity and Diversity to send representatives be eligible for these funds, the department to selected career fairs that are designed for must commit to a second year of funding at students from underrepresented groups. a comparable level and the assignment of a We have also provided matching funds to mentor. This program has grown consider- individual departments that send faculty ably in the last three years, from providing or staff members to these types of targeted seven fellowships in 2004–5 to an estimated recruitment events. We believe that career fourteen in 2006–7 for an expected invest- fairs or other large-scale recruitment events ment of almost $300,000 in tuition and are most effective and efficient when they stipends for the coming academic year. focus on specific areas of study, and when faculty members from specific programs are The Graduate School does not send our present. own staff members to career fairs in other parts of the country. We do participate in C.3.c. Support for Graduate Students the university’s Graduate Career Fair, where our current undergraduates are provided Financial support for graduate students in with information about graduate programs the form of graduate teaching fellow awards at Oregon. We are currently discussing a

207 Part III: Investing in People and Ideas is discussed in Part I of this self-study. access to funding opportunities for graduate While amount and availability of these students.241 Funding workshops are held awards is of central importance in recruit- at our initial orientation sessions for new ing and retaining the best students, there are graduate students and through additional other types of “support,” both financial and workshops when they are requested by nonfinancial, that help students make prog- departments or programs. International fel- ress toward their degree and then transition lowships and other financial aid for interna- to additional graduate training or profes- tional students are managed or provided by sional employment. the Office of International Programs.242

Orientation activities. The initial orienta- The Graduate School also administers a tion to a graduate program is essential to number of fellowships for graduate stu- help students get a successful start in their dents. These are funded by the institution programs. The Graduate School holds three or through gifts from private donors. All but different orientations at the start of each fall one of the private donor-supported fellow- term. One is an orientation for all incom- ships have been developed since the last ing graduate students, typically attended by reaccreditation visit. These awards focus close to 300 new students. At this orienta- on research activities in general or specific tion students are given general information areas, professional development related to about the university, the Graduate School, an academic program, the development of and a wide range of services that are avail- teaching skills, or the support and devel- able to them. Workshops on funding re- opment of leadership and contributions to sources, library and computing resources, society (Box C5). and “survival skills” are available during the orientation session. In addition to this External and department-program financial general orientation, there is a specialized support. External grants and contracts are orientation for international students, held significant source of financial support for in collaboration with the Office of Inter- graduate students in some areas (e.g., the national Programs; and another for new physical sciences; the College of Educa- graduate teaching fellows (GTFs), which tion). As the university’s success in this is held in collaboration with the Teaching area increases (see part I.A.), more gradu- Effectiveness Program (TEP). Current graduate students can be supported. It is also ate students play an important role in both the case that graduate students themselves the “survival skills” and GTF sessions. They have been successful in obtaining external, provide real-life experiences that may be competitive awards. Since 1996 we have more credible than simple recitations of had seventeen doctoral students who have policies. received three-year, National Science Foun- dation Fellowship awards, and we have had Many departments and programs also have sixty-seven Fulbright Scholars studying at their own orientations activities. Some of the UO. these may take place in an hour or two on one day, while others involve a weeklong Individual departments also have a number schedule of events, including such things as of research and teaching related awards and rafting trips, camping, or bike trips. fellowships that provide additional funding to graduate students. Some of these Fellowships and competitions. In addition to awards are described on the graduate school activities that help attract and orient gradu- website.244 ate students to their programs, the Gradu- ate School provides information about and

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Workshops and training. During the aca- for graduate students as they fulfill their demic year, the Graduate School provides instructional or faculty-support respon- workshops on funding opportunities and sibilities in undergraduate courses at the also does a twice-yearly workshop on writ- university, and as some of them prepare for ing a dissertation. The latter has been very their future roles in the professoriate. The well attended since its inception, with fifty TEP program245 has a proven track record of to seventy students at each offering. We will providing high-quality training and sup- shortly be undertaking plans to develop port for both graduate students and faculty workshops focused on the ethical conduct members. They regularly assess the perfor- of research and conflict resolution. mance of instructors, provide suggestions for improvement, gather feedback from un- Finally, the Teaching Effectiveness Program dergraduate students, and offer specialized (TEP) is a central component of our support trainings on a variety of topics for students teaching large classes (Box C6).

Box C5. Graduate Fellowships and Awards The University of Oregon Doctoral Dissertation Award: This fellowship is our most prestigious and competitive award. Each department with a doctoral program is eligible to nominate one student, who will be in the final year of writing his or her dissertation. The award carries a full tuition waiver and an $18,000 nonservice stipend. The Graduate School funds from two to five recipients each year, depending on the quality of the nominees.243

Betty Foster McCue Fellowship: This award is our most long-standing and was funded by a former faculty member. The endowment provides a $5,000 nonservice stipend and includes a tuition waiver provided by the Graduate School to one doctoral candidate whose dissertation topic is germane to issues of human development and performance.

The Gary E. Smith Summer Research Award: This provides a $3,000 award for as many as three outstanding master’s or doctoral students pursuing academic, professional development, or training-enrichment opportunities during the summer months. Successful applicants should be engaged in an activity which provides unique academic opportunities not normally available as part of the student’s degree program.

Southeast Asian Studies Grant: Funded by a retired faculty member, this $1,000 grant is designed to encourage graduate research about Southeast Asia. Grants may be requested for educational expenses, including tuition supplements, travel, equipment purchase, books and supplies, and other educational needs.

Margaret McBride Lehrman Fellowship: This award provides a nonservice stipend of $10,000 as well as a tuition waiver, which is provided by the Graduate School. The award is made to a student demonstrating financial need and a strong academic record who is pursuing studies that emphasize communication, especially writing skills.

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Continued from Page 209

Dan Kimble First Year Teaching Award: This award provides one or two $500 awards for outstanding teaching performances by graduate teaching fellows (GTFs) in their first year of classroom experience. Applicants must complete the required class interview and videotaping through the Teaching Effectiveness Program (TEP) and submit these items to the Graduate School along with a copy of their departmental end-of-the-term evaluations.

Donald and Darel Stein Graduate Student Teaching Award: This award is in its inaugural year, and provides an award of $1,000 for one or two recipients who have demonstrated outstanding teaching performance as graduate teaching fellows while at the same time excelling in their own academic program. Eligible applicants will have at least five terms of experience as an instructor (sole instructor or lab-discussion leader).

University Club Foundation Inc. Fellowship Award Program: This is a $5,000 award to four graduate students, one from each of the four eligible schools within the Ore- gon University System, to recognize and encourage scholarship, demonstrated leadership, and potential societal contributions. Each school is eligible to nominate up to three students for consideration.

OUS-SYLFF Graduate Fellowships for International Research: Funded through OUS by the Nippon Foundation of Tokyo to nurture leaders who will transcend geopo- litical, religious, ethnic, and cultural boundaries in the world community for the peace and well-being of humankind. Fellowship stipends are awarded for one year of full-time graduate work involving research and scholarly endeavors in programs and projects with an international dimension. The awards are typically $10,000 to $12,000, depending on the project.

Center on Diversity and Community Summer Research Awards: A collaboration between the center and the Graduate School results in ten awards of $1,000 each to support the scholarly work of graduate students from throughout the university for research on topics directly related to the center’s mission.

C.4. Challenges and Opportunities atic support programs for top scholars is critical to enrolling the best students. In Undergraduate Student Recruitment • The university’s message of quality • Continued emphasis on recruitment and must be defined and delivered in a way enrollment of top scholars is necessary that attracts top students, but is broad to sustain the growth in the quality of enough that students from a wide range UO undergraduates. Increasing competi- of backgrounds see themselves valued as tion for this group of students requires potential UO students. constant improvement of recruitment ef- • International enrollment has declined forts. Expansion and funding of system- as a percentage of the student body over the last ten years. With new leadership

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in international affairs and outreach and In Undergraduate Retention and Graduation increasing U.S. enrollment of interna- Rates tional students, we have the opportunity • Low later-year retention and four-year to explore new avenues for enrolling graduation rates for particular ethnic international students. groups warrant additional research to • Changing demographics provide the determine whether appropriately target- opportunity to increase the diversity of ed programs may be useful in reducing the university, but require new programs time-to-graduation for these groups. and messages to better reach commu- • The UO degree audit system is a new nities of color. More deliberate inter- tool that can be used to assess prog- ventions with students earlier in their ress toward a degree and may provide education and support for changing data needed to better study patterns of campus demographics are needed. enrollment. • Integrated campuswide efforts to de- • Both financial and nonfinancial issues velop and disseminate the University of related to retention of needy students Oregon message of quality. need to be more fully explored and ac- • The UO continues to define itself as a tive interventions implemented. residential university, which calls on us to continue to improve the connection In Graduate Student Recruitment and Support between residential life and academic • Clear, accurate, and up-to-date recruit- achievement, to improve the facilities ment materials, including websites, that enhance that connection, and to should be carefully maintained by each create a long-range housing plan that graduate program. supports university enrollment goals.

Box C6. Teaching Tomorrow’s Professoriate to Teach Beginnings: Insights, Tools, and Strategies for New Teachers. This module covers such topics as teaching for the first time, motivating your students, leading productive discussions, giving effective presentations, lesson planning, testing and grading, promoting critical thinking, and using instructional technology.

Teaching with Technology. This set of modules helps instructors integrate technology effectively into their teaching. The topics covered include blogs, wikis, and podcasts; using Blackboard to get midterm feedback from students; ways to use online assessments in their face-to-face courses to facilitate better discussion and assess lecture clarity; and using technology to provide feedback on student papers.

Teaching to Diversity. This module presents workshops throughout the academic year to help instructors create a classroom environment that is welcoming and conducive to the learning of all students. These workshops focus on various aspects of teaching related to diversity and on different communities within the student population. Examples include topics such as campus climate, creating the inclusive classroom, exploring whiteness and privilege, educating the “net” generation, choices of language and labels when discussing identity, negative reactions to diversity training, and “what does being white have to do with diversity?”

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• Programs should have an organized plan for responding promptly and thoroughly to queries from potential students. • Where possible, campus visits should be a part of recruitment strategies. • Developing external funding opportunities in areas that have not traditionally had access to these resources (e.g., humanities, performing arts). • Increasing the amount of summer support for doctoral students. • Making decisions about how increased investments in graduate student funding can best serve the enrollment goals of the university. • Involving development officers in the task of raising funds for graduate student support.

212 Summary: Part III. Investing in People and Ideas Together, the UO’s faculty, staff, and students form the human capital from which springs the creative activity and learning that are the hallmark accomplishments of a first-class research university. The focus of Part III of this study is on the university’s human capital.

“Faculty Members,” the first section of Part III, describes both our accomplishments and challenges in assembling, supporting, and retaining faculty members, who form the UO’s intellectual core. Successes are amply evident in indicators of faculty quality and composition, thoughtful hiring practices, creative support strategies, careful evaluation of tenure-related faculty members, and progress in reaching competitive compensation levels. Challenges include student credit hour growth well in excess of growth in either tenure-related faculty or total instructional staff numbers; lack of a centrally supported system for sharing information of common interest to academic units and the university’s administrators; hiring and evaluation of nontenure-track faculty members; inadequate longer-term strategies for balancing funding for positions, improved compensation, and “risk sharing” within some of our smaller schools and colleges; poorly understood and vulnerable academic unit funding strategies; and retention issues driven largely by a degree of salary compression that exceeds our peers, and overall levels of total compensation that, despite recent progress, still fall short of our peers.

“Classified Staff Members and Officers of Administration,” the second section of Part III, describes and assesses UO programs that facilitate the hiring, training, and support of our classified staff and officers of administration. Accomplishments include well-organized support and comprehensive training programs for supervisors and managers charged with hiring and performance appraisal, professional support programs that range from training in software applications to workshops on creating positive work environments, programs that focus on creating work and family balance, and recognition programs. Challenges in this area include measuring the effectiveness of hiring, performance appraisal, and training; attracting diversified applicant pools; compliance with institutional policy on performance appraisal; adequate justification of merit-pay recommendations; training in business practices and systems; and systematic analysis of compensation with respect to internal comparability and market competitiveness.

“Students,” the concluding portion of Part III, focuses on the UO’s efforts to recruit the number and mix of students identified in Part I of this study, and to retain and graduate those students. Successes include programs to attract top scholars to the UO’s undergraduate and graduate programs, balanced by careful attention to

213 Part III: Investing in People and Ideas recruiting qualified students from a wide range of backgrounds; favorable first-year undergraduate retention rates; ongoing study of the factors affecting undergraduate retention and graduation rates; and creative departmental initiatives to attract students from under-represented groups. Challenges at the undergraduate level include sustaining a message of quality that attracts students from a wide range of backgrounds, recent declines in enrollments of international students, dramatic demographic changes in Oregon, campus residential facilities, and retention and graduation rates among needy students, particularly those of color. At the graduate level, challenges include recruitment materials and strategies, limited sources of external support in some areas (e.g., the humanities, the performing arts, and a number of the social sciences), summer support for doctoral students, and the relatively low profile of graduate student support in development efforts.

214 Table of Contents

PART IV. Infrastructure for Growth Introduction...... 215 A. Sustaining Our Campus...... 217 A.1. Planning for Facilities’ Growth and Change...... 217 A.1.a. 2005 Campus Plan...... 217 A.1.b. Notable Features of Current Planning Documents...... 220 A.1.c. Growth and Change Implementation...... 224 A.1.d. Issues in Campus Facilities...... 230 A.2. Campus Safety and Student Health...... 231 A.2.a. Emergency Preparedness...... 232 A.2.b. Campus Safety...... 234 A.2.c. Mental Health...... 238 A.2.d. Prevention...... 239 A.2.e. Challenges in Campus Safety and Student Health...... 243 B. Leadership and Governance to Sustain Excellence...... 245 B.1. Statewide Governance Relationships...... 245 B.2. University Governance Relationships and Structures...... 247 B.2.a. University Administrative Structures...... 247 B.2.b. Faculty Governance...... 249 B.2.c. Shared Governance...... 255 B.2.d. College, School, and Departmental Governance Structures...... 256 B.3. Student Involvement in Governance...... 257 B.3.a. Oregon Statute-Protected Student Governance...... 257 B.3.b. Additional Student Involvement...... 258 B.4. Concerns in Governance...... 259 B.4.a. A Mutual Understanding of Roles...... 260 B.4.b. Institutional Memory...... 260 B.4.c. University Committee Structure...... 261 B.4.d. Reward Structures...... 262 B.4.e. Interinstitutional Relationships...... 264 B.5. Challenges and Opportunities...... 265 C. The Economics of a Sustainable University...... 266 C.1. Overview of Revenues and Expenditures...... 266 C.2. Budget Models Employed Since the Last Review...... 267 C.2.a. Background...... 267 C.2.b. Consequences...... 271 C.2.c. The Future...... 272 C.3. One Generation to the Next—Fundraising...... 274 C.3.a. Why a Campaign?...... 274 C.3.b. Constructing Campaign Oregon: Transforming Lives...... 275 C.3.c. Results to Date...... 276 C.4. Opportunities and Challenges...... 278 Summary: Infrastructure for Growth...... 279

Part IV: Infrastructure FOR Growth

The resources that combine to make possible the work of a university include, of course, more than the human resources discussed in Part III. In this decennial review, the University of Oregon has chosen to focus on three elements of the infrastructure essential to achieving its mission—its physical, organizational, and financial resources. First, we turn our attention to the physical setting of the university and the planning and emphasis on safety that make this setting work for our institution and the human resources we assemble. Second, we describe and evaluate the organizational structure of the university, which affects in myriad ways our ability to accomplish the multiple aspects of our mission. Finally, we review the university’s financial side, including budget models and fundraising, and evaluate its financial strategies from the perspective of sustaining excellence.

215 216 A. Sustaining our Campus

A. Sustaining our Campus are maintained by Facilities Services; the University Planning Office oversees plans Situated in Eugene, the University of Or- for major alteration and expansion efforts egon’s main campus boundaries comprise and for new structures. some 295 acres, containing more than 4.8 million gross square feet in approximately A.1. Planning for Facilities’ Growth 264 buildings and, at last count, nearly and Change 4,000 trees. For the last ten years the university has The university also owns more than 240 undergone unprecedented change and acres outside of the main campus boundar- growth in its facilities and has prepared ies. Most of these are Eugene-based athletic plans for the next several decades. This sec- facilities (the Autzen Stadium Complex), tion provides an overview of the planning off-campus housing, and the Oregon In- activities done by the university to prepare stitute of Marine Biology campus on the for projected growth and change, as well Oregon coast. as how those plans have been or are being implemented. Other properties throughout the region serve UO programs. The university owns and leases 68,000 gross square feet in Port- A.1.a. 2005 Campus Plan land to provide facilities for architecture, journalism, psychology, and development Overview. The University of Oregon updated programs. An additional 70,000 square feet its campus plan after a yearlong effort from in the recently leased White Stag building summer 2004 through spring 2005. The complex will be remodeled to house Univer- Campus Plan is a framework of patterns and sity of Oregon programs, with anticipated policies defining the qualities inherent in occupancy in January 2008. The university a functional, beautiful campus and setting also maintains the Watzek House in Port- forth how those qualities will be preserved land, which is deeded, under a life estate, and expanded as new construction occurs. to the UO Foundation as an endowment for programs of the School of Architecture The update process, which included par- and Allied Arts. The John Yeon Preserve ticipation from a wide body of committees, for Landscape Studies, known as the Shire, departments, and individuals, achieved its is located on seventy-five acres along the three main objectives: northern bank of the Columbia River Gorge directly across from Multnomah Falls. It • A plan that is easier to use and is anticipated that the Shire will become understand a national and regional center for Pacific • A strengthening of the most critical plan Northwest landscape and planning studies components (the open-space framework and will play an important role in provid- and the planning and review process) ing opportunities for practicum experience. • Increased development capacity to meet Additionally, the university leases 9,000 known needs square feet on the Central Oregon Commu- nity College campus to provide educational The plan builds on and expands the prin- opportunities in the Bend area. ciples found in previous planning documents, setting the university apart from its To support the various missions of the peers and establishing it as an innovator university, all university-owned facilities in campus planning. Most particularly, the (with the exception of auxiliary functions) university is nationally known for its pro-

217 Part IV: infrastructure for growth cess-based planning, which makes extensive 7. Architectural Style and Historic Pres- use of the end users in the process as well ervation. The plan ensures preserva- as the pattern language. The idea of process- tion and enhancement of the campus’s based planning comes from the recogni- overall visual continuity. tion that the exact nature and magnitude 8. Universal Access. The plan is commit- of future changes cannot be predicted with ted to making all new facilities acces- any degree of certainty, and therefore deci- sible to all. sions about development should be made 9. Transportation. The plan reaffirms at the time the development is needed long-standing, innovative transpor- within a prescribed set of guidelines (the tation policies that have created a Campus Plan) which articulates who should pedestrian-friendly and bike-friendly be involved and the criteria that are to be campus. applied when reviewing proposals for new 10. Sustainable Design. The plan conveys development. commitment to sustainable design. 11. Patterns. Patterns are design state- The Plan246 includes twelve policies, de- ments that describe and analyze scribed below. design issues and suggest ways to resolve them. There are twenty-one 1. Process and Participation. Planning patterns that must be considered for decisions are made by following a every project. Many more are used as process rather than an established im- applicable. age of the campus. Plan provisions go 12. Design Area Special Conditions. The well beyond what is typical for mean- campus is divided into smaller de- ingful input from students, faculty sign areas. For each of these areas the and staff members, and others. plan identifies special conditions that 2. Open-Space Framework. The plan should be addressed when construc- ensures preservation and expansion tion occurs. of the interconnected open spaces that originated with Ellis F. Lawrence in Development of the updated plan was the early twentieth century. Develop- preceded by and significantly influenced by ment is prohibited in designated open two earlier efforts, one to establish an opti- spaces, open-space improvements are mal size for the university and a second in required, and campus edge and land- response to presidential instructions about scaping issues are addressed. achieving a fifty- to seventy-five-year inven- 3. Densities. The plan defines maximum- tory of land. allowed densities for each design area to preserve the university’s historic Optimal size for the university. In spring 1999 character while at the same time ac- the Faculty Advisory Council endorsed the commodating new facilities. notion that controlled growth of 2 percent a 4. Space Use and Organization. The plan year on average, leading to an enrollment of ensures preservation of the instruc- 20,501 by 2008–9, would result in the optional core and a walkable campus. timally sized university. This assumed that 5. Replacement of Displaced Uses. The current demographic trends would continue plan ensures all university uses are and that a modest increase in effectiveness treated with importance. of recruitment, especially among out-of- 6. Maintenance and Building Service. state and graduate students, also would The plan requires a long-term and occur. Crude estimates indicated that the flexible design approach. university would have enough classrooms to handle this projected enrollment and that

218 A. Sustaining our Campus the feel of the campus would not be severe- an adequate inventory of land for the com- ly altered. As a result, the university would ing years of growth. continue to be one of the smallest AAU institutions—one in which students can One of the fundamental premises of plan- walk comfortably between classes and that ning for future university facilities is that sustains a sense of community, familiarity, it is not possible to reliably predict future and belonging. needs beyond about a ten-year window. Anything beyond that time frame is grossly The council’s endorsement was based on a speculative because of uncertainties related series of conversations with the University to population, economy, and costs, to name Planning Office about the facilities capacity a few. of the campus and comparisons with other universities. The endorsement was also the Given this reality, the paper included two subject of a town-hall meeting on May 5, ways to create some flexibility for those who 1999, during which the president led a dis- follow us: cussion on the issue of optimal size. • Development policies established by the The council also noted factors other than Campus Plan limit the amount of land the campus’s “feel” that must be considered: that can be covered and the total square information systems; increases in the size footage that can be built. The purpose of the faculty and staff and associated of- of these policies is to ensure that, as we fice spaces; libraries; laboratories; parking; provide for programmatic and institu- recreational facilities; housing; distribution tional facilities needs, we safeguard the across disciplines of growth; effects on Eu- campus’s beauty, which springs directly gene and city services; and, finally, changes from the amount and quality of its desig- in the ratios of graduate and undergraduate nated open spaces. Keeping in mind that students, resident and nonresident students, filling these spaces with buildings will domestic and international students, and destroy the beauty of the campus, the racial and ethnic categories. paper recommends that we examine our development standards with an eye to- In the years since 1999 and following the ward creating additional capacity on our Faculty Advisory Council endorsement of current land inventory while preserving controlled growth, enrollment reached more the campus’s best pastoral qualities. than 21,000 on several occasions. But as a matter of practice, and in recognition of the • The paper recommends the purchase of council’s endorsement of an optimal size, additional properties, principally focus- the university has purposefully managed ing on those contiguous to the current enrollment to maintain the size of the stu- campus, but not overlooking those that dent body in the range of 20,000. are not, since they may not be considered distant in fifty to seventy-five years. Needs for the next fifty to seventy-five years. There are two kinds of purchases: those In February 2004, at the request of the uni- that will meet our classroom needs in versity president, the University Planning the near future (close enough to the Office authored a paper titled “University of academic core that students can walk Oregon Facilities Needs for the Next Fifty to between classes during the ten-minute Seventy-five Years.” The purpose of the pa- break) and those that may be usable per was to assist the president in achieving for nonclass purposes or may be us- his goal of implementing plans to provide able if we were ever to change the class schedule or institute a transportation

219 Part IV: infrastructure for growth

system linking areas within the campus In a May 19, 2004, memorandum, President boundaries. Frohnmayer agreed with these recommendations and directed the planning office to The paper is based on the following move forward on them. One result of this assumptions: direction was the 2005 update of the Cam- pus Plan (both the former plan, the 1991 • The university will remain a four-year Long Range Campus Development Plan,247 liberal arts institution with an enroll- and the 2005 revised plan, the Campus ment ratio of graduates to undergradu- Plan,248 are available online. ates that is roughly the same as it is now—approximately one graduate A.1.b. Notable Features of Current student per three undergraduate stu- Planning Documents dents—and with research continuing at its current or slightly increased level. Three aspects of the planning documents now in place merit special mention. To • The campus will retain its largely pasto- some degree they are complementary and as ral setting by establishing a rigid stan- a whole they reflect the values of the institu- dard for an ideal ratio of open spaces to tion, its culture, and those of the state. built spaces. Sustainability. In fall 1999, the chair of the • The current number of on-campus Campus Planning Committee wrote the fol- residential beds will be sufficient to lowing in an effort to urge the administra- accommodate a majority of the entering tion to begin planning for the adoption of freshman class. policies that eventually became the Sustain- able Development Plan: • The university will remain more or less on its current academic path with few or “Future generations may well remember no fundamental changes to the current the late twentieth and early twenty-first colleges, schools, institutes, and centers century as a period of critical, perhaps beyond the growth (or shrinkage) that irreversible, activity that defined the may occur in each. environmental character of the bio- sphere. The state of Oregon has often Because the campus of fifty to seventy-five been on the cutting edge of environmen- years from now is likely to be very differ- tal policy, and many university faculty ent from today’s campus, the paper does not [members] are internationally known for make two assumptions that heavily influ- their contributions to creating and dis- ence current facilities decisions. It does seminating knowledge about sustainable not assume that enrollment will be capped structures and processes. at or near 20,000 students, the number established in the “optimum size of the “Because of its special position within a university” exercise described above. And milieu that values the environment and it does not assume that the university will its concentration of intellectual resourc- necessarily continue to schedule classes es, the university has an obligation to with ten minutes between each class, poten- the people of the state to lead the way in tially relaxing limits on size of the physical the creation of a sustainable world.” academic core within which the majority of classes are held. Sustainability may be a catch phrase now, but it is nothing new at the University of Oregon. Students and the faculty and staff

220 A. Sustaining our Campus have been focusing on sustainability issues • In 1989 Vice President for Administra- for so long that it has become second nature. tion Dan Williams recognized the need For example: to establish a body to advise him on environmental concerns. As issues of The University of Oregon has been actively pesticide use or recycling options or dis- recycling since the mid-1970s. The recy- cussions about sustainable purchasing cling program went through many differ- came up, no system existed for dealing ent stages of development (mainly through with them. As a result, the university’s the leadership of student volunteers) until Environmental Issues Committee was es- it was officially established as the Campus tablished in 1991 through the president’s Recycling Program in spring 1991. It is an office. The committee meets monthly unparalleled success having gained many and acts as a visionary body for univer- awards and honors over the last decade, sity sustainability issues. including the 1997 National Recycling Co- alition award for Outstanding School Recy- • In 1997 the university approved the cling Program.249 Comprehensive Environmental Policy Statement, developed by the Commu- • The University Planning Office also has nity Planning Workshop through the gained national prominence since the Department of Planning, Public Policy 1970s when it implemented an entirely and Management. This policy now new methodology for planning that guides UO students, faculty, and staff came to be known as the Oregon Experi- in everything from purchasing paper to ment. Considered cutting edge at the discarding hazardous waste from old time for its innovative way of taking computers. future needs into consideration (see the planning office’s website for more infor- These examples are just a sampling of ways mation), the Oregon Experiment led to that the University of Oregon is leading the further planning documents such as the sustainability movement. Campus Plan (2005) and the Sustainable Development Plan (2000). All of these Open-space framework and density limits. documents have shaped the way the The University of Oregon campus is orga- University of Oregon takes into con- nized as a system of quadrangles, malls, sideration issues of longevity, resource pathways, and other open spaces and their use, alternative transportation, efficient landscapes. This organizational framework design, and other sustainability issues. not only functions well but also serves as a physical representation of the university’s • The University Planning Office is also heritage. In recognition of this framework as recognized for its groundbreaking bicy- a defining aspect of the campus, the follow- cle plan, which was first established in ing policy was established in the Campus the 1970s and later revised in 1991. The Plan: decision to promote bicycles as alternative transportation was taken seriously, “As opportunities arise, the fundamental and new, effective, bike-friendly bike and historic concepts of the university’s racks were designed that subsequently open-space framework and its landscape have been copied by higher education shall be preserved, completed, and ex- institutions across the nation, from the tended.” University of Washington to Cornell. Campus Heritage Landscape Plan. In the summer of 2005 the university received a

221 Prt nfrastructurea IV: i for growth grant from the Getty Foundation to create which has reached a stage in its develop- a Campus Heritage Landscape Plan cover- ment where little bare land exists, making ing the historic areas of the campus. The the thoughtful development of land within University of Oregon is one of only eleven its historic core an absolute necessity. universities nationwide to receive a 2005 Getty grant. Furthermore, the process used to develop the plan was particularly compatible with Both the Campus Heritage Landscape Plan250 the university setting. It was based on a and the process by which it was completed strong educational component that involved are unique in a number of ways. The plan students, faculty, and staff. Students en- defines how to preserve the cultural his- rolled in a landscape architecture course tory of the campus’s most defining spaces and a historic preservation course worked and still allow for the growth and change directly with staff members and consultants demanded by institutions of higher educa- to conduct site and building surveys; this tion. This goal is especially important to the information provided the data for analysis university because its defined open spaces, and final development of the plan. which give the campus its unique identity, are often the most overlooked. The innovative nature of this work illustrates the university’s progressive planning The Campus Heritage Landscape Plan philosophy and a commitment to include an focuses both on preservation and future educational component, whenever possible, growth needs—how to learn from the suc- in planning the future of the campus. cesses of historic open spaces and establish a compatible relationship between them and Development Densities. Development densi- the newer buildings and areas of campus to ties are established to preserve the historic create a cohesive campus environment. This character of the university campus as a set- is essential for universities such as Oregon, ting conducive to thoughtful and reflective

Figure A.1: Deady Hall Walk Axis, c. 1900 Figure A.2: Deady Hall Walk Axis, c. 2005

The Douglas firs have grown substantially since they were first planted along this walkway, which leads from “town” to the university’s oldest building, Deady Hall (now a national landmark).

222 A. Sustaining our Campus endeavor, while at the same time allowing demand for parking. Second, growth for accommodation of new facilities. means greater demand for academic building space, and the best places for The following policy has been established new academic construction are often in the Campus Plan relating to densities on surface parking lots nearest the center campus: of campus. This means that demand for parking is increasing at the same time as “To control the look and feel of the cam- supply is being eroded. pus, no construction project shall result in a density in excess of the maximum “Finally, as population grows, the hous- established densities.” ing supply in many campus communities has not been able to keep pace. This This section of the Campus Plan includes alone forces more people to live farther the requirement that the campus’s ultimate from campus, and it also drives up the maximum capacity be studied periodically cost of local housing, further pushing and that this capacity be compared to the campus affiliates to live farther away. university’s needs to see if the campus can For these longer journeys, walking and contain the projected growth. This require- cycling are not options, and transit tends ment forces the university community to to be less competitive because of lower examine its density policies on a regular densities in outlying communities.” basis, and if capacity is running short, either to expand its land holdings or change the Campus parking is a problem in constant density standards to allow more growth search of a solution. To a great degree the without compromising the look and feel of satisfaction derived from various solutions the campus. It is an effective and critical is related to how the problem is defined. component of process-based planning. For example, is there not enough parking on campus—or not enough in the right Transportation planning. A recent article in places? Is it too expensive? Not expensive the journal of the Society for College and enough? Should there be more transporta- University Planning (“Solving Campus tion alternatives? Parking Shortages: New Solutions for an Old Problem,” Planning for Higher Educa- The university’s Campus Plan and Long- tion, September–November 2004) summa- Range Campus Transportation Plan251 in- rizes the challenges faced by the university clude policies that encourage the use of with regard to transportation planning: alternatives to the car and careful balancing of parking supply and demand. Successful “Higher education is an expanding sec- implementation of these policies has result- tor, in terms of both student numbers ed in cheaper parking for those who need and demand for physical facilities. Col- to use a car to come to the campus, viable lege construction reached an all-time alternatives for those who do not need to high in 2002 ($11 billion), and indica- drive, and a reduction of traffic to and from tions are that growth will continue in the campus. Indeed, as noted in the sustain- years to come. ability section above, the university is and has been at the forefront of transportation “These trends have three major implica- management for some time. tions for an institution’s transportation needs. First, more students, staff, and The particular dilemma facing the univer- faculty—referred to as campus affiliates sity today is the recognition that growth of in this article—tend to mean greater enrollment and research will lead to greater

223 Part IV: infrastructure for growth demands for parking. At the same time, Terwilliger Laboratory Addition, Oregon demands for new buildings will decrease Institute of Marine Biology (1999) the land available for surface parking. This A combination of state funds and a Na- trend, in turn, threatens the university’s tional Oceanographic and Atmospheric ability to preserve its defining features, Administration grant constructed a namely its open spaces. The most obvious $595,000 lab addition to the Terwilliger solution is to build parking structures. As Research Building. The facility is man- the journal article notes, however, this solu- aged cooperatively with South Slough tion has a number of disadvantages, includ- National Estuarine Research Reserve ing the costs associated with maintaining through an interagency agreement. the ratio of users of alternative modes when new parking is built, the feasibility and ex- William W. Knight Law Center (1999) treme high cost of structured parking, which The new 140,000-square-foot, four-story often is not accounted for in the planning law center at the corner of East 15th Av- for individual projects, and the negative ef- enue and Agate Street has state-of-the-art fects the additional traffic parking generates. instructional technology and innovative functionality. The center creates a strong These disadvantages suggest the benefit of feeling of community with its spacious, taking a more comprehensive look at trans- window-encased commons area and portation strategies, one that examines the comfortably organized library, which costs by understanding the trip cost rather now has twice its previous space. The than isolating the cost of a single parking project cost was $24.5 million. space. McKenzie Hall Remodel (2000) The university’s transportation strategies This project renovated the former law identified in the 1970s have done a good school building for classroom and office job so far; however, it may be time for a use by the College of Arts and Sciences new look at how to meet the transportation and other departments. The existing needs of the campus. four-floor, 82,000-square-foot building contains additional university class- A.1.c. Growth and Change Implementation rooms supporting advanced instructional technology for a project cost of $4.2 million. Major projects completed. Since the 1997 Accreditation Report, the university has Zebrafish International Resource Center completed an impressive array of capital (2000) construction projects vital to carrying out This $3.3 million project created a the mission of the university. The major 12,350 gross square feet structure lo- projects are summarized below. cated on an approximately half-acre site in the Riverfront Research Park, directly • Research, Education, and General north of the University of Oregon’s Facilities: main campus. The facility is a leading resource for breeding zebrafish for use Loyd and Dorothy Rippey Library, in worldwide research and serves as a Oregon Institute of Marine Biology central repository for genetic research (1999) using the organism. A $600,000 private donation resulted in an expansion and renovation of the OIMB library.

224 A. Sustaining our Campus

Lewis Center for Neuroimaging (2002) • Student Housing, Services, and The new facility, located in Straub Hall, Activities: accommodates a Siemans Allegra, 3- Tesla fMRI machine, which is designed EMU Food Service and Recreation Fa- to permit imaging of brain function and cilities Renovation (1998) brain tissue to allow scientists to bet- The remodel of portions of the basement ter correlate the brain’s anatomy with and ground floors of the Erb Memorial human thought and behavior. This $4.5 Union building added approximately million project included a 1,000 square 3,000 square feet, revising and clarify- foot addition and remodeling of 2,000 ing the corridors and circulation, and gross square feet of adjacent space. remodeling the recreation and dining areas to meet current students’ needs Jordan Schnitzer Museum of Art and lifestyles. Addition Renovation (2003) The Schnitzer Museum of Art is the Student Recreation Center (1999) and state of Oregon’s premier academic art Student Tennis Center (2000) museum. Its collections in historic and The University of Oregon recognized contemporary works from China, Japan, the important role of a comprehensive Korea, and Southeast Asia, Northwest recreation and fitness center in enhanc- art, and its educational outreach pro- ing its students’ educational experiences grams serve the students and faculty on by expanding their recreational activity the UO campus as well as the Eugene opportunities. An increase in student community and the arts community participation in recreational and fitness throughout the Northwest. This $12.7 activities highlighted the fact that the million project nearly doubled the pre- university’s existing facilities were out- vious size of this distinctive building, dated and inadequate to serve the rec- which was built in 1932, adding approx- reation and fitness needs of the current imately 38,000 square feet and renovat- student population. This $21.3 million ing virtually all of the existing building project renovated and expanded Essling- spaces. er Hall and associated playing fields. New construction included indoor Lillis Hall (2004) multipurpose courts, an indoor track, Construction of the new 140,000 gross expanded weight and fitness facilities, a square feet Lillis Hall, with a project rock-climbing wall, and strength and fit- cost of $40 million, physically united ness areas. Other improvements includ- the elements of the Lundquist College ed new accessibility ramps and other of Business and provided state-of-the- minor repairs. Construction of the tennis art teaching and support facilities for center created a six-court enclosed ten- its students, the faculty and staff. The nis facility for instruction, recreation, final design fosters interaction among and intercollegiate tennis users. students and faculty members as well as support teaching and learning in the East Campus Graduate Village (2001) classroom, in self-directed teams, and in This $4 million, 70-unit residence hall internships. for graduate students is sited on 1.4 acres near the existing Bean Complex on the eastern edge of the campus. The residence hall is composed of two wood- framed structures, each 20,800 gross square feet, built around a shared open

225 Part IV: infrastructure for growth

space. The studio and one-bedroom Living-Learning Center (2006) apartment-style units are designed for This unique $27 million project com- single occupancy, each including a pri- bines instructional spaces and a dining vate bath and kitchen facilities. facility on the first floor with about 400 beds of student residence-hall housing Moss Street Children’s Center (2004) on the upper floors, instructional space, The university’s child-care programs associated lounges and support space, meet the needs of children by providing and a dining facility. an environment in which they are encouraged to be actively involved in the University Health and Counseling Center learning process, to experience without (expansion-remodel, 2006) limitations or biases a variety of devel- This $10 million project renovated opmentally appropriate activities and almost all of the center’s existing spaces materials, and to pursue their own inter- (39,000 square feet) and built two ad- ests in the context of life in their com- ditions of approximately 11,000 square munities and the world. The child-care feet. The completed project unifies the programs are an integral component of building into a coherently and appropri- the UO community, providing research, ately designed, student-focused facility observation, and practicum experiences to provide primary care outpatient ser- for faculty members and students from vices, health education, and counseling a variety of disciplines. This $3 mil- and testing services. lion, 13,500-square-foot project serves approximately 120 children—infants • Athletics: through school-aged—of university students, faculty, and staff. The center Ed Moshofsky Sports Center and has many sustainable aspects, including Addition (1998, 2000) “daylighting” (strategically placing win- A two-phase $16.6 million project cre- dows and reflective surfaces in a build- ated an indoor practice facility with ing to take advantage of natural light, team medical training and meeting thus reducing energy consumption) and rooms, classrooms, and commissary, a ground-source heat pumps. soccer field, and other practice fields for intercollegiate athletics near Autzen Sta- Many Nations Longhouse (2005) dium. The indoor practice areas are used Since 1974 Native American students by women’s softball and soccer teams, and community members gathered in an men’s and women’s track and golf, and old World War II–vintage barracks build- football; the outdoor natural grass prac- ing to perform and celebrate cultural tice and competition facilities provide bonds. With $1.2 million in funding playing fields for women’s soccer and secured, the old longhouse was retired outdoor practice facilities for all teams. and construction began on the new Many Nations Longhouse on the same Autzen Stadium Expansion (2001–4) site, adjacent to the Museum of Natural The stadium expansion design increased and Cultural History. The structure is a seating capacity, improved circulation remarkable example of the university’s and accessibility, and added restrooms, partnership with the nine federally concession stands, and press facilities. recognized tribes of Oregon. It features a The phased expansion and renovation Great Room with huge beams and a fire- project added 12,000 new seats, thirty- place, a large open kitchen, and ceremo- two new skyboxes, a three-story luxury nial features. suite, and improved existing concession

226 A. Sustaining our Campus

stands. These improvements produce and other sports, and a 400-meter warm- more revenue, thus helping the athletic up and jogging track. department to become completely self- funding. The site master plan addressed In progress. Looking ahead, the univer- the needs for improved circulation, sity has the following funded projects parking, transit capacity, accessibility, in various stages of planning and execu- and pregame activity amenities. tion:

• Improvements Other Than Buildings: • Research, Education, and General Facilities: Heart of Campus Plaza (2004) The Heart of Campus was the first phase Integrative Science Complex, Phase I of a larger initiative to improve the cam- (2007) pus landscape along University Street. In 2003, a statewide nanoscience initia- This long-planned project, which com- tive resulted in a new entity called the memorated the University of Oregon’s Oregon Nanoscience and Microtech- 125th anniversary, created a pedestrian- nologies Institute (ONAMI). Nanosci- friendly, European-style plaza and a ence and nanotechnology, the science of much needed face-lift for the area sur- manipulating the tiniest units of matter, rounding the intersection of East 13th promise to revolutionize many areas Avenue and University Street. within science and technology, from electronics to medicine, and Oregon’s Powell Plaza at Hayward Field (2005) public and private sectors are well-posi- This $1.2 million, privately funded proj- tioned to be at the forefront of inventing ect created a welcoming arrival point for new products and processes. The uni- Hayward Field as well as enhancing a versity received legislative funding that significant campus entrance. The plaza included $4.75 million of general bonds, incorporates displays telling the story of $4.75 million of lottery bonds, and au- Hayward Field and UO track-and-field thorization to raise up to $9.5 million in programs. The north terrace includes donations, grants, and contracts for its a handicapped-accessible platform for on-campus component of ONAMI. The wheelchairs and companion seats. The facility, which is largely underground, design provides for access to these dis- will provide approximately 27,000 gross play areas for casual weekday visitors square feet for nanotechnology labora- as well as those attending events at the tory, office, and support space. Con- facility. struction began in summer 2006 with completion in 2007. East 18th Avenue Tennis Courts and Renovated Playing Fields (2005–6) College of Education Additions and Relocation of the tennis courts displaced Alterations (2008) by the Living-Learning Center project The College of Education currently is ex- was the catalyst of a more ambitious periencing growth both in research and $2 million project to improve the area in enrollment. Enrollment in fall 2006 of the Intramural Field along East 18th reached nearly 1,500 students. Annual Avenue and the adjacent Hayward Field research and outreach funding is now practice track. The improvements in- at $24 million. As a result of the growth cluded six tennis courts, two sand-based in students and research and of chang- grass playing fields for soccer, football, ing professional practices, the college has a near critical need for expanded

227 Part IV: infrastructure for growth

space. The work as currently envisioned • Student Housing, Services, and consists of a 100,000 gross-square-foot Activities: building of three to four stories sur- rounded by a series of campus spaces EMU International Area Renovation and courtyards, with parking below (2007) portions of the building and courtyards. The University of Oregon enjoys a Renovation of about 17,000 gross square continuously expanding reputation in feet was proposed as well. The project the U.S. and abroad. More than 1,100 is anticipated to begin construction in international students from eighty-one spring 2007. countries are enrolled, and more than 15 percent of university students study School of Music and Dance Additions abroad during their time at Oregon. This and Alterations (2008) pursuit of internationalization is illus- This project is intended to meet the trated further by the university’s host- immediate needs of the School of Mu- ing of nearly 200 international faculty sic and Dance for teaching, practice, members and scholars. This $1.4 million rehearsal, recording, faculty studios, project will renovate 3,600 square feet in offices, and administration, as well as the student union to allow use by twice allowing for efficient future additions to as many international student groups as the building. The $17.2 million project are accommodated now and will elimi- will renovate 15,000 gross square feet nate HVAC and infrastructure problems. and add 29,000 gross square feet of new construction. Construction is anticipated Proposed to the OUS. Every other year the to begin in March 2007 with completion university revisits priorities for its future in 2008. facilities needs. The vice presidents select those projects that (a) are most likely Miller Theatre Expansion (2008) to receive funding from the state, (b) The proposed $7.9 million project will will be funded entirely by gifts or grants, expand and remodel the current facili- or (c) will be funded by fees. These are ties to create an integrated complex of then forwarded for consideration by the three theaters with lobbies, shops, stu- Oregon University System and eventu- dios, and other teaching spaces needed ally the Oregon State Legislature. The to teach theater arts. Construction is an- current list of projects for the 2007–9 ticipated to begin in Summer 2007 with biennium is as follows: completion in 2008. • Research, Education, and General Alumni Center (2010) Facilities: This $21.2 million project, authorized by the 2003 legislature, is in the con- Condon Hall Additions and Alterations ceptual-design phase to identify design This $6.9 million expansion project options. As currently envisioned, the will provide critical teaching and re- facility will provide multipurpose facili- search space in the anthropology and ties for alumni, students, faculty, staff, geography departments. The addition and the community at large. will improve internal interaction among scholars, address the space shortages for graduate students in both fields, and allow for expanded instruction in sophisticated high technology.

228 A. Sustaining our Campus

Gilbert Hall Addition and Alterations, • Fee-based Auxiliary Projects (Projects Phase III for Programs That Generate Fees): This $11.6 million project will achieve a complete architectural remodel of the Riverfront Research Park Multitenant historic Gilbert Hall and Peterson Hall Building buildings, including structural modifica- Through the growth of endeavors in the tions for seismic safety, infrastructure, biosciences, increasing need for labora- lighting, and acoustics. tory space that can accommodate both the university and private companies Integrative Science Complex, Phase II is forecast. This $19.25 million project The proposed $60 million Phase II proj- will construct specialized lab space not ect will build a five-story, 100,000 gross- currently available in the local market; square-foot science building that will it will also provide an opportunity for enhance interdisciplinary teaching and bringing together strong research pro- research in support of initiatives in the grams currently in leased facilities. biosciences, neurosciences, learning and behavioral science, and computational Riverfront Research Park Building sciences. The complex will expand and Purchase integrate high-technology facilities avail- This $14.37 million project will pur- able for collaborative research. It will chase a high-quality, energy-efficient, provide critical space needed to promote 60,000 gross-square-foot, three-story the further expansion of the Brain, Biol- building located in the Riverfront Re- ogy, and Machine Initiative, which is search Park. The university owns the receiving major support from federal and land and leases space in the privately private funding sources. owned building. Purchase will provide ownership and control of a major real- Museum of Natural and Cultural History estate asset that houses strong research Collections Facility programs. The proposed $2.5 million Collections Storage Facility and Research Laboratory New Student Housing project will allow improved access to re- The present housing stock is difficult to search materials by faculty, researchers, maintain and market because of room and anthropology department graduate size and aging infrastructure. This $40 and undergraduate students through ex- million auxiliary-funded project will pansion and renovation of the museum’s provide residential facilities competitive field and laboratory instruction space. It with other campuses, supporting recruit- will create space to house the expanding ment of a student population that prefers archaeological materials, as mandated to live on campus in a living-learning by state and federal law. The museum environment. provides research and curatorial support to the Oregon Department of Transporta- Food Service Upgrade tion and other agencies, including the This $2 million project will update food U.S. Bureau of Land Management, U.S. preparation areas and dining venues, Forest Service, and U.S. Army Corps of enabling the Office of University Hous- Engineers. ing to successfully support other UO residential campus programs and remain competitive in the food services area with other Pac-10 universities.

229 Part IV: infrastructure for growth

Residence Hall Renewal the center; it will clearly identify the en- This project would establish a $2 trance and provide protection from the million fund to address serious and weather and a space where students can unexpected problems in the present resi- pause to orient themselves before enter- dence-hall stock in a manner that allows ing the main building. continued basic services for occupancy and enhanced safety for the occupants. A.1.d. Issues in Campus Facilities

Residence Hall Renewal for Several issues have surfaced over the last Marketability decade of campus development that deserve Aging buildings with a large number of special note. small rooms hamper UO recruitment and retention. This $2 million project would Funding sources and priorities. Fee-based allow university housing to identify nu- funded projects aside, the funding mecha- merous prototypes for marketability. nism for projects of the last decade include a heavy dependence on gifts and grant Other projects. Student building-fee projects funding. In almost every case, the only state under $500,000 do not require legislative dollars supplied for construction had to be authorization. For 2007–9, planned projects matched dollar for dollar by gifts or grants. of this type include the following: The university has been successful at raising private dollars for building projects EMU Program Facilities Upgrade at unprecedented levels, and the current This project will remedy inadequacies building boom is a direct outcome of this in space dedicated to a number of stu- fundraising success. Of the twenty-four dent programs including the Outdoor capital projects (over $500,000) listed above, Program ($405,000), the Club Sports gifts paid 52 percent of the total project cost, office ($185,000), and the Craft Center while state G-bonds paid 12 percent. ($160,000). The goal of the university’s fundraising Gerlinger Annex Gymnasium Improve- campaign, Campaign Oregon: Transform- ments ($466,000) ing Lives, is to raise $600 million in private Two small gymnasiums will be up- gifts by 2008. Of the current $410.8 million graded to make them more functional for raised, $129.8 million have been used for program needs and less prone to cause equipment and buildings. Among the con- participant injuries. struction projects the campaign has contributed to or will contribute to are as follows: Student Recreation Center Accessible Shower and Changing Room Renovation Allen Hall renovations ($101,000) Alumni Center This project will construct two mul- Autzen Stadium expansion tigender shower and changing rooms College of Education additions and that will provide privacy to individuals alterations in need of assistance by aides of either Condon Hall additions and alterations gender. Gilbert Hall expansion and alterations Heart of Campus Plaza University Health and Counseling Center Integrative Science Complex South Entrance Addition ($170,000) Jordan Schnitzer Museum of Art additions This project will construct a one-story and alterations entry atrium at the new south entry to Many Nations Longhouse

230 A. Sustaining our Campus

Miller Theatre expansion when buildings are added or expanded but Museum of Natural and Cultural History enrollment is not increased and resource al- collections facility locations. As an example, the expansion of a Powell Plaza at Hayward Field museum is not likely to generate additional School of Music and Dance additions and enrollment revenues and therefore no addi- alterations tional resources are assigned to the campus to fund its operations. The same is true for The particular challenge of this funding a building project that expands an existing model lies in the state’s inability to fund building to bring it up to current standards projects unless those projects have a gift but does not result in increased enrollment. match. As a consequence, projects that do not have a strong donor base or that have Transportation. This issue links the need no donor base at all are not being advanced for resources outside of the current model on the priority list because they will not (transportation systems are expensive; who qualify for a state match. The result is facili- is going to donate money to fund them?) ties needs, particularly in the humanities or with the previously mentioned dilemma soft sciences, and those in the administra- the campus faces: competing needs for land tive areas are going without funding. Unless for more parking, for new buildings, and the state begins to fund these needs or the for open spaces. The overriding concern in donor pool is expanded to include these this case should be whether increasing the needs, this will prove to be problematic. A parking pool actually addresses the prob- similar problem exists relating to infrastruc- lem or creates new ones. Regardless of the ture improvements such as central heating solution, solving the transportation puzzle and cooling systems. is directly linked to implementing many of the identified needs of the campus. Our Deferred maintenance. The university, like current practice of following the least-cost many other campuses, faces an overwhelm- solution is leading the campus to decisions ing backlog of deferred maintenance items, that threaten the best long-term interests of most recently projected at $163 million. the university. Funds for deferred maintenance are authorized by project, and for the 2005–7 bienni- A. 2. Campus Safety and Student um the University of Oregon was allocated Health $13.2 million for maintenance on the central energy plan. Of the 2005 legislature’s Sustaining the University of Oregon’s qual- systemwide authorization of $23.5 million ity requires attention and resources from for current capital repair, the University of many departments working to ensure that Oregon was allocated $6.5 million. At this our campus is a safe place and that stu- rate of funding the university is not keeping dent and staff health is both promoted and up; this in turn magnifies the problem as the protected. Indeed, for purposes of this self- longer the needs go unaddressed, the more study, the university has chosen a specific expensive they become to fix. focus on the safety activities that ensure the sustainability of our facilities and, much Operating costs. With the construction of more important, of the human capital we new buildings comes the added annual cost assemble. of operations and maintenance. Current cost allocation models assign resources to each This discussion of safety draws from sev- university in relationship to the credit hours eral units of the university; the breadth of each generates. Conceptually this creates a involvement is noted in the paragraph to disconnect between the cost of operations come on emergency preparedness. The dis-

231 Part IV: infrastructure for growth

among them. This next section addresses this set of issues. Box A1. Additional Information on Student Services and Support A.2.a. Emergency Preparedness For an understanding of the compre- Universities today are confronted with chal- hensive programming provided in lenges to the safety of students, faculty, and our student affairs division, please staff that are unparalleled in our history. In- 252 visit our website. For more specific ternational political events can and do play descriptions of individual services, out on our college campuses. Nearby natural visit the following websites: disasters place the dual responsibility for protecting our community and providing 253 Office of University Housing critical support and expertise to agencies Office of Student Financial Aid and responsible for city, county, and statewide 254 Scholarships safety. Physical Activity and Recreation 255 Services More than 20,000 students are enrolled in 256 Office of Student Life classes and 4,000 staff and faculty members 257 University Health Center are employed at the University of Oregon. The main campus consists of more than one (Additional programs that are often hundred buildings situated on nearly 300 categorized as student services, such acres. Special facilities include residence 258 as the Office of Admissions, Career halls that provide living space for more than 259 Center, the Center for Academic 3,000 students, classrooms, studios, science 260 Learning Services, the Office of laboratories, a health center, swimming Academic Advising, the Office of pools, playing fields, stadiums, and large 261 the Registrar, and International indoor and outdoor gathering spaces. Units 262 Student and Scholar Services , with elevated responsibility for campus are discussed in other parts of the safety include the Office of Environmental self-study.) Health and Safety, the Department of Pub- lic Safety, the University Health Center, the Counseling and Testing Center, the Office of cussion of the safety and well-being of our Student Life, and Human Resources. These students, faculty, and staff, does not, howev- offices work together to assess possible er, provide an overview of the programming health and safety issues, create policies and and support services provided by Student protocols to address challenges to cam- Affairs and other administrative units. It pus safety, and implement comprehensive does, however, exemplify the breadth and student and staff education and prevention depth of each of these programs. programs.

As UO administrators developed, from the When examining the university’s emergency ground up, a list of the key issues facing preparedness, it is useful to distinguish the university and our capacity to meet our between major campuswide emergencies robust institutional mission, the issues of and expected or routine emergencies. Ma- safety and emergency preparedness were jor emergencies are by far the more conse- quential and rare and may be described as incidents that threaten campus activities on a massive scale, or bring immediate or projected threat to the health and safety of

232 A. Sustaining our Campus students and staff members. Examples are responsibility in emergencies. The complex- significant fires, large-scale natural disas- ity of campus endeavors and our changing ters, major campus infrastructure failures, understanding of health and safety risks instances of extreme violent behavior, and require that the operations manual continu- outbreaks of pandemic disease. Expected or ally evolve. Each section of the manual is routine emergencies are locally disruptive written to be broadly inclusive of varying in nature, have a less severe impact on the levels or manifestations of a crisis. Sce- campus, and constitute challenges routine narios are global in nature, local in impact, or generally anticipated on a major universi- and require campus resource coordination ty campus. Examples include theft, personal and care for students and staff. The current medical emergencies, disruptive behavior or manual is the thirty-third edition. An emer- conflicts among individuals, crowd manage- gency procedure flip chart (a user-friendly ment, alcohol and drug abuse, and sexual synthesis of the Oregon Emergency Opera- assault. tions Manual for campus staff members who do not have assigned coordination responsi- Integral to the university’s effective response bility) is distributed to campus administra- to major campus emergency and safety is- tors and departments. sues is the Emergency Operations Team. Established in 1996, the team is charged Recent sections added to the manual in- with refining existing campus emergency clude a campus plan for inclement weather procedures and identifying risk areas that and for emergency evacuation. An appendix lack adequate response protocols and cam- on communicable disease, including proto- pus-community coordination. The Emergen- col for pandemic disease, is near comple- cy Operations Team membership broadly tion and will be added to the manual. represents campus response entities. The University of Oregon strives to be, Recent emergency planning achievements when possible, a partner in broad-scale include development of protocol for rapid emergency trainings with the city, county, establishment of an Emergency Operations and state agencies. The U.S. Olympic team Center during a major incident or crisis trials for track and field, to be held on the requiring a campuswide response. When UO campus in 2008, provides a unique op- functioning during a major campus or com- portunity to coordinate emergency crisis munity emergency, the center will provide response planning efforts. More study and coordination for campus emergency opera- discussion is needed to create relationships tions, communications, assessment and and procedures for the operation of a uni- use of facilities, shelter and food coordina- fied command center that will work seam- tion, human resource support, and fiscal lessly with city, county, and state emergency management. response teams.

A comprehensive manual on emergency op- Incorporating prevention strategy is an erations for Oregon has been developed to important element of the university’s emer- provide operational guidance to coordinat- gency preparedness plan. Recent incidents ing staff members during a crisis or disaster. in which students and staff members have The focus of the manual is fourfold: 1) how tested positive for tuberculosis, mumps, to train for a disaster; 2) how to mitigate and meningitis have necessitated rethinking damage of a disaster; 3) emergency opera- strategies to protect the campus and com- tions during a disaster; and 4) how to re- munity. These incidents and our emphasis cover quickly from a disaster.263 Subsections on preparation for major campus health of the manual detail individual department emergencies have brought focus to the Uni-

233 Part IV: infrastructure for growth versity Health Center’s role as public health and Testing Center are trained to assist with agent for the UO community. Health center mental health crises in Lane County. staff members were designated the primary university liaison with Lane County health Rapid communication is often critical in officials. UO medical staff members have campuswide emergencies, especially on taken leadership for preparing and distrib- matters receiving media attention. While a uting assessment and treatment informa- number of mechanisms exist to share emer- tion to students and staff, and represent gency information with students and staff, the administration to media on inquiries as rapid communication with parents is often appropriate. difficult, especially those living out of the region without benefit of local media. The As an illustration, it is useful to consider UO Parents Association, coordinated by the vaccination for preventable disease. The Office of Student Life, facilitates general U.S. Center for Disease Control now recom- communication with parents of students, mends vaccination for mumps, rubella, and and maintains an up-to-date electronic mail- measles. Current UO admission policy re- ing list of parents. Used as an emergency quires only vaccination for measles. To ad- communication system, it provides a ve- dress this concern and further guard against hicle for rapid communication with thou- preventable disease outbreak on campus, sands of parents regarding health and safety the health center staff has begun work to issues of concern to our students. Possible change the admission policy. Proposed new emergency communications might include rules will add vaccination or proof of immu- information about infectious disease, natu- nity for mumps, rubella, and chicken pox ral disasters, or campus and community as a requirement for admission. A change in emergencies; the system also provides in- admission policy requires revision to gov- depth information on the university’s efforts erning Oregon Administrative Rules (OAR). to protect students and give updates on issues covered in the local media. At the community-regional level, the Uni- versity of Oregon is a member of the Lane A.2.b. Campus Safety County Mental Health Disaster Response Alliance. The alliance’s charge is to plan for Committee oversight for campus safety. Two mental health emergencies or disasters that standing university committees are note- affect communities in Lane County. Partici- worthy to a discussion of campus safety. pating organizations are the American Red The Safety Advisory Committee and the Cross, Sacred Heart Medical Center, Direc- Environmental Issues Committee each has tion Service Counseling Center, Lane Educa- overarching authority for review of campus tion Service District, Springfield and Eugene health and safety issues. school districts, Lane County Mental Health Services, and the University of Oregon. The In compliance with OAR 437-001-0765, the organization formed in the aftermath of Safety Advisory Committee assists univer- shooting deaths that occurred at neighbor sity administration officers in providing a city Springfield’s Thurston High School. safe and healthy workplace for the faculty, The University of Oregon participates as a staff, and student employees by making community within the larger community, recommendations on health and safety is- and as a counseling resource for large-scale sues. Though many departments have staff emergencies. A staff member from the Of- or departmental safety committees, the fice of Student Life sits on the team, and Safety Advisory Committee serves as the two psychologists from the UO Counseling primary UO safety committee for regulatory purposes.

234 A. Sustaining our Campus

The Safety Advisory Committee evalu- Following an accident in 2001 in which a ates university policies and rules affect- student received severe injuries when his ing campus health and safety and makes hand penetrated wire-glass, the campus recommendations for change or adoption Safety Advisory Committee recommended of new policy. Committee members main- replacing wireglass in all campus buildings. tain a system to obtain information directly This led to an ambitious safety prevention from employees, and also conduct quarterly effort to replace or coat wireglass with other workplace inspections to identify hazards types of approved safety glass materials. and make recommendations for correction. Today, with more than $40,000 from Facili- ties Services, 80 percent of all wire-glass has The Environmental Issues Committee in- been replaced in nonauxiliary buildings. vestigates and makes recommendations on Auxiliary buildings similarly are replacing environmental issues that affect the quality wire-glass using departmental funds. of life, safety, and health of the university community as well as those issues about Concern for the safety of students and staff which the university should act as an edu- members working in art department studios cational resource. resulted in a Safety Advisory Committee review. The committee recommended that Both the Safety Advisory Committee and University Administration take steps to the Environmental Issues Committee are mitigate safety concerns regarding studio appointed by the university president and electrical wiring that supported aggressive make recommendations directly to the vice electrical tool and machinery use as well as president for finance and administration. the high levels of airborne dust and wood Additionally, the Environmental Issues silica. Over the past eight years, more than Committee chair prepares a written annual $150,000 has been dedicated to upgrading report submitted to the secretary of the Uni- studio wiring and installing high-quality versity Senate.264 Both committees have con- dust collection systems. stituent-based memberships and ex officio members from the Office of Environmental One indicator of the successful effort by Health and Safety, the Office of University environmental health and safety staff, Housing, Human Resources, the Erb Memo- oversight committees, and other depart- rial Union, and Facilities Services. mental staff to prevent injury and maintain a healthy work force is charted below. This Two examples serve to illustrate the impor- graph shows University of Oregon work- tance of these committees to campus safety ers compensation claims decreased signifi- and environmental issues: cantly between 1994–95 to 2004–5. Medical leave is indicated by “MO”; time loss by “TL.”

235 Part IV: infrastructure for growth

Figure A.2. UO Workers Compensation Claims

Source: University of Oregon Office of Environmental Health and Safety

Fire safety. The Office of Environmental the university, Greek organizations must Health and Safety (EHS) primarily oversees confirm compliance with Greek Endorse- the University of Oregon’s comprehensive ment Standards265 established by President annual fire safety prevention program. A Frohnmayer in fall 2002. Among these stan- critical focus of this effort is directed toward dards266 are proscribed fire safety practices. fire safety practices in university residence Each Greek house must send two chapter halls. Each year EHS staff members inspect officers, the chapter risk management of- every residence hall room for safety issues. ficer and the house manager, to an annual, Resident assistants receive special fire safety daylong Interfraternity and Panhellenic training including the use of fire extin- Council–sponsored Fire Prevention Acad- guishers. Unannounced fire alarm tests are emy. Each Greek living organization must conducted monthly in each residence hall. conduct and document one fire drill each All university-owned residences rented to term. Effective fall 2005, all Greek chapter students, graduate housing, and apartment facilities are required to have fire-sprin- complexes are inspected for fire safety an- kler suppression systems installed. Annual nually. The Office of Environmental Health fire-safety inspections are conducted by a and Safety has initiated staffing of the UO licensed fire inspector, and failure to cor- McArthur Court arena by providing an on- rect noted code violations will jeopardize duty fire specialist for all events at which affiliation status. These required fire-safety expected attendance will be exceed 3,000 practices and facility enhancements elevate attendees. fire-safety management to the highest levels found in the city of Eugene. Fire safety in university-affiliated Greek living organizations is a priority for the Safe use of motor pool vehicles. Safe use university. To maintain affiliation with of state motor pool and university-owned

236 A. Sustaining our Campus vehicles receives special attention from As example, the UO Department of Public EHS staff members. Thousands of vehicle Safety (DPS) has a direct phone link with trips by university staff members and stu- the Lane County Disaster Communications dents occur annually. Staffers or students Center, allowing rapid response to campus who wish to use a state motor vehicle van, a emergencies. DPS has a centralized dis- common vehicle of choice for departments patch and monitoring system that operates and student organizations, must participate twenty-four hours a day, 365 days a year. A in a two-hour van driver training session. direct emergency phone line connects call- Van driver training is coordinated through ers with DPS dispatch. University-employed EHS, with trainers located strategically in DPS officers are on duty and on patrol schools and departments with high vehicle round-the-clock. use. Van driver training includes a video, presentation, and individual practice driv- Oregon Revised Statute 352.385, Section 2, ing and parking vans. requires that the state Department of Public Safety Standards and Training provide train- Special transportation programs. Two spe- ing for Oregon University System campus cialized safety transportation programs are public safety officers. UO public safety sponsored by the Associated Students of the officer job descriptions require that officers University of Oregon (ASUO). The Designat- successfully complete the safety standards ed Driver Shuttle provides free rides home five-week training before commissioning. to students who have been drinking at local Commissioned officers carry authority equal bars within a defined radius of campus. The to a peace officer. The Department of Public program operates seven days a week until Safety uniformed officer services are aug- 3:00 a.m. and serves, on average, 300 stu- mented through a contract with the City of dents per night. To prevent students from Eugene Police Department. This contract using the shuttle to bar-hop, rides are pro- secures assignment of four full-time Eugene vided to home residences only. The Assault police officers to campus duty throughout Prevention Service, coordinated from the the week. ASUO Women’s Center, provides free transportation seven days a week during eve- The University is a residential campus nings to students who are concerned about housing more than 3,000 students in tradi- safe traveling after dark. tional residence halls on campus. To ensure that our residence halls are safe places for Campus medical emergencies may require students to reside, university housing and immediate ambulance transportation to the Department of Public Safety have col- Sacred Heart Hospital. In many instances laborated to create a special policing effort. when a student or staff member has been Each residence hall is assigned a DPS officer determined to be medically stable, an alter- who meets residents in hall meetings and native to expensive ambulance transport has shares safety information. These officers recently been established. The Department develop positive relationships with students of Public Safety has contracted with Medi- that facilitate constructive interaction about cal Express Service. The service will trans- student safety concerns or safety issues port individuals to the University Health discovered during routine patrol of the Center or Sacred Heart Medical Center at no halls. The program has been characterized charge. as a residence hall version of community policing. Campus safety and response. A wide range of notable systems and strategies are employed Students are enlisted as well to assist the to address expected or routine emergencies. Department of Public Safety with campus

237 Part IV: infrastructure for growth security concerns. The Student Patrol Ser- Campus incidents involving crimes and vice employs students to patrol the exterior disruptive behavior have increased in of campus buildings including the residence recent years. Dispatch officers for the De- halls. Student patrols are added “eyes and partment of Public Safety receive approxi- ears” for campus safety. Their function is mately 35,000 calls annually for assistance limited to reporting disruptive behavior and by phone or to report fires. Approximately safety issues to a DPS dispatch officer for 3,200 calls involve criminal matters such as response coordination. The student patrol theft, suspicious persons or behavior, and operates seven nights a week during the conflicts between individuals. Approxi- academic year. mately 1,500 calls are for emergency alarms, fires, environmental concerns, and calls The Office of Student Life operates both for medical assistance. In compliance with drop-in counselor-resource staffing during federal law (the Jeanne Clery Disclosure of university business hours and round-the- Campus Security Policy and Campus Crime clock on-duty staff access by pager. The Statistics Act), the Department of Public after-hours pager staff person plays an im- Safety prepares an annual report on campus portant role by catching emergencies early, safety programs and services, publishing beginning the process of campus incident crime statistics in annual printed publica- coordination and delivery of support and tion and posting them as a link on their resources to students. website. The report shows that University of Oregon criminal-case statistics are consis- The Department of Public Safety’s dispatch tently lower than the surrounding commu- operation and the Office of Student Life pag- nities and neighborhoods.267 er and drop-in staffing services complement each other while serving different func- A.2.c. Mental Health tions on a continuum of response and care. The former provides immediate emergency Among the most challenging issues for service response and intervention coordina- campus health and safety managers is tion, the latter begins direct personal con- responding to students with mental health tact and follow-up. While a campus public challenges or extreme and disruptive be- safety dispatch is standard at major univer- havior. College campuses are experienc- sities, after-hour counselor pager support ing dramatic increases in the number and is exceptional, replicating at the University complexity of student mental health con- of Oregon a level of personal support for cerns. The cause for this increase is difficult student and families normally found only at to pinpoint but likely includes increased very small private institutions. environmental stress, students who ignore prescribed medications, and the absence A weekly debriefing group assembles to of available institutional care. Most trou- review a broad range of campus safety and bling is the increase in incidents involving event-related issues. Composed of represen- extreme levels of violence. Responding to tatives from the president’s office, student the rising number of individuals requiring affairs departments, facilities, athletics, the mental health assistance and the resulting Department of Public Safety, and the Eugene disruption and alarm to the larger commu- Police Department, information is shared nity is enormously time consuming. Cam- and problems identified to be addressed pus personnel resources are challenged to as follow-up issues outside the weekly meet the rising call for help. Efforts to pro- meeting. Debriefing serves as a weekly as- vide outreach to faculty and staff members sessment of campus climate, helping keep to share strategies and resources available managers broadly informed. to assist them with troubled or disruptive

238 A. Sustaining our Campus students has been well received and has sponse team can help introduce individuals resulted in increased student referrals and to campus and community resources. requests for help. As an institution, the University of Oregon In extreme cases involving students who are is committed to fostering a positive and re- not able to meet the university’s standards spectful working and learning environment of responsibility and self-care, the dean of for all. Its policies regarding prohibited students will assemble a crisis management discrimination are regularly communicated team of professionals to determine the most throughout the university community. To effective intervention strategy. The univer- ensure that behaviors that may be at odds sity’s Student Medical Leave Policy, OAR- with policy expectations are appropriately 571-023-0000, identifies the steps required addressed, the university has provided to initiate student medical leave for health a number of avenues for redress. Those reasons. include formal complaint mechanisms through the Office of Affirmative Action and The University of Oregon offers assistance Equal Opportunity,269 Human Resources,270 to employees for a wide range of personal the Office of Student Conduct and Com- and emotional problems. The university munity Standards,271 employee unions, and contracts with Cascade Centers Inc. to pro- the Department of Public Safety272 as well as vide confidential assessment, counseling, informal complaint through the Office of In- and referral for UO employees needing as- stitutional Equity and Diversity,273 the Bias sistance with their personal problems. The Response Team, the Office of Student Life,274 program is available at no cost to eligible the Office of University Housing,275 and oth- employees with information available at the ers. Having multiple avenues through which Office of Human Resources.268 to raise concerns helps ensure that individuals with concerns can report them in a way Students and the faculty and staff are eli- that feels safe. Units to which concerns are gible to receive high-quality mediation and brought work together to ensure appropriate facilitation services free through Conflict institutional response and support for indi- Resolution Services. Trained mediators viduals who have been adversely affected. work with individuals and groups expe- riencing conflict in academic, personal, A.2.d. Prevention residential, workplace, extracurricular, and other settings. Conflict Resolution Services Alcohol and drug abuse. Substance abuse also offers workshops focusing on commu- among college students presents one of the nication, conflict resolution, and mediation. most troubling and pervasive health and behavioral issues facing campus administra- Students or staff members who believe they tors today. We know that alcohol is linked are victims or targets of bias can receive to property damage and is present in most support from the Bias Response Team. The sexual assaults. Alcohol and drug abuse role of the Bias Response Team is to gather incidents clog our campus judicial system information about bias incidents and sup- and strain relations with local enforce- port those who have witnessed bias or been ment agencies and residents of surround- the target of bias. The Bias Response Team ing neighborhoods. In 2002, Ralph Hingson provides individuals a safe space to have wrote in the Journal of Studies on Alcohol their voices heard, to promote civility and that alcohol abuse is the number-one cause respect, to effect change in a quick and of death for students eighteen to twenty-four effective manner, and to ensure a compre- years old. hensive response to bias incidents. The re-

239 Part IV: infrastructure for growth

The UO Substance Abuse Prevention Team, Prevention work at the University of Oregon with staffing and leadership provided by the is further supported and sustained by two Office of Student Life,276 serves as a Univer- additional coalitions. The Campus Commu- sity of Oregon clearinghouse for substance- nity Relations Task Force is a town-campus abuse prevention ideas and strategies. The coalition that meets quarterly and focuses team is charged with developing an overall primarily on preventing out-of-control par- vision and plan for campus prevention ties in neighborhoods in close proximity efforts. It monitors and reviews campus pre- to the university. The Oregon College and vention efforts and uses their influence to Community Coalition is a group composed gain support for policies and strategies. The of representatives from state agencies in- Substance Abuse Prevention Team convenes cluding the governor’s office (Task Force to on a monthly basis and chronicles campus Reduce Underage Drinking), the Oregon Li- prevention efforts in an annual report, and quor Control Commission, the Oregon Office in federally required biennial reviews of of Alcohol and Drug Abuse Programs, and substance abuse prevention activities in public and private universities and colleges compliance with the Safe and Drug-Free throughout the state. Schools Act of 1990.277 Laura Blake Jones, associate dean of stu- The University of Oregon strives to take a dents and director of the Office of Student comprehensive environmental approach to Life, reported the following findings regard- alcohol and other drug-abuse prevention. ing UO prevention efforts in her June 2004 Prevention efforts may be divided into the dissertation: following categories: 1) coalition work; 2) policy work; 3) educational outreach ef- “The University of Oregon has been forts; 4) treatment for problem users; 5) utilizing a comprehensive environmen- late-night activities programming; 6) orien- tal management approach to substance- tation programming; and 7) involvement of abuse prevention and was recognized parents in prevention efforts. The success for the breadth and effectiveness of these of the university’s effort relies on integra- efforts in 1996 when the University of tion of these prevention components into Oregon was selected as one of the top the work of many departments and student four prevention programs in the coun- programs. The 2004–5 Alcohol and Other try by the United States Department of Drug Prevention Program annual report278 Education.” documents hundreds of events, presentations, and trainings reaching thousands of Evidence of the abuse of alcohol and illegal UO students. The effort utilizes a variety of drugs by UO students is available primar- publications targeted to different audiences. ily through incident reports forwarded One example, “Moving Off Campus” is the to the university from the Eugene Police result of recommendations coming from the Department (EPD), the UO Department of joint City of Eugene–University of Oregon Public Safety, and UO residence hall staff. task force on the west university neighbor- All reports of use of alcohol or illegal drugs hood. The publication, which is distributed that violate the university Student Conduct door to door by student volunteers, en- Code are forwarded to the director of judi- courages students to know their rights and cial affairs for review and possible action. responsibilities and to practice safe party During 2005–6, 903 students were found management. In addition, it offers tips for responsible for alcohol possession, 596 communicating with police. students were found responsible for alcohol consumption, and 348 were found responsible for drug possession.279 Of particular

240 A. Sustaining our Campus

Box A2: UO Awarded U.S. Department of Education – Safe and Drug-Free Schools and Communities Grant (Amount $236,000) The New View 2000 project implemented by the University of Oregon was a multi- pronged effort based on social norms theory and environmental management techniques. Beginning at recruitment and extending throughout the students’ first year, the project aimed to adjust students’ perceptions of campus norms to reflect those that reinforce and enhance a safe and healthy social and learning environment at the university.

A social norms marketing campaign was developed which consisted of messages aimed at correcting students’ misperceptions about the alcohol consumption of their peers. Environmental strategies included increasing the number of alcohol-free late night activities available to students. Policies and campus procedures were modified to better address the consequences of alcohol violations on campus throughout the community. In addition, outreach efforts were conducted with offices and departments providing services to first-year students.

Project goals included the following: 1) reduction in binge-drinking rates and 2) reduction in violent behaviors and other harmful health and social consequences related to alcohol use by first-year students during the academic year 1999–2000. Objectives for accomplishing these goals included increasing the accuracy of student perceptions of their peers’ alcohol use, decreasing student perception that the social atmosphere on campus promotes alcohol use, and increasing student perception of the enforcement of alcohol policies on campus.

concern is the apparent normalization of BUSTED seminars as part of sanction for binge drinking by students, with underage misuse of alcohol. students representing a majority of reported violations. Reported incidents of extreme Suicide prevention. Suicide among stu- intoxication requiring medical intervention dents on American campuses continues to has also increased dramatically in recent rise and is the number-two cause of death years. among college students. The UO Counseling and Testing Center, an American Psycholog- The university’s Substance Abuse Preven- ical Association–accredited postdoctorate tion Program, offered through Continuing internship site, has made suicide preven- Education, is recognized for its efforts to tion a focus for new initiatives. Counseling increase awareness in the areas of alcohol intake interviews include questions about and other drug prevention, intervention, suicide ideation, providing psychologists treatment, and recovery. In 2000, the pro- with important information when beginning gram became a national training center for client relationships. In spring 2005 Suicide Beginning Underage Successes through Prevention Week was established, mak- Educational Diversion (BUSTED). This di- ing workshops, trainings, and information version project aims at decreasing underage resources available for students and staff drinking behavior by increasing awareness members. Counseling staffers meet with of alcohol risk factors. In 2005–6, the Office new students and parents in orientation ses- of Judicial Affairs referred 217 students into sions, and with students who live in Greek

241 Part IV: infrastructure for growth living organizations and residence halls, to The guiding principles of the Alliance for discuss suicide as a mental health issue for Sexual Assault Prevention are as follows: 1) college students. To develop education and prevention strategies to broaden the awareness of the rape In an effort to develop new campus strate- culture and to decrease the incidence of gies to address college student suicide, the sexual assault harassment, relationship vio- Oregon University System Suicide Preven- lence, and other forms of unwanted sexual tion Project was created. A consortium of behavior on the UO campus; 2) to provide a the eight Oregon public colleges and uni- networking system for alliance members to versities made application and received a work effectively with each other on campus Department of Health and Human Services and for coordination with other colleges Campus Suicide Prevention Grant. Robin and universities; 3) to work to create a safer Holmes, Interim Dean of Students and campus environment through participat- Director of the UO Counseling and Testing ing in policy development, advocacy, and Center, acts as principal investigator for lobbying efforts; 4) to serve as a referral the grant. The money-match grant provides source to support and counseling services $75,000 for 2005–7. for sexual assault survivors and concerned others; 5) to encourage active involvement Each consortium school selects “gatekeeper” in prevention efforts by UO students and staffers who are trained to serve as suicide faculty, staff, and community members.281 prevention trainers. Each trainer sponsors several departmental trainings annually. In 2002 the Alliance for Sexual Assault Through this mechanism an expanded staff Prevention received a Department of Justice on each campus is trained to recognize and grant for $189,000 to strengthen violence begin intervention for students who may against women prevention programs on be at risk for suicide. At Oregon, twenty campus. In 2004 the grant was renewed gatekeeper staffers from both academic and for an additional $299,000. The alliance’s administrative units provided eighteen goals for the extended grant were twofold: trainings, reaching more than 300 faculty 1) Strengthen the peer education internship and staff members in 2004–5.280 program and develop new ways for peer educators to deliver sexual assault preven- Sexual assault prevention. The University tion programs, and 2) enhance community of Oregon is committed to reducing and engagement, targeting students at risk and preventing occurrences of unwanted sexual historically underrepresented communities. behaviors on campus and in the larger The focus of the grant is community en- campus community. A number of campus gagement, but not prescriptive involvement departments and programs provide ser- or outcomes. Alliance members and peer vices to assist, support, and refer students educators work with student groups and with medical, legal, and academic con- constituencies, querying them about preven- cerns associated with sexual assault, dating tion efforts that suit them. violence, domestic violence, and stalking. Leading these campus efforts is the Alliance An especially well-received program is the for Sexual Assault Prevention. The alliance Sexual Wellness Assault Team (SWAT). Peer consists of departments and organizations educators comprise the membership of the from campus and the City of Eugene who team. SWAT employs the technique of peer join in a coordinated community response theater to explore sexual assault prevention to mitigate sexual violence. issues. For 2004–5, the team made twenty- three presentations to more than 500 individuals, including presentations to more

242 A. Sustaining our Campus than 3,000 new students and parents in able to eliminate sales of tobacco products summer IntroDUCKtion programs.282 from the union’s convenience store. Health educators are now working to increase the University Health Center nurse practitioners minimum distance smoking can occur near are now certified Sexual Assault Nurse Ex- campus building entrances from ten to aminers (SANE). Nurse practitioners located twenty-five feet. The 2005–6 annual report in the health center provide a range of ser- from the university’s Environmental Issues vices to students who have been assaulted. Committee provided a full set of campus Before SANE certification, health center policy recommendations related to tobacco staffers referred students who were sexually use. assaulted and wished to press charges to the Sacred Heart Medical Center emergency The University Health Center now includes room. Nurse practitioners can now engage tobacco use as vital sign information collect- students directly and develop rapport, and ed during intake interviews for all patients. are certified to collect assault evidence and Information about patient tobacco use, like arrange for its pickup. blood pressure and respiratory rate, is available when nurses and physicians talk to Tobacco use. Use of tobacco products con- students, providing an easy segue to share tinues to be alarmingly high among college educational information and inquire about a students. The 2004 Student Health Sur- students desire to quit smoking. vey conducted annually by the University Health Center found that 22 percent of UO A.2.e. Challenges in Campus Safety and students reported using tobacco products. Student Health Often students express their intent to stop smoking after stressful college days are Emergency preparedness. The campus emer- behind them, or dismiss the harmful effects gency operations plan has evolved dramati- of tobacco use or risk for dependency when cally in recent years. A great deal of good they perceive their use to be moderate or work has been achieved and, in doing so, a irregular. significant number of campus staff members have become engaged in campus emergency Beginning in 2002, the Health Educa- response issues. Campus emergency plan- tion Program, a unit within the University ners agree that much work still needs to Health Center, took part in a study con- be done, and have begun to identify some ducted by the Fred Hutchinson Cancer important steps that will help minimize Research Center in Seattle. Fifteen colleges disruption of critical university functions served as control groups and fifteen college during a major incident. campuses served as intervention schools. Control schools received no assistance Establishing an organizational framework with tobacco cessation while intervention for maintaining a dialogue with planners in schools received staffing assistance from the the City of Eugene, Lane County, and state research center, free educational materials, and federal agencies is needed. It is impor- and tobacco cessation products including tant to explore what capacity the University nicotine patches and gum. At the conclu- of Oregon has to address major campus sion of the two-year study, UO peer health emergencies and to define what role the educators made presentations on tobacco university will play during city or regional use to more than 500 students, more than emergencies. In the latter case, what will be any other intervention school in the study. expected from university staffers and what Peer health educators, working with the Erb resources can we contribute? Recent table- Memorial Union Board of Directors, were

243 Part IV: infrastructure for growth top emergency scenario exercises conducted Careful consideration of basic questions in collaboration with City of Eugene and about the institution’s expectation and Lane County planners have helped prepare responsibility to provide substance-abuse the staff for efficient management of large- prevention and education is needed. Mis- scale incidents. A cyclical calendar for use of alcohol and drugs is deeply im- holding mock-crisis training will help regu- bedded in American youth culture and larize and maintain necessary expertise. Fall expectedly manifests itself in the college 2006 FEMA trainings on the establishment demographic. What is the goal or outcome of incident command systems and incident for UO substance-abuse prevention work? management, which involved more than What measures can the staff use to guide forty UO staff members, began to expose campus prevention efforts and evaluate if available resources and critical needs. The they are successful? More important, what university is now beginning to frame emer- organizational structure and funding model gency command structures and necessary is needed to achieve agreed goals? Without protocols for operations, planning, logistics, answers to these questions, staffers commit- and funding during emergencies. ted to campus prevention work will struggle for philosophical grounding, and by de- Substance abuse prevention. UO substance- fault rely on discretionary funding and the abuse prevention efforts on campus have voluntary efforts of colleagues and student become very sophisticated and well coor- programmers. dinated in recent years. Through decades of work, prevention efforts are now integrated into the programmatic offering of quite a few departments. Student services staffers and student paraprofessionals are increasingly well trained to identify possible problem use and, if needed, set in motion appropriate intervention efforts. Annual prevention reports document hundreds of education and resource information programs each year that directly reach thousands of UO students. Still, serious challenges remain. Use by the general student population is alarmingly high, and abusive use, which results in medical emergencies and a constellation of collat- eral damage to person and property, are on the rise. While it is true that federal grants can invigorate staff members involved in campus prevention work and can result in new prevention strategies, grant funding has proven to be intermittent at best and elu- sive at worst. Substance abuse prevention work takes its toll on staffers as well, both for its intensive nature and limited tangible results.

244 B. Leadership and Governance to Sustain Excellence

B. Leadership and Governance to and participation widely known?” Each of Sustain Excellence these enumerated issues relates directly to “sustainability”—our ability to sustain for The University of Oregon has a foundation future generations our capacity to meet our of shared governance that goes back to the mission. original charter of 1876. In its 130-year history, the university has been well-served by In addition to the institution-wide aspects a collegiality that supports a widely under- of governance issues, these matters have stood mission and a broad consensus on relevance in each of the three broad ar- core values. Participatory governance, based eas of the institution’s mission—teaching, on good communication, has provided for research, and service. Typically a decen- institutional strength and growth and has nial accreditation self-study that addressed sustained us even in difficult fiscal times. To specifically—and in order—the commission sustain and further strengthen governance standards would contain organization charts structures of the university, and thus to help and descriptive prose of governance struc- make sustainable the values of the univer- tures. We begin our discussion with such sity itself, periodic evaluation and analysis charts and descriptions, but do so specifi- is of clear value; our analysis proceeds with cally to provide the basis for our ability to broad questions, then proceeds to specifics address some salient issues in the sustain- within areas of our mission. ability of the institution’s capacity to meet its mission while adhering to values that Broad questions of governance involve have been its strength. addressing issues of communication, procedure, and values. These questions are B.1. Statewide Governance relevant at many institutional levels. In Relationships the process of gathering the issues that the faculty, staff, and students saw as salient for The University of Oregon is one of seven this unique self-study addressing sustain- institutions within the Oregon University ability, several themes and issues emerged. System and it is, as described by the univer- At the broadest level, the question can be sity’s mission statement (approved by the posed as “Is there clarity regarding the au- Oregon University System Board in 1995), thorities of the Oregon University System as “the Association of American University’s a state agency?” In a slightly narrower con- flagship institution” within that system. text, the question would be, “Is there clear Governance structures within the OUS have definition of authorities reserved for the been the focus of significant change in the Oregon University System and its board and last few years. The OUS Board, consisting of a clear delineation of authorities delegated eleven citizen members who are appointed directly to the president and to the faculty by the governor with confirmation by the of the university?” At the institutional level, Oregon Senate, provides oversight and the questions become more specific: “Is broad policy guidance to the system. The there a general understanding of the roles chancellor’s office provides administrative that student and faculty governance orga- leadership for the system. nizations play in relation to administrative decisions?” “Is there broad understanding Unlike some statewide systems of higher of real resource constraints and financial education, the OUS comprises institutions limitations within which decision-making with vastly different missions and profiles. occurs?” “Are the campuswide governance As is the case with most systems of mul- structures and procedures broadly under- tiple institutions, a dynamic interplay exists stood and are the opportunities for input within the OUS between centralizing and

245 Part IV: infrastructure for growth

Box B1. The Legal Context of the Box B2. Statutory Context of the University of Oregon and the University Oregon University System A clear description of the statutory The legal foundation and of the authorities of the individual institu- Oregon University System as well as tions within the Oregon University the authorities of the OUS Board, the System is contained in sections 500 OUS chancellor, and the presidents and 580 of the Oregon Administra- of the OUS institutions are best de- tive Rules.286 scribed in chapter 352 of the Oregon revised statutes.283 Oregon State University, for leadership. The Additional information on the chan- 284 University of Oregon plays a central role cellor’s office, is available online, within the system and places significant em- as is information on the structure phasis on relationships with the board and and work of the Oregon University 285 with statewide constituencies. Its involve- System Board. Information on ment extends from purely administrative the individual members of the OUS matters through curricular and statewide board are also available at that site. educational policy matters. As the State of Oregon has sought better coordination among the seven OUS universities and the decentralizing tendencies and agendas. To two-year community colleges, which are not provide focus specifically to the university’s a part of the OUS, the University of Oregon relationship within this system and to its has taken a leadership role. The university’s communications with the OUS Board, the leadership in these curricular challenges vice president for advancement designates and opportunities has been focused within within the Office of Public and Government the portfolio of vice provost for undergradu- Affairs a specific administrator to coordi- ate education, who, in order to link with nate institutional communications with the other members of the teaching faculty on board. This individual meets regularly with these matters, has consistently involved the the president and vice presidents to discuss university’s Undergraduate Council. systemwide initiatives and the role that the University of Oregon can most effectively Complementing these distinctly adminis- play within them. trative relationships within the OUS is an important faculty-led structure, the Interin- A significant change within the Oregon Uni- stitutional Faculty Senate (IFS), composed versity System within the last four years has of members from the seven OUS universi- been the replacement of the position of vice ties and Oregon Health and Science Univer- chancellor for academic affairs with a pro- sity. The UO’s three senators are elected to vosts’ council comprising the chief academ- three-year terms by the University of Oregon ic officers of the seven OUS institutions that Senate; this works well, although it should reports to the OUS Board. As the provost’s be noted that other OUS universities con- council (www.ous.edu/about/provcouncil/) duct elections from among the faculty for has emerged as the body that provides coor- the senators. The IFS president is elected by dination of academic affairs throughout the the senators and presents reports at all state system, there has been a parallel increase board meetings. The IFS meets five times in reliance on the system’s most prominent during each academic year to deal with mat- institutions, the University of Oregon and ters of importance to faculty governance. In

246 B. Leadership and Governance to Sustain Excellence recent years, questions related to personnel University President. Presidential leadership matters (medical and retirement benefits), at the UO is based on communication and educational policy (Oregon Transfer Mod- consultation. The president of the universi- ule), and other items have been discussed.287 ty convenes on a weekly basis a President’s Small Executive Staff (PSES) meeting that B.2. University Governance consists of all the vice presidents as well Relationships and Structures as the general counsel, the executive assistant president, the special counsel to the president, the vice provost for institutional B.2.a. University Administrative Structure equity and diversity, and the associate vice president for public and governmental The university’s administrative structure affairs. reflects what has become an increasingly common pattern in comparable Associa- The PSES serves as both an advisory body tion of American Universities institutions. to the president and a context for coordinat- The president serves as the chief executive ing work among vice presidential areas and officer with a direct reporting relationship for articulating and shaping administrative to the chancellor of the OUS. Much of the initiatives. Further, the PSES has a defined, emphasis of presidential leadership is in specific function as one of the two bod- governmental relationships and with stake- ies—the Faculty Advisory Council being the holders in the public. Reporting to the presi- other—that formally makes recommenda- dent, and second in the order of leadership, tions to the president on policy develop- is the senior vice president and provost, ment and revision. who serves as the institution’s chief academic officer and the person to whom the Just as important as the administrative other vice presidents, with the exception of communication among those with “line the vice president for advancement, report. relationships” reporting to the president is the communication and consultation with the faculty, staff, and students, who are the

Figure B1. Senior Administrative Organization of the University of Oregon

247 Part IV: infrastructure for growth heart of the university. Here—in presiden- with the faculty leadership, including the tial communications with the broad cam- Faculty Advisory Council, which she—like pus—there are several structures, traditions, the president—meets with weekly, and the and patterns that are worth highlighting. senate leadership. Indicative of this close involvement is the creation by the new At Oregon, the president is a regular partici- provost of the Provost’s Advisory Council pant in the University Senate with a consis- on Academic Excellence. This body intent pattern of reports to that body. Further, cludes senate leadership and broad faculty the president and provost meet weekly with representation. an elected Faculty Advisory Council, meet every two weeks with the senate leadership Vice Presidents. In addition to the senior and the chair of the faculty council, and vice president and provost, the university meet twice per term with an elected student has four vice presidents. council—the Associated Students Presiden- tial Advisory Council. Vice President for University Advancement. The university advancement division serves Senior Vice President and Provost. Serving as the university by building and strength- both the “second in line” behind the presi- ening relationships with the university’s dent and as the university’s chief academic many and diverse constituencies, with the officer, the senior vice president and provost ultimate goal of encouraging investment in structures her office around several coun- and support of the University of Oregon. cils and working groups. The Vice Provost’s The vice president for university advance- Council, comprising the provost and all of ment, like the senior vice president and the vice provosts, assembles biweekly to provost, reports directly to the president. As coordinate the work of the individual vice indicated on the following organizational provosts and to ensure communication that chart, university advancement consists of maximizes the ways in which senior aca- four functional units, each headed by an demic leaders with varying portfolios can associate vice president reporting to the complement and support each other in their vice president for advancement: the Office work. of Development, the Alumni Association, Institutional Affairs, and the Office of Public A second major administrative body led by and Government Affairs. the provost is the Dean’s Working Group. Recently renamed, at the request of the aca- These units assist the university in creat- demic deans, from the Dean’s Council to the ing, refining, and delivering messages to the Dean’s Working Group, the seven academic public. These messages include, but are not deans and the three academic associate limited to, the presentation to potential stu- deans of the College of Arts and Sciences dents of the ample opportunities offered by assemble weekly with the provost. a premier comprehensive research university, the case for public support—local, state A third communications and consultation and federal—and investment in university body led by the provost is the university’s initiatives, the many and unique avenues Leadership Council, which meets twice for continued involvement by our alumni each term. The council includes members and community members, and the compel- of the President’s Small Executive Staff, ling case that generates private investment the vice provosts, and the deans and senior in the university and its programs. leadership of each of the schools and colleges. The key to success in the work of the Vice President for Research and Graduate provost is her close and direct involvement Studies. The Office of the Vice President for

248 B. Leadership and Governance to Sustain Excellence

Research and Graduate Studies provides offices of the registrar, student financial aid administrative support for sponsored pro- and scholarships, and admissions. grams, including identification of funding opportunities, proposal submission, and Like the personnel in each of the univer- contracts and grant administration as well sity’s divisions, the professionals engaged as the translation of basic research into in the work of student affairs are advised commercial products or services through continually and effectively by university technology transfer and Riverfront Research standing committees. Park activities. The vice president for research and graduate studies reports to the The administrative structure just described senior vice president and provost. His work is complemented and advised by structures is integrally entwined with the broad ar- that ensure that governance at the Univer- ray of academic units as he provides direct sity of Oregon is participatory and shared. supervision to the numerous interdisciplin- These include the University Senate, a num- ary research institutes on campus as well as ber of standing committees and administra- providing support to departmental research tive advisory groups, the Student Senate, activities. and the Associated Students Presidential Advisory Council. Advising the vice president for research and graduate studies are numerous elected and B.2.b. Faculty Governance appointed faculty committees and councils. Most notably, the Graduate Council works University Senate. The University Senate, closely with the vice president for graduate formed by the university Academic As- studies on policies and practices in graduate sembly in a major governance restructur- education; the Research Council, consisting ing in 1996, includes thirty-seven officers of faculty members, provides guidance on of instruction, two librarians, three officers research-related matters. of administration, and five students.291 The University Senate is the legislative body Vice President for Finance and Adminis- to which the faculty’s authorities and re- tration. The UO vice president for finance sponsibilities in governance are assigned. and administration is the institution’s chief It is the body that oversees the curriculum, financial officer. Within her portfolio are courses of study, academic policies, educa- broad areas of campus operations, person- tional standards, and the codes of conduct nel, budget, and campus safety. The VP’s for the students at Oregon. As designated leadership is advised by multiple campus by the university’s charter and reinforced standing committees, including, for exam- by a tradition of effectiveness, the faculty of ple, the Senate Budget Committee,288 the the university is specifically charged with Campus Planning Committee,289 and the responsibility for the curriculum and for the Campus Safety Advisory Committee.290 oversight of the conduct of the students at the institution. Vice President for Student Affairs. The vice president for student affairs is the To accomplish its work, the University institution’s chief student affairs officer. His Senate has a structure of specific senate responsibilities include areas of student life committees. These committees include the and health, recreation programming, career Senate Executive Committee, the Senate services, and the student union with liaison Rules Committee, the Senate Nominating to the Associated Students of the University Committee, the Senate Budget Committee, of Oregon. This portfolio also includes the and the Committee on Committees.

249 Part IV: infrastructure for growth

Figure B2. University of Oregon Office of Senior Vice President and Provost Administrative Structure

250 B. Leadership and Governance to Sustain Excellence Administrative Structure of the Office of the Vice President for Advancement Administrative Structure of the Office F igure B 3.

251 Part IV: infrastructure for growth Office of the Vice President for Research and Graduate Studies Office of the F igure B 4.

252 B. Leadership and Governance to Sustain Excellence Finance and Administration D ivision F igure B 5.

253 Part IV: infrastructure for growth Administrative Structure of the Office of the Vice President for Student Affairs Administrative Structure of the Office F igure B 6.

254 B. Leadership and Governance to Sustain Excellence

In some cases, these senate committees have membership for all campuswide committees direct and consistent relationships with as well as “sunsetting” committees that no the university’s administrative leadership. longer had defined and useful roles. The Senate Budget Committee292 evolving from an earlier committee and reinvigorated University committee structure.293 The uni- in 1996 by the senate leadership as a forum versity now has three categories of insti- to explore and consider the way resources tution-wide committees. First, university are distributed across the institution, has standing committees are those that are played an important role in addressing a directly approved—both in their charges consistent concern that university salaries and in their membership—by the Univer- for faculty members were lagging behind sity Senate. University standing committees those at comparator institutions. It meets have a direct reporting relationship to the regularly with the senior vice president and University Senate. Second, administra- provost and the vice president for finance tive advisory groups are those campuswide and administration. advisory bodies that serve at the discretion of the administration and provide advice on The Committee on Committees, chaired by administrative functions. Third, externally the senate’s vice president–president elect, mandated committees are those that are pre- works directly with the president’s office to scribed by external governmental or regula- oversee the work of all university standing tory agencies. Typically, the responsibilities committees and to make faculty appoint- and the composition of these bodies are ments to those committees and to advisory prescribed by entities outside the university. boards. In providing oversight to the committee processes at Oregon, the Committee B.2.c. Shared Governance on Committees has, with subsequent senate approval, engaged in major initiatives Shared governance at the University of to streamline the committee structure, to Oregon is based on administrators and ensure that committees have clear charges, university standing committees working and to increase the likelihood that the work effectively together. Central to shared gov- of committees will play a role in administra- ernance is the Faculty Advisory Council tive decisions and senate legislative actions. (FAC). The FAC is the institutional faculty voice by which the president and other In order to clarify areas of responsibility administration officials receive direct com- and reporting relationships among various munication from the faculty, unfiltered committees on the campus, the university’s through the elected legislative deliberations Committee on Committees initiated a major of the Senate. This alternative communica- revision to the institution’s committee struction channel is an important element of the ture in 2001. The Committee on Commit- governance structure of the university, and tees is nominated by the Senate Nominating is central to fulfilling a goal of productive Committee and elected by and responsible shared governance. The mandate of the FAC to the University Senate. It is charged with is broad. While a committee of the Universi- the oversight of the committee structure ty Senate, with members elected by the fac- within the system of shared governance. ulty—including both officers of instruction Further, this committee designates the and officers of administration—the com- faculty membership of all appointed uni- mittee serves the president and responds to versity standing committees established by requests for advice on particular matters. faculty legislation. A part of the Committee At the same time, the FAC can question on Committee’s work in 2001 also involved and advise on issues raised by its members. rewriting the charge and the criteria for To link the FAC with the University Sen-

255 Part IV: infrastructure for growth ate leadership, the president and the vice proved formally by the Senate. The Campus president of that legislative body serve as ex Planning Committee’s work, however, is officio members of the council. to advise the administration on decisions that relate to the physical setting of the In addition to the FAC’s unique relationship institution. The Campus Planning Commit- to the president and provost, there are tee has a very close working relationship to other committees that have formal and in- the University Planning Office and to the formal relationships to key administrators. university’s vice president for finance and For example, the faculty’s formal responsi- administration. bility for the curriculum of the university is exercised not only in the University Senate The communication necessary for effec- but also in standing committees, such as the tive shared governance is enhanced at the Undergraduate Council,294 that report to the university by a consistent annual pattern Senate. While exercising its responsibili- of caucuses. For example, shortly after the ties to the Senate, the Undergraduate Coun- close of the academic year, the President’s cil—an elected body of faculty members Small Executive Staff holds a planning and from across the College of Arts and Sciences coordination retreat; this is followed later in and the professional schools and colleges— the summer by a dean’s and vice provost’s works consistently and directly with the caucus. As faculty and department heads vice provost for undergraduate education, return for the fall, the senior vice president who serves as an ex officio member. Sitting and provost holds a daylong department on the Undergraduate Council are, addition- heads caucus. The retreat pattern extends ally, the chairs of the Committee on Cours- beyond administrative leadership to faculty es, the Academic Requirements Committee, leadership with an annual leadership retreat and the Scholastic Review Committee. This sponsored by the Senate that includes key composition places the vice provost for un- faculty leaders and central university ad- dergraduate studies in direct and consistent ministrative leadership. communication with the faculty leadership of committees that have a profound impact B.2.d. College, School, and Departmental on the undergraduate program. Governance Structures

In a manner that parallels that of the Un- The seven colleges and schools comprising dergraduate Council, the elected Graduate the University of Oregon have their own 295 Council links directly with the adminis- individual governance structures. Common trative leadership of the Graduate School. to these, however, is the presence of elected Here, too, an elected faculty body that has, faculty bodies in advisory roles to the dean. among its authorities, the approval of graduate programming is in a position also to An overwhelming majority of the more than advise and inform the work of the adminis- seventy academic departments have com- trative team. mittee structures as part of their administrative structures. In larger departments—e.g., Another example of the close relationship English, history, physics, chemistry—it is of administrative leadership with key fac- common to find elected advisory commit- ulty committees is the Campus Planning tees to the department head. In most depart- 296 Committee. That standing committee has ments, committees are formalized to address a dual reporting relationship, in that it is agendas in undergraduate affairs, courses a creation of the University Senate and its and curriculum, and graduate studies. membership is designated by the Committee on Committees and is subsequently ap-

256 B. Leadership and Governance to Sustain Excellence

As is common in America’s major research B.3.a. Oregon Statute-Protected Student institutions, the role of department head Governance occupies a unique position at the interface of the teaching and research faculty and the While the tradition of student involvement academic administrative structure of the in- in governance matters can be traced back stitution. At Oregon, significant energy and many decades, a number of factors exist to- work is put into engaging the department day that continue to foster a campus culture heads in college-level and institution-level valuing and supporting student participa- leadership. tion. Several State of Oregon statutory mandates ensure that the University of Oregon B.3. Student Involvement in administration consults with students on Governance matters specifically related to fees. Recent UO presidents have embraced the spirit The tradition and practice of student in- of such legislation and have broadened it, volvement in governance at Oregon is well adopting campus policies and procedures established. Formalized in the early 1970s that further institutionalize student voice. by President Robert D. Clark, who promul- gated the Clark Document that addresses Recognition of student groups. As an ex- student governance, this commitment, ample, the ASUO is the official governance broadly evident across academic and ad- body for students at Oregon. All students ministrative areas, is one such signature who have paid current term or semester element of the University of Oregon. Stu- incidental fee are members of the ASUO. 297 dent participation in governance at Oregon Oregon Administrative Rule 571-11-015 is ensured by inclusion of students on all proscribes delegation of authority to the university standing committees and advi- ASUO to formulate general policies related sory groups. These students are nominated to university recognition of student orga- by the leadership of the student govern- nizations, and development of criteria to ment, then formally appointed by the uni- guide the UO scheduling officer in schedul- versity president. Student participation in ing campus student events and programs. governance is also formalized in authorities The authority to recognize student groups delegated by the president to the Associ- gives the ASUO an institutional purpose ated Students of the University of Oregon and an important tool to achieve its mis- 298 (ASUO). sion. The ASUO Constitution states that its purpose is to “provide for the so- Further, in addition to regular meetings cial, cultural, educational, and physical with the executive of the ASUO, the presi- development of its members, and for the dent of the university convenes, on a regular advancement of their individual and collec- basis, an Associated Students President’s tive interests both within and without the Advisory Council that, in a manner that university.” parallels the president’s Faculty Advisory Council, provides advice and consultation Recommend student fees. Perhaps foremost to ensure that student perspectives are re- among such examples is the ASUO’s statu- flected in university operations. tory authority to recommend student incidental fees. Oregon Administrative Rule 580-010-0090 provides that the university president and representatives of student government consult to formulate guidelines and procedures for budgeting, allocating, and recommending incidental-fee

257 Part IV: infrastructure for growth income. The 2006–7 incidental fee budget is boards, councils, and associations. Each of $10,946,130 (ASUO Budget Book 2006–7). these is described briefly below. The UO’s incidental fee guidelines (or Clark Document) provides further recognition of ASPAC. The university president meets student government, detailing fee authority twice each term with the Associated Stu- delegated to the ASUO and prescribing pro- dents President’s Advisory Council. The cesses for recommending and transmitting president appoints the eighteen-member fee allocations. Fee processes engage hun- student advisory group in consultation with dreds of students in budget hearings each the ASUO president. Members are selected year. The programs and services funded on as representatives of constituent student mandatory student fees affect every Uni- groups. The meeting agenda, which is cre- versity of Oregon student and include, as ated by the attendees, provides an opportu- example, funding for ethnic student unions, nity for the university president to hear and free Lane Transit District public bus trans- address student leader concerns in person. portation for all students, sexual assault prevention services, and free University of Clark Document Meeting. Each fall term, Oregon sporting event tickets. representatives of student government, including the executive, senate, fee com- Student building fees. The Oregon legislature mittees, comptrollers, and justices of the reviews for approval recommendations for Constitution Court, are invited to meet with construction of student buildings funded the university president, university legal from student building fees. Oregon Admin- counsel, and staff members of the Division istrative Rule 580-0100 provides that the of Student Affairs to discuss delegation of student government on each OUS campus authority to allocate incidental fees. This establish a Student Campus Planning and annual Clark Document meeting provides Construction Committee. Committees are a useful model for consultation between charged to recommend to university presi- the university president and student lead- dents capital construction projects to be ers very early in the year. Legal concepts funded on student building fees. Recent regarding mandatory fees as well as insti- examples of approved UO recommendations tutional processes are reviewed, providing include the EMU food service renovation guidance to student leaders early in their ($4 million), construction of the Student term of office. Recreation Center ($10 million), construction of the Moss Street Children’s Center Representation on University Committees. ($4 million), renovation of the University The University Senate is the sole govern- Health Center ($10 million), and contribu- ing body of the university in all matters of tion to the construction of the Many Nations faculty governance. The Senate membership Longhouse and the International Resource is made up of forty-eight seats, of which five Center. are students. Through University Senate legislation, university standing committees B.3.b. Additional Student Involvement are established. All standing committees except those relating to personnel matters The university’s administration and faculty and selected administrative directives have governance bodies have taken a number of a minimum of two students appointments. additional steps to involve students in uni- The university president solicits student versity governance. These include ASPAC, nominees for committee assignments from the annual Clark Document meeting, rep- the president of the ASUO. Final appoint- resentation on university standing commitments to standing committees are made tees, and the formation of various student by the university president. There remains

258 B. Leadership and Governance to Sustain Excellence inherent in the current process for appointment and student activity programs. The ing students to university committees two EMU is governed by the EMU Board of often-discussed challenges—the timely Directors. The sixteen-member board in- appointment of student members to com- cludes thirteen students and three faculty or mittees fall term, and ongoing concerns that staff members, all elected or appointed. The student-member class schedules are not EMU governance document states that the always considered in establishing commit- board has “responsibility for making general tee meeting times. policy decisions and long-range plans for the EMU.”299 Student Boards and Councils. Increasingly over the past two decades, advisory boards Residence Hall Association (RHA). This and committees, whose membership is group is the designated voice of residence wholly or largely students, have been estab- hall students. RHA advocates resident’s lished to seek student input on departmen- interests and concerns on policy, program- tal or campuswide issues. In the schools ming, and quality of residential life issues and colleges, a number of student advisory to staff members of the Office of University boards exist including the College of Educa- Housing All UO students who reside in a tion Student Advisory Board, Lillis School residence hall are members (3,100). More of Business Dean’s Undergraduate Student than fifty residence halls elect presidents Advisory Council, College of Education who select representatives to participate in Student Advisory Board, Law School Dean’s weekly RHA General Council meetings.300 Student Advisory Council, Architecture and Allied Arts Student Advisory Committee, Involvement in campus leadership roles is a and the School of Music and Dance Student source of student pride. Students are ac- Advisory Board. tively engaged and make substantive contributions through out-of-classroom campus In administrative units, department heads activities including committee appoint- seek to formalize consultation with stu- ments, service on advisory boards, and ap- dents. Examples include the Student Health pointment or election to governance bodies. Center Advisory Committee and the Student This commitment serves the dual purpose Recreation Center Advisory Board. The of ensuring that student voice is brought to Department of Public Safety’s Public Safety bear on institutional matters while provid- Advisory Group comprises students and ing students valuable preparatory experi- staff members who advise the director on ence. Students learn how to work effectively campus safety issues. Student membership in groups, practice oratory skills, and seek is integral to successful functioning of the agreement on difficult issues. They learn Campus Community Relations Task Force policy interpretation and hone decision- meetings held each term. The task force is making skills. Students gain experience charged with engaging campus, city, and planning and implementing programs and community representatives on issues and strategic initiatives. incidents of concern that cut across constituencies. University child-care centers B.4. Concerns in Governance utilize parent councils to formalize parent input on child-care issues. Communication and consultation have been a foundation of the University of Oregon’s s. The Erb Memo- EMU Board of Director effectiveness and its special collegial “sense rial Union (EMU) serves as the university of community.” A challenge for the uni- community center, provides conference and versity will be to retain the horizontal and food services, and houses student govern- multidirectional consultation and commu-

259 Part IV: infrastructure for growth nication among faculty, administrators and After campus demonstrations against rac- students even as the complexities of func- ism followed an incident of racial tension tions grow and as administrative specializa- between students within a class, all compo- tion increases. nents of university leadership began working together on what ultimately became an 301 B.4.a. A Mutual Understanding of Roles “Affirmation of Community Standards.” Initially student leadership called for a Is there an understanding of the roles that pledge of respect that students would indi- student-faculty shared governance play in vidually endorse. There were aspects of the relation to administrative decisions? initial pledge that some felt did not properly emphasize academic freedom. In a series The words of the 2001–2 Faculty Advisory of meetings that involved the president’s Council are directly relevant: “The FAC office, the Senate president, the president initiated, but because of limited time did of the American Association of University not pursue in depth, a discussion of the Professors, and the ASUO Student Senate, delineation between faculty and administra- the campus ultimately embraced—with tive responsibilities for decision making at overwhelming enthusiasm—an affirmation the university. This is an important unfin- of community standards that properly em- ished topic for review that the 2002–3 FAC phasizes respect for other individuals and might wish to pursue further. An especially ideas as well as the academic freedom and important aspect of this discussion relates intellectual integrity that are hallmarks of to maintaining the tenor of constructive American higher education at its best. The collaboration between faculty and admin- Student Senate endorsed it unanimously istration that is necessary for shared gover- as did the University Senate, which also nance at the University of Oregon to work recommended that the president promulgate effectively.” this as a policy. A response to a racist incident that could have been divisive instead At any institution of higher education, the became a unifying action that reinforced dynamics of the interaction between an communication and sharing among the fac- administrative structure and the faculty and ulty, administrators, and students. students is complex—more complex than any organizational chart could convey. At a B.4.b. Institutional Memory recent meeting of the Provost’s Leadership Council, President Frohnmayer noted that Is there adequate institutional memory communication and consultation within regarding the work done by committees? a university does not follow a linear path; Is there adequate communication between rather communication moves through a uni- committees? versity in a helical sphere pattern. Communication between university stand- Although there are occasional issues that ing committees in a given year and commu- test the effectiveness of shared governance, nication within a committee over time is a and there are instances where constituen- critical element to effective governance. At cies assume that consultation and advice Oregon, the pattern of such communication is not being heard if a specific decision is has been uneven. The impact of this uneven not made, there are innumerable instances pattern of communication is magnified by indicating that shared governance is quite an inconsistent understanding of where healthy at Oregon. An example from 2000 is records of committee work are made avail- illustrative. able. However, this pattern is changing. The leadership of the University Senate, includ-

260 B. Leadership and Governance to Sustain Excellence ing the secretary of the faculty, has made • The Senate minutes are available from significant strides in codifying committee the archives page—abstracts are also work and in conveying to committee chairs available from 1992 to the present.306 the importance of written records. • Assembly records go back to 1959 in In the case of the Faculty Advisory Council, electronic form (and back to the 1920s in that body, in 2003, recommended specific hard copy).307 ways to enhance institutional memory: “The administration should take steps to chron- Despite the existence of a substantial body icle the work of the FAC and the contribu- of online records, there is evidence that tion that it makes to shared governance. more work must be done to introduce this The success of its discussions and their institutional memory to the broader faculty influence on the university should be docu- and to enhance a culture where committees, mented in a way that will allow future FAC administrators, and individual faculty mem- members, and perhaps a broader audience, bers rely with confidence on documentation to learn from the past and capitalize on the of earlier work. hard work that has been a hallmark of the FAC. As it now functions, each year’s FAC B.4.c. University Committee Structure is limited to anecdotal evidence as to the work of its predecessors, and thus, beyond Is the university committee structure formu- the previous year’s term of continuing mem- lated optimally to support the differing roles bers, must start from scratch. This limits the of faculty members, administrators, staff effectiveness of the body, and costs the fac- members, and students in matters of univer- ulty valuable institutional memory.” These sity policy and operations? recommendations have been implemented with regular reports. This topic has been a recurrent theme within reports from the Committee on A couple of clear examples of best practice Committees (see, for example, University provide a model that might beneficially be Senate minutes, April 1996, where the applied to all committees: chair reported that “it has been difficult to recruit faculty [members] to work on • Senate archives, now available electroni- committees for a number of reasons.” She 302 cally, provide a wealth of information cited several significant deterrents for com- concerning reports by previous commit- mittee service, especially among junior tees. For example, reports by the Faculty faculty members, including the following: Personnel Committee are available from “1) faculty members are overburdened with 1978 through 2004 with only two years other duties related to teaching, research, missing. Faculty Advisory Committee and departmental responsibilities; 2) com- reports are available for the same period mittee service is generally unrecognized and with only one year missing. unrewarded, i.e., committee service is not a profitable use of one’s time. The hours put • Reports from the Undergraduate Council into committee service are more profitably 303 are available from 1998 to 2006. spent on teaching and research, especially for junior faculty [members].” • Reports from the Graduate Council are 304 available from 1993 to 2006. The 1997 Senate Task Force on Committees addressed this matter directly: • Reports from the University Library “In order to improve the effectiveness 305 Committee are available from 1995. of the university committee structure,

261 Part IV: infrastructure for growth

the task force proposes that an annual with the goal of further eliminating those joint meeting be held during Orienta- that are of limited value and further refining tion Week, or the first week of classes the prescribed composition of those that are of fall term, each year with the Senate retained. Executive Committee, the Committee on Committees, and the chairs of all faculty B.4.d. Reward Structures (academic) committees.” Is the reward structure for faculty service Although this recommendation, like other in governance functions appropriate and parts of the report, has not been systemati- adequate? cally or fully implemented, parts of its purpose have been incorporated in an annual The reward structure for faculty service in faculty leadership meeting at the beginning governance roles presents an uneven profile of the year. This gathering, that includes, by across departments and colleges. The query invitation, key central administrative lead- of departments associated with this self- ers, is designed to anticipate the issues and study revealed that departments frequently agendas of the academic year and to link provide direct support for administrative faculty and administrative leadership in a roles assumed within the department it- shared agenda. self, but they do not provide departmental support for service rendered more broadly The committee structure, with its three within the school, college, or the university. distinctions—standing committees, administrative advisory groups, and externally The provost’s office provides the senate mandated boards—attempts to make the president and president elect (vice presi- most productive use of the time and exper- dent) with a “course release” as a partial tise of the faculty and staff, administrators, compensation for the extraordinary and and students. However, despite efforts in intense work that these individuals engage the last decade to make this optimal, there in. Centrally funded support for other gover- are shortcomings. One possible cause is the nance activities is not typically available. sheer number of committees appointed on the campus. The committee structure pre- Committee service and leadership within viously reported represents only a portion departments is treated differently among of the committee work that takes place on the many departments on campus. One campus. Individual departments all report academic unit (law) spoke perhaps for many multiple internal committees. departments when it reported that “service is rewarded by collective gratitude and to An increase in sharing of information some extent by merit pay adjustments. We across committees—in the form of agen- do not compensate faculty [members] for das, minutes, and compilations of topics unusually heavy service.” Some depart- addressed—will allow for consideration, ments report a system in which heads of perhaps within the next couple of years, departmental committees are given a course of refinements to committee structures. By release; art history provides a one-course clarifying even further the committees on reduction over a two-year period; history which we specifically need to call on the provides a two-course reduction to the di- services of the teaching faculty from a broad rector of graduate studies, and the director array of disciplines, we will ensure that we of undergraduate studies receives a one- have those faculty members available to course reduction. No departments provide us. To do this, the university will need to compensation for services outside of the examine the composition of all committees specific department.

262 B. Leadership and Governance to Sustain Excellence

Over the last decade, there has been consis- service to the university, proportional tent interest and recurrent activity within to a faculty member’s longevity at the the Committee on Committees on the ques- institution. Thus, a junior faculty mem- tion of how better to recognize and reward ber may choose to undertake no service committee services. during the first three to five years of teaching, enabling the faculty member The question of appropriate recognition and to focus on excellence of teaching and reward for service has been a consideration research. However, a tenured associate of the Faculty Personnel Committee (FPC), or full professor should be expected to an elected faculty committee that advises engage in some degree of service, de- the provost on all matters relating to pro- pending upon the individual and the motion and tenure matters. In almost every department. It was suggested that de- year, the committee comments on the role partment heads meet annually with indi- that service plays in such matters. In par- vidual faculty members to outline a plan ticular, there is one rather alarming report for balancing teaching, research, and by the 2003–4 committee that relates to service for each upcoming year, includ- the differential impact that service require- ing the concept of a progressive increase ments can have on diversity retention and in service.” recruitment: “The FPC was alarmed by the apparently routine expectation that minor- The task force also recommends that a new ity faculty members will shoulder service procedure be implemented whereby at the burdens that are heavier than those of other end of each academic year university com- faculty members.” The importance of ser- mittee chairpersons shall fill out a form vice in tenure and promotion decisions is indicating the active members of their documented by almost every committee. respective committees. These forms shall be submitted to the Senate president, who During summer 1997, the University Sen- shall forward them to the university presi- ate’s Task Force on the University Commit- dent. The university president shall send a tee Structure spoke directly to the question letter of recognition to each faculty member of how service relates to the other profes- who served. Copies shall be sent to deans sional duties of a faculty member. In its re- and department heads for inclusion in each port, the task force conveyed the following: faculty member’s personnel file.

“The task force discussed the impor- In its 2002 report, the Faculty Personnel tance of faculty involvement in the Committee further addressed the matter of governance of the university and iden- rewards and expectations for service: tified a need to enhance the recognition faculty [members] receive for their 1. Service can be delineated across service. Noting in many cases a shift in departmental, college, university, com- balance toward a greater percentage of munity, and professional dimensions. faculty time devoted [to] service as fac- Both in the candidate’s vita as well as in ulty members gain tenure and longevity the various summaries of the candidate’s at the university, the task force supports service, it is quite useful for the unit to the inclusion of statements regarding respect these dimensions along with an service to the university in guidelines evaluation of the level and quality of for post-tenure review, especially. It also service provided by the candidate. recommends that a statement of policy be included in the Faculty Handbook that clarifies this progressive increase in

263 Part IV: infrastructure for growth

2. Research and teaching tend to be focal they did as assistant professors. Conse- points in cases of promotion to associate quently, expectations for, and the goals professor with tenure. In cases of promo- of, individual faculty members may also tion to full professor, service is also a change. For the purpose of post-tenure critical component. We strongly recom- review, the fundamental criterion is mend academic units pay more attention demonstrated excellence in meeting the to standards for service and document expectations and goals established joint- carefully the candidates’ quality and ly by the faculty member and his or her level of service. department or program. If, for example, it is in the department’s and university’s In a 2005 report,308 the committee continues best interest to have a tenured faculty the theme: “Service (including university member focus more on teaching and service) is an important component for service than upon research, post-tenure promotion to full professor and it should be review for that faculty member should understood that the FPC (who is engaging in emphasize, acknowledge, and reward a high level of service) will unlikely be sym- demonstrated excellence in those areas.” pathetic that the persons making the argu- ment were busy in research and teaching.” If the university were to develop clear and consistent mechanisms for conveying infor- The recommendations of these recent mation on committee service to those mak- reports from the FPC have not been imple- ing decisions within the post-tenure review mented. Therefore little information on the procedures, significant potential rewards extent of individual faculty member’s active for service exist. The policy on post-tenure involvement in committee work reaches review states: “A positive evaluation at the those who would be making decisions on sixth-year major review of a faculty member rewards for involvement in governance. holding the rank of full professor or tenured senior instructor shall result in the recom- There are several noteworthy points in mendation to the provost of an increase an individual’s career where information to the base salary of that faculty member on service could be put to significant use. comparable in amount and funding source Post-tenure review is an important point to that given for promotion.” at which service contributions can be recognized and rewarded; indeed, the univer- B.4.e. Interinstitutional Relationships sity’s policy on such review emphasizes 309 this: Are the interinstitutional organizations connecting optimally with stakeholders around “The focus of a faculty member’s profes- the state? Are we structured to be certain sional activities may shift over time. The that the University of Oregon’s unique mis- nationally recognized criteria for ob- sion and operations are understood? taining indefinite tenure place approximately equal emphasis on demonstrated In addition to the formal structures that excellence in teaching and research, and connect the University of Oregon with the considerably less emphasis on service. Oregon University System—structures that As tenured faculty [members] progress include the Interinstitutional Faculty Sen- through their careers, however, some ate administrative and academic reporting may redirect their energies. Some may, relationships—the University of Oregon is for example, devote proportionately active on a statewide basis working to make more time to teaching, advising, admin- certain that the university’s unique mission istration, and university service than is understood.

264 B. Leadership and Governance to Sustain Excellence

The American Association of University Professors (AAUP) has an active chapter on campus. In addition to dealing with purely local matters, the AAUP, through the state conference, deals with questions of academic freedom. The association president is elected for a three-year term by all the members of the association on campus.

The Association of Oregon Faculty (AOF) deals with political matters. Dues are collected from members on campus and on the campuses of other universities in the state.

The Interinstitutional Faculty Senate is an official organ of the Oregon University System. The AAUP deals primarily with questions of academic freedom. The AOF deals with political questions. This division of labor among the three bodies seems to be working well.

B.5. Challenges and Opportunities

The charter of the University of Oregon established a foundation of shared governance that has served the institution well; it is working. A challenge for the institution is to sustain the principles and values of consultative processes while functioning in an increasingly complex political, economic, and managerial setting.

265 Part IV: infrastructure for growth

C. The Economics of a and a matriculation fee. The utility fee and Sustainable University the registration fee raise needed revenue to offset spiraling energy costs and to cover C.1. Overview of Revenues and essential enrollment services. On the whole, Expenditures the one-time matriculation fee substitutes for a series of service charges made during the course of a student’s career. The univer- The past ten years have seen significant sity has also reassigned the reserves created shifts in the pattern of revenues supporting by excess summer session revenues from the missions of the university. The failure funding of innovative educational programs of state appropriations to keep pace with to base funding for core university functions current service level funding requirements in all areas. During the past six years, more has resulted in a heavier reliance on tuition than $1 million per year has been derived and fees. The pressures created by inad- from this source to help the University of equate state appropriations have been miti- Oregon maintain a balanced budget. In the gated, but certainly not eliminated, by the past these funds would have been applied University of Oregon’s successful research to jump-start new programs. and fundraising efforts. Significant emphasis on expanding and strengthening the The limits on our ability to sustain service university’s research enterprise has resulted levels through tuition revenues and state in record levels of grant- and contract-sup- appropriations have been particularly tell- ported activities and thus a parallel increase ing in an environment of greatly increasing in indirect cost recoveries (see research costs that are largely outside the control of discussion). The success of Campaign Or- the institution. Annual increases in costs for egon: Transforming Lives310 has brought both health insurance and retirement ben- another wave of significant funding into efits have quickly reached nonsustainable the university — funding that will support levels. Monthly costs for health insurance student scholarships, faculty excellence coverage paid by the university on behalf awards, and capital projects. Perhaps the of employees are approaching $1,000 per strongest increase has been in funding avail- month and retirement contributions paid on able for capital construction, with a record behalf of employees are currently 22.7 per- number of buildings under way, completed, cent of gross pay. For employees at the low- or planned for the foreseeable future and er end of the salary schedules, other payroll supported by a combination of state, federal, expenses (OPE) may be 100 percent or more and private funding. of salary. As a state agency, the University of Oregon, like the OUS as a whole, has little It is worth noting that during the past de- if any say in the selection of health insur- cade both the amount and number of fees ance plans and in the determination of the charged has increased significantly and the amount of premium paid by the employer. uses to which fee revenue is applied has shifted in a troubling way. The university Further, the university is subject to signifi- has moved to a tuition-and-fee model that, cant state assessments that often represent in effect, differentially charges students costs for services that add little value to the based on the course of study in which they institution. have enrolled. All programs have now implemented resource fees to cover costs 1) A recent example in which the univer- that can no longer be supported through sity prevailed was the assessment of cost base tuition and state appropriation. In for services provided by the Department of addition, the university as a whole has Administrative Services centralized com- implemented a utility fee, a registration fee,

266 C. The Economics of a Sustainable University puting services. The university received no We also share the challenge of controlling benefit from these services by statute and utilities, construction, and library-collection received no services. In October 2006 the costs with other universities, regardless of OUS succeeding in reaching agreement that their location. One aspect of meeting this we would no longer be charged for these challenge is actively working with other services. libraries within the state to better manage collections and serials, which we are well 2) As a member of the OUS, the University positioned to do as the lead institution for of Oregon is required to subscribe to the the Regional Library Service Center (see state risk management pool and is prohib- section on the library). Another is careful at- ited from seeking its own risk coverage. Cur- tention to renewable energy and sustainable rently this pool charges back double the cost design and construction in capital construc- of any claim. This amount varies over time tion. Yet another is careful management of but in this biennium is structured to reduce energy purchases including the purchase of an existing deficit in the statewide pool. futures and the resale of energy back to the local utility. 3) The University of Oregon is currently prohibited from seeking cost-effective The university has worked hard to bring health coverage outside the Public Em- coherence and transparency to revenue-gen- ployees Benefit Board. The OUS subsidizes erating activities, although work remains to health-care premiums for other state em- be done in this area. Strategic planning for ployees and this charge is passed along everything from allocation models for op- to the institutions. The university and the erating budgets to fundraising priorities for system recognize that these costs are real the development campaign has resulted in but believe they should be shown as explicit broad participation in setting priorities for costs for the other agencies. financial investments. Efforts have continued to create the same level of consultation 4) The system and the university are making around the allocation of these resources. slow progress on managing legal services These efforts have met with variable success and costs in a manner that is responsible to over the years. Because of its importance to our business environment. During the past the university’s educational mission, recent four years we have received permission for experience with methods of allocating base one additional special attorney general (UO operating funds are described in more detail legal counsel is appointed through the attor- in the next subsection.311 ney general’s office) and we are waiting to hear whether we will be allowed to open a C.2. Budget Models Employed since search for a much-needed third professional the Last Review position in that office.

During each legislative session the state C.2.a. Background system of higher education works to encourage passage of legislation reducing these as- During the ten years following the last ac- sessments as well as for much-needed relief creditation review in 1997, the university from cumbersome policies and procedures radically changed the distribution method that inhibit our ability to conduct business for financial resources generated from tu- in a rational, effective, and efficient manner. ition and state appropriation (general fund These efforts have yielded some progress revenues). This followed several years of in past sessions and will continue to in the sharp decline in the contribution of state current session. resources to the overall university budget,

267 Part IV: infrastructure for growth and in particular to the ratio of state funds challenging issues for the University of to student-provided funds. In 1991 the ratio Oregon and for other institutions, but its of state appropriation to tuition and fees primary advantage was seen, then and was 1.38 to 1 ($63.2 million in state appro- now, as being a more understandable and priation as compared to $45.8 million in transparent model than the preceding one. tuition and fees). By 1996 this had declined That model was generally seen as one of to 0.45 to 1 ($44.8 million to $100.3 mil- byzantine decision rules that gave some lion); by 2006 the ratio was 0.37 to 1 ($59.7 universities an unfair advantage over others’ million to $162.9 million). The changes interests. in distribution methodology on the UO campus paralleled those made within the There were never sufficient resources to Oregon University System. Those changes fully fund the model at the system level, were made as part of systemwide response and different accommodations were im- to the governor’s request that the Oregon plemented by the chancellor’s office to State Board of Higher Education evaluate mitigate the impact of declining state re- and realign the allocation of state resources sources while preserving the funding for to institutions within the system. undergraduate education and certain targeted programs seen as state priorities. Two OUS Resource Allocation Model (RAM). Key issues became particularly problematic for components of the new allocation model at the University of Oregon—the funding of the system level included design of a ma- enrollment growth and the redirection of trix model to distribute approximately 65 resources to the four smaller universities in percent of state appropriation on a per-full- the system to ensure their viability. While time-student basis according to the calculat- funding enrollment growth in universities ed relative cost of the disciplines in which would seem a reasonable goal, with limited the students are enrolled. The balance of resources it was not possible to do this in funds (approximately 35 percent in the first a way that allowed institutions to preserve year) was distributed to universities for the quality of instructional programs. Simi- specifically designated programs, including larly, while maintaining access for less- research, public service, and engineering, populous regions of the state by supporting and also as explicit subsidies to the smaller remote campus locations is certainly in the universities within the system. Some of the public interest, the redirection of the re- targeted programmatic funding was mandat- sources needed to do this well would have ed by legislative initiative (engineering) and severely constrained the major research some was designed to acknowledge distinct universities. The University of Oregon suc- missions within the system (engineering cessfully argued that undertaking either of and public service programs, for example). these decisions would irreparably damage In addition, a funding component was an already fragile system. While there was proposed that would specifically address no resolution to these challenges, an uneasy the overall level of funding for each institu- agreement was reached that held the line tion relative to its national peers. There was against sudden and damaging shifts in fund- never specific funding designated as peer ing. Other decisions made by the system, to funding, but the OUS has made an effort to some degree in collaboration with campus- keep this issue before the governor and the es, could not be as readily resolved, includ- legislature as one part of the rationale for ing one to restrict the funding of graduate improved funding for higher education. students by imposing a cap on the number that would be funded in order to preserve In the end, each major component of the resources for undergraduate education. OUS Resource Allocation Model created While this had a more substantial impact

268 C. The Economics of a Sustainable University on the research universities, it had a par- The university adopted a model with the ticular impact on the University of Oregon cornerstone belief that funding followed the since our cap was set a level significantly student. It also attempted to create a mecha- lower than the number of graduate students nism that would permit the provost to served. We managed to offset this by shift- distribute funds in order to bring particular ing more costs to tuition funding. units into a competitive position with their peers. The primary mechanisms for doing UO resource allocation model. At the time the this were allocation of state appropriation University of Oregon allocation model was through a twelve-cell matrix that rewarded being designed, the state funding problems full-time-equivalent enrollment based on could not have been reasonably anticipated the status of the student (lower division, up- and the provost directed the design and per division, master’s, or doctoral) and the adoption of a model parallel to the model relative cost of the discipline (low, medium, being developed by the OUS. This work was high) and the allocation of tuition dollars accomplished by an advisory group work- as a fixed amount per full-time student. ing closely with the provost and the deans. This meant that units deemed higher-cost This group included the budget officer, the programs in a twelve-cell matrix received associate dean for finance in the College proportionately more state appropriation of Arts and Sciences, the assistant dean in on a per-full-time-student basis than those the College of Education, and the associate deemed lower cost. The revenue generated academic dean in the College of Business. from tuition was allocated as a fixed amount As needed, other experts such as the associ- per full-time student based on the student’s ate dean (then vice provost) for the Gradu- course enrollment. Further, by creating a ate School were included in focused work substantial reserve at the provost’s level, groups. funds would be available to bring units closer to a competitive position with their The basic goals of model design were to cre- peers. ate a simple and understandable model that endorsed the principles used in the OUS Both the provost and the deans endorsed model, including state funding following the fundamental principle that the new UO student enrollment and differential fund- model should reward university priorities, ing for disciplines based on expected costs, including the very significant need to rebal- simplicity, and transparency. From a state ance the ratio of funding between instruc- political perspective, it was important to tion and support services to approximately parallel the OUS funding model. This dem- two-thirds instructional and one-third sup- onstrated the University of Oregon’s willing- port services. In addition, it was anticipated ness to be a team player and offered public the adopted model would provide incen- evidence of our commitment to the goal of tives to encourage greater productivity on a better funding model for higher education both the academic and administrative sides. in the state. It also was consistent with the During the first years of model implementa- institution’s belief that a core level of fund- tion the ratio did stabilize at the expected ing was required by all programs, but dif- ratio, but in recent years, as funding has ferential funding was needed to recognize again become restricted, the ratio has drifted costs associated with particular disciplines away from the goal. and that quality should be encouraged and rewarded. It was believed that this new As with the OUS-designed model, each of model would provide accountability and the components of the UO resource alloca- transparency in the distribution of funds. tion model has caused some concern on campus and each element has been revisited

269 Part IV: infrastructure for growth in conversations with the deans and with Fund need-based aid for middle-income the advisory committee. To formally ad- students. Federal financial-aid guidelines dress these concerns, the new provost has do not adequately address the real needs of appointed a task force to consider alterna- middle-income students, who are squeezed tives to the existing model. In particular the in their ability to finance their education provost has asked the task force to develop through loans, family contribution, and a revised model that is not susceptible to work and cannot tap into much-needed erratic fluctuations when the ratio of state- grant aid to balance the load. This funding to-tuition funding shifts, that adheres to the request is based on a shared-responsibility principles that funding recognizes effort and model that attempts to more realistically cost, and that provides incentives for ap- balance the contributions from the state, the propriate innovation. The first phase of this student, and the family. group’s work is expected to conclude prior to the end of spring term 2007. Fund projected enrollment growth. Since 1998 the university has supported a growing This is also a legislative year in the bien- number of resident students without ad- nial cycle. The budget request submitted ditional funding from the state and without to the governor by the OUS would increase the combination of the shrinking state ap- general fund support by 25 percent above propriation per student and the increasing 2005–7 levels. Included in the OUS request tuition per student covering the true cost of are budget priorities critically important to education. In fact, the primary way the uni- the University of Oregon. These are detailed versity has been able to meet the demand below. from in-state students is to set out-of-state tuition at a rate that more than covers the Enhance faculty salaries. As discussed in cost of education on a per full-time-student other sections (see section III.A.5), faculty basis and thus provides a subsidy for the salaries are well below market, and even overall instructional and support programs when total compensation—including the that benefit all students. substantial benefits package—is added, faculty members at every rank and in almost Address deferred maintenance and fund every discipline are below the average of capital debt service. The backlog of deferred their peers. This is not a sustainable situa- maintenance is enormous, as discussed tion if the university is to ensure the quality earlier in this section. This budget request and integrity of its instructional, research, is comprehensive for all campuses but is and public service programs in the future, presumably large enough to make a signifi- raising serious questions about our ability to cant impact on the backlog at the UO. In continue as an economic engine in the state. the short term, the university continues to cobble together funding from a variety of Reduce student-faculty ratios. Growth in sources in order to maintain the facilities the tenure-related faculty has not kept pace in a way that provides a workable environ- with growth in student enrollments. This ment. Obviously this trades off investments has resulted in both increased class sizes in other programs that are themselves not and an increased reliance on adjunct and well funded by the state. part-time faculty for teaching. Without additional funding to increase the size of the Provide targeted funding for Engineering faculty, the university will remain in a posi- and Technology Industry Council. The origi- tion where it is unable to meet the expected nal investment in this council by the state increased demand from in-state students. has leveraged enormous projects for the University of Oregon. This portion of the

270 C. The Economics of a Sustainable University budget request reaffirms the system’s com- from the appropriation flowed to the units mitment to the state economic priority in based on relative costs in the disciplines. traditional and emerging fields in technol- Further, as the total amount of revenue from ogy and allied sciences. the combined sources declined below sustainable levels, there were few if any discre- On December 4, 2006, Governor Ted Kulon- tionary funds for the provost to award for goski released his budget recommendations enrollment growth or for peer competitive- for the 2007–9 biennium. The governor’s ness, since almost all funds had been dis- budget calls for a 17.1 percent increase from tributed to support basic operating budgets. the 2005–7 legislatively approved budget. Once these revenue sources diminished, With the additional funding provided in the the UO model was no longer sustainable. governor’s recommended budget, tuition All programs suffered except higher-cost and fee increases are limited to 3.4 percent programs; those with enrollment growth per year during the 2007–9 biennium. The suffered disproportionately. In addition, governor’s budget for the Oregon Univer- the majority of programs in the midrange sity System includes $8 million to increase of discipline costs were no longer provided faculty salaries, $6.9 million to reduce the incentives for either growth or quality faculty-student ratio, and $14.6 million for improvements. To help offset this decline, projected enrollment increases. Obviously the provost supplemented tuition and state the submissions of these budget requests funds with resources drawn from overhead both to the governor and to the legislature assessments to auxiliaries and from excess do not guarantee successful funding and summer session revenues. The overhead require sustained effort and diligence from assessments had been committed to creating all partners who support higher education strategic reserves for program innovation in the state. early in the 1990s, but within the past two bienniums these reserves were needed pri- C.2.b. Consequences marily to help balance the university’s operating budget. The reserves themselves were Under the model implemented in fiscal year not depleted, but in general no additional 2000, all additional resources generated revenues were deposited into them. Fur- above those needed for salary and benefits ther, the administration constrained budget increases were assigned to academic units growth in administrative and support units either through the University of Oregon in order to invest as much as possible in matrix model or as enrollment and peer- maintaining the quality of the instructional comparison funding at the discretion of the program. provost. In some years there were insufficient funds for any discretionary budgetary In conclusion, in fiscal year 2006 the budget increases or for the full amount of approved model was frozen at prior-year levels and, salary increases. In those years all units with the exception of increases in salary received across-the-board cuts and available and other payroll expenses and a limited funds were redirected through the model to amount of one-time funding provided by the cover the necessary salary increases, except provost’s reserve, no budget augments were for fiscal years 2004 and 2005, during which allocated. the governor imposed a salary freeze. Current situation. The University of Oregon Impact of fund shifts. The shift in the ratio ended fiscal year 2006 with a $3.1 million between state appropriation and tuition excess of operating revenues over operat- disadvantaged disciplines in higher-cost ing expenses. This excess will be applied categories, since only the dollars generated toward backfilling an expected operating

271 Part IV: infrastructure for growth deficit of $1.8 million in fiscal year 2007, In the end, the overriding concerns for creating an anticipated net balanced budget deans were the model’s lack of predictabili- of $1.8 million for the biennium. The Uni- ty, the failure of the model to provide incen- versity of Oregon has been acknowledged tives for new programs and particularly for by the OUS board as being the only uni- those that cross college boundaries, and the versity within the system operating within lack of funds to support unexpected growth its means for fiscal year 2006. This is an in enrollment during particular years. The important acknowledgment, but should not deans have also asked for a more transpar- mask the reality that even the University of ent model. The concern about transpar- Oregon is operating very close to a finan- ency is multifaceted. The model outputs cial edge. Careful allocation of resources, were always available to the deans, either strategic use of tuition policy, and astute through materials and discussions at regular management by deans and vice presidents meetings, by special request, or through in- in a decentralized environment has kept us formation available on the various websites. solvent. However, it is not clear that the right vehicles were chosen to deliver this information. C.2.c. The Future There was also a strong sense among the deans that the decisions for how resources A review of the budget model was initiated were divided between academic and non- in the Budget Advisory Committee during academic units and how the provost made fiscal year 2005. By this time the assistant decisions regarding specific allocations from dean for finance in the law school had also reserves to deans were not transparent. become a member of the committee. The committee acknowledged that due to the an- The current provost has carefully consid- nounced retirement of the provost in fiscal ered the operating results of the existing year 2006 it was advisable to wait until the allocation process, including the recent arrival of the new provost in fiscal year 2007 modifications to the existing model, and has to recommend significant change. However, convened a task force to recommend chang- the committee continued to explore the con- es in how general funds are allocated to sequences of continued use of the existing academic departments. The timeline for the model in a time of significantly constrained work is prior to the end of the current fiscal resources, shifting enrollments, and the in- year. This new task force is cochaired by the ability to collect and process consistent peer dean of the Lundquist College of Business data in a broad range of disciplines. and by the vice president for finance and administration. Membership includes the The issue of peer comparisons is a signifi- university’s chief budget officer, the associ- cant one. Various attempts have been made ate dean for finance in the College of Arts to create protocols for collecting and analyz- and Sciences, the assistant dean for finance ing the costs of instruction at universities. in the School of Law, the dean of the School The most notable is the Delaware Study of of Journalism and Communication, and one Costs and Productivity. While in the ag- representative from the faculty who is also a gregate this yields useful benchmarks for professor of mathematics. instructional costs, the need to balance the empirical data on cost with a qualitative On a prorated basis the state appropriation assessment of the quality of programs either supports 23 percent of the overall budgets on this campus or at peer institutions pre- for schools and colleges, with the balance sented complexities into the decision-mak- coming primarily from tuition and program- ing process that could not be resolved. matic resource fees, plus gift and endowment funds.

272 C. The Economics of a Sustainable University

Table C1: Summary of State Budget Allocations (Annual), General Fund Only

FY 2000 Base Budgets Allocated 2% Across-the-Board Budget Cut Peer and Enrollment Funding Awarded Specific Augment for Salary and OPE increases

FY 2001 Base Budgets Allocated Specific Augment for Salary and OPE increases

FY 2002 Base Budgets Allocated Specific Augment for Salary and OPE increases 0.6% Across-the-Board Budget Cut

FY 2003 Base Budgets Allocated 2% Across-the-Board Budget Cut Additional 1% Across-the-Board Budget Cut Additional Base Budget Awarded through Model (includes amount for salary and OPE)

FY 2004 Base Budgets Allocated 3% Across-the-Board Budget Cut Additional Base Budget Awarded through Model (includes amount for salary and OPE)

FY 2005 Base Budgets Allocated Peer comparison funding augments awarded

FY 2006 Base Budgets Allocated Specific Augment for Salary and OPE increases

FY 2007 Base Budgets Allocated Specific Augment for Salary and OPE increases Peer comparison and enrollment growth funding augments

During any biennium, mandates from the tuition increase allowed for in-state students, governor, legislature, or the state board of on the total amount of fee remissions that higher education may negatively affect the can be used for any or all purposes, or on the university’s ability to generate revenue or al- ability to use general funds for travel. locate resources. In Oregon, ballot initiatives may also dictate a constraint. Already men- The university has been successful even tioned was the recent salary freeze imposed in the face of these obstacles for several by the governor, which prohibited the univer- reasons. In particular it has pursued an sity from increasing any salaries even when aggressive strategy of recruiting nonresi- funds were available. It is not uncommon to dent undergraduate students and provid- see restrictions imposed on the amount of ing high-quality programs and degrees that

273 Part IV: infrastructure for growth justify the premium prices charged. The enced the appointment of new deans and full tuition for each nonresident student agreements were reached regarding disposi- provides full coverage of their own cost tion of the inherited deficits. These agree- of instruction plus an important subsidy ments were accompanied by a mandate to for other students. This is not dissimilar live within future budget constraints. to tuition pricing in private institutions. The university has also been successful in The challenges of constrained resources persuading the state board that thoughtful have required a multifaceted approach to use of programmatic resource fees, which financial planning and budget management. in itself is a form of differential tuition, is To a large extent this has worked well for the appropriate, and it requested and received university in the past seven years. However, the ability to depart from the tuition plateau as the relative contributions from different model, which had operated in this state for funding sources have shifted and the ef- several decades. Under this model, tuition fects of directing every discretionary dollar was frozen between 12 and 18 credits, so toward the academic program have resulted that part-time students were effectively in a relatively thin administrative infrastruc- subsidizing the carrying loads of full-time ture, the university must step back and reas- students. By switching to a per-credit model sess not only the way in which resources are that is unique in the system and providing allocated to schools and colleges but also the discounts for carrying loads between 14 sustainability of its support systems. and 17 credits, the university was able to rationalize its tuition policies and continue C.3. One Generation to the Next— to provide incentives to students to make Fundraising timely progress toward degree.

The university has also decentralized man- C.3.a. Why a Campaign? agement and decision-making to the level of the schools and colleges. Enforcing respon- As stated earlier in this section, the sources sibility for financial decision-making at this of funding for the university have changed operational level has empowered deans to dramatically over the past ten years. The make responsible decisions regarding use of need to raise private gifts has always been fiscal resources. One example of the discre- a priority at private colleges and universi- tionary use of this authority is seen in pat- ties; now, with growing pressures on the terns of salary increases. In the College uses of public-sector funds, public colleges of Arts and Sciences, the dean allocated and universities are also relying heavily college-level reserves created through care- on private gifts. The University of Oregon ful resource management to provide addi- is no different. At the time of our last ac- tional salary dollars for individual faculty creditation, we were in the final stages of members where retention and recruitment a six-year, $150 million campaign—a cam- have been particular challenges. paign that was at that time the largest in the history of the state of Oregon. The provost adopted a policy where positive year-end balances remained with the That campaign, the Oregon Campaign, academic units generating them. Deficits eclipsed its goal of $150 million to raise were reviewed and individual repayment more than $255.5 million in private gifts plans created. In most cases units were ex- between 1992 and 1998, providing much- pected to work off any year-end deficits in a needed funds for student scholarships, fixed time frame. In practice, two academic endowed faculty positions, academic pro- units with significant deficits also experi- grams, and campus building projects. This

274 C. The Economics of a Sustainable University campaign was successful on two fronts: • Promote academic excellence where it first, it provided funds to support the initia- has prospects for rapid emergence tives of the Oregon Model, the university’s • Acknowledging that tuition will be an operating goals in the early- and mid-1990s increasingly important source of revenue (and referenced elsewhere in this report to the university, significantly increase and in our previous accreditation report); need- and merit-based financial aid second, and equally important, this cam- opportunities paign demonstrated to the university com- • Construct new campus facilities and munity—the faculty, staff, and students, as renovate existing facilities to provide well as alumni and friends—the power and students with a rich educational, cul- potential of a sustainable and well-articulat- tural, and social life that consistently ed development program. While the Oregon encourages engagement with new ideas Campaign enjoyed success, it was largely • Excel in the creation, transmission, and the product of a young and still immature application of knowledge in ways that development program. foster economic development and improve the quality of life As the university entered the twenty-first • Improve the on-campus student experi- century, it was clear that building an ef- ence by enhancing programs inside and ficient, effective, and sustainable develop- outside the classroom including those ment program was critical to the university that foster leadership, ethical behavior, achieving the vision articulated by its strate- and social responsibility gic directions; indeed, this vision could not be realized on the backs of state investment C.3.b. Constructing Campaign Oregon: and student tuition alone. Transforming Lives

As stated in the university’s strategic direc- In preparation for our current campaign, tions, the University of Oregon is committed President Frohnmayer appointed the twen- to improving overall institutional quality by ty-member Internal Campaign Advisory investing significantly in the recruitment, Committee (ICAC) to guide the campus in retention, and recognition of nationally creating campaign priorities. This commit- competitive faculty members, by attracting tee, consisting of faculty and classified staff stronger students to our undergraduate and members, administrators, and students, graduate programs, and by developing dis- is still active today in guiding Campaign tinctive excellence in academic programs. Oregon. The ICAC is chaired by the vice In order to meet these ambitious goals, we provost for academic affairs and community outlined the following series of imperative engagement, the vice president for research objectives: and graduate studies, and the vice president for university advancement. The ICAC • Continue to increase faculty salaries engaged the entire campus community in a relative to our peer institutions bottom-to-top planning process, identifying • Significantly increase the number of en- those initiatives most crucial in furthering dowed faculty positions to allow for the the strategic initiatives of the university. recruitment and retention of the most This process resulted in more than 700 academically distinguished scholars funding proposals totaling more than $2 bil- • Significantly increase the financial sup- lion. The ICAC then further refined this list, port for faculty research consulting with university academic and • Sustain academic excellence where it administrative leaders as to those priorities has already been achieved that both have the greatest impact on the university and its students and are consis-

275 Part IV: infrastructure for growth tent with stated objectives, while simultane- trative leaders, the university ramped up ously being attractive to potential donors. investment in its development program, This priority-setting process culminated in implementing a cohesive central-decentral a goal of $600 million for Campaign Oregon: model reflecting the best practices in the in- Transforming Lives. The resulting priori- dustry. This model has proven very effective ties reinforced our strategic directions and in marrying central support services—cor- established the four cornerstones of our porate and foundation relations, gift plan- campaign—opportunity, inspiration, discov- ning, donor relations, regional fundraising, ery, and connection. and research and prospect management—to a team of major gift fundraisers representing The university kicked off the seven-year and working out of the schools and colleges. campaign in January 2001. Specific goals This investment in staff and resources has of the campaign include raising $600 mil- yielded a program that continues to spend lion in private gifts; raising $100 million for approximately ten cents to raise a dollar, a student financial aid; doubling our endow- measurement attesting to staff productivity. ment; increasing alumni giving from 12 to 18 percent; and doubling the university’s sustainable fundraising capacity. C.3.c. Results to Date

The university also engaged volunteer By any measurement, the campaign has leadership in guiding Campaign Oregon. already been a success. Currently on pace to The Campaign Leadership Committee meet our goal, the campaign has raised more (CLC) is a national committee made up of than $445 million, already the largest sum twenty-two volunteers. The CLC meets three raised for any public or private cause in times a year and is charged with setting the state’s history. The market value of the campaign policy and advising staff mem- endowment has grown more than 160 per- bers and volunteers on specific campaign cent since June 1997, from $140.2 million to initiatives. Campaign leadership is further $365.9 million. The current campaign has complemented by the University of Or- already added $122 million in new endow- egon Foundation trustees and, specifically, ment gifts. its Development Committee. Foundation trustees and members of the Development Of the $445 million raised to date (as of Committee have been engaged throughout October 2006), more than $48 million has the campaign in developing, implementing, been raised for faculty support, including and evaluating specific strategies, engaging $42.1 million in endowed support. Thirty friends and alumni of the university, and new endowed chairs and professorships assisting staff members in securing private have been created during the campaign. In gifts. addition to the more traditional endowed chairs and professorships, we have increas- In order to reach these ambitious goals it ingly secured endowed faculty support that was imperative to invest in a solid develop- provides “fighting funds” for the university ment infrastructure. The university con- and for specific schools and colleges. These ducted a thorough analysis of successful funds allow academic leadership to target development operations, specifically target- vital funds to attracting and retaining facing our peer institutions and select private ulty in critical and emerging areas of study, institutions noted for fundraising prowess. providing the university the flexibility to respond to new opportunities. As a result of this study, and with the agreement of university academic and adminis-

276 C. The Economics of a Sustainable University

Figure C2. Growth in Annual Donors and in Annual Giving

Number of Donors Annual Giving (Millions of Dollars)

The campaign has also generated $189 The campaign has generated $141 million million in program support. Much of this in capital gifts, allowing for the construc- support is earmarked for our academic cen- tion and renovation of facilities that provide ters and research institutes, as well as our students with a rich educational, cultural, library and cultural centers, including the and social life that encourages engagement. Oregon Bach Festival, the Jordan Schnitzer These private gifts, in turn, leverage public Museum of Art, the Museum of Natural investment in our physical plant. Indeed, in and Cultural History, and the Many Nations most instances state support for our capital Longhouse. In addition to providing won- projects is contingent upon raising at least derful and varied opportunities for our stu- 50 percent of the total project cost in private dents, this support has enhanced many of gifts. As detailed elsewhere in this review, the university’s centers that provide direct new construction has taken advantage of the outreach to the community. latest in educational theory and practice, creating learning environments that enable We have raised $66.2 million in gifts sup- students and faculty members to excel. The porting student financial aid, including Campaign Oregon website312 demonstrates more than $46 million in endowment. the campaign’s physical impact on our These gifts provide much-needed resources campus and provides detailed information that enable the university to attract the about specific capital projects. best students regardless of financial cir- cumstance and to compete for the brightest A critical goal of this campaign was to dem- students from across the country and the onstrate to our campus community and to world. (See Section III.A.3.a) our alumni and friends that the university could articulate a set of priorities that could take it—the students, faculty, staff, academ-

277 Part IV: infrastructure for growth ic programs and learning environment—to The investment in our corporate and foun- the next level . . . and to gain the support of dation relations and in our planned giving partners in making these priorities a real- programs has produced significant growth ity. Campaign Oregon has demonstrated to in our annual fundraising. Continued all that this is possible. Beginning with the growth in these programs is projected and broad, deliberative process utilized to es- will be vital to sustaining increased levels of tablish priorities, the campaign has engaged annual fundraising. the entire university community. Equally important, our vision has resonated with CHALLENGES: our alumni and friends as demonstrated by The university will need to continue to the charts below: create and communicate to our partners a compelling case for philanthropic sup- The discussion in the previous section port. Although growth continues in overall makes clear the need for ongoing private charitable giving, the number of organiza- support. Although one of the primary goals tions seeking private support has grown at a of the campaign—to double our sustain- much quicker pace, resulting in a “crowding able fundraising capacity—cannot be fully out” scenario for many organizations and evaluated for many years, our early signals sectors. The university will also need to indicate success. The pipeline for future continue to provide excellent stewardship major gift donors is growing: our annual giv- of gifts, demonstrating that private support ing program receipts have grown 88 percent is clearly transforming the quality of the since 1997; and our alumni donors have educational experience. grown 61 percent during the same period, reflecting a leap in our alumni giving rate During the next decade, more than 50 per- from 12 percent to 17 percent. Clearly our cent of our faculty will reach retirement age. message, both of our successes and of the This is not unique to the UO and is, in fact, tremendous opportunities still ahead of us, a national trend that will create fierce com- is being heard. petition among research universities for the next generation of faculty members. Private C.4. Opportunities and Challenges gifts will be needed to enhance our success in the recruitment and retention of the very best faculty in an increasingly competitive OPPORTUNITIES: marketplace. In addition to raising private gifts to leverage public support of capital needs, the campaign has also achieved tremendous success in using this same model to leverage public support for other key university initiatives that take advantage of emerging opportunities and existing excellence. Ex- amples of this success are highlighted elsewhere in this study and include the Brain Biology Mind and Oregon Nanoscience and Microtechnologies initiatives. It will be imperative that we continue to attract donors to invest in our strategic initiatives, and to use this support to secure additional public support and funding.

278 Summary: Part IV. Infrastructure for Growth

The fourth and final segment of this self-study considers three important elements of the infrastructure within which the University of Oregon pursues is mission as a comprehensive research university—the campus setting, the university’s organizational structure, and financial management strategies and resources. The University of Oregon’s physical setting is one its greatest assets, while its organizational structure and finances pose some of its greatest challenges.

“Sustaining our Campus,” the first section of Part IV, describes the University of Oregon’s unexcelled physical setting, our efforts to craft development strategies that preserve the beauty and residential nature of the campus, and successes and challenges in constructing and maintaining facilities essential to the mission of the university. A second emphasis in this section is campus safety and student health, where the major challenges identified are emergency preparedness and substance abuse prevention.

“Leadership and Governance to Sustain Excellence,” the second section of Part IV, provides an overview of statewide governance relationships as well as a description of university governance relationships and structures, including the university’s administrative structure, the University Senate, the university committee structure, and student governance. Concerns in this area include clarity in, and a mutual understanding of, the roles of faculty members, administrators, and students in university decision-making; adequacy of institutional memory; efficiency of the existing committee structures; and the difficulty of recruiting adequate numbers of senior faculty members to serve on critical university committees.

The final section of Part IV is “The Economics of a Sustainable University,” which provides an overview of the university’s recent financial history, budget models, and fundraising efforts. At the moment, the university has reasons for optimism—a governor’s budget that builds for future strength and a fundraising campaign that demonstrates the commitment of the institution’s private friends and benefactors—but it also has reasons for concern. Founded in the tradition of great public universities that recognize the benefit to the public of an educated citizenry, the UO, like its counterparts across the country, has endured a decades-old pattern of state disinvestment in higher education. This pattern of disinvestment shifts costs to individual students and families and, if not reversed, threatens in a profound way the capacity of the university to sustain excellence and access for future generations. While the current governor’s budget is a visible and important step in the right direction, a sustained commitment to higher education by the State over several biennia is needed to fully address the critical needs of the system and the individual institutions.

279 Part IV: infrastructure for growth

280 endnotes

1 A Basic Call to Consciousness: The Hau de no sau nee 21 School of Law Interdisciplinary Centers and Programs, Address to the Western World, Geneva, Switzerland, http://www.law.uoregon.edu/academics/centers.php Autumn 1977, (Mohawk Nation, Rooseveltown, New York: Akwesasne Notes, 1978). 22 Brain, Biology and Machine Initiative (BBMI), http://bbmi .uoregon.edu/index.html 2 UO Mission Statement, http://darkwing.uoregon.edu/ ~uosenate/UOmissionstatement.html 23 Oregon Nanoscience and Microtechnologies Institute (ONAMI), http://www.onami.us 3 These three needs underlie the “triple bottom line” of the Sustainable Business Initiative adopted by Eugene, Oregon. 24 Center for Applied Second Language Studies (CASLS), http://casls.uoregon.edu/home.php

4 Vice President for Research and Graduate Studies, http:// 25 Center for Asian and Pacific Studies (CAPS), http://www research.uoregon.edu .uoregon.edu/~caps/

5 College of Arts & Sciences Owners’ Manual, 2006. 26 Center for Indigenous Cultural Survival (CICS), http://cics .uoregon.edu/ 6 The Ancient Traditions of the Virgin Mary’s Dormition and Assumption, http://www.oup.com/uk/catalogue/ 27 Center for the Study of Women in Society (CSWS), http:// ?ci=9780199250752 csws.uoregon.edu/home/intro.shtml

7 John Simon Guggenheim Memorial Foundation Fellow, 28 Center for Race, Ethnicity, and Sexuality Studies (CRESS), http://www.gf.org/ http://cress.uoregon.edu/

8 John Simon Guggenheim Memorial Foundation Fellows, 29 Center on Diversity and Community (CoDaC), http://www 2006-7, http://www.gf.org/newfellow.html .uoregon.edu/~codac/index.shtml

9 Alexander von Humboldt Foundation Research Fellow, 30 Grant and Contract Fund Type Expenditure by Fiscal Year, http://www.humboldt-foundation.de/en/programme/stip_ http://accredit.uoregon.edu/pdf/ aus/stp.htm IGrantandContractFundTypeExpendituresbyFiscalYear.pdf

10 American Council of Learned Societies Fellows, http:// 31 Grant and Contract Totals by Fiscal Year, http://accredit www.acls.org/fel.pdf .uoregon.edu/pdf/IGrantandContractTotalsbyFiscalYear.pdf

11 American Council of Learned Societies Fellows, 2006-7, 32 Office of Research Services and Administration (ORSA) http://www.acls.org/fel_award.asp?id=0010&abstract=no reports, http://orsa.uoregon.edu/web/reports/reports.html

12 Dumbarton Oaks, Harvard University Center for Byzantine 33 ORSA 2005 Awards, http://orsa.uoregon.edu/web/reports/ Studies, http://www.doaks.org/Byzantine.html pdf/FY2005_Awards.pdf

13 National Endowment for the Humanities Summer Research 34 ORSA 2005 Proposals, http://orsa.uoregon.edu/web/ Award, http://www.neh.gov/ reports/pdf/FY2005_Proposals.pdf

14 National Endowment for the Humanities Summer 35 ORSA 2005 Expenditures, http://orsa.uoregon.edu/web/ Research Award, Summer 2004, http://www.neh.gov/pdf/ reports/pdf/FY2005_FA_Expenditures.pdf stipends2004.pdf 36 UO Foundation 2004-05 Report, http://uofoundation.org/ 15 Committee on the Advancement of Women Chemists htdocs/ar/0405rpt.pdf (COACh), http://coach.uoregon.edu/ 37 ORSA 2005 Expenditures, http://orsa.uoregon.edu/web/ 16 “America’s Best Graduate Schools”, 2006-7 edition. reports/pdf/FY2005_FA_Expenditures.pdf

17 Research Units Reporting to the Vice President for 38 Office of Research Services and Administration (ORSA), Research, http://research.uoregon.edu/research_institutes http://orsa.uoregon.edu/ .html 39 ORCR’s mission and activities, http://research.uoregon 18 Research Units Reporting to the Vice President for .edu/research_orcr.html Research, http://research.uoregon.edu/research_institutes .html 40 Recent and current construction and renovation projects, http://www.uoregon.edu/~uplan/projects/projects.html 19 LCB Interdisciplinary Themes, http://lcb.uoregon.edu/ welcome/dean.html 41 Renovation and expansion of the College of Education facilities, 20 College of Education Research Units, http://education http://www.uoregon.edu/~uplan/projects/Project%20Sums .uoregon.edu/feature.htm?id=206 %20for%20Web/CofE%20xWeb.htm

281 endnotes

42 Development of the Integrative Science Complex, 64 Oregon Entrepreneurs Forum, www.oef.org http://www.uoregon.edu/~uplan/projects/Project%20Sums %20for%20Web/ISCPhase1%20Web.htm 65 List of examples illustrating individual faculty members achieving distinction in linking their research to 43 Academic Survey Responses, Research and Creative applications serving society., http://accredit.uoregon.edu/ Activity - Question 1, doc/IARDistinctioninResearchExamples.doc http://accredit.uoregon/edu/doc/IARSectionIIIQuestion1.doc 66 College of Education Outreach Units, http://education 44 Research and Faculty Development programs, http:// .uoregon.edu/feature.htm?id=1077 research.uoregon.edu/research_rfd.html 67 School of Journalism and Communication (SOJC) Awards 45 Berlin Principles, www.ihep.org/Organization/Press/ and Events, http://jcomm.uoregon.edu/awards/index.php Berlin_Principles_Release.pdf 68 SOJC George S. Turnbull Portland Center, http://jcomm 46 Association of American Universities metrics, http://www .uoregon.edu/turnbullportlandcenter/index.php .aau.edu/index.cfm 69 School of Music and Dance, http://music.uoregon.edu/ 47 Association of American Universities membership list, index.htm http://www.aau.edu/aau/aaufact.cfm 70 Oregon Bach Festival, http://www.oregonbachfestival.com 48 The Carnegie Classification of Institutions of Higher Education, http://www.carnegiefoundation.org/ 71 The School of Architecture and Allied Arts (AAA) classifications/index.asp Institutes and Centers, http://aaa.uoregon.edu/index .cfm?mode=institutes 49 TheCenter American research university data, http:// thecenter.ufl.edu/index.html 72 AAA Arts and Administration Program, http://aad. uoregon.edu/index.cfm?mode-culturework&page=current 50 Shanghai Jiao Tong University world universities rankings, http://ed.sjtu.edu.cn/ranking.htm 73 Center for Indigenous Cultural Survival, http://cics .uoregon.edu/ 51 National Research Council (NRC) rankings, http://www .nationalacademies.org/nrc 74 Community Service Center, http://darkwing.uoregon .edu/~csco 52 Federal Science and Engineering Support to Universities, Colleges and Nonprofit Institutions: Fiscal Year 2003, 75 Child and Family Center, http://cfc.uoregon.edu http://www.nsf.gov/statistics/nsf06309/pdf/nsf06309.pdf 76 Materials Science Institute, http://materialscience.uoregon 53 Center for Science and Technology Studies (CEST) study .edu on publications impact, http://comm.uoregon.edu/uni_per_ impact.pdf 77 Oregon Humanities Center, http://darkwing.uoregon.edu/ ~humanctr/mission.htm 54 Academic Analytics LLC, http://www.academicanalytics .com 78 Enrollment Management Council Report to the President (2001), http://www.uoregon.edu/~emc/resources/old/EMC- 55 List of the examples submitted by academic units in reporttopresident.pdf response to our request for “examples illustrating distinction in research”., 79 Faculty Advisory Council Report (1999), http://www http://accredit.uoregon.edu/doc/ .uoregon.edu/~uosenate/dirsen/FAC98-99Rpt.html IARDistinctioninResearchExamples.doc 80 Comprehensive Review, http://admissions.uoregon.edu/ 56 UO Mission Statement, http://darkwing.uoregon.edu/ comprehensivereview.htm ~uosenate/UOmissionstatement.html 81 Data taken from The University of Oregon Profile of 57 UO Career Center, http://uocareer.uoregon.edu/ Students, Office of the Registrar.

58 MitoSciences, Inc, www.mitosciences.com 82 Undergraduate Support Program, http://als.uoregon.edu/ programs/usp/aboutusp.html 59 Electrical Geodesics, Inc, www.egi.com 83 Transfer Admission Requirements, http://admissions. 60 Oregon Social Learning Center, www.oslc.org uoregon.edu/apply/treq.htm

61 Kailbridge, Inc, www.dinomorph.com 84 NSSE News Release, http://newsinfo.iu.edu/news/page/ normal/2590.html 62 Language Learning Solutions, Inc, www.onlinells.com 85 Tuition and Fee Structure, http://registrar.uoregon.edu/ 63 SeQuential Biofuels LLC, www.sqbiofuels.com common/tuition/tuitionrates.php

282 endnotes

86 UO Mission Statement, http://darkwing.uoregon.edu/ 108 Models for Academic Performance and Success (MAPS), ~uosenate/UOmissionstatement.html http://als.uoregon.edu/programs/usp/maps.html

87 Enrollment Management Council Report to the President 109 Academic Learning Services, http://als.uoregon.edu (2001), http://www.uoregon.edu/~emc/resources/old/EMC- reporttopresident.pdf 110 Academic Advising, http://advising.uoregon.edu

88 Graduate Program - Optimal Size, http://accredit.uoregon 111 Office of Multicultural Academic Support, http:// .edu/doc/IARSectionIIQuestion1.doc darkwing.uoregon.edu/~omas/USP.htm

89 Selectivity & Yield 96 to 05, http://accredit.uoregon.edu/ 112 Undergraduate Support Program, http://accredit.uoregon xls/ISelectivityYield97to05.xls .edu/doc/IIUSP.doc

90 Office of Research and Faculty Development, http:// 113 UO DARS Report, http://accredit.uoregon.edu/ppt/ research.uoregon.edu/research_rfd.html IIUODARSReport.ppt

91 Process for Change, http://www.uoregon.edu/uoadmin/ 114 Office of New Student Orientation, http://orientation process_change.html .uoregon.edu

92 University of Oregon Catalog, http://creativepubs.uoregon 115 IntroDUCKtion, http://orientation.uoregon.edu/SO_Pages/ .edu/bulletin SO_IntroDUCKtion.html

93 Student Handbook, http://students.uoregon.edu/handbook 116 Chart Your Course book, http://firstyear.uoregon.edu/ CYC2006.pdf 94 Online Class Schedule, http://classes.uoregon.edu 117 UO Diversity Plan: Strategic Directions Involving 95 Descriptions of Pathways, http://accredit.uoregon.edu/ Students, http://www.uoregon.edu/~uosenate/dirsen056/ doc/IIDescriptionsofPathways.doc 14May06DivPlan.pdf

96 Pathways - Student Evaluations, http://accredit.uoregon. 118 Student Handbook, http://students.uoregon.edu/ edu/doc/IIPathwaysStudentEvaluations3rdCohortF01S03 handbook .doc 119 Advising Workshop Presentation IntroDUCKtion 2006, 97 FIGs, Pathways vs neither, http://accredit.uoregon.edu/ http://accredit.uoregon.edu/ppt/ doc/IIFIGsPathwaysvsneither.doc IIAdvisingWorkshopPPIntroDUCKtion2006.ppt

98 Professional Distinctions Program, http://uodistinctions 120 Guide to Academics for Parents 2006, http://accredit .uoregon.edu .uoregon.edu/ppt/IIGuidetoAcademicsforParents2006.ppt

99 Career Center, http://uocareer.uoregon.edu/ 121 UO Mission Statement, http://darkwing.uoregon.edu/ ~uosenate/UOmissionstatement.html 100 Academic Survey Responses, Undergraduate Programs, http://accredit.uoregon.edu/doc/IIARUndergradPrograms 122 University Convocation, http://orientation.uoregon.edu/ .doc convocation

101 2006 UO NSSE analyses, http://accredit.uoregon.edu/xls/ 123 First-Year Programs, http://learning.uoregon.edu IINSSE2003and2006analyses122206final.xls 124 Chart Your Course book, http://firstyear.uoregon.edu/ 102 Academic Survey Responses, Undergraduate Programs, CYC2006.pdf http://accredit.uoregon.edu/doc/IIARUndergradPrograms .doc 125 FIGS, http://firstyear.uoregon.edu/FYP_Pages/FYP_FIGs .html 103 Robert D. Clark Honors College, http://honors.uoregon .edu 126 Diversity Training for FIG FAs and TAs, http://accredit .uoregon.edu/doc/IIDiversityTrainingforFIGTAsandFAs.doc 104 College Scholars Freshman Colloquium, http://cas .uoregon.edu/collegescholars 127 American Philanthropy Freshman Seminar 2006, http://accredit.uoregon.edu/doc/ 105 Office of Academic Advising, http://advising.uoregon.edu IIAmericanPhilanthropyFreshmanSeminar2006.doc

106 Transfer Seminars, http://firstyear.uoregon.edu/FYP_ 128 UGC Survey, http://accredit.uoregon.edu/doc/ Pages/FYP_TransStuSeminars.html IIUGCsurvey11903Final.doc

107 Education Careers Advising Team (ECAT), http:// 129 UO General Education (Purpose and Criteria), geography.uoregon.edu/edge/TeacherCert/ecat.htm http://accredit.uoregon.edu/doc/ IIUOGenEdcombinedpurposeandcriteriaJune06.doc

283 endnotes

130 UO Diversity Plan, http://www.uoregon.edu/~uosenate/ 149 Program Review External Reports, http://accredit.uoregon dirsen056/14May06DivPlan.pdf .edu/doc/IIProgramReviewExternalReports.doc

131 Program Review Guidelines, http://accredit.uoregon.edu/ 150 Exit Survey Data, http://gradschool.uoregon.edu/surveys/ doc/IIProgramReviewGuidelines.doc exit_survey.html

132 Program Review External Reports, http://accredit.uoregon 151 Doctoral dissertation committees, http://gradschool. .edu/doc/IIProgramReviewExternalReports.doc uoregon.edu/?page=doctoralDegreeProcedures

133 Evaluation and the Academy, http://ece.gmu.edu/ 152 Academic Departments Survey, Responses to section II, ~wsutton/inflation/Evaluation_and_the_Academy.pdf question 4, http://accredit.uoregon.edu/doc/ 134 Trends in UO Undergraduate Grades, IIARSectionIIGraduateProgramQuestions4.doc http://accredit.uoregon.edu/doc/ IITrendsinUOUndergraduateGrades19922004.doc 153 UO Diversity Plan, http://vpdiversity.uoregon.edu/ diversityPlanWithLetter.pdf 135 SCI, HUM, and SOC indicate the sciences, the humanities, and the social sciences within the College of Arts and 154 Southwest Oregon Research Project archive, http:// Sciences. gladstone.uoregon.edu/~coyotez UNCL indicates graded courses offered outside the schools and colleges, including military science and physical 155 Teaching Effectiveness Program, http://www.uoregon education classes. .edu/~tep

136 Examples of Responses to Grade 156 Association of Pacific Rim Universities 6th Annual Inflation, http://accredit.uoregon.edu/doc/ Doctoral Student Conference, http://aprudsc.uoregon.edu/ IIExamplesofResponsestoGradeInflation3806.doc index.htm

137 Letter Grades; FIGs vs resFIGs, http://accredit.uoregon 157 Graduate School, http://gradschool.uoregon.edu/ .edu/ppt/IILetterGradespptFIGsvsresFIGs.ppt 158 Office of Institutional Equity and Diversity, http:// 138 Letter Grades; FIGs vs resFIGs, http://accredit.uoregon vpdiversity.uoregon.edu/ .edu/ppt/IILetterGradespptFIGsvsresFIGs.ppt 159 CoDaC Graduate Research Conference programs, http:// 139 Freshman Seminars Call for Proposals, http://firstyear www.uoregon.edu/~codac/events.shtml .uoregon.edu/FYP_Pages/FYP_FreshSem_CallForProposals .html 160 Internship Policies Document, http://accredit.uoregon .edu/doc/IIInternshipPoliciesDocument.doc 140 Freshman Seminar-Faculty Evaluation, http://accredit.uoregon.edu/doc/ 161 University of Oregon’s Community Service Center, http:// IIFreshmanSeminarFacultyEvaluationKevinHatfield.doc darkwing.uoregon.edu/%7Ecsco/index2.htm

141 Freshman Seminar-Student Evaluation, 162 Strategic Planning Project, http://www.oregonmba.com/ http://accredit.uoregon.edu/doc/ curriculum/spp.html IIFreshmanSeminarStudentEvaluationForm.doc 163 Environmental and Natural Resources Law Program, 142 2003 UO NSSE data, http://accredit.uoregon.edu/xls/ http://www.law.uoregon.edu/org/enr/ IINSSE2003and2006analyses122206final.xls 164 Conflict and Dispute Resolution Program, http://www.law 143 2006 UO NSSE data, http://accredit.uoregon.edu/xls/ .uoregon.edu/org/adr/masters IINSSE2003and2006analyses122206final.xls 165 Materials Science Institute/Masters Industrial Internship 144 Sociology Department, http://sociology.uoregon.edu/ Program, undergraduate/index.php http://materialscience.uoregon.edu/Grad/Masters/Overview .html 145 Program proposal and review, http://academicaffairs .uoregon.edu/newprogram/progapproval.html 166 Technology Entrepreneurship Program, http://lcb.uoregon .edu/lce/fellows.html 146 Structure of Curricular Review, http://accredit.uoregon .edu/doc/IISummaryofCurriculumReviewProcess.doc 167 Academic Departments Survey, Responses to section II, question 5, 147 Examples of the Committee on Courses reports, http:// http://accredit.uoregon.edu/doc/ www.uoregon.edu/~registrar/facnstaff/currrpts.htm IIARSectionIIGraduateProgramQuestions5.doc

148 Program Review Guidelines, http://accredit.uoregon.edu/ 168 UO Library Three Top Strategic Directions, http://libweb doc/IIProgramReviewGuidelines.doc .uoregon.edu/general/about/mission.html

284 endnotes

169 UO Library 2005-7 Planning Cycle, http://libweb.uoregon 191 The proportion of our total instructional faculty on .edu/general/about/libraryplan0507.html tenure-related appointment fell from 62 percent in 1997 to 54 percent in 2005. 170 UO Channel, http://media.uoregon.edu/index.html The proportion of the tenure-related faculty without tenure rose from 25 percent in 1997 to 30 percent in 2005. 171 Technology Access Program, http://www.uoregon.edu/ ~atl/tapstu.htm 192 The academic unit questionnaire was sent to the dean of each of Oregon’s seven schools and colleges, with the request 172 LibQUAL+TM, http://www.libqual.org/ that each school or college involve individual departments as appropriate in responding to the questions. In the College 173 Scholars’ Bank, https://scholarsbank.uoregon.edu/dspace/ of Arts and Sciences, for example, thirty-five departments handle/1794/3164//browse-title and programs that offer a major or minor were asked to respond to the questionnaire. All thirty-five did so, and the 174 Computer Labs on Campus, http://cc.uoregon.edu/ dean included his own responses as well. The School of campuslabs.html Architecture and Allied Arts and the College of Education took similar approaches, and most departments responded. 175 Scheduling Protocols, http://registrar.uoregon.edu/ In Law, Business, Journalism, and Music, each dean common/classscheduleproc.htm provided responses on behalf of the entire school or college. In total, then, there were fifty-one sets of responses to the 176 ICT Literacy Assessment, questionnaire, although not every responding unit answered http://www.ets.org/portal/site/ets/ every question. menuitem.435c0b5cc7bd0ae7015d9510c3921509/ ?vgnextoid=b8a246f1674f4010VgnVCM1000002 193 Academic Survey Responses Section IV, Question 1, 2f95190RCRD http://accredit.uoregon.edu/doc/IIIARQuestionIV1.doc

177 Center for Educational Technology, http://libweb.uoregon 194 The outcome of recent discussions of diversity on the .edu/cet/index.html University of Oregon campus is captured, in part, in the UO Diversity Plan passed by the UO Senate on May 24, 2006. 178 Teaching Effectiveness Program, http://tep.uoregon.edu/ 195 Academic Survey Responses Section IV, Question 1, 179 Media Services, http://libweb.uoregon.edu/med_svc/ http://accredit.uoregon.edu/doc/IIIARQuestionIV1.doc

180 RAPID, https://rapid2.library.colostate.edu/ 196 Academic Survey Responses Section IV, Question 1, PublicContent/AboutRapid.aspx http://accredit.uoregon.edu/doc/IIIARQuestionIV1.doc

181 Orbis-Cascade Alliance, http://www.orbiscascade.org/ 197 UO Diversity Plan, http://vpdiversity.uoregon.edu/ diversityPlanWithLetter.pdf 182 LibQUAL+TM, http://www.libqual.org/ 198 Availability is calculated as described in a memorandum 183 Greater Western Library Alliance, http://www.gwla.org/ prepared for this self-study by the OAAEO.

184 Scholars’ Bank, https://scholarsbank.uoregon.edu/dspace/ 199 See page 26 of the 2004 plan for the definition of the 80 percent rule as well as the alternative “one whole person” 185 NERO, http://www.nero.net/ rule. The data referenced here are from Table 1 of the 1996 and 2004 plans, as summarized by the OAAEO in a separate 186 Information Technology: Prelude to a Strategic Plan, document prepared for this self-study. http://cc.uoregon.edu/cc-planning/ 200 Dual Career Appointments, http://appointments.uoregon 187 Performance Indicators for 1997-98 through most recent, .edu/dualcareer.htm http://rm.uoregon.edu/pi 201 Academic Survey Responses Section IV, Question 5, 188 Old Performance Indicators for 1988-89 through 1997-98, http://accredit.uoregon.edu/doc/IIIARQuestionIV5.doc http://rm.uoregon.edu/pi 202 Office of Academic Affairs, New Faculty Orientation, 189 These data are only available beginning in 1998-99, so http://academicaffairs.uoregon.edu/newfacultyorientation/ the referenced changes are for the eight-year period 1998-99 index.html through 2005-6. 203 Teaching Effectiveness Program, http://www.uoregon 190 As noted in the text, the regular instructional faculty .edu/~tep excludes adjunct, visiting, postretirement, and research faculty members. 204 Academic Survey Responses Section VI, Question 1, Faculty head count data show that, over the period http://accredit.uoregon.edu/doc/IIIARQuestionVI1.doc 1997-2005, the proportion of this population belonging to minority groups rose from 10 percent to 14 percent, the 205 Academic Survey Responses Section VI, Question 2, proportion of women rose from 36 percent to 41 percent, and http://accredit.uoregon.edu/doc/IIIARQuestionVI2.doc the proportion of full-time instructors rose from 76 percent to 89 percent.

285 endnotes

206 Faculty Handbook, http://academicaffairs.uoregon.edu/ 223 Merit Pay by College and Program, http://accredit handbook/Chapter06.html#A .uoregon.edu/pdf/IIIMeritPay.pdf

207 A Faculty Guide to Promotion and Tenure, http:// 224 For a nice example of criteria that are both formal and academicaffairs.uoregon.edu/tenureguide/evaluation.html rigorous, but not quantitative, see the salary increase document submitted by the Department of Geography. 208 Guidelines for the program or department preparing the tenure file., http://academicaffairs.uoregon.edu/guidelines 225 Recruiting Guidelines, http://hr.uoregon.edu/recruit/ .html guidelines.html

209 Policy Statement 3.150, http://policies.uoregon.edu/ch3t 226 Guidelines for hiring supervisors, http://aaeo.uoregon .html .edu/checklist.htm

210 Academic Survey Responses Section IV, Question 4, 227 Orientation Checklist, http://hr.uoregon.edu/recruit/ http://accredit.uoregon.edu/doc/IIIARQuestionIV4.doc orientation.html

211 Academic units are required to keep a copy of promotion 228 Appraisal procedures and required forms, http:// and tenure criteria on file with the Office of Academic hr.uoregon.edu/records Affairs. However, this material was not available in electronic 229 Information on OA performance appraisals, http:// format for inclusion in the self-study. hr.uoregon.edu/oa

212 Promotion and Tenure by College and Program, http:// 230 Training Offerings, http://hr.uoregon.edu/training accredit.uoregon.edu/pdf/IIIPromotionTenure.pdf 231 Full text of Committee charge, http://accredit.uoregon 213 Faculty Personnel Committee report (2005-6), http://www .edu/doc/IIITrainingCommitteeChargeFINAL1.doc .uoregon.edu/~uosenate/dirsen056/FPC-Report-2006.html 232 SEIU and GCIU collective bargaining agreements, http:// 214 Academic Survey Responses Section IV, Question 8, hr.uoregon.edu/er http://accredit.uoregon.edu/doc/IIIARQuestionIV8.doc 233 Work and Family Life Programs, http://hr.uoregon.edu/ 215 Academic Survey Responses Section IV, Question 9, workfamily http://accredit.uoregon.edu/doc/IIIARQuestionIV9.doc 234 Recognition Programs, http://hr.uoregon.edu/recognition 216 Faculty Activity Reports by College and Program, http:// accredit.uoregon.edu/pdf/IIIFARs.pdf 235 International Recruitment Committee Worksession Outcomes 2005, http://www.uoregon.edu/~emc/ 217 Faculty Guide to Promotion and Tenure – Evaluation, resources/2006-7/Appendix%20A.pdf http://accredit.uoregon.edu/pdf/IIIPromotionTenureEval.pdf 236 NCES, “The Condition of Education 2003”, Indicator 18, 218 Policy Statement 3.150, http://policies.uoregon.edu/ch3t Table 18-1, http://nces.ed.gov/pubs2003/2003067_App1.pdf .html 237 Enrollment Management Council Report to the President 219 The eight comparators are Indiana University, University (2001), http://www.uoregon.edu/~emc/resources/old/EMC- of Colorado at Boulder, UC Santa Barbara, University of reporttopresident.pdf Iowa, University of Michigan, University of North Carolina at Chapel Hill, University of Virginia, and University of 238 Retention by Ethnicity, http://accredit.uoregon.edu/xls/ Washington. IIIRetentionandEthnicity19942004.xls

220 Overall faculty salaries at 82 percent, fulls at 80 percent, 239 Report by Larry Singell (2002) Factors determining associates at 84 percent, and assistants at 84 percent. second-year retention rates for UO students, http://accredit.uoregon.edu/pdf/IIISingellReport.pdf 221 For instructors, benefits were 35 percent of salary in 1995- 96. (See Salary Comparisons) 240 Summer Program for Undergraduate Research (SPUR), http://biology.uoregon.edu/spur 222 In the late 1990s, the University Senate asked a select committee of faculty members to look into matters of 241 Graduate School, Funding Opportunities, http:// faculty salary and compensation. The resulting document, gradschool.uoregon.edu/?page=fundingResources adopted by the Senate in 2000 and commonly referred to as the Senate White Paper, articulated a set of goals for 242 Office of International Programs, Financial Aid, http://oip improving academic salaries and compensation at Oregon. .uoregon.edu/iss/faid This document has been embraced by central administration and the academic deans and all have kept its goals squarely 243 File with names, majors, dissertation titles of recipients in mind as opportunities for salary and compensation since 1997, improvements have occurred. http://accredit.uoregon.edu/xls/ IIIUODocRecipientsWithDissTitle19962006.xls

286 endnotes

244 UO Graduate Competitions, http://gradschool.uoregon 267 Clery Publication “Committed to Your Safety”, http:// .edu/?page=fellowshipsOther accredit.uoregon.edu/pdf/IVCommittedToYourSafety0506 .pdf 245 Teaching Effectiveness Program (TEP), http://tep.uoregon .edu/index.html 268 Work and Family Services, http://hr.uoregon.edu/ workfamily 246 Campus Plan, http://www.uoregon.edu/~uplan/ CampusPlan/CampusPlan.html 269 Office of Affirmative Action and Equal Opportunity, http://aaeo.uoregon.edu 247 1991 Long Range Campus Development Plan, http:// uoregon.edu/~uplan/CampusPlan/CampusPlan1991/1991_ 270 Human Resources, http://hr.uoregon.edu LRDPtoc.html 271 Office of Student Conduct and Community Standards, 248 Campus Plan, http://www.uoregon.edu/~uplan/ http://studentlife.uoregon.edu/programs/student_judi_affairs CampusPlan/CampusPlan.html 272 Department of Public Safety, http://safetyweb.uoregon 249 1997 National Recycling Coalition Award for Outstanding .edu/mission.htm School Recycling Program, http://www.nrc- recycle.org/pressroom/austincongress/annualawards.html 273 Office of Institutional Equity and Diversity, http:// vpdiversity.uoregon.edu/ 250 Campus Heritage Landscape Plan, http://uplan.uoregon .edu/projects/projects-current.html 274 Office of Student Life, http://www.uoregon.edu/~stl

251 Transportation Plan, http://uplan.uoregon.edu/subjects/ 275 Office of University Housing, http://housing.uoregon.edu transpo/TransPlan1976.pdf 276 Office of Student Life, http://studentlife.uoregon.edu 252 Office of Student Affairs, http://studentaffairs.uoregon .edu 277 UO Biennial Review Safe and Drug Free Schools Act, http://accredit.uoregon.edu/pdf/IVDFSCA.pdf 253 Office of University Housing, http://housing.uoregon.edu 278 2004-05 Alcohol and Other Drug Prevention Program 254 Office of Student Financial Aid and Scholarships, http:// Annual report, http://accredit.uoregon.edu/pdf/ financialaid.uoregon.edu IV20052006SAPTAnnualReport.pdf

255 Physical Activity and Recreation Services, http://www. 279 Code of Student Conduct, http://studentlife.uoregon.edu/ uoregon.edu/~pars/phys_ed/pe.html programs/student_judi_affairs/FinalCode16Oct.pdf

256 Office of Student Life, http://www.uoregon.edu/~stl 280 Suicide Prevention Publication, http://www .uoregon.edu/~counsel/images/OUSPP_images/ 257 University Health Center, http://healthcenter.uoregon.edu UO%20Faculty%20Brochure.pdf

258 Office of Admissions, http://admissions.uoregon.edu 281 Alliance for Sexual Assault Prevention Annual Report 2004-05, http://accredit.uoregon.edu/pdf/ 259 Career Services, http://uocareer.uoregon.edu/ IVAnnualReportASAP20052006.pdf

260 Center for Academic Learning Services, http://als 282 UO Sexual Violence Prevention Week schedule, http:// .uoregon.edu accredit.uoregon.edu/pdf/IVSexualViolencePreventionWk .pdf 261 Office of the Registrar, http://registrar.uoregon.edu 283 Chapter 352 of the Oregon Revised Statutes, http://landru 262 International Student and Scholar Services, http://oip .leg.state.or.us/ors/352.html .uoregon.edu/iss/ 284 Chancellor’s Office, http://www.ous.edu/about/chanoff 263 Oregon Emergency Procedures Manual, http://safetyweb .uoregon.edu/procedures/index.htm 285 Oregon University System Board, http://www.ous.edu/ state_board 264 Environmental Issues Committee 2005-6 Annual Report, http://www.uoregon.edu/~eic/EIC0506report.htm 286 Sections 500 and 580 of the Oregon Administrative Rules (OARS), 265 Fraternity and Sorority Endorsement Standards, http:// http://arcweb.sos.state.or.us/rules/OARS_500/OAR_ accredit.uoregon.edu/pdf/IVFall096Cover.pdf 580/580_tofc.html

266 Greek Endorsement Matrix, http://accredit.uoregon.edu/ 287 Interinstitutional Faculty Senate (IFS), http://darkwing pdf/IVFall06GreekEndorsementMatrix.pdf .uoregon.edu/~ifs/ifs.html

288 Senate Budget Committee, http://www.uoregon.edu/ ~uosenate/dircharges/chargebudgetcom.html

287 endnotes

289 Campus Planning Committee, http://darkwing.uoregon 312 Transforming Campus, http://giving.uoregon.edu/z/oo_w_ .edu/~uplan/CPC/CPC.htm 05_map.php

290 Campus Safety Advisory Committee, http://oehs.uoregon .edu/committees/sac

291 University Senate, http://www.uoregon.edu/~uosenate/ senate.html

292 Senate Budget Committee, http://darkwing.uoregon.edu/ ~uosenate/dircom/budgetcom.html

293 University committee structure, http://committees .uoregon.edu

294 Undergraduate Council, http://www.uoregon.edu/ ~ucouncil

295 Graduate Council, http://www.uoregon.edu/~gradsch/ gradcouncil.html

296 Campus Planning Committee, http://committees.uoregon .edu/#campusplan

297 OAR 571-1—015, http://arcweb.sos.state.or.us/rules/ OARS_500/OAR_571/571_011.html

298 ASUO Constitution, http://accredit.uoregon.edu/doc/ IVASUOConstitution.doc

299 EMU, http://www.emu.uoregon.edu

300 Residence Hall Association, http://rha.uoregon.edu

301 Affirmation of Community Values, http://policies .uoregon.edu/ch1affirmation.html

302 Senate archives, http://www.uoregon.edu/~uosenate/ SenateArchive.html

303 Reports from the Undergraduate Council 1998-2006, http://darkwing.uoregon.edu/~ucouncil/minutes.html

304 Reports from the Graduate Council 1993-2006, http:// gradschool.uoregon.edu/gradcouncil_minutes.html

305 Reports from the University Library Committee from 1995, http://libweb.uoregon.edu/ulc

306 Senate minutes 1992 to the present, http://www.uoregon .edu/~uosenate/SenateArchive.html

307 Assembly records back to 1959, http://www.uoregon .edu/~assembly/assembly.html

308 Faculty Personnel Committee Report (2006), http:// darkwing.uoregon.edu/~uosenate/dirsen056/FPC-Report- 2006.html

309 Policy Statement 3.150, http://policies.uoregon.edu/ch3t .html

310 Campaign Oregon, www.campaign.uoregon.edu

311 Historical Revenue and Expenditures, http://accredit .uoregon.edu/xls/IVHistoricalExpendituresandRatios.xls

288