Table of Contents
Introduction. 6
Standards
I. Institutional Mission and Objectives. 14
Mission Statement. 14
Analysis and Appraisal 15
IT. Finance 19
Description 19
Analysis and Appraisal 20
m. Physical Plant, Materials, and Equipment. 35
Description . 35
Analysis and Appraisal 47
IV. Library and Information Resources. 61
Part 1: library 61
Description . 61
Analysis and Appraisal 69
Part 2: Campus Computing and Networking. 80
Description . 80
Analysis and Appraisal 90
V. Educational Program and its Effectiveness. 105
Institutional Description . 105
Institutional Analysis and Appraisal 119
Internal Academic Unit Analysis and Appraisal 141
VI. Continuing Education and Special Instructional Activities 253
Description . 254
Analysis and Appraisal 271
VIT. Instructional Staff 281
Description . 281
Analysis and Appraisal 283
VITI. Administration 310
Description . 310
Analysis and Appraisal 320
IX. Students. 330
Overview and Institutional Description 330
Analysis and Appraisal 341
Recommendations Related to Future Trends and
Emerging Priorities 354
X. Scholarship and Research 375
Description for Self Study. 375
Analysis and Appraisal 388
XI. Graduate Program 393
Description for Self Study. 393
Analysis and Appraisal. 408
Conclusion 463
Index. 467
AAUDE
AEI
A&AA
ALS
APPA
ARL
ASA
ASUO
BAS
CAPS
CAS
CATE
CEP
CHD
CSRDE
EMU
ESOL
FIG
FIS
GTF
GTFF
HER!
HVAC
IDEA
ILL
IMC
IRM
ITC
LCB
LERC
LSDT
MAT
MNH
NAGRPA
O&M
OAR
OIEE
OIMB
OMA
OMSA
OSRL
OSSHE
PARS
TABLE OF ABBREVIATIONS
Association of American Universities Data Exchange
American English Institute
Architecture and Allied Arts
Academic Learning Services
American Physical Plant Administrators
Association of Research Libraries
Academic Support Account
Associated Students of the University of Oregon
Budget Allocation System
Center for Asian and Pacific Studies
College of Arts and Sciences
Center for Advanced Technology in Education
Community Education Program
Center on Human Development
Consortium for Student Retention Data Exchange
Erb Memorial Union
English for Speakers of Other Languages
Freshman Interest Group
Financial Information System
Graduate Teaching Fellow
Graduate Teaching Fellows Federation
Higher Education Research Institute
Heating, Ventilating, and Air-Conditioning
Institute for the Development of Educational Achievement
Interlibrary Loan
Instructional Media Center
Information Resources Management
Information Technology Center
Lundquist College of Business
Labor Education and Research Center
Language Skills Diagnostic Test
Midterm Assessment of Teaching
Museum of Natural History
Native American Graves Protection and Repatriation Act
Oper~tion and Maintenance
Oregon Administrative Rules
Office of International Education and Exchange
Oregon Institute of Marine Biology
Office of Multicultural Affairs
Oregon State Museum of Anthropology
Oregon Survey Research laboratory
Oregon State System of Higher Education
Physical Activity and Recreation Services
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SSIL
SAA
SELT
TEP
TOEFL
TSPC
TSWE
UAP
UCC
UEPCC
ULC
UOMA
Public Employees Retirement System
President's Small ExecutiveStaff
Services and Supplies
Social Science Instructional Laboratory
Student Alumni Association
Supplementary English Language Training
Teaching Effectiveness Program
Test of English as a Foreign Language
Oregon Teacher Standards and Practices Commission
Test of Standard WrittenEnglish
University Affiliated Program
University Committee on the Curriculum
Undergraduate Education and Policy Coordinating Council
University Library Committee
University of Oregon Museum of Art
I i
6A Brief Overview
I I
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!
Introduction
Although the concerns and recommendations were made by visi ting
accreditation team members, they emerged from our own self-study and thus
reflected our own self-evaluation at that moment in history. Addressing and
implementing the 1987 accreditation concerns and recommendations became
one part of the university's continuous self-assessment efforts and
improvements undertaken during the past 10 years.
7
A Decade of Change
The university also noted carefully the concerns and recommendations of the
evaluation team, seeing them as a basis for continued improvement. These
included: the need to develop a functional system-wide information system;
the acquisition, maintenance, and repair of equipment in basic science
laboratories; a careful coupling of research, undergraduate education, and
faculty resources; improved faculty salary support; recognition of campus
governance participation in the definition of merit; adequate access to
facil~ties for those with disabilities; improvement in access to computing
servIces for the faculty and students; attention to providing adequate student
academic advising; and the need to avoid excessive use of graduate teaching
fellows in large, impersonal lower division classes.
students a chance to know people they might not meet otherwise - a real
asset in a world where national and international relations often affect
everyday life.
Ten years ago, the University of Oregon's 1987 accreditation and self-study
process resulted in both commendations, and concerns and
recommendations from the evaluation team. Among the commendations
were acknowledgment of the university's commitment to excellence;
recognition of a positive working relationship among faculty, staff,
administration, and students; increases in grant-funded research; and service
to the state. These, along with several other areas of commendation, were
cited as strong points for which the university had infused substantial energy,
resources, and commitment.
The 1987 Accreditation Self-Study
If one word can characterize the 10 years between the last accreditation
~elf-stu?y and the current one, that word is "change." The past seven years,
In partIcular, have seen substantial changes in both political and economic
From the first graduating class of five to the current official enrollment of
17,269, the University of Oregon has, through a combination of commitment,
ongoing assessment, planning, collegiality, and hard work, achieved a place of
excellence. The university continues with this same combination to
maintain and increase that excellence.
1997 Accreditation1997 Accreditation
UNIVERSITY OF OREGON
ACCREDITATION 1997
INTRODUCTION -
Although most students come from Oregon, about 41 percent are from other
states and 10 percent from other countries. The mix of backgrounds gives
The University of Oregon is the largest institution within the Oregon State
System of Higher Education (OSSHE), which comprises three universities,
three regional colleges, and one technological institute. A comprehensive
research university, the UO is known nationally for the excellence of its
teaching and research, and for a spirit of sharing. One reflection of the
university's excellence is its membership since 1969 in the Association of
American Universities, one of 31 public institutions of higher education in
the United States with AAU designation.
The University of Oregon was founded in 1876 by an act of the Oregon State
Legislature. Since then, many generations of outstanding leaders and citizens
have studied at the university. Today's students, like the 350,000 who came
before them, have access to the most current knowledge in classes,
laboratories, and seminars conducted by active researchers. In turn, by
sharing their research through teaching, faculty members are better able to
articulate their findings and integrate their specialized studies with broader
areas of knowledge. Their students learn that knowledge is a vital and
changing commodity and that learning should and can be a lifelong activity.
VO students select their courses from departments and programs in the
College of Arts and 'Sciences and from six professional schools and colleges.
More than 760 full-time and 430 part-time faculty members and close to 1,200
graduate teaching and research assistants serve as mentors and colleagues to
the 17,269 undergraduate and graduate students currently enrolled at the
university.
A university lives within the context of its history, its times, and the cultural,
political and economic forces that surround it. It also serves a vital role in
shaping those forces, and, in doing so, in shaping history yet unwritten.
The University of Oregon is no exception: it plays a substantial role in the
shaping of the future for Oregon, the Pacific Northwest, and, through
multiple and increasingly interwoven international relationships, the world.
Introduction
8In response, and following policies set forth by the state system, the university
adopted a survival strategy that was profoundly painful and has significantly
reshaped the institution:
• Both the university and the state system analyzed the administrative
operations of the UO to identify areas where greater efficiencies could
be achieved (see Standard VIII, Board Administrative Review
Committee). As a result, the university trimmed $7.7 million from its
budget and restructured administrative reporting lines and uni t
responsibilities. An independent audit by a national accounting firm
has confirmed the university's administrative thrift and efficiency. To
Introduction
fill some of the gaps left by this restructuring, the faculty has
shouldered many additional administrative roles and functions.
9
As programs were eliminated or restructured, the university took
extraordinary measures to ensure that it honored its commitments to faculty
members and students. Though Oregon state law allows the termination of
tenured faculty members for reason of program reduction or elimination, the
university provided alternative teaching assignments or, in some cases,
administrative roles for all displaced tenured faculty members who chose to
remain. Similarly, the university attended to the needs of students affected by
the restructuring. Until June 1994, the university operated under a continued
authority to grant degrees from terminated programs, and students received
careful mentoring to ensure that they finished their degrees.
Resident student enrollment at the university dropped from the 1988-89 high
of 14,500 resident students to 11,500 in 1992-93. Surveys of students who did
not continue their studies at the UO indicate that the major factor in their not
returning was uncertainty over the future of Oregon public higher education
programs. As the university's survival strategy proved effective and the
public perception of stability returned, enrollments have climbed to the
present 13,367 resident undergraduates out of a total student body of 17,269.
• Tuition rose 72 percent for resident undergraduates since the 1990-91
fiscal year and will increase another three percent per year for the next
two years unless the 1997 state legislature, currently in session, elects to
freeze tuition for OSSHE institutions. Tuition increases for other
student categories have been similar or significantly greater. Students
and their families thus have borne the brunt of the fiscal pressures
imposed by Measure 5.
In November 1996, voters passed a second major ballot measure targeting
property taxes. The effect of Ballot Measure 47, which set caps on property-tax
increases statewide, is as yet unknown. The university is heartened,
however( by Oregon Governor John Kitzhaber's strongly voiced support for
higher education. As the state braces for the full impact of Measure 47, the
university faces its uncertain future with a kind of self-assurance not present
six years ago. After all, the University of Oregon has amply demonstrated to
itself and to the world that it has the ingenuity, the strength of community,
and the grit to have survived.
The Institutional Context: Internal change has been the one constant for the
past 10 years, change even beyond the Measure 5 cuts in academic programs
and administrative operations. Three presidents have served during that
period. Technology has come into its own at the University of Oregon, a far
cry from the observations of the 1987 evaluation team; indeed, the university
1997 Accreditation
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1997 Accreditation
• Selected academic programs were eliminated or restructured, following
a consultative process between the faculty and administration.
Throughout this effort, the university adhered to the guiding principle
of preserving the academic core. Program changes were made in the
context of other changes occurring throughout the state system of
higher education, the goal being to preserve educational opportunities
in Oregon as a whole. The College of Human Performance and
Development was closed, though some of its units and faculty
members were transferred to other areas of the university. Many of the
UO's primary and secondary teacher-training programs were
eliminated as the state board elected to concentrate teacher education at
another institution. More than 20 other academic programs were
closed or significantly reduced in size.
Introduction
conditions in Oregon, changes that have profoundly affected the University
of Oregon.
The Statewide Context: Oregon itself has experienced a shifting economic
picture, with fewer jobs coming from the traditional forest-products sector
and more being created in high-technology industries, information services,
and other service-oriented businesses. These changes have brought about a
need for a work force that is better educated and capable, not only of meeting
current career opportunities, but also of adjusting to future changes within
those opportunities.
Concurrent with these changes came a dramatic shift in the funding base of
the university, the watershed event of the decade for the University of
Oregon. In 1989 voters approved Ballot Measure 5, a statewide measure that
phased in a major reduction of property taxes over five years. Total state
funding for the UO in 1991-92 was $65 million; in 1995-96 state funding had
fallen to $44 million. Previously, one dollar in three in the University of
Oregon budget came from the state's general fund. Today that number is only
one dollar in six.
recently received two major, national awards recognizing the excellence of its
technological infrastructure. And a notable change over the past few years
has been the university's increased attention to undergraduate students,
learning communities, and the needs of diverse populations.
These are but a few of the changes that have spanned the decade. As this 1997
self-study report describes, the university has emerged from the crucible of
Measure 5 a transformed institution, with a newly revised mission and a new
sense of strength and community. The University of Oregon now stands
poised to meet the challenges of the future with the same degree of excellence
that has always been its hallmark.
Over the years, the university also has taken a hard look at, and subsequently
revised, its governance structure (see Standard VITI); has twice revised its
mission statement better to reflect the university's strengths and values; has
established an institution-wide system for academic program review; has
debated and published a policy statement concerning undergraduate
education and guidelines for good practice in graduate education; has made
major modifications to general education requirements; and has developed
plans for resourc~ management, for the incorporation of technology into
instructional practices, and for productivity and quality assessment.
Introduction
University of Oregon Rated "Rising Star"
1997 Accreditation
Th~ subcommittees gathered data and drafted sections of the report during
spnng and summer 1996. Several subcommittees commissioned special
surveys in certain areas where existing data were not sufficient. Beginning in
fall term and through January 1997 the steering committee reviewed the
gathered information and drafts of the standards. By early February, the
steering committee had begun to generate its conclusions and distributed a
penultimate draft of the report for campus-wide discussion. This draft was
made available in electronic form on the World Wide Web and in paper copy
on reserve in the Knight library and in the offices of the president, the deans,
and the Associated Students of the University of Oregon. The Faculty
Advisory Council, the president's executive staff, and the University Senate
executive closely scrutinized and discussed the draft report. Additional
As this self-study document went to press, a new report* was issued that
ranked the University of Oregon 15th in the nation among public institutions
and sixth among "rising" public research universities - those in the first
group that had not been previously ranked among the nation's top 25 in any
of the three major comparative studies conducted between 1960 to 1982. In
the report's national rankings, the only other Pacific Northwest institution to
place higher is the University of Washington, at 14.
*(The Rise of American Research Universities: Elites and Challengers in the
Post~ar Era, by Hugh Davis Graham and Nancy Diamond, focuses on faculty
qUalIty, measured on a per-capita basis according to several indices of
scholarly research activity. The methodology permitted the comparison of
universities of different sizes and types as their performance changed over
time. A copy of the report is in the resource room.)
The current self-study process has drawn extensively on the self-studies of the
past decade. It thus represents the voices of hundreds of faculty members,
staff members, and students who have served on committees, written or
reviewed reports, attended hearings, and participated in governance over the
years.
The 1997 Self-Study
To initiate the 1997 accreditation process, President Dave. Frohnmayer
appointed a five-member executive committee in January 1996 and a month
later the full 25-member steering committee. Working together, the
executive committee and the steering committee shaped the design and
emphases of the study, and each member was assigned to one of five
subcommittees responsible for research and documentation of individual
standards.
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1997 AccreditationIntroduction
The university has enhanced its private fund-raising ability and has garnered
more than $200 million from gifts during the past four years. Significant new
programs, buildings, endowed chairs, and other institutional enhancements
have been made possible through this success. Moreover, the University of
Oregon also has dramatically increased the amount of grant-funded support
during the past 10 years, with awards for research and scholarly activity
totaling $46.2 million for the 1995-96 academic year.
In addition to being a decade of change, this has been a decade of self-study
and assessment for the University of Oregon. The university has played a key
role in the development of an OSSHE-wide assessment project (see Standard
V), and numerous internal assessment initiatives have helped shape and
reshape the institution. In the late 1980s, the university prepared extensively
for conversion to a semester system, folding into that process a complete
overhaul of the general education requirements, before the project was
aborted by the state legislature just before its implementation. Two years
later, at the same time that Measure 5 passed, President Myles Brand initiated
an 18-month institutional strategic planning process that involved multiple
layers of institutional and unit reviews and analyses. Recommendations
arising from the strategic plan generated new initiatives in curricular reform,
student services, technological and information services, research, graduate
education, affirmative action and increased campus diversity, the creation of
a warm and hospitable climate, and expansion of professional education in
other areas of the state.
10 1 1
12
revisions and editing took place in the weeks before and immediately after a
campus-wide forum held on February 19, 199? The final report was sent to
the printer and issued to the evaluation team m early March.
This document presents an accurate and ~rrent pictur~ ?f. t?e Univ~rsity of
Oregon. The steering committee has examlI~ed the 25 ehglblht~ req~llre~e~ts
of the Commission on Colleges and fmds that the umverslty IS In
compliance. The report examines. each standard. i~ th~ ~ight of ~he
institutional mission statement and fmds that the mISSIon IS mdeed bemg
fulfilled. Finally, this report shows that the institution has not merely
survived the numerous challenges of the past decade, but in many ways it has
become better. Taking a hard look at how the university functions today, t~is
self-study reaffirms the University of Oregon's strengths, acknowledges ItS
strategic successes, and recognizes some emerging directions for the future.
1 i
I
,
Introduction
ACCREDITATION SELF-STUDY STEERING COMMITTEE
Co-Chairs
Members
13
.. executive committee member
Laura Alpert, associate professor and head, fine and applied arts
Andrew R. Bonamici, associate university librarian for administrative
instructional media services
James L. Boren, associate professor, English
Allison Brossia, assistant director, admissions
James R. Buch, associate vice president for student academic affairs
Deborah Carver, associate university librarian for public services and
collections
Frances L. Dyke, co-director, resource management
Paul C. Engelking, professor, chemistry
Michael Eyster, director, university housing
Marian Friestad, associate professor, marketing
Tim Gleason, associate professor and associate dean, journalism and
communication
Jo Anna Gray, professor, economics; associate dean, arts and sciences
Nancy Green, director, academic affairs and student services, education
David R. Hubin"", executive assistant president
Joanne Hugi, director, university computing
Van Kolpin, associate professor, economics
Anne L. Leavitt"", associate vice provost for student academic affairs
James McChesney"", writer and editor, president's office
Jan Oliver, assistant vice president for institutional affairs and administration
Christopher Ramey, director and architect, university planning
Jack M. Rice, professor, geological sciences; associate vice provost for academic
affairs
Marshall Sauceda, director, multicultural affairs
Steadman Upham, professor, anthropology; vice provost for research and
graduate education; dean, graduate school
Robert M. Mazo"", professor emeritus, chemistry
Susan E. Plass"", assistant vice provost for international affairs
1997 Accreditation
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1997 AccreditationIntroduction
14
A. Mission Statement
• A recognition that both basic and applied research are essential to the
intellectual health of the university, as well as to the enrichment of the
Standard I
lives of Oregonians, by energizing the state's economic, cultural, and
political structure
15
• A commitment to international awareness and understanding and to the
development of a faculty and student body that are capable of participating
in a global society
• The cultivation of an attitude toward citizenship that fosters a caring,
supportive atmosphere on campus and the wise exercise of civic
responsibilities and individual judgment throughout life
• The integration of teaching, research, and service as mutually enriching
enterprises that together accomplish the university's mission and support
its spirit of community
B. Analysis and Appraisal
• A dedication to the principles of equality of opportunity and freedom from
unfair discrimination for all members of the university community and
an acceptance of true diversity as an affirmation of individual identity
within a welcoming community
• The conviction that freedom of thought and expression is the bedrock
principle on which all university activity is based
• A continuing commitment to affordable public higher education
• The acceptance of the challenge of an evolving social, political, and
technological environment by inviting and guiding change rather than
reacting to it
• The establishment of a framework for lifelong learning that leads to
productive careers and to the enduring joy of inquiry
B. 1. What significant changes in programs have been made recently? If
changes were made, what modification of the statement of mission and
objectives was required? If other changes were considered and not made, in
what way were the decisions related to the statement of mission and
objectives?
Institutional Mission and Objectives
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STANDARD I
INSTITUTIONAL MISSION AND OBJECTIVES
• A commitment to graduate education to develop creators and innovators
who will generate new knowledge and shape experience for the benefit of
humanity
• The University of Oregon is a comprehensive research university that
serves its students and the people of Oregon, the nation, and the world
through the creation and transfer of knowledge in the liberal arts, the
natural and social sciences, and the professions. The university is a
community of scholars dedicated to the highest standards of academic
inquiry, learning, and service. Recognizing that knowledge is the
fundamental wealth of civilization, the university strives to enrich the
public that sustains it through:
• A commitment to undergraduate education, with a goal of helping the
individual learn to question critically, think logically, communicate
clearly, act creatively, and live ethically
The university's mission statement is thus a living document as well as a
measure by which the university gauges and evaluates the success of its
programs.
Drafts prepared initially within the Council of Deans and with the president's
executive staff were circulated to provost's staff, the University of Oregon
Foundation Trustees, the Faculty Advisory Council, and the Associated
Students. Subsequent revisions and drafts formed topics of discussion at a
retreat for all university department heads and, following further revision,
were promulgated broadly to faculty for comments.
The University of Oregon's Mission Statement, as approved by the Oregon
State Board of Higher Education in 1995, represents a consultative process of
development. Upon taking office as President in June 1994, President Dave
Frohnmayer initiated a review and revision process for the Mission
Statement. That process included input from broad constituencies of the
institution.
Standard I
16
The University of Oregon underwent major changes in 1990-91 as a result of
financial constraints imposed by the passage of ~allot Measur75: The process
for implementing the budget reductions was gUlded by.the mISSIon statem~nt
of the university. The president and provost ~t that hme led a consu1tatlv~
budget reduction despite truncated timetables Imposed by the s~ate: The f01l
by which decisions about necessary program cuts. and. re,orga~u~ati~~s were
made was the "centrality of a program to the Umverslty s mISSIon.. T~us,
the decisions on this externally mandated retrenchment were made m dIrect
relationship to the mission statement.
B. 2. What indications are there that the institutional mission. is understood
and supported by the faculty, administration, students, governmg board, and
sponsoring agency.
There are many indications that the various constituencies .of .the university
understand and support the institutional mission. The ~I~slOn sta~ement,
developed in a participatory manner with many opportumties fo~ dI~log~e,
tangibly and regularly affects decision making at all levels a~ the institutlOn
develops; indeed, the institution's general sta~ez:n~nt provIdes a reference
point for the individual mission statements of dIVISIons and departments.
Perhaps, ironically, the most sali~nt indic~tor ~f such supp.ort has ~een the
resilience of the institution followmg the hIstorIcally dracoman cuts Imposed
by Measure 5 in 1991. This resilience has manifested its~lf in wa~s .that
directly reflect the central values of our mis.si~n. Durmg the dlff~cu1t
decisions that characterized these years, the mISSIon statement has gUld~
faculty in new initiatives as well as in resource red';lction.. For example, In
the last five years the institution has reexamined ItS. processes f~r
determining "Faculty Rewards." The document on this t~PIC, produced In
1995 and subsequently endorsed by the University Senate, dIrectly reflects the
values expressed in our mission statement.
B. 3. How accurately do publications of the institution (catalogs, brochures,
advertisements) reflect the mission statement?
The university places a high importance o~ c~mveying.and i1lus~rating
aspects of its mission statement in its own pubhcatlOns and m th~ m7dla and
in speeches and messages to our publics. Examples of pubhcatlOns are
available in the accreditation resource room.
B. 4. What evidence has your institution gathered to assess the ext~~t to
which its mission and objectives are attained satisfactorily? What addItIonal
evidence would be useful for this purpose, and how might it be sought?
The University of Oregon is in a constant cycle of informatio~ collec~on and
review for purposes of assessing our deg~ees of ~ucce.ss m meetmg our
mission and reaching our objectives. Such mformatlOn IS collected both for
Standard I
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I 7
B.S. What evidence is there that the institution utilizes a sufficient range of
outcome measures to allow it to assess achievement of its mission and
objectives? What additional outcome or assessment measures are
~ontemplated to improve the institutions ability to determine effectiveness of
Its programs and of the institution as a whole?
Institutional Mission and Objectives
In October 1993, the provost appointed a~ Assessment and Productivity
Measur~ment Group. (AP~G) a~d ~he president charged that group with
evaluating the ways In whIch the institution measures its "outcomes." The
group addresse~th~ question: "Are.appropriate mechanisms and practices in
place at the Umverslty (or what addItions would be necessary) to ascertain the
effecti~er:ess :nd the impact of the resources and processes assembled to meet
our mls~lOn: The workgroup concluded that the institution employs an
extraordI?anly broad array of measu~es~o .assess its effectiveness, productivity
and qualIty. These range from the indIVIdual measures within classes and
dep~rt~ents to the broad outcomes assessments and indices of satisfaction
adI~umstered .to graduates. University classes are evaluated by students at
~helI ~oncluslOn and, perhaps more significantly, are evaluated on an
mcr:eas.m.gly frequent basis while still in progress. Each term, approximately
70 I~d~vldual f~culty members in classes with total populations of 3,000
admInI~ter a MId-term Assessment of Teaching that they design with the
profeSSIonal staff of the Teaching Effectiveness Program. This innovative
approach to "formative" evaluation has received national attention because
::summ~ti~~" purposes t~ report to our constituencies and publics and for
formative purposes to Improve systematically our programs and services
and to use our resources more strategically to meet our mission.
This ~ngoing assessm~~t activity uses multiple measures to address both
effectIveness and effICIency. Further, this assessment of educational
out~o~es ~akes place at both a local level within units of the university and at
an Institutional level. Formal and regular processes of Program Review that
address all academic units on a rotating basis are coordinated through the
provost's office. The program reviews include external as well as internal
analysis and evaluation of effectiveness and quality.
Throughout t~e.I?ag~s of t~is document are references to the significant
assessme?~ ~CtlVItles In whIch the University of Oregon engages. Each of
these actiVIties, whether formal, as the faculty assessment methods discussed
in the "evaluation .of teaching" section, or informal such as the provost's
weekly lunches. WIth faculty or the president's regular meetings with
students, a~e deSIgned to assess the degree to which the institution effectively
marshals ItS resources-financial and intellectual-to fulfill its mission.
Together these activities give the institution continual feedback on how its
resources and services support the mission and also identify emerging areas
where the mission may need adjustment.
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Standard I
18
For more information the nature of specific assessment initiatives, the reader
is referred to Standard V on Educational Program and to Standard IX on
Students.
of its effectiveness in providing faculty members with assessment and
evaluative information while a course is in progress and, thus, while there is
time to fine tune and adjust modes of instruction to enhance learning.
Standard IT
STANDARD II
FINANCE
A. Description for Self-Study
Finance
Overview
Table 11-4 appended to this chapter displays this information.
Table 11-2 appended to this chapter displays this information.
19
4. Prepare a table showing the sources of financial aid for the past three
fiscal years and the evaluation year.
Table II-I appended to this chapter displays this information.
2. Prepare a table which reports operating expenses according to IPEDS
definitions and estimates operating expenses for the fiscal years during which
the institution will be evaluated.
This self-study does not focus on analysis and appraisal of the accounts and
records processes exactly as outlined by the Northwest Association
Accreditation Handbook. It focuses instead on the relationship between the
state system and the institution in budget development and expenditure
control. It describes changes in the financial resources of the institution and
how the institution manages internally its budget development and
allocation procedures to assure the quality of its educational programs. The
analysis, together with the supporting documentation available in the
resource room, presents and appraises the institution's sources of income,
distribution of expenditures, operating budgets and financial management
practices in relation to its basic mission and objectives.
3. Prepare a summary report showing the operating surplus or deficit for
education and general, auxiliary enterprises, and the institution as a whole
for the past three fiscal years and for the evaluation year.
Table 11-3 was optional for public institutions and was not prepared.
1. Prepare a table which reports sources of operating revenue according to
IPEDS definitions for the past three fiscal years and estimate operating
revenue for the fiscal year during which the institution will be evaluated.
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Institutional Mission and Objectives
These assessment activities are ones that tell us how well, rather than merely
how often or how much, the activities of the workforce contribute to the
mission. These activities result in a significant amount of data collected and
disseminated in an ongoing, though decentralized way.
In addition to concluding that the institution did, indeed, engage in regular
and systematic "assessment" activities, and that these measures truly were
part of the fabric of the institution's culture, the APMG noted that, as might
be expected at an AAU institution such as the University of Oregon, there was
suspicion of trendy renaming of the natural processes of pedagogy and
learning. In other words, departments and programs that engaged in
exemplary assessment activities, often referred to these by other names.
Thus, a faculty that may sometimes resist the jargon or specific instruments
that educators associate with assessment, is, in fact, constantly assessing and
aggressively evaluating teaching, testing learning, sequencing curricula to
reflect prior learning, surveying students about what they had learned, and
discussing improvements in pedagogical methodology.
Standard I
These materials are available in the resource room.
See the analysis in section B.
See the analysis in section B.
Standard IIFinance
OSSHE usually sets some preliminary priorities for institutional funding, and
then passes this information on to the institutions through the chancellor
and his staff. During several biennia in the past 10 years, these instructions
have included major reductions in state general funds, largely offset at the
University of Oregon by tuition increases.
The Oregon State System of Higher Education is funded with biennial
allocation from the Oregon State Legislature, signed by the governor. OSSHE
is authorized to make allocations among the individual institutions
according to its own priorities and policies set upon recommendation by the
chancellor and his staff.
OSSHE begins the budgeting process with information from the governor and
the Department of Administrative Services about the criteria for state agency
budget requests. It then determines the organizational format and external
limitations it wishes the institutions to observe.
B. 1. Budget Development
Once these guidelines are available, the institution begins to put together its
biennial budget plan. In years where incremental funding is expected to be
available, the institution prepares budget requests. Responsibility for
generating the request in the proper form rests with the Office of Resource
Management. The process is complicated and time consuming. Except for
the development of special program budget requests discussed below, it
requires little policy or decision making, unless major cuts are ordered by the
governor.
The administration of the internal financial affairs of the University of
Oregon is delegated by the chancellor to the president. The president further
delegates responsibility for fiscal planning and budgeting to the provost and,
through the provost, to the university budget officer, the director of budgets
and financial planning in the Office of Resource Management. Responsibility
for financial policy and procedures is delegated to the vice president for
administration, and through him to the university's director of business
affairs.
Finance
9. Have available copies of the financial section of the IPEDS report for the
past three years.
Table II-7 appended to this chapter displays this information.
B. Analysis and Appraisal
10. Provide a summary of annual contributions and endowment fund
balances.
The latest audited financial statement and a copy of the auditor's
management letter are provided with this report. The latest complete
financial report is available in the resource room.
8. Provide a summary of the latest audited financial statement, a copy of the
auditor's management letter, and have available the latest complete financial
report.
7. Explain how expenditures are controlled within the institution.
Table II-6 appended to this chapter displays this information.
6. Describe how the budget is prepared and approved and by whom.
s. Prepare a table by departments or designated instructional areas for the past
three academic years, excluding summer sessions, which shows
student-credit-hour costs.
(Note: Since the UO is a publicly funded institution, Table II-5 -Enrollment,
Tuition and Unfunded Student Aid is not provided.)
Standard II
Overview
Responsibility for financial administration and planning for all Oregon State
System of Higher Education institutions rests with the State Board of Higher
Education. The chancellor and staff assist the board in policy development
and administer the financial planning and operating systems for all the
system institutions.
20
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When OSSHE asks the institutions to make requests for program
improvements, the areas within the university eligible to receive new
funding are fully involved in preparing the requests. The vice president for
academic affairs and the vice provost for research have been the leaders of the
program improvement budget request development efforts in recent years.
They work directly with the appropriate deans, department heads and faculty
to devise budget proposals that properly fit into the total context of university
programs and meet the broadly expressed goals of the chancellor, the board,
the governor and the members of the Legislature.
21
22
If the university has some flexibility in developing program improvement
requests, the decision about which proposals to send to the chancellor is made
by the president with the advice of the vice presidents, who, in turn, have
taken advice from the deans.
The biennial budget request includes requests for capital construction projects.
The priority for capital construction is re-evaluated every two years, and the
university's top priority projects are submitted to the board's office along with
requests for program improvement.
Standard nFinance
The university's current funding sources are state tax revenues, tuition and
fees, gifts, grants and contracts, funds from auxiliary services and other
miscellaneous sources. State tax revenues were responsible for about $45
million of the university's approximately" $278 million total current funds
revenue in Fiscal Year 1995-96. Tuition and fees account for about $100
The president is in a position to discuss and influence state system budget
policy through his participation in the monthly meetings of the state system
presidents with the chancellor and his staff. The provost also meets with the
OSSHE Academic Council and with the chancellor. He also plays the role of
vigorous advocate for policies and procedures that will enhance the quality
and funding of university programs. The vice president for administration
meets with his counterparts in the monthly meeting of the OSSHE
Administrative Council as well. The president and his executive staff are
active during the legislative session in speaking to legislative committees and
to individual legislators in support of the state system budget and, in
particular, the portions of that budget that are most important to the
university.
In determining what the university's position should be in the development
of system policy, the president and the provost rely on the advice of several
groups. The president places primary reliance on the advice of the executive
staff, both singly as they represent their areas of administration and as they
meet weekly. The president and the provost meet weekly with the Faculty
Advisory Council, a group of faculty members elected to serve as a
presidential consultation group. The Faculty Advisory Council confers with
the president about the general financial status of the university and offers
advice about funding strategies. The provost meets regularly with the
academic deans, and seeks and relies upon the advice of that group in making
both budgetary and policy decisions. Finally, the president and the provost
are accessible to the many individuals on campus who have ideas or concerns
about university funding and program priority.
B. 2. Sources of Funds
23
within the state system given its mix of programs and enrollments.
Unfortunately, other than overall increases for inflation and a few ad hoc
changes, the BAS model has not been reviewed or updated since 1984. The
final budget allocation to each institution is compared with this funding
level, to demonstrate what fraction of the nationally normed level is actually
being funded. This allocation is supported by the tuition revenue generated
by the institution and supplementary state general funds which are
transferred to the university by the chancellor's staff. Budget modifications
may be requested by the state system in the middle of the biennium by
approaching the Legislative Emergency Board which meets periodically in the
interim between legislative sessions.
Finance
Changes in university programs may be made by reallocating resources
within the institution's approved level of funding, if the institution or the
board does not request new money for these programs. Most of the
university's increased emphasis on interdisciplinary study and its programs
to promote diversity in hiring among the faculty have been funded through
reallocation, rather than through additions to the university's budget.
When the budget has been passed, the state board approves annual and
biennial budgets for the institutions. In doing this the board is assisted by the
chancellor's staff, and utilizes a budget model named "Budget Allocation
System" or BAS model. This model addresses funding needs of each
institution based on its approved program offerings, its size and the
composition of its student body, the nature of its physical plant, and a variety
of other parameters. This model uses nationally normed salaries and other
costs to determine the "appropriate" level of funding for each institution
The chancellor consolidates the proposed budgets for the seven colleges and
universities in the state system and makes recommendations to the board.
The proposed budget for the state system, once adopted by the board, is
forwarded to the governor. This presentation of the system's budget request
is usually made in September of even numbered years. The governor
assesses the system's request and makes a recommendation to the legislature.
The legislature meets biennially between January and June in odd-numbered
years. It passes a budget for the state system, which, when signed by the
governor, is enacted.
Standard n
In years when budget cuts were mandated, each of the vice presidents
convened groups to assist in deciding what areas should be reduced. The
provost was responsible for the budget, and convened a team consisting of
senior staff in Academic Affairs and faculty representing schools and colleges.
This group developed guidelines for deciding on the criteria to be used in
program cuts and reviewed submissions from the deans and directors with
specific proposals for budget reductions. The vice presidents and the provost
then recommended a set of program reductions to the president, with whom
the final decision for program reduction rested.
24
million, auxiliary enterprises for roughly $58 million, gifts grants and
contracts for $67 million, with $7 million from other sources and activities.
The success of The Oregon Campaign, which included the largest single gift
from private sources to an institution in the Northwest, can be attributed to a
dedicated corps of campaign leaders, volunteers, and staff members as well as
enthusiastic and committed alumni.
Standard IIFinance
B. 3. Internal Budget Development Procedure
25
Every year, the director of the activities of each budgeted account receives
annual budget preparation documents generated by the Office of Resource
Management. These documents describe the beginning budget of the
previous year and all recurring changes which have occurred since.
Recurring "augments" which have been authorized by the chancellor's staff
for salary increases, inflationary adjustments and the like are included in
these budgets. The activity directors then make any budget modifications
they desire within the ''budget quota" assigned them, and within the
guidelines established for them by their vice presidents. These materials are
sent to the responsible vice president and then on to the Office of Resource
Management to be incorporated into the university's annual budget.
In 1996-97, the provost, together with the deans, established a new process by
which the academic schools and colleges receive their budget augments.
Rather than a simple pro-rata share of the augments approved by the board, a
portion of budget increases is allocated to the academic deans based on a
"productivity payment" of a fixed amount per student credit hour generated
over a negotiated base. This productivity payment plan is still under
development, but its intention is to put increased resources where
enrollment growth is occurring, and to provide incentive to schools and
departments to enhance student retention. Administrative units continue to
receive augments equal to their pro rata share of board approved program
increases.
The annual budget may be modified throughout the year as changes occur, as
long as the total expenditure limit set by the OSSHE is not exceeded. With
few limitations, budget managers may transfer funds from one category of
expense to another to meet annual needs. For example, savings, particularly
from personnel lines, may be used to hire replacements, to fund special
programs, to bolster a supplies budget or to buy needed equipment. In recent
years, salary savings have been used extensively to deal with budget
shortfalls, with some positions frozen for one or two years. However, the
rules and regulations affecting the use of budgeted funds are relatively flexible
and enable university administrators to make changes as needed throughout
the year without seeking extra-institutional approvals. Modifications based
on increased institutional income projections which lead to an increase in
overall expenditures must be approved by the Office of Resource
Management and in some cases by the board's office. Increases in
expenditures supported by state appropriation or student fees must be
approved by the provost and by the board's office; these modifications are rare
during the course of the fiscal year, taking place largely at the beginning or
end of the budget cycle.
Finance
The Oregon Campaign is also providing the resources necessary to enhance
academic programs as well as the campus infrastructure. Campaign dollars
are providing seed money for faculty to create new fields of study including
entrepreneurship in law and business, sports marketing, environmental
studies, and Japanese language education. By December 1998 when the
campaign concludes, the University of Oregon campus will have several new
buildings, includiI1g a new law center, indoor athletic practice facility, and
childcare center.
Private gifts are supporting faculty, students, building projects, and other
university priorities. Among the highest priority programs is
implementation of the Oregon Model, a plan for comprehensive
improvement of undergraduate education through such measures as
recruitment and retention of top-flight professors, greater student access to
higher education, and new curriculum development. Within the Oregon
Model, private support has more than tripled the number of endowed chairs
and professorships on campus and increased substantially the number of
scholarships available to students.
With a target of $150 million and a timeline of six years to raise it, the
university surpassed all expectations and reached the dollar goal in October
1996, more than two years ahead of schedule. With strong momentum and
enthusiastic alumni and friends, university and campaign leaders raised the
goal to $200 million.
In 1994, the University of Oregon launched the largest fundraising effort in
the history of the state of Oregon. Through The Oregon Campaign, the
university is raising private support to create a better university than state
dollars and student tuition revenue alone can provide.
The University of Oregon Foundation was established to invest money raised
by the university from private sources to support the activities of the
university. It is a private non-profit corporation headed by a board of trustees
and managed by a small professional staff. The staff is housed in offices 0 n
the campus. The various activities of the foundation and its contributions to
the university are discussed elsewhere in this report.
Standard II
.. _--_._--
26
D. Additional Analysis and Appraisal
Standard ITFinance
generated a deficit, despite major cuts in state support. Three themes bear
scrutiny: 1) the trend in revenue sources; 2) the BAS model for allocation of
system resources; 3) the productivity allocation model for marginal
institutional funds.
D.l. Revenue trends
The university has some reservations about the BAS model. There are two
aspects to these reservations. The first involves questions about the
D. 2. The BAS Model
27
These changes have resulted in a renewed emphasis on student retention and
on faculty productivity. There is evidence that the university may have
reached the limit of significant revenue increases which can be generated
from this policy. Resident enrollments have increased only slightly, despite
predictions of increasing' numbers of high· school graduates in Oregon, and
non-resident enrollments have decreased slightly. If the state does not
re-invest in higher education, the university may face the prospect of needing
to reallocate from existing programs if they are to fund new initiatives or
salary increases.
Within the state expenditure-limited "education and general" budget, state
funds have dropped from $65 million in 1990-91 to $44 million in 1995-96. At
the same time, student tuition and fee revenue rose from $40 million to $95
million (an additional $5 million of student fees is collected outside the
expenditure-limited budget). This has resulted in the financial
transformation of the university into a highly tuition dependent institution.
This change has come about largely because after the passage of Measure 5,
the university put in place a policy of recruiting non-resident students,
tightening residency requirements and charging much higher tuition to
non-resident students in order to help offset the loss in state support.
Resident tuition also rose, which, combined with the program cuts taken in
response to the chancellor's requirements, created an air of instability and led
resident enrollments to fall. Meanwhile, California's colleges and
universities were raising tuition and cutting programs, which brought
Californian students to the VO. This combination of policy, timing and luck
led to the financial transformation of the university described above.
The university is encouraged by the governor's budget recommendation for
the 1997-99 biennium, which contains a significant increase in state support to
higher education. It may be that the university was able, by means of its
tuition and recruitment policy, to bridge a period of reduced state support
until that support was renewed. This is, however, in a position similar to
other tuition-dependent (largely private) institutions in that there is little
ability to further increase revenue from students.\1O:::t
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Finance
Given the serious resource constraints of the past several years, the systems
for budgeting and financial planning have been severely tested. For the most
part they have risen to the challenges presented. The institution has not
Because these funds are earmarked largely for expenditures that have been
delayed but not canceled, the fund balances do not represent a true surplus.
They do, however, indicate that the financial managers of the institution
have been able to maintain a healthy financial picture, despite resource
constraints.
C. 2. Expenditure Control
C. Expenditure Control
C. 1. Financial Policy
Vice presidents and their deans and directors are responsible for expenditure
control within their units. Since 1995-96, the university has had an on-line,
real-time financial system which allows managerial personnel to review
year-to-date revenues and expenditures against budgets on demand. Each
unit is also assigned to a budget analyst in the Office of Resource Management
who assists with budget-related issues and monitors financial performance in
the unit. The new financial information system has greatly enhanced the
capacity for monitoring and analysis of expenditure patterns.
General financial policies are established by the Oregon State Board of Higher
Education and the legislature of the State of Oregon. Those polices are
interpreted and implemented by the chancellor of the Oregon State System of
Higher Education and his staff.
Within the university the day-to-day responsibility for implemeriting state
board fiscal policy is delegated to the vice president for administration and the
director of business affairs. Institution-specific financial policy is developed
by the president in consultation with his executive staff and others, or by the
vice president for administration as delegated. These financial policies are
designed to protect the institution from financial mismanagement or fraud
In order to encourage responsible financial management, units have been
allowed to carry forward budget savings from one year to the next during the
most recent biennia. This policy has resulted in a net positive fund balance of
more than $8 million within the board authorized expenditure-limited
funds, and more than $18 million for the institution as a whole, including
restricted Federal funds, agency funds, and capital funds, at the beginning of
fiscal year 1996-97.
Standard IT
28
D. 3. The Productivity Payment Allocation Plan
assumptions of the model itself, and the second is concern about how it is
used to determine allocations for each of the OSSHE system institutions.
Discussion at all levels of the university must continue around the impact of
the model on the quality of course offerings, the quality of teaching, grading
standards and the balance between research and teaching. The introduction
of this or any similar model has the potential to impact the faculty reward
structure.
Standard II
29
3. Document II-3: optional- not prepared
11. The Oregon Campaign materials
10. va Foundation materials
7. Auditor's Management Letter
9. IPEDS Report-Financial Section - 1993-94, 1994-95, 1995-96
*6. Document II-7: Operating Gifts and Endowments
8. Audited Financial Report
*5. Document II-6: Direct Cost by Department or Instructional Area
*4. Document II-4: Sources of Financial Aid
*2. Document 11-2: Current Funds Expenditures and Transfers
*1. Document II-I: Current Funds Revenues
Additional information on the institution's fiscal resources, accounting
procedures and expenditure patterns can be found in the supplementary
materials available in the resource room.
E. Supporting Documentation Provided for Standard II: Finance
Additional information on the institution's fiscal resources, accounting
procedures and expenditure patterns can be found in the supplementary
materials available in the resource room.
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Finance
The BAS model has been used by OSSHE for many years. Two of its major
factors are instruction productivity and faculty salaries. The instruction
productivity portion assigns student credit hours by discipline. It has not
been normed or updated in many years and may no longer lead to equitable
fund distribution. The faculty salary comparators (Le., those in the Oklahoma
study) may not reflect the marketplace from which the university draws its
faculty.
There is a basic unease with the model because the funding formula is
unrelated to real instruction cost per student in different campus units.
Further, there is unease because some members of the faculty do not
understand how this implicit planning model based on student credit hour
productivity fits into the total financial picture of the university. In fact,
when the model was introduced an underlying assumption was that
increased credit hours would lead to increased financial resources through
increased tuition and state revenues. However, student enrollments have
been lower than the 3 percent growth originally predicted. This means that
there have been fewer resources than anticipated to reward units that have
exceeded enrollment goals. There have been enough incremental resources
to partially reward units that have exceeded their goals, but no units have yet
suffered budget reductions for not meeting their goals.
Standard II
Several issues concerning the productivity funding model have been raised
by the faculty. While many of the concerns are discussed in periodic and
ongoing forums (such as the Faculty Advisory Council, Deans Council and
department head meetings in various colleges) it is important that
recognition be given to these concerns during the accreditation process.
In addition, the model does not appear to generate consistent results when
compared with actual expenditure patterns at either OSSHE institutions or
other institutions across the nation. While the model attempts to use
rational bases for determining costs for each of the major functions
(instruction, research, public service, student services, physical plant,
institutional support, academic support) of the OSSHE institutions, the
resulting allocations do not always appear consistent with those bases.
Total Current Funds Revenue
w
o
Tuition and Fees
GVT Appropriations
Federal
State
Local
GVT Grants and Contracts
Federal
State
Local
Private Gifts and Grants
Endowment Income
Sales and Services
Auxiliaries
Hospitals
Other Sources
Unrestricted
Restricted
Unrestricted
Restricted
Unrestricted
Restricted
Unrestricted
Restricted
Unrestricted
Restricted
Standard II-Finance
Document II-I Current Funds: Revenues
1995-96 1994-95 1993-94 1992-93
($000) % ($000) % ($000) % ($000) %
100,279 36% 91,933 35% 76,886 32% 64,470 27%
44,793 16% 49,207 19% 49,733 21% 68,348 29%
8,740 3% 7,968 3% 7,534 3% 7,647 3%
41,798 15% 37,101 14% 33,653 14% 34,195 14%
0% 69 0% 189 0% 198 0%
831 0% 2,202 1% 2,705 1% 2,940 1%
142 0% 144 0%
3,258 1% 3,963 2% 2,788 1% 2,170
682 0% 692 0% 837 0% 434 0%
12,134 4% 9,278 4% 9,052 4% 8,273 4%
119 0% 111 0% 60 0% 65 0%
624 0% 588 0% 335 0% 438 0%
4,858 2% 4,940 2% 2,625 1% 2,221 1%
58,146 21% 53,482 20% 48,527 20% 42,455 18%
0% 0% 0% 0%
1,424 1% 893 0% 2,259 1% 1,961 1%
277,686 262,427 237,325 235,959
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Standard II-Finance
Current Funds: Expenditures and Transfers
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Instruction
Research
Public Service
Academic Support
Libraries
Student Services
Institutional Support
O&M
Scholarships and Fellowships
Unrestricted
Restricted
Transfers
Auxiliaries
Total Current Fund Expense
and Transfers
1995-96 1994-95 1993-94 1992-93
($000) % ($000) % ($000) % ($000) %
84,613 30% 80,836 31% 78,727 32% 74,487 32%
30,856 11% 28,310 11% 23,437 10% 22,106 10%
17,179 6% 15,568 6% 13,181 5% 12,428 5%
22,759 8% 21,511 8% 20,859 9% 21,552 9%
12,344 4% 10,894 4% 10,478 4% 10,431 5%
14,416 5% 13,449 5% 11,540 5% 10,914 5%
18,159 7% 15,151 6% 15,214 6% 14,586 6%
12,662 5% 12,031 5% 13,438 6% 12,419 5%
15,339 5% 14,239 5% 15,482 6% 16,072 7%
4,609 2% 3,812 1% 3,472 1% 3,341 1%
10,730 4% 10,427 4% 12,010 5% 12,731 6%
5,288 2% 5,489 2% 1,537 1% 3,991 2%
57,718 21% 52,637 20% 48,878 20% 42,596 18%
278,989 259,221 242,293 231,151
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Standard II - Finance Document 11-4 Sources of Financial Aid
1995/96 % of total 1994/95 % of total 1993/94 % of total 1992/93 % of total
Annual Private Contributions· $1,758,924 3% $1,660,651 3% $1,518,746 3% $1,791,764 5%
Government State Aid $1,510,707 2% $1,365,214 2% $1,180,473 3% $1,371,019 3%
Federal Aid (PELL, SEOG, WS) $55,290,800 82% $47,161,841 81% $37,482,884 81% $30,595,400 78%
Endowment Earnings $3,435,951 5% $3,419,096 6% $1,352,349 3% $1,047,758 3%
Institutional Unfunded Aid $5,188,450 8% $4,332,762 8% $4,511,229 10% $4,275,466 11 %
Total Financial Aid $67,184,832 100% $57,939,564 100% $46,045,681 100% $39,081,407 100%
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• Includes onlv amount of private contributions used for financial aid, not total amount pledged or received.
Annual private contributions received at the UO Foundation (Due to a change in reporting requirements, pledged amounts are included in 95-96 numbersl:
1995-96: $3,594,265 1994-95: $1,653,374 1993-94: $1,483,575 1992·93: $671,642
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COST/STUDENT
FI'E
COSTrrOTAL
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Graduate
SCH
Undergrad
SCHInstructional Area 1995-96
STANDARD II: FINANCE Document II-6
II II ·I I III I I IB · H ....1DnB. U· -~ ~ -I I II ......_, Instructional Area~ - - - b Department or TOTAL
Direct Cost Y INSTRUer AREA. .. UG+GRAD COST.
SCH
59,466 S6,403,116
167,216 SI9,325,268
114,745 S8,769,322
151,910 SI2,735,673
24,948 S3,950,830
53,638 $6,655,552
23,025 $3,687,873
20,232 S4,575,651
19,365 S2,347,294
ARCIDTECTURE AND ALLIED ARTS
CAS--SCIENCE
CAS--SOCIAL SCIENCES
CAS--HUMANITIES
COLLEGE OF EDUCATION
LUNDQUIST COLLEGE OF BUSINESS·
SCHOOL OF MUSIC
SCHOOL OF LAW·
SCHOOL OF JOURNALISM
Instructional Area 1994-95
ARCHITECTURE AND ALLIED ARTS
CAS--SCIENCE
CAS--SOCIAL SCIENCES
CAS--HUMANITIES
COLLEGE OF EDUCATION··
LUNDQUIST COLLEGE OF BUSINESS·
SCHOOL OF MUSIC
UJ SCHOOL OF LAW·
UJ SCHOOL OF JOURNALISM
Instructional Area 1993-94
45,162
144,716
104,500
140,670
12,927
47,356
19,684
559
18,146
43,238
141,281
104,660
141,777
10,912
40,031
17,573
16,043
14,304
22,500
10,245
11,240
12,021
6,282
3,341
19,673
1,219
14,157
22,754
10,273
10,763
12,805
7,277
3,170
17,858
1,026
57,395
164,035
114,933
152,540
23,717
47,308
20,743
17,858
17,069
$6,383,218
SI8,653,152
S8,553,31O
$12,073,483
S4,057,070
S5,685,468
S3,181,588
S4,589,540
S2,361,859
S108
S116
$76
$84
S158
$124
$160
$226
S121
SIll
S114
S74
$79
S171
S120
S153
S257
S138
$4,571
$5 031 .:~
, .::s
$3,364 l»
$3704 :::l, (")
$6,360 It>
$5,425
$6,955
$8,187
$5,370
$4,714
$4,946
$3,276
$3,500
$6,782
$5,208
$6,648
$9,252
$6,135
h:lanalystslaccred'ST2TB6_B.xLS
ARCHITECTURE AND ALLIED ARTS
CAS--SCIENCE
CAS--SOCIAL SCIENCES
CAS-HUMANITIES
COLLEGE OF EDUCATION··
LUNDQUIST COLLEGE OF BUSINESS·
SCHOOL OF MUSIC
SCHOOL OF LAW·
SCHOOL OF JOURNALISM
Instructional Area 1992-93
ARCIlllECTURE AND ALLIED ARTS
CAS--SCIENCE
CAS--SOCIAL SCIENCES
CAS--HUMANITIES
COLLEGE OF EDUCATION··
LUNDQUIST COLLEGE OF BUSINESS·
SCHOOL OF MUSIC
SCHOOL OF LAW·
SCHOOL OF JOURNALISM
*Inatructional CCMt inchldel endowment expenditures
**Curriculmn aad Inatruction proJVUIII wen: clOlCd during MC8IIIl'C S.
ORM
41,031
137,469
97,700
135,444
9,850
41,478
17,735
363
13,450
41,374
136,256
98,452
136,301
8,254
42,641
16,304
255
11,%1
12,245
22,473
9,611
11,089
11,431
6,456
2,788
16,941
860
14,519
23,381
10,235
10,806
11,862
7,497
3,028
17,804
663
53,276
159,942
107,311
146,533
21,281
47,934
20,523
17,304
14,310
55,893
159,637
108,687
147,107
20,116
50,138
19,332
18,059
12,624
S6,297,024
$17,574,434
$8,590,819
$11,571,648
S3,894,151
S5,284,036
S3,147,101
S4,000,01O
S2,319,599
$5,883,724
SI7,064,395
S8,347,306
SII,069,623
S3,508,240
$4,840,917
S2,892,778
S3,693,007
$1,936,686
S118
SIlO
S80
S79
S183
SIlO
S153
S231
S162
S105
S107
$77
$75
S174
$97
S150
S204
S153
$5,030
$4,777
$3,524
$3,488
$7,260
$4,799
$6,674
$8,357
$7,186
$4,448
$4,640
$3,377
$3,325
$6,840
$4,188
$6,480
$7,383
$6,814
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•35
A. 1. The Campus
Standard III
STANDARD III
Physical Plant, Materials, and Equipment
PHYSICAL PLANT, MATERIALS, AND EQUIPMENT
A. Description
Acreage owned by the university is summarized in Table 111-1 (see next page).
The Oregon Institute of Marine Biology is situated on a 119-acre site on the
Oregon coast near Coos Bay. Pine Mountain Observatory, located near Bend,
Oregon, is on property leased from the U. S. Forest Service.
The University of Oregon has recently purchased a building in downtown
Portland (722 SW Second Avenue), which provides space for various
administrative offices, including the UO Foundation, the Continuation
Center, athletic department, admissions, LERC, and the UO Bookstore.
The university's main campus consists of nearly 279 acres of land in the city
of Eugene. About 262.5 acres are used for primary institutional purposes; 16.4
acres adjacent to the developed campus, acquired initially to provide
residence hall expansion, are being used on an interim basis for student
family housing in 100 structures.
The university also owns approximately 248 acres located off campus, about
half of which is situated in Eugene. These properties provide sites for Autzen
Stadium and various residential facilities, including two student family
housing complexes (one under construction).
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Standard II
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Source: Oregon State Board of Higher Education-
University of Oregon Land Inventory: Capitalized Value (Dec. 31, 1994)
The university campus includes 117 buildings, which contain slightly more
than 2.6 million square feet of usable space. These structures are capitalized at
more than $158 million and have a current appraised value of over $416
million. Virtually all (98 percent) of this replacement value is accounted for
by 57 major on-campus buildings which house nearly 95 percent of the total
supply of usable space. In addition, nine major buildings are located off
campus, but in Eugene. These facilities are valued at nearly $53 million and
provide an additional 462,300 square feet of usable space. Data related to
buildings located on the university campus are summarized in Table 1II-2 (see
next page). Information related to all buildings owned or occupied by the
university is presented in more detail in Document III-1 available in the
resource room.
Date of No. of Capitalized
Acquisition Parcels Acreage Value
Pre-1900 3 27.918 $209,475
1900-1929 38 74.066 $349,967
1930-1939 8 13 $35,088
1940-1949 49 14.746 $402,793
1950-1959 71 26.719 $441,422
1960-1969 119 104.23 $1,300,766
1970-1979 16 14.182 $267,60S
1980-1989 8 3.751 $618,23~
1990-Present 3 0.552 $87,500
315 278.994 $3,712,862
Standard ill
Table 111-2 University Physical Plant
Source: Oregon State System of Higher Edu.cation -
Building Valuations as of June 30, 1995, University of Oregon
Physical Plant, Materials, and Equipment
No. of Usable space Capitalized Replacement
Buildings (Square Feet) Value Value
MAJOR ON-CAMPUS BUILDINGS
Pre-1900 4 70,044 $2,520,273 $12,117,335
1900-1929 14 523,975 $12,418,343 $72,092,837
1930-1939 t;' 184,474 $3,520,652 $37,435,958vI
1940-1949 6 313,299 $16,468,273 $63,603,389
1950-1959 2 189,674 $3,999,799 $19,135,492
1960-1969 11 694,244 $26,055,787 $98,080,376
1970-1979 3 141,077 $7,004,060 $16,792,168
1980-1989 11 208,581 $45,316,909 $50,779,848
1990-Present 1 142,966 $38,089,750 $38,073,972
I 57 2,468,334 $155,393,846 $408,111,375
* square footage includes major addition(s)
MINOR ON-CAMPUS BUILDINGS
Pre-1900 0 0 $0 $0
1900-1929 2 4,752 $131,811 $865,610
1930-1939 0 0 $0 $0
1940-1949 16 37,279 $330,035 $3,012,079
1950-1959 11 21,032 $226,491 $1,097,766
1960-1969 16 43,018 $377,359 $1,516,004
1970-1979 6 7,491 $73,771 $234,060
1980-1989 6 11,697 $423,436 $475,810
1990-Present 3 10,319 $1,170,261 $1,205,511
I 60 135,588 $2,733,164 $8,406,840
TOTAL I 117 2,603,922 $158,127,010 $416,518,215
Major Off-Campus BIt 9 462,314 $24,454,400 $52,816,482
East Campus Housing 107 155,007 $3,142,436 $5,514,935
Pine Mtn/OIMB 33 57,920 $3,132,662 $4,474,006
Other 5 5,543 $277,151 $728,988
GRAND TOTAL I 271 3,284,706 $189,133,659 $480,052,626
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Physical Plant, Materials, and Equipment
Table 111-1 University Physical Plant
Standard ill
36 37
The cornerstone of the entire planning process is user participation, which
presupposes that the people most directly affected by the results of
development are best equipped to guide it and should be directly involved in
its planning. Project user groups of faculty, staff, and students are therefore
an integral part of project development and design.
The University of Oregon's current planning process is based on principles
adopted by the university in 1974, evaluated in 1984 by the DO's Campus
Planning Committee, and codified within the 1991 Long Range Campus
Development Plan. The principles, which have come to be known as "The
Oregon Experiment," are the subject of a book of the same title, written by
Christopher Alexander of the Center for Environmental Structure in
Berkeley, California.
Standard III
• land development characteristics;
• aesthetic considerations;
• location of facilities serving the various programs of the institution;
• location of sites for proposed facilities;
• student housing; .
• relationship to the surrounding neighborhood; and
• infrastructure to support the programs, students, faculty, staff, and
facilities.
In response to the state board's rule, the university began an 18-month
evaluation and analysis, which led to the creation of the Long Range Campus
Development Plan. In keeping with the primary tenet of the Oregon
Experiment, the process was user-oriented and included input from students,
faculty, staff, and the community. The plan complies with the state board's
rule in a way that honors the established campus planning process. A copy of
that document and a summary description of the university's campus
planning process are included as Document 111-2 available in the resource
room.
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Physical Plant, Materials, and Equipment
A. 2. Planning the Campus
2. a. Campus Planning Procedures
Standard III
The Oregon Experiment approach is based on the university's desire to
develop a planning method that meets three goals as it guides growth and
change:
• that the solution be a process and not just a map;
• that the process honor and strengthen the university's tradition of
meaningful consultation with students, faculty, and staff; and
• that the plan provide for continuous adjustment of campus facilities in
response to changing educational policies and programs.
The Oregon Experiment approach to planning replaces the static
"fixed-image" master plan with a process for making development decisions
on an ongoing basis. This concept acknowledges the fact that although
changes will occur, the exact nature and magnitude of those changes cannot
be predicted with any degree of certainty, and that object-oriented plans based
on explicit assumptions about the future become outdated as that future
becomes known.
In 1990 the Oregon State Board of Higher Education required that each
institution formulate "a long-range campus development plan [which is to
be] reviewed with officials of the local jurisdiction for conformance with the
local acknowledged Comprehensive Plan." The directive prescribed the
minimum contents of such a campus development plan as follows:
• an identification of State Board-approved campus boundaries;
38
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2. b. Major projects completed
Since the UO's 1987 self-evaluation, the university has completed several
major capital projects to further the university's stated mission; all of these
projects have been accomplished using the university's planning approach as
described above.
Accessibility
Since 1987, a number of accessibility projects have removed the most
substantial barriers to full access to many programs, including architecture
and allied arts, journalism, the honors college, dance, human movement
studies, religious studies, mathematics, and theater arts. They also have
made accessible many university services, including Career Planning and
Placement, central administrative units housed in Johnson Hall (the
president's offices, the provost's offices and the vice presidents for
administration and public affairs and development), Research and Sponsored
Programs, Recreational Intramurals, and the Gerlinger Memorial Lounge.
New construction in the science complex and at the Knight library is
barrier-free. Major access improvements are still needed at Fenton, Friendly,
and Agate Halls. A large number of more minor barriers continue to exist in
all older campus buildings.
39
School of Architecture and Allied Arts
40
Knight Library Expansion and Renovation
Science Projects
Standard TIl
41
• Yamada Language Center/American English Institute: Completed in
1991 at a cost of $400,000, this project created an 8,300 square-foot
complex of offices, language labs, and classrooms from space previously
used as physics laboratories.
• Historic Preservation/Restoration of Deady and Villard Towers:_ These
historic preservation projects provided long-term protection and
preservation of threatened National Historic Landmark buildings
through complete restoration of the buildings' six towers.
• Hamilton Dining Center: This $1.4 million project, completed in the
summer of 1991, renovated 30-year-old dining, kitchen, and residential
service areas into state-of-the-art facilities for more than 1,000 student
residents.
• Strategic Network Expansion Project: This 1993-94 project p;ovided
network access in offices for all faculty and key academIc staff,
improved building wiring throughout campus, upgraded t~~ campus
network backbone infrastructure and external connectIvIty, and
provided for wiring several classrooms for network access.
Student Housing/Services/Activities
General University
• Vivian Glum Child Development Center: A $795,000 facility provides
child-care services to the University of Oregon community for
approximately 60 children from ages six week~ to 11 yem:s and allows
researchers to study child development, educatIon, and chIld care. The
project was completed for Fall 1996.
In 1995, a $620,000 Chemistry Research Lab Modernization project
renovated approximately 3,700 square feet of existing laboratory space ~nd
approximately 500 square feet of existing office s~ace built in 1960, ma~mg
a chemistry research complex of pleasant, functIonal, and safe chemIstry
labs that will support and encourage high-quality research for another 30
years.
Other Major Projects
Many smaller projects have been completed, covering a wide range of general
university and student needs:
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The $45.8 million Science Facilities Additions and Alterations project, in
development during the 1987 self-evaluation, was completed in 1991. The
project's centerpiece is a group of four glass-and-brick buildings devoted to
research in physics, biology, computer science, and geology. The project
also resulted in the renovation of many existing areas, including the
Science Library. In addition to the main complex, two fine arts studios and
a new Museum of Natural History replaced program space that was lost
when buildings were demolished to make room for the science complex.
The entire project is fully occupied, and its public spaces, both indoor and
outdoor, are among the campus's most lovely and popular spaces.
Smaller projects have responded to increasing enrollment and new
demands placed on the sciences, and have recognized not only the
importance of improving the quality of undergraduate education, but also
that students at all levels remain an integral part of the research effort.
In 1992, a $565,000 Chemistry Teaching Lab Remodel and Renovation
project upgraded 3,300 square feet of research labs in Onyx Bridge for
teaching organic chemistry.
This $9 million addition and alterations project was completed in 1991. The
five-story addition to Lawrence Hall contains a branch library, offices, and
studio spaces; and three new structures in the North Site Arts area contain
painting studios, photography darkrooms, seminar spaces, kilns, clay storage
areas, and a woodshop. The project also renovated space in Lawrence Hall
and the adjoining Pacific Hall for review spaces, department offices, a school
hearth and meeting place, an art gallery, and classrooms.
Standard m
Several projects over the last decade have addressed the needs of the sciences
within a major research university.
This $26.7 million project, completed in 1994, constructed a
138,000-square-foot addition to the existing structure and renovated most of
the existing 240,000 square-foot building. New and renovated space contains
reading rooms, collections storage areas, reader stations, an electronic
classroom, newly configured air conditioning and fire systems, and a newly
reorganized internal circulation system. Particularly noteworthy is the
graceful integration of the numerous technological systems the library system
has incorporated into its daily operations, including, for example, the on-line
search terminals in the reference area.
42
• Riley Hall: This 38,000 square-foot dormitory was purchased by the
University Housing department in 1987 and currently houses students.
Standard III
43
• Bicycle Improvements: Under way since 1989, this $400,000 project
continually improves the campus's bicycle transportation systems by
providing covered and uncovered storage racks, storage lockers,
improved pathways, and new and improved signage.
• Bean Parking Lot: The $1.06 million renovation of this existing facility,
completed in 1993, resulted in the addition of 150 parking spaces, the
renovation of 800 spaces, and the development of landscape elements,
lighting, and pedestrian amenities.
• McArthur Court Improvements: Two 1996 projects totaling $711,000
replaced the 70-year-old lamella roof with structural steel trusses and
completed improvements to the interior of Mac Court, including new
flooring, ceilings, lighting, cabinetry, display cases, and painting of
existing surfaces.
• Millrace Bike Path: This 1993 project constructed a bicycle/pedestrian
pathway, including lighting, irrigation, and landscaping, for a cost of
$106,000. The path provides bicyclists with a safe and attractive
alternative to Franklin Boulevard.
General University
• Bowerman Family Building (north-end track facility): This two-story,
$2.4 million building was completed in 1992. It contains offices,
lockers, and training facilities for the men's and women's track teams
and is home to the International Institute for Sport and Human
Performance.
Transportation Facilities
Allen Hall Renovation
• Onyx Parking & Site Improvements: This $457,000 project, completed
in 1992, reconfigured parking areas affected by construction of the
science facilities. It included irrigation, planting, and site furnishings
and installation of new curbing, paving, and storm drainage at the
Onyx/Franklin intersection.
2. c. Current projects (in design or construction)
This project was made possible by the relocation of University Printing to an
off-campus location, thus freeing up central campus space for use by the
School of Journalism. Phase I, a $1.1 million, 6,OOO-square-foot renovation of
Physical Plant, Materials, and EquipmentPhysical Plant, Materials, and Equipment
• Len Casanova Center: This 95,OOO-square-foot building, constructed at a
cost of nearly $11 million and completed in the fall of 1992, is the new
home of the Intercollegiate Athletics department offices, as well as the
training and locker room facilities for many of the university's
intercollegiate teams.
• Autzen Stadium Skysuites and Press Box: Part of a master plan for the
entire stadium, this project resulted in the construction of a
17,OOO-square-foot skysuite building and a new 12,OOO-square-foot press
box for a total cost of $2 million. Rentals of the skysuites are expected
not only to pay for the construction of both the skysuites and the press
box, but to ,repay the cost of the Len Casanova Center as well.
• Hayward Field Improvements: These improvements put in place the
components for a world-class track-and-field facility, including a
separate warm-up track, a newly configured metric track, a
weight-training facility, a hammer- throwing facility, and a renovated
grandstand.
• Spencer View Family Housing, a $10 million project consisting of 264
units of two- and three-bedroom apartments, is being constructed on
the site of the dilapidated Amazon Family Housing Complex, which
was demolished in 1995. Phase I, consisting of 132 apartments and a
community center building, was completed for fall 1996. The final
phase of the project is scheduled to be finished in September of 1997.
Athletic Facilities
• Student Housing Projects: Conceived in response to the perception
that the student population was overburdening the existing supply of
low-cost housing in the community, these projects have rebuilt current
housing units and constructed new units for an increase of about 50
units. The projects included the construction of 26 new units
completed in 1994 for a cost of $1.75 million.
• Outdoor Program Trip Facility: This 4,OOO-square-foot facility,
completed in March 1992 at a cost of $325,000, consolidates storage of
equipment and serves as a starting point for trips sponsored by the
Outdoor Program.
Standard ill
44
Student Activities/Services
Student Housing
Museum of Natural History Addition
Standard ITI
Cooperative Projects
Riverfront Research Park:
45
Remodel of the Old Law School Building: The construction of the
William W. Knight Law Center will free up the centrally located current
law school building for general educational use. Following renovation,
the 82,OOO-square-foot building will contain 1,850 teaching spaces within
technologically sophisticated classrooms. Thirty-seven faculty offices will
become available for use as well.
Construction of a New Law School Building: Additions and alterations to
the university's law school have been the number-one priority for the last
two legislative cycles. The new 130,OOO-square-foot William W. Knight
Law Center will include a 46,OOO-square-foot law library, 565-student
teaching stations, 41 faculty offices, administrative areas, and
miscellaneous spaces associated with teaching all forms of legal practice.
Gilbert Hall Addition and Alteration: A new 40,OOO-square-foot classroom
facility will be built as an addition to Gilbert Hall. It will include at least
one large instructional space to serve 300 students, several 50-station and
75-station classrooms, and several 40-station computer laboratories (for a
total of more than 900 instruction stations), as well as faculty offices and
gathering spaces. The new facility will be capable of supporting
state-of-the-art instructional technology.
General University
Physical Plant, Materials, and Equipment
Campus Development Project:
2. d. Anticipated Projects
The university-related research park, a cooperative effort of the University of
Oregon, the City of Eugene/Urban Renewal Agency, and a private developer,
provides an environment in which business and industry can interact with
the University of Oregon for mutual benefit. Development began nearly 10
years ago, and the project may take as long as 20 more to become fully
completed. Research and development divisions, technology companies, and
businesses on the leading edge of their fields are target tenants in the park.
If approved, the proposed new classroom addition to Gilbert Hall will open in
In anticipation of increased enrollment by the end of the 1990s, the university
needs to construct additional instructional space. The proposed Campus
Development Project will help us meet this expected growth. The project has
three components:
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Erb Memorial [Student] Union Food Service and Recreational Facilities
Improvements
Phase 2 of Spencer View will construct an additional 132 units beginning the
fall of 1996.
This modest (1,600 GSF) addition to the Museum, to be completed in June
1997, was anticipated when the building was constructed in 1987 and will
contain a conference room, private offices, a research office, men's and
women's toilets, an accessions work area with adjacent records room, and a
receiving area. The addition will allow the current
research/accessions/records area to be reused as offices for museum staff.
portions of the Allen Hall basement, includes construction of an electronic
media arts studio for use in broadcast and documentary production and for
creation of interactive media. This phase is projected for completion in
January 1997.
Student Family Housing
The scope of this $4 million project includes remodel of the south end of the
basement and first floor of the EMU building. One of the main project goals
is to renovate the building to support food and recreation operations that can
serve the university and remain financially viable for many years. Another
goal is to improve the safety, efficiency, and code compliance of existing
building systems, many of which were installed more than 45 years ago.
Construction is scheduled to begin in the summer of 1997, with the bulk of
the work to be accomplished before classes resume in September.
Intercollegiate Athletics
Indoor Practice Facility and Related Improvements:
This $13.8 million project, scheduled for completion in fall 1997, will
construct an indoor practice facility for intercollegiate athletics, a natural grass
soccer field with spectator viewing areas, additional grass practice fields, and
other site developments.
Student Activities/Services
46
Recreation and Fitness Center
Standard ill
47
• by providing facilities for undergraduate and graduate teaching;
• by providing space for additional programmatic needs such as advising,
and student activities;
• by providing research space;
• by contributing to the vitality of the state's economy and culture
through the provision of museums and technology transfer
opportunities;
• by building and maintaining facilities in ways that set the example for
the rest of the state.
Biennial assessments of the campus's construction needs are created by
requesting facilities improvement ideas from each dean, department head,
and director on campus. The request for proposals is accompanied by a
context statement authored by the provost, which indicates trends in facilities
Tools for evaluating the health of the campus and its processes are contained
within the day-to-day practice of both the Facilities Services department and
the University Planning Office.
Physical Plant, Materials, and Equipment
The grounds and facilities that constitute the University of Oregon's campus
contribute to the university's ability to fulfill its mission in the following
ways:
Standards established for the development and management of the campus
include the 1991 Long Range Campus Development Plan (Document ill-2
available in the resource room) and the mission statement of the newly
renamed Facilities Services department (formerly, the Physical Plant)
(Document TII-3 available in the resource room).
As noted in the previous section, the cornerstone of the Long Range Campus
Development Plan is the notion that the development of the campus should
be governed by a continuous process and not just a map. Inherent in this
concept is the requirement that the process be driven by those who will be
most affected by the outcome--Le., the end users of the facilities themselves.
This process requires that policies be examined and interpreted by sets of users
while each individual project is planned and reviewed. This continuous
evaluation of the development policies ensures that each policy is currently
valued by the collective community and consistent with the larger vision of
the institution.
B. Analysis
B. 1. Adequacy of Physical Facilities
1. a. Relation to Mission, Strategic Plan, Other Criteria and Goals
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Physical Plant, Materials, and Equipment
An in-progress Master Plan & Conceptual Design Study are looking into the
development of spaces that will provide more opportunities for interaction
among museum staff and students, faculty, docents, and a broad and diverse
constituency; an improved physical environment for storage of art collections
and gallery display of artwork; and spaces and technologies that allow the
museum to serve the university, community, state, and region as an
education and cultural resource.
Museum of Art Addition and Renovation
• Allen Hall Renovations, Phases II and TIl: $3 million
• Classroom Improvements: $1.24 million
• Access Improvements for People with Disabilities: $2.655 million
• Technology Infrastructure Improvements: $4.1 million
• Safety Improvements Fund: $.64 million
• Museum of Art Climate Control Improvements and Gallery
Renovation: $6 million
the fall of 1999 in time to help address growing enrollment; the William W.
Knight Law Center will be ready for Winter 1999; and the renovated spaces in
the old Law School building will be available in the year 2000.
This project will construct a $3.75 million Career Center, including space for
students' use for career research, employment assistance, and workshops; a
computer lab; and interview rooms and workspaces for counselors and
classified staff.
Standard III
2. e. 1997-99 Biennium Project Requests (State funding>
This project will combine new construction (33,000 square feet) and
renovation (40,000 square feet) to create a comprehensive recreation and
fitness center complex, which includes gymnasiums, space for court sports,
artificial turf playing fields, weight rooms, swimming facilities with locker
and shower facilities, and administrative offices.
Career Center
48
The university is' particularly proud of its most recently completed small
project, the Vivian Glum Child Development Center. .The center. ma~es
quality, on-site child care available to employees, somethmg the UniVerSIty
has been working to realize for 12 years.
The deficiencies of current facilities include (1) those items that are part of the
current capital strategy proposed to the state legislature (highest priorities are
projects that add classrooms and office spaces, and projects that boost
needs and financing opportunities for the coming funding cycle. The
resulting capital strategy represents an evaluation of the campus's .health in
terms of its facilities needs. The strategy also serves as the baSIS for the
Biennial Implementation Plan, a plan that compares the university's f.ac,ilities
needs with its ability, in terms of available land and development pollCles, to
meet these needs (Document Ill-4 available in the resource room). Each of
these efforts is repeated every two years.
1. b. Positive Features of Improvements/Deficiencies
Standard III
49
Physical Plant, Materials, and Equipment
Other ongOing projects include efforts to restore two National Historic
Landmark buildings, Deady and Villard Halls. As the result of an innovative
program that involves a cooperative venture between students and faculty in
the university's Historic Preservation Program and draftspersons from
Facilities Services, the roofs of these two 100-year-old buildings have been
partially restored with stunning visual results that maintain the historic
integrity of the buildings while ensuring their longevity.
Ongoing Projects
The litany of ongoing projects begins with our continued efforts to provide
universal access to all of our facilities. The university's most recent road map
for this effort is the 1992 Transition Plan, developed in response to the
passage of the Americans with Disabilities Act (Document llI-6 available in
the resource room). Our plan evaluates accessibility to university programs
and services, plans for removal of those barriers, and establishes a process by
which the university will continue to monitor the identification and
removal of physical barriers. Specific accessibility projects are described in
Part I above.
technology infrastructure and enhance the safety of buildings), and (2)
deferred maintenance items, which, in the face of declining state support, the
university continues to whittle away at with ingenuity and limited resources.
In order to combat the debilitating effects of deferred maintenance, Facilities
Services has developed an annual fund of nearly $1 million by streamlining
operations and reducing costs. The annual $1 million internal savings has
been spent on developing specialized building maintenance teams that target
classroom repairs as a high priority. This relatively new concept responds to
one of the findings of the 1991 strategic planning process, which identified
maintaining and upgrading classrooms as a key factor in improving the
quality of undergraduate education delivery. This intervention has slowed,
at least for now, the rapid deterioration of the campus and its related
infrastructure. The greatest problem areas-the electrical system, the central
power plant, classroom repairs, and on-campus historic buildings-have
received at least some attention.
. In response to the university's Strategic Plan goal to improve the university's
infrastructure and technical support for high-quality learning environment,
access to computers across the campus has been enhanced in a number of
ways. Three computer labs have been created with funding provided by an
education technology fee, including a new 20-station Internet visualization
lab, opened in 1995. Network wiring has been installed in all the dormitories
by creatively partnering with a local cable TV provider and network. The
Strategic Network Expansion project has brought network access to all faculty
offices, making possible our faculty's participation in the ongoing revolution
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Physical Plant, Materials, and Equipment
Completed Projects
Since the 1987 self-evaluation, the university has completed three major
capital projects, each of which addressed a particular need. All have proven
to be a boon to the programs they serve. In 1991, the final structure of a
four-building, $45.8 million science complex was completed, creating more
than 246,800 gross square feet of additional on-campus space for research a.nd
instruction in the sciences. This project is a prime example of creatIve
collaboration among users and architects, who created a physical
environment in which a variety of relationships-disciplinary and
interdisciplinary-are integrated and maintained.
Second, the 1991 expansion and renovation of facilities for the School of
Architecture and Allied Arts allowed for expanded holdings in the library,
new facilities for fine arts, and consolidation of teaching spaces in architecture
and landscape architecture, which had been scattered throughout the campus.
Finally, the newest major project is the 1994 expansion and renovation of ~he
Knight Library. This $26.9 million project achiev.ed. its goals of constr~ct~ng
space for the collection into the next century, unIfymg a three-part bu~ldmg
into one, constructing the maximum space pOSSIble for storage of lIbrary
materials and housing of reader stations, and developing the building in a
way that recognizes the importance of its function on the campus.
A post-occupancy report of the Knight Library proje~t and .the processes that
resulted in its construction has been completed and IS prOVIded as Document
III-5 available in the resource room.
Standard ill
50
Contemplated Projects
On a larger scale, other campus deficiencies are to be met by the realization of
our capital strategy for the coming budget cycle.
, i
Standard illPhysical Plant, Materials, and Equipment
An analysis of the project proposals submitted by deans and directors as part
of the 1997-2003 capital construction development process confirms the need
for more undergraduate teaching/classroom/lab spaces and for
The highest priority project for this biennium is the Campus Development
Project, developed to respond to increasing student enrollment at the
university. The current enrollment of more than 17,000 is expected to grow
by the year 2003 to more than 21,000 students. Unfortunately, much of the
university's classroom space does not meet modern instructional needs.
Many rooms still lack the modern technological infrastructure needed to
permit faculty and students to use computers and multimedia instructional
approaches.
51
• constructing a new building for the School of Law in the east campus
area this year at a cost of $26.7 million (rather than constructing an
addition to the present law school and renovating the old building for
continued Law School use);
• renovating the existing School of Law building for use by the College of
Arts and Sciences for general instructional needs (at a cost of $4
million); and
• constructing the Gilbert Hall addition at a cost of $7 million.
University officials, faced with the twin challenges of increased numbers of
students and outmoded classroom facilities, are proposing an overall strategy
both to expand and modernize core academic space on the campus. The
university is proposing to combine two existing projects to increase by 3,000
teaching stations the amount of modern academic space available to the
university in the following manner:
Proposed Projects
The project, when completed, will relocate the law school to land available at
the eastern edge of the campus periphery, freeing up the current law
building's central campus space for general educational uses.
While the university's intention with the Campus Development Project is to
fulfill the need for additional teaching facilities, two other improvements
intended to enhance the quality of student life currently are funded and in
the planning stages: the EMU Food Service and Recreational Facilities
Improvements project and the Recreation and Fitness Center, both of which
are described in detail in Part 1. Additionally, several recently completed
projects add capacity in this area. These include improvements to family
housing, to the Knight library, and to the branch libraries in AAA and
Science.
Physical Plant, Materials, and Equipment
Other ongoing efforts include the systematic upgrade and renovation of
campus classrooms, a critical and essential part of the Strategic Plan and the
focus on high quality undergraduate education. A 1991 classroom inspection
identified and prioritized deficiencies. As a result, several large classrooms
were completed updated with new paint, lighting, acoustical improvements,
and new AV equipment, including computer-assisted instruction devices.
Other upgrades and renovations include new seating, shades, and
chalkboards; suspended ceilings; and new floor tiles. Not surprisingly, the
deficiencies identified in the 1991 inspection have not all been corrected;
however, a special "fast track" repair system has been put in place by Facilities
Services to repair classroom problems quickly.
The Riverfront Research Park, recently entering its tenth year, already has
proven that the creation of opportunities for the technological development
of the state is an important role for a university to fill. This ongoing project
exemplifies the u~iversity's commitment to assisting the economic and
technological development of Oregon and its recognition that research is
essential to the intellectual health of the university and to energizing the
state's economic and cultural vitality.
in national networking. The project also upgraded the campus network
backbone infrastructure and external connectivity and provided for wiring
several classrooms for network access. Faculty, staff, students, and individual
departments can build new network services, such as electronic mailing lists,
that greatly reduce the need for paper memos, speed communication, and
make electronic instruction possible. Cabling throughout the campus is
continually being improved as funds become available.
Along with its peer institutions, the University of Oregon continually
wrestles with solutions to the varied transportation expectations of the
campus community. Specific to us is a continuing debate about the
appropriate amount of parking that should be supplied and how that parking
should be managed. Throughout this struggle, the university has emerged as
a recognized, statewide leader in transportation innovations and is without
peer in the state and perhaps the Northwest in its efforts to promote
alternatives to single-car travel. With the help of national transportation
consultant BRW, Inc., the Campus Planning Committee recently completed a
transportation system analysis (Document 111-6 available in the resource
room), which produced 21 recommendations to make the current system
more efficient. Some of the recommendations have been implemented;
others are in process; some require further study.
Standard ill
52
• life safety, personal safety, and security improvements in selected
campus facilities;
• classroom improvements;
• and expansion of and improvements to the campus utility systems.
integrating/providing for computer access and advanced use of technology
(Document 1II-8 available in the resource room).
Additionally, general campus projects point to deficiencies in the campus
environment and infrastructure. These include:
Standard IIIPhysical Plant, Materials, and Equipment
1994 1995 Jan-June 1996Excellent 70.0% 74.0% 77.0%Good 24.0% 20.0% 17.0%Fair 2.7% 2.1% 3.2%Poor 0.3% 0.4% 0.1%
(available in. the resource room) compares the results of these two surveys.
A campus-wIde customer survey is planned for the spring of 1997.
!n 1994, nati?nal facilities consultant Ed Feldman was hired to perform an
m-depth audIt of campus custodial services (Document III-10 available in the
resource ,room). Highlights from the seven-point overview contained in Mr.
Feldman s report included the follOWing observation:
University bUildings are at a generally acceptable level of cleanliness~or .such a facility. A staffing analysis using proven time standards
mdlcates a current staffing that outperforms that which is generally
seen as acceptable. Any reduction in this tight staff would lead to
frequency changes...which may create unacceptable quality levels.
Work orders also provide useful information on customers' perception of
work performed, since all completed work orders are returned to the
requester for re~iew and comment. The return rate of these completed work
orders has remamed between 20 percent and 25 percent since 1994. The table
below summarizes customer responses.
53
In general, Facilitie~ Services customers feel that the quality of the work
performed, bo~h mamtenance ~nd remodel, is high. Of ongoing concern is
the response time to some mamtenance requests and the inability to control
remodel schedules and shop coordination.
Ca~pus grounds are often mentioned by visitors to the campus as being
strIkingly beautiful. This is in no small part due to the exceptional dedication
of the ~rounds cre~ and the high value Oregonians place on natural beauty.
Of particular note IS the recent renewed interest in the spring event known as
University Day~ a day dedicated b~ students, faculty, and staff for plantingflo~e~s, spreadmg bark d~st, cle~mng up, an.d painting. Last spring 1,200
partiCIpants sp~nt the day Improvmg the quahty of their own surroundings
on then own hme.
3. b. Building Manager Program
The Building Manager Program (Documen"t III-ll available in the resource
room) facilitates communications between Campus Operations (Facilities
Physical Plant, Materials, and Equipment
B.2. Space Use
Principally as a result of cutbacks from Ballot Measure 5, the !990 property tax
limitation, space utilization studies are no l~nger avaIlable from the
chancellor's office. Additionally, enrollment dechned sharply and has been
slowly returning to the 1986 levels. The state system'~ acq~i~ition of n:w,
system-wide space utilization software, as well as ~he umversity ~ conver~lOn
to an academic management software package, w111 allow for this analysIs as
enrollment returns to previous levels.
A reasonable level of feedback is obtained from the biennial capital
construction process, during which each uni~ .is asked to request ~unding ~or
potential capital improvements. Not surprIsmgly, the curren.t hst contams
requests for additional classroo~s, offi.ces, and suppor~ spaces In most ar~as.
Additionally, the registrar's offIce estimates that durmg the peak teachmg
hours (9:00 A.M. to 3:00 P.M.) 98 percent of our classrooms are scheduled for
use.
Customer Surveys and Ratings
In 1989, the Coast Consulting Group conducted an in-depth survey of Physical
Plant customers. While some individual shop units scored well, the overall
response to questions about customer service were discouraging. The new
director for the Physical Plant was hired in 1989. During the next two years,
an intensive effort was made to improve communications between the
Physical Plant and its campus customers. Physical Plant staff were asked for
improvement ideas, many of which were i~plemente~. A shortened
version of the 1989 survey was conducted m the sprmg of 1991, and
significant improvements were noted in many areas. Document Ill-9
B.3. Maintenance Standards for Buildings and Grounds
3. a. Adequacy and needed improvements, buildings and landscaping
maintenance and housekeeping standards for adequacy and needed
improvements
Standard ill
4. b. Preventive Maintenance
4. a. Work Orders
A work order may represent a simple single-trade request, such as replacing a
fluorescent light, or it may encompass a multi-trade, multi-task project. The
number of labor hours needed to complete a specific work order ranges from
one hour to several hundred hours.
Standard lITPhysical Plant, Materials, and Equipment
The 1990 survey report continues to provide information for prioritizing the
most urgent repairs. In recent years, funding has focused on building
envelopes (roofs, windows, exterior finishes) to prevent further deterioration
of building infrastructures. Close to $18 million has been spent on deferred
maintenance so far this decade, through a combination of capital repair
funding and energy loans and grants.
devices, and fire suppression systems. Additional mechanical shop staff and
outside contract services supplement the work of the
preventive-maintenance technicians. With the addition of the new science
buildings and the complex equipment located in them, it has become
increasingly important to organize and perform preventive-maintenance
work that is both efficient and effective.
Contracting of custodial services is not an uncommon approach for
universities attempting to reduce costs. When compared to standard
contracting costs, our custodial services costs are generally at or below the cost
of contracting.
4. d. Custodial Services
4. c. Deferred Maintenance
A campus survey done in 1990 reported a deferred maintenance amount of
$35 million. That amount continues to grow at the rate of $5 to $10 million
per year. Since 1989 approximately $1 million annually has been allocated for
deferred maintenance repairs. More recently, that amount has increased to
$2.5 to $3 million per year. At this level of funding, only the most desperate
building problems can be addressed.
Future deferred maintenance repairs will likely focus on campus water and
sewer systems and continued classroom repairs.
Custodial staffing was reduced by 10 positions in 1993 due to decreased
funding resulting from passage of Measure 5. Cleaning standards for
non-public areas were changed from nightly to weekly to accommodate this
reduction.
Standardized inspections are conducted by the supervisors on the work
performed by each employee at least once every month. In addition, the
director of Campus Operations and the custodial services manager conduct
weekly inspections, reviewing each building once each year. Employee
turnover has been reduced from a high of 30 in one month two years ago to a
current average of two to three per month. A historically high absenteeism
rate is slowly improving.
Physical Plant, Materials, and Equipment
Components scheduled for development and implementation in th~ 1996-97
academic year include publication of a quarterly newsletter, electromc group
mailing list, and a customer satisfaction survey.
4. Facilities Services Productivity
Standard ITI
Services, Environmental Health and Safety, and Public Safety) and the
occupants and users of campus buildings. The two main componen~s of the
program are the reporting of building problems t? Campus Ope~atlOns and
the notification of building users of planned utIlIty and buIldmg system
shutdowns for maintenance and repair.
In addition, the program provides a forum for discussion and resoluti~n of
related problems and periodic information eX~h~nges and. educahonal
meetings. The program also strives to educate ?ul1dmg users .wlth regard to
building systems and operation and responsIble stewardshIp of campus
facilities.
Budget reductions necessitated by the passage of Measure 5 ~~sulted ~n. the
elimination, in 1992, of three preventive-maintenance techmclan poslhons.
The remaining two technicians were grouped with the newly fo~~ed
mechanical shop. Current preventive-maintenance efforts focus on cntIcal
equipment and systems, such as laboratory fume hoods, back-flow prevention
1993 1994 1995 Jan-June 1996
Work Orders
Opened 13,166 12,783 12,935 6,979
Closed NA 11,363 11,353 6,166
Average Days
to Complete
Emergency NA 6.4 6.4 5.1
Urgent NA 13.1 13.8 14.5
Routine NA 29.4 38.2 40.3
All Work NA 22.6 26.0 26.5
Orders
54 55
56
Utility Systems Improvements (partial list)
• Upgrade of campus electrical distribution infrastructure, 1985 to present
(60 percent complete)
. f
i
1
I
I
!
Standard IIIPhysical Plant, Materials, and Equipment
57
In 1991 a comparative cost analysis was performed by Facilities Services,
comparing the University of Oregon to other regional institutions of higher
education. The university was below the average for its area in expenditure
per square foot. (Document III-13 available in the resource room)
Interagency and purchase agreements
4. g. Comparative Cost Infonnation
• Conversion from hogged fuel to natural gas for steam production,
including installation of new boiler and retrofit of existing boiler
• Chilled water improvements, including installation of two absorption
chillers and clean-out of main distribution lines
• Joint installation with EWEB of steamline intertie connecting both
facilities' power plants for optimum efficiency and backup capability
• Negotiated favorable natural-gas purchase agreement with Northwest
Natural Gas as part of OSSHE consortium
B.5. Equipment
The university's business office is responsible for maintaining the inventory
record for this institution and has access to inventory data by request. The
inventory program is capable of generating reports by department, by
purchase account, and by type of equipment.
Deans, directors, and department heads received a questionnaire of three
questions on how well instructional equipment meets their needs and how
well the current equipment acquisition process works. Responses were
categorized by the quality of the equipment and the efficiency of the process:
above average, adequate/ minimally acceptable, unacceptable. The survey
received 31 responses. (Document III-14 available in the resource room)
Most respondents characterized the adequacy of equipment to serve the
student needs as adequate [6] to minimally acceptable [16]. Twice as many
respondents ranked the quality as above average [6] than as unacceptable [3]. It
was noted that the type of equipment available in the classroom is a
consideration in designing courses and presenting instructional materials.
The majority of respondents indicated that equipment is adequate to meet
their instructional missions [5 adequate; 14 minimally acceptable]. Equal
numbers rated the equipment as above average and as less than acceptable [6
each].
Generally, the process for purchasing equipment is considered to be within
Physical Plant, Materials, and Equipment
• Survey of 25 buildings to identify energy projects
• Recruitment a,nd hiring of new position of campus energy engineer
• Campus-wide exit light replacement ($9,939 annual savings)
• Oregon Hall lighting and controls ($66,000 annual savings)
• Pacific Hall HVAC controls ($19,000 annual savings)
Standard III
4. e. Maintenance of Buildings and Grounds
The academic (non-auxiliary) space maintained by the. Physic~l :lant totals
3,098,820 square feet in 50 major buildings, plus other mmor buIldmgs, spread
over 260 acres. This space is maintained by less th~X: 35 funded FIEs
(electricians, plumbers, painters, carpenters, HVAC tech~c.lans, and laborers).
In addition, 65 custodians are assigned to campus bUIldmgs, and 9.5 FIEs
maintain the grounds. The remaining Facilities Serv.~c:s e,~ployees are
either administrative staff or are unfunded and are hIred by campus
departments to perform remodeling or construction, or by auxiliaries for
repair and maintenance work.
The dollar amount expended per square foot for building mai~t~nance. is
significantly lower at the UO (.48) than for other APPA PacIfIc RegIOn
research universities (.89).
The Building Maintenance Team (BMT). perf~r~s concentrated. faciliti~s
maintenance and repair work to academIc bUIldmg~ on a. ro~~ting basl~,
generally once every 24-30 months. Working from a h~t ~f pnontize~ repaIr
needs the BMT spends three to six weeks in each bUIldmg. Workmg the
second (evening) shift, the BMT can be more efficient and is less likely to
disturb building users. More urgent customer-identified repairs are
performed by the day shift.
4. f. Campus Utilities and Energy Management
The purchase and distribution of campus utilities accounts for approximatel~ 25
percent of Facilities Services' budget. A three-pronged approach has resulted m a
steady decline in the cost and consumption of utilities (electricity, natural gas,
water, and steam). Energy costs decreased 22 percent be~een 1992-93 ~nd
1995-96, and energy consumption decreased by 33 percent durmg the same tIme
period. (Document III-12 available in the resource room)
Energy Conservation (partial list of projects/efforts)
58
the satisfactory range [25]. Comments from respondents who perceive it as
unsatisfactory [6] suggest that the procurement procedures may be unclear. to
them. Lack of clarity may be the result of recent change~ to purChaSI?g
regulations. The higher education efficiency act streamlIned the entI:e
procurement process: purchases are approved .on campus rathe~ than In
Salem' and departments were given more authorIty to make selectIons based
on be~t value and to take into account other. objecti~e, mea~~rable C?st factors
besides cost, including life cycle, warranty, mstallatIon, traImng, mamtenance,
etc.
Departmental purchasers should be encouraged. to make us~ of. Purchas~ng
Support Services in the business office, which is able to proVIde mformatIon
and advice on procurement procedures.
Standard ITI
59
5. Document i11-4: 1997-2003 Listing of Capital Construction Proposals:
Capital Strategy
3. University of Oregon's Campus Planning Processes
7. Document i11-5: Knight library Post-occupancy Study
1. Document III-I: Square Footage and Value of On-Campus University
Buildings, NASC Accreditation Self Study, 1997
2. Document ITI-2: Long Range Campus Development Plan, June 1991
4. Document i11-3: The Mission of the University of Oregon Physical Plant
9. Document 1II-7: Transportation Review working Group Report:
Implementation
8. Document ITI-6: 1992 ADA Transition Plan
6. 1995-1997 Biennial Implementation Plan
10. Document 1II-8: Listing of Capital Construction Proposals for 1997-
2003, February, 1996
--------------------4
11. Document ID-9: Physical Plant Analysis of Customer Surveys:
Selected responses to 1989 Coast Consulting Group
survey and October 1991 Follow-up Survey
12. Document ITI-10: One-Week Custodial Audit, October 1994
13. Document III-ll: UO Campus Operations Building Manager Program
14. Document IIT-12: UO Yearly Energy Costs
UO Yearly Energy Use
Physical Plant, Materials, and Equipment
C. Supporting Documentation for Standard III: Physical Plant, Materials, and
EqUipment
Physical Plant, Materials, and EquipmentStandard ill
60
16. Document 111-14: Equipment Survey, 1996-97
15. Document 111-13: 1991 Physical Plant Cost Analysis: Memo to Dan
Williams from George Hecht 3/20/91
Standard IV
STANDARD IV
INFORMATION RESOURCES: UO LIBRARY SYSTEM; CAMPUS
COMPUTING AND NETWORKING RESOURCES
Part I. A. Description
61
The following statement of purpose and objectives, as quoted from the
University of Oregon Library Policy and Procedures Manual, was developed
in 1982 and outlines the library's purpose and program objectives:
A.1. Mission, Philosophy, Goals
Part I. Library and Information Resources
Information resources and services at the University of Oregon that support
teaching, learning and research are managed primarily by two administrative
units that report to the Office of Academic Affairs. The Library System, which
includes library and media services, is managed by the university librarian.
The Computing Center, managed by its director, is responsible for campus
computing and networking resources. Over the past few years, these two
units have worked together to modernize and extend information services,
supported by state-of-the-art technology, to all segments of the campus
community and more broadly to patrons and colleagues of education within
the state. Each of these units has written a self-study for this chapter.
The University of Oregon Library System's core mISSIOn is to "support and
stimulate undergraduate instruction, graduate and faculty research and
service...by providing access to information and information services to
scholars at all levels." The library system is a critical element in the
University of Oregon's ability to fulfill its academic mission as a
comprehensive research university. It is the only library in the state to have
been elected to the Association of Research Libraries (ARL) which is reflective
of the library's research focus.
In addition, the university's information systems benefit from its recently
enhanced telecommunications systems. Information on the new services
extended through telecommunications to campus offices, residence halls and
employees is included in the report from the Computing Center, although
telecommunications, along with the university's printing and publications
services, are managed by the vice president for administration.
Library and Information ResourcesPhysical Plant, Materials, and EquipmentStandard TIl
62
a m anner that will facilitate equitable• Administer the collections in
access by all users.
. I condition through an active• Maintain materials in good phySlcabinding and preservation program.
Standard IV
63
• Implement and maintain an orientation and education program forlibrary users.
• Develop a commitment to long-range planning for the development ofthe collections to support teaching and research.
The library offers a full range of information services including reference andresearch assistance, instruction, collection development and faculty liaisonservices, circulation and reserve services, interlibrary loan, and audio-visualproduction. Recently, the library has put a renewed emphasis on itsinstructional program by expanding the number and variety of courses andworkshops offered to students and faculty. The Technical Services Division
• Review professional and technological developments for possibleapplication in the library system.
• Maintain constructive working relationships with other libraries andassociations to enhance access to shared resources.
A. 2. Infonnation Resources and Services
• Develop and maintain systematic planning and review procedures toinsure the maximum utilization of personnel and financial resources.
Library and Information Resources
The University of Oregon library system is the largest research library in thestate. The main facility (Knight library) houses most of the material in thehumani ties and social sciences, including Government Documents, MusicServices, Special Collections, and the Instructional Media Center. On-campusbranch libraries include Science, Mathematics, Map and Aerial Photography,Architecture and Allied Arts (AAA), Law, and Archives. Off-campuscollections include the Oregon Institute of Marine Biology and PineMountain Observatory.
In the past decade, the library's collection has grown by 28 percent from1,675,727 volumes to 2,143,556. The collection's strengths match areas ofemphasis within the curriculum. Compared to other ARL institutions, theva has several prominent collections including East Asian vernacularmaterials, aerial photographs (one of the largest depositories in the U.S.), 20thcentury political history, and a wealth of primary source material on thehistory of Oregon and the Pacific Northwest. Examples of general areas ofstrength include the life and physical sciences, art history, Russian languagesand literature, music, women's studies and gender issues, and Canadianstudies. Emerging areas of strength include environmental studies,Southeast Asian studies, and ethnic studies.
e:::-
c::=t
I
~
~
Library and Information Resources
. . t d staff adequate inI d 'ntal'n a strong servlce-Orlen e ,• Deve op an mal ,
. f training,b through systematic recruitment, Orlenta l~n,num er, d 1'1' remuneratIOnspecialization, advancement, an compe lIve
.
hi h are easily accessible and• Provide adequate physical facilities ~ c for the preservation offunctional; provide optimum condItIons
materials.
1. b. Program Objectives
. f am us instructional and research• Establish library reqwrements or
t
c t pwith academic departments,ams through regular con ac s
. tpr~gr 't admI'nistration and appropriate university commIt ees.umverSI y ,
. . . budget which can support the• Increase and maintain an aCqUlSItIOnsudents and faculty, primarily atinstructional and research needds of stdrily to students faculty, andthe University of Oregon, an secon a
'citizens throughout the state of Oregon.
. e and rovide access to all necessary recorded information in• ~~~~l~ertine~t to the programs at the University of Oregon.
• Develop and maintain a clear definition of the scope of the collections.
• Process all new materials using efficient means and appropriateclassification schedules.
1. a. purpose
. as the largest research library in the state,The University of Oregon library'd duate and graduate instruction andseeks to support and stimulate un ergr~ersit of Oregon campus, as well asgraduate and faculty researchIon ~e Um 'dingYaccess to recorded informationrespond to th~ needs ?f scho ars y provi
and informatIOn serVIces.
Standard N
64
Most of the improvements and new services which have been developed
over the past 10 years have occurred without additional staffing. These
advances have been possible by streamlining procedures, shifting resources,
outsourcing, e.g., expansion of approval plans for acquisitions, and adopting
new technologies to improve efficiency.
serves library users both directly (e.g., by acquiring materials, by creating the
llibrary's information systems) and indirectly, (e.g., by maintaining the
ilibrary's technology infrastructure, by mending or reformatting fragile library
imaterials, by spending and accounting for the materials budget, etc).
In the past several years, the library has focused on expanding services to
remote clientele including distance learning programs. In 1991, the Oregon
Legislature appropriated $7.5 million to establish the EdNet distance learning
system. The establishment of the UO's central EdNet facility in the library's
Instructional Media Center (IMe) has resulted in improved production and
broadcasting facilities, including microwave technology, to allow for the
transmission and reception of full motion and compressed video signals.
Standard IVLibrary and Information Resources
A. 3. Summary Data/Information Resources and Services
(ARL ranking in parentheses)
92/93 93/94 94/95
Volumes 2,024,323 (76) 2,080,724 (76) 2,143,556 (76)
Current Serials 17,914 (76) 15,790 (88) 17,259 (75)
Volumes added 45,650 (95) 58,361 (78) 62,832 (69)
Microforms 1,973,514 (95) 1,888,835 (99) 1,888,835 (99)
Government na na 468,072 (36)
Docs.
Ref. transactions na na 44,850
Total Circulation na na 514,990
ILL/loaned 18,694 (76) 18,034 (75) 23,644 (61)
ILL/borrowed 8,888 (79) 9,933 (77) 11,230 (78)
A. 4. Library Budgets
65
Detailed information concerning the library's budgets is reproduced in
Document IV-1 included at the end of this standard. The university
administration decides general priorities and determines annual adjustments
to operating and materials expenditures. Internal allocations of library funds
are made by the university librarian in consultation with the University
Library Committee.
Total library expenditures for 1994/95 were $10,903,757. In this critical
category, the University of Oregon ranks 77 out of 108 ARL institutions. In
1984/85, the UO Library ranked 96 out of 106 ARL libraries with a total budget
of $5,238,256. Over the past decade, the library has made substantial gains in
its budget totals which parallel the growth and expansion of the University's
programs. Despite this composite gain, however, the library continues to face
budget problems in specific areas: serials costs, student wages, library faculty
salaries, supplies and services.
In 1995/96, the library's materials budget was $4,081,602. For the past several
years, this figure has increased approximately 3.5 percent. However, annual
serial inflation rates run an average of 10 percent, and monograph costs
increase an average 4-5 percent. Budgetary augments have been outstripped
by inflation, and the primary method of dealing with the problem has been to
cut serial subscriptions. In 1992/93 the library reduced its standing order
obligations by $350,000, and in 1995/96 faculty and librarians identified
another $500,000 in journal titles which will be canceled over a four-year
period.
Library and Information ResourcesStandard IV
Beginning in 1992, the library has been on a steady course to integrate
resources into the online catalog. In effect, these efforts have transformed the
online catalog into an extensive information system (Janus) available to
students and faculty on and off campus. To date, 88 percent of the
book/journal collection can be searched through Janus. Janus now provides
in-house and remote access to the library's catalog of books, serials,
microforms, and government documents; several commercial indexes to
journals and newspapers; and seamless Internet connections to selected
research libraries throughout the U.S. The most recent effort to expand the
library's information system is the development of Orbis, a collaborative
effort among academic libraries to create a single online catalog. Orbis has
increased student and faculty access to library materials in the state-over
three million volumes can be searched simultaneously from any computer
terminal.
66
The library's incrementally-adjusted beginning student wage budget assumes
over 90 percent College Work Study (CWS) coverage. for the entire fiscal year.
Federal subsidies at this level have not been achIeved for years, and the
budget typically requires augments of at least $200,000 to balance at year-end.
Like the rest of the faculty, librarians have received modest salary increases
over the past several years. The entry-level salary has been $25,000 for several
years, and last year the UO's ARL ranking in this cate.gory dr0I;>p~d from 74!0
81 out of 108 institutions. The salary level has made It more dIffIcult to retam
highly-qualified librarians. The UO's average salary for experience~ .refere~ce
librarians (10-14 years) is $31,184 which is $15,000 less than the Paaflc RegIOn
average.
The library experiences chronic shortfalls in its supplies and ser~ices. (S&S)
budget, with typical year-end deficits of $200,000 or more. The hlstonc S&S
budget reflects the format-static library ~nviron.ment o! the 1960s as opposed
to the technologically-driven 1990s. An mcreasmg portIon of the S&S ~u~get
is now supporting direct patron services (CD:ROM and Janus-r~latedprll~tmg,
for example) as opposed to materials processmg and general offIce operations.
Endowment income and gifts have given the library the opportu~ity to m~ke
critical progress in selected areas of collection development and mfor~atIon
technology. Private funds and government grants have helped the hbrary
make improvements in its research collections particularly in the areas of a~t
history, southeast Asian studies, Pacific island studies,. gender an~ ethmc
studies, and special collections. Since 1983, the l!0 Library has ~nvested
nearly $4 million in educational technology and onlme r~~ources. WIth very
few exceptions, equipment purchases, start-up and tranSItIon costs have been
funded by unrestricted gifts. (See Table next page.)
A. 6. Policies and Procedures; user input, evaluation, equipment, budget
preparation, staff development.
67
A.5. Organization
Library and Information Resources Standard IV
Summary Data/Library Budgets
(ARL ranking in parentheses)
92/93 93/94 94/95
Total Expenditures 10,233,298 (75) 10,354,162 (77) 10,903,757 (77)
Total SalaryIWages 4,452,939 (87) 4,566,465 (85) 4,782,259 (84)
Professional 1,832,944 1,875,432 1,967,897
Suport 1,940,332 1,953,299 2,054,527
Students 679,663 737,734 761,835
Library Materials 4,008,845 (68) 4,512,652 4,546,650 (63)
Current Serials 2,616,853 2,558,342 2,595,039 (75)
1,623,717 (75) 1,131,407 (85) 1,433,493 (71)
Most librarians serve as subject specialists. They work closely with the
academic departments to determine resource needs and assist faculty in the
selection process by providing information about new publications in specific
disciplines.
The library's materials budget (see Documents IV-3, IV-4 available in the
resource room) allocates resources based on a history of buying patterns and
special requests made by the disciplines to address program changes. A
portion of the budget is set aside each year to address resource needs in
expanding programs. Next year, the library hopes to test the equity of the
materials budget by using one or more formulas published by library
The library's organizational chart appears in Document IV-2 included at the
end of this standard. Since 1990, the library has made several changes in its
organization to improve efficiency and service. New departments, such as
Music Services, were created to provide better service to certain disciplines.
In other cases, departments were combined, such as Microforms and
Government Documents, to yield some administrative efficiencies. In
addition to these organizational changes, responsibility for many functions
have been moved from one department to another to improve and simplify
work-flow. A list of personnel including administrative, faculty, and support
staff with titles, professional training and experience is available in the
workroom.
Library and Information ResourcesStandard IV
professionals for allocating funds. These formulas factor in student credit
hours, number of faculty, cost of materials, publishing output, etc.
Faculty are directly involved in decisions to begin new subscriptions and
cancel others. In the last two serials cancellation projects, faculty were asked
to rank journals in their disciplines to determine which could be canceled.
Increased use of the World Wide Web (WWW) has made it easier to
communicate with faculty and to solicit their input on these important
collection decisions.
Standard IV
Resources and services which support external program resources and
services which support external programs, including distance learning
clientele, community patrons, and interlibrary collaboration are described in
the sections above.
The University Library's Statement of Purpose and Objectives (outlined in
A.1) is still an adequate generalization of the library's mission in relation to
the philosophy and· goals of the university. However, this particular
B. 1. Philosophy, Goals, Objectives
During a faculty member's fifth year of service, an extensive contract
renewal/promotion review is conducted. This "six-year review" parallels the
tenure review conducted for members of the instructional faculty. Successful
completion of the six-year review results in promotion from Assistant to
Associate Professor and three-year (versus two-year) renewable contracts. The
UO Library faculty are the only librarians in the OSSHE system without
tenure. Standards for promotion review are listed in Document IV-ll in the
resource room.
Management and classified staff are evaluated by their supervisors using the
university's procedures established by the Office of Human Resources.
Part I. B. ANALYSIS AND APPRAISAL
The library's staff development program has several dimensions. All faculty
and staff are encouraged to take advantage of campus workshops and regional
training programs. Faculty are expected to be professionally active at the state
and national level. Nearly half the faculty are actively involved in the
American Library Association and several hold leadership positions in the
Oregon Library Association. During the past several years, as library issues
have taken a more global perspective, some faculty have been involved in
international organizations. Additional funding for travel, training, and
research is available through the Library Faculty Grants and Awards
Committee (see Document IV-1S in the resource room).
Library and Information Resources
The evaluation procedures for both faculty and staff have been revised since
the last accreditation report. In 1993 the faculty adopted a new set of criteria
for evaluation which focused on goals, professional roles, and professional
development and service (see Documents 9, 14 in the resource room). Then,
in 1994, the faculty approved several changes in the method of evaluation
(see Document IV-10 in the resource room). These changes were intended to
simplify the documentation process and place more emphasis on goal-setting
and quarterly discussions with supervisors. A committee of elected peers, the
Library Faculty Personnel Committee, makes recommendations on contract
renewals and promotion.
Library and Information Resources
Development of the University of Oregon Library's annual budget occurs
within the context of general campus budget preparation. This is an
incremental proc~ss which adjusts a recurring base budget with augments
and/or reductions according to institutional and OSSHE directives. The
collections and access portion of the budget (books, journals, on-line
databases) is distributed into subject or format-specific funds which are
managed through the year within the Janus system (see Document JV-4
available in the resource room). Other categories of the budget (salaries and
wages, supplies and services, equipment, etc.) are managed exclusively
through the campus PIS.
Faculty, students, and staff play an important role in the evaluation,
development, and management of resources. The University Library
Committee (ULC) meets regularly throughout the year and is made up of
faculty from several departments. The ULC provides direction on issues
related to the library's budget, serials cancellation projects, copyright
procedures, circulation policies, etc. The Friends of the Library (FOL) also
provides useful feedback on services and collections; many faculty and
alumni serve of the FOL Board. In addition to the ULC and FOL, the library
has used focus group meetings with faculty to get feedback on current and
proposed services. In 1995 the library created a new position, the Coordinator
for Outreach Services, to work with groups of students on campus and to
make sure the library is serving their needs.
The University of Oregon Library does not have a comprehensive plan for
the maintenance, management, and replacement of equipment. There is no
recurring budget for equipment; funds are distributed to the campus
departments whenever non-allocated money becomes available.
A series of policy statements regarding the use of resources and services by
students, faculty, and the community are available at the information desks
and on the Web. Web access to these policies has improved public awareness
of library services. Electronic dissemination of this information means that
patrons can always have access to the most recent policy statements. (See
Documents IV-S through IV-8 available in the resource room).
Standard IV
68 69
!
,
J
I
I
i I
,
i i
Standard IV
B. 2. Resources
71
2. a. Staff
The print and microform collections at the University of Oregon have been
adequate to support most traditional undergraduate and graduate programs.
However, new programs (for example, new languages and area studies, and
historic preservation), changes in curriculum emphasis (such as the new
multicultural requirements and environmental studies), and advanced
faculty research have been more difficult to support. For these areas of
interest, the library must rely heavily on interlibrary loan.
Like oth~r re~earc~ libraries, the University of Oregon has encountered high
rates of Inflation In book and serial prices combined with a proliferation of
published materials. During the last five years, the cost of serials has
increased approximately 55 percent; increases for monographs over the same
period have been approximately 25 percent. At the same time, the materials
Library and Information Resources
The VO Library currently employs 51 librarians, 92 support staff, and 74 FTE
student assistants (see Document IV-18 in the resource room, and IV-19,
included at the end of this standard). The library has been able to recruit
strong pools of entry-level professionals for most positions. Many of the
individuals hired have second masters degrees in a relevant discipline, and
all are skilled in the areas of information technology. The rigors of the
promotion system have ensured a high degree of quality throughout the
library faculty.
In addition to the need for classified staff, the library has identified the need
for 9.5 FIE positions to support existing university programs.
Until this year, the level of student staffing had been adequate. Although the
library had been deficit spending, the university was able to cover the budget
shortfalls at the end of the year. In 1996/97, the library has made a
commitment to reduce its deficit by half, which will result in a 20 percent cut
in student expenditures. This cut could necessitate some restructuring of
basic services. In the past the UO Library has managed to maintain many of
its strong services through advances in technology, reorganization, more
efficient procedures, and outside funding. These approaches will continue to
be used to deal with staffing shortfalls.
2. b. Collections and Access
In 1987, library staffing levels were the subject of strong criticism by the NASC
accreditation team. Compared to other ARL and public AAU institutions, the
UO Library has a shortage of classified staff and relies heavily on part-time
student employees to make up some of the difference.
Library and Information ResourcesStandard IV
70
• Improving access to information through the use of technology,
interlibrary cooperation, and document delivery.
• Diversifying collections to include online bibliographic and full-text
databases, multimedia, sound, and images.
• Enhancing instructional programs to include credit classes,
open-enrollment workshops, and collaborative teaching projects with
'faculty, classroom presentations, freshmen seminars, and specialized
orientations.
• Building staff expertise in academic disciplines and developing skills in
the areas of information technology, teaching, and public relations.
• Making the library's systems and procedures user-friendly by reducing
the multitude of interfaces, simplifying procedures, and developing
"self-service" options.
• Improving .facilities by expanding network capacity, and study and
storage space.
• Soliciting feedback, advice, and direction from different clientele
groups on and off campus.
• Participating in regional and national associations/efforts in the areas
of library services, scholarly publishing, information technology, and
preservation.
For the past decade, the library's achievements have closely matched its stated
service goals and philosophy. Emphasis has been in the following areas:
statement should be updated to reflect shifts in priorities and an increasing
emphasis on information technology. The statement also needs to reflect
economic realities facing most research libraries. For example, the objective
to "acquire and provide access to all necessary recorded information in fields
pertinent to the programs at the University of Oregon" has become
increasingly difficult to achieve given the rising costs of scholarly publications
and the modest increases in the library's budget.
In general, the library's programs have kept up with new methods in the
acquisition, management, and delivery of information. The library has also
responded to changes in the university's curriculum and administrative
policies. For the past two years, the university administration has called for
unit goals from the schools and administrative departments on campus (see
.Document IV-16). Internally, the library has engaged in several major
planning efforts since 1990. In 1992, under the sponsorship of ARL, the
library conducted an intensive Public Services Self Study which produced
more than 40 specific recommendations for service improvements. Three
years later, the library went through a similar process for Technical Services.
Periodically, the library issues a revised Statement of Goals, Evaluation, and
Needs Assessment (see Document IV-17 in the resource room).
One of the UO Library's strengths is its commitment to provid~ng.qU~li7
services and its creativity in designing new programs to mee~ the ~nstItutlons
mission and objectives. Several major efforts stand o~t m thls_~ateg~ry:
expanding of the library's instructional program, developmg ~he OrDls umon
catalog, restructuring services in the Instructional Media Center, and
expanding of information technology.
The instructional program has evolved in dramatic ways to i.nclude. more
credit classes and workshops in information technology. The llbrary filled a
need on campus by offering the Internet Curriculum to teach stu?e~ts,
faculty, and staff' about Internet services, resources, and pUbhs.hlI~g
opportunities. Many library faculty have been asked to teach courses wlthm
other departments on research methods and :esource~, Le. art history~ Asian
studies, music, and planning and public polley. Dunng the academiC year,
more than 5,000 students participate in the library's instructional progra~s.
In 1996 the library received a grant to explore effective methods of teachmg
information technology to all incoming students during orientation week.
budget has increased 16 percent. In addition to these budgetary restraints, the
library has had to respond to the growing deman~ for electronic resources,
video, and multi-media formats which has created mcreased pressure on the
existing budgets.
Unrestricted gift money has helped to ease this pressure and has allo~~d the
library to expand its access to online and CD-ROM res~urces. ~he addltlon of
online databases has significantly improved access to mformat~on throughout
the university community and to participants in distance learmng programs.
Students and faculty have the increased convenience of .des~top access to
more resources, including such databases as Uncover, which mdexes m~re
that 16,000 journals, and OCLC (Online Computer Library Center) which
includes the catalogs of more than 24,000 libraries worldwide.
Despite major milestones, such as the addition of the two millionth vol~~e
in 1992, and a significant expansion in electronic databases, the mo~t cntl~al
events took place in 1993/94 with the cancellation of $350,000 m senal
expenditures and in 1995/96 with the identification of another $500,000 of
cancellations which will be implemented over four years (see Document
IV-20 in the resource room). If inflation and budgetary increases remain the
same for the foreseeable future, the library will have to consider a serials
cancellation project every three to four years: . The libr~ry is considering
several strategies for coping with these reahtles, e.g., mcre~sed ~esou:ce
sharing, cooperative collection development, and consortIal hcensmg
agreements for electronic journals.
2. c. Services
This program, called Get Ready is tailored to meet the needs of future
students entering the university.
Standard IVLibrary and Information Resources
The library has been incorporating educational and information technologies
since the 1970s, with the pace of change accelerating rapidly in the past five
years. First processes, then services, and now collections are being
transformed as technological developments permeate every aspect and
function of research libraries. The most recent enhancements in information
technology include the addition of a web server to support the library's
homepages and the replacement of character-based terminals with
high-performance PCs in the reference areas. In the past year, the library has
made significant progress toward moving from a text-based to a graphical
environment which is user-friendly and versatile.
The Instructional Media Center (IMC) has undergone a number of significant
changes within the last three years. The IMC's internal space has been
expanded to provide a new television broadcast studio, additional
listening/viewing rooms, and increased space for storage, processing, and staff
workstations. In addition to the modification and improvements to the
physical space, a significant investment has been made in the acquisition of
industrial quality television broadcast and production equipment to support
both Ed-Net programming and general instructional television. In support of
future campus-wide distance educational efforts, the !MC is placing more
emphasis on the delivery of educational services to remote students. Campus
equipment allocations and classroom improvement funds have allowed the
purchase of new television monitors for IMC studios, in addition to VCRs,
projection screens, and enhanced sound systems for classrooms elsewhere 0 n
campus.
The Orbis consortium is an example of how the UO library can provide
services in support of off-campus courses and programs. Orbis is a
collaborative partnership among thirteen private and public academic
libraries in Oregon and Washington. Orbis includes a "union catalog"
(initially funded through a corporate donation) that combines information
from its member libraries into a single, unified database. Students and faculty
at Orbis institutions now have access to a "virtual library" of more than three
million volumes. The mission of Orbis is "to make the information
resources of its member libraries more widely available and accessible, and to
enhance educational and economic development opportunities." Beginning
in 1997, Orbis will provide an automated borrowing feature. Students can
issue a request from an Orbis Library or networked computer for any item in
the union catalog, and it will be delivered to their home institution. Future
plans include the addition of other research libraries and cooperative
purchases of full-text databases.
Library and Information ResourcesStandard IV
72 73
74
The Math Library had been one of the most overcrowded sites in the library
system. In 1995 the library decided to consolidate some of the adjacent
archival collections which created an additional floor for the math collection.
Since 1990, library facilities on the UO campus have been improved
significantly. In general, the library' s facilities are easier to use, more
comfortable, more flexible in terms of incorporating new technology, and
more appropriately designed given the changes in library instruction and
services.
Standard IV
75
• Professional salaries could be more competitive.
• The library has received an average of $50,000 a year in equipment
funds. This figure is approximately half of what is needed to
accomplish the library's technological goals.
• Budget shortfalls have brought a halt to several projects, including
retrospective conversion (conversion of catalog cards into
machine-readable records).
• Staffing at all levels could be stronger to respond to growing demands
from students and faculty. (see previous section on Staffing)
• Access to electronic information is critical to satisfy the university's
mission. The library's budget has not received any special increases to
meet this primary need (beyond the Educational Technology funds
used to purchase equipment for the ITCs). With the growing
importance of electronic media, the library needs a minimum of
$275,000 a year to stay current with basic instructional and research
needs.
The Law Library is the next site targeted for expansion. A recently-appointed
user group is beginning program development for a 38,000 sq. ft project which
will be included in the new William W. Knight Law Center. Groundbreaking
is June 1, 1997; opening date is January 1, 1999.
2. e. Budget
• Increases in the materials budget have been insufficient to cover
inflation. Typically, the library receives 3.5 percent increases. To
maintain the status quo in both serials and monograph expenditures,
the library would need an annual increase of 7.8 percent.
This expansion should solve the expansion needs in the Math Library for
several years.
Library and Information Resources
In 1995/96 the library's budget was $10,903,757. Although the UO Library
receives a proportionately high level of support from the university
(approximately 5.3 percent educational and general expenditures) compared
to other ARL libraries, and there have been no major cuts in funding in the
last 10 years, the budget has several inadequacies.
Library and Information Resources
In addition to the Knight library project, the Science and AAA Libraries
moved into expanded/renovated space in 1990/91. Although both projects
solved some immediate space problems, neither resulted in long-term
solutions to the changing character of these collections and services. By 1995
it was evident that the Science Library needed compact shelving, and the
AAA Library would need to begin negotiations with the School of
Architecture and Allied Arts for additional space within Lawrence Hall.
The Knight Library expansion and renovation project received an approved
budget of $27.4 million; $17.4 million was provided through the legIslature
and the rest is being raised through private gifts and corporate grants. The
project increased study and stack space by approximately by 50 pe.rcent. The
new facility is flexible, easy to use, and can respond to technologIcal change
well into the 21st century. The building also has many improved features
such as electronic classrooms, the Information Technology Center, and
several small seminar rooms for collaborative study and research.
In 1994/95, the library received funding through the University's Educational
Technology Program to develop two Information Technology Cent~rs (in
Knight and Science Libraries). A third center is under development In the
AAA Library. The ITCs are learning laboratories where students and scholars
in all disciplines can have access to a wide variety of electronic resources,
educational technologies, and information systems. Equipment includes
networked workstations (mix of Macintosh, Windows, and X-terminals),
networked printers, scanners, and digital cameras. A variety of applications
software is also available. Staff support in the ITCs is provided by teams of
reference librarians with subject expertise, network support personnel, and
highly trained student employees.
Although the library has not conducted any systematic surveys of user
reactions to library services, the university frequently asks students for
feedback on different campus functions. In the 1995 student survey, 82
percent of the students (n=763) thought the library was doing a good or very
good job in meeting students' information needs.
2. d. Facilities
Standard IV
76
The facilities, equipment, services, and collections are used heavily by the
university community. On an average day, more than 3,000 patrons use. the
main library alone. The crisis with the stude~t assistant. ,:age ~)Udget raIse.d
the issue of a reduction in hours, but the library admInistration sees thIS
strategy as a costly detriment to students and has made a commitment to keep
the current schedule intact.
With the explosion of information technologr, the use of c~mput~r
equipment in the library is extremely heavy. Durmg the term, te~mmals In
the reference areas of the libraries are in constant use. The hbrary has
responded well to this demand. Significant increases in the number of search
terminals and Janus ports (30 ports added in 1995 and 20 more in 1996) have
ensured adequate access. The computers in the ITCs are in use nearly every
minute the library is open. The library's catalog and online databases are
used heavily by both on-site and remote users. During the academic term, the
number of daily searches frequently exceeds 7,000.
Use of the library's collections has increased significantly in the last decade.
Ten years ago 240,664 items were checked out from the Knight. Library
circulation desk; in 1995/96, the figure was 429,910-a 79 percent mcrease.
Perhaps the most dramatic indicator of the library's importance to the campus
community is the percentage of students and faculty who use the collectIOn.
Among the undergraduates, 93 percent have checked out library materials,
and 91 percent of graduate students have done the same. Impressions of
faculty use indicate that they.rely most he~vily on jour~als . (which do not
circulate) and online information. Even WIth these predIlectIons, 83 percent
of the UO faculty have checked out material from the library.
The library is just beginning to use circulation data t? ~nalyze use and
collection development strengths and weaknesses. The mISSIon of a research
library is broader than that of a typical academic institution. It. includes a
responsibility to collect and preserve. the schol~ly .record. whIch ~xtends
beyond the purchase of high-demand titles to satisfy Im~edlate curnculum
and research needs. Typically, use rates of research :ollect~ons are ~ow, e.g.,. 20
percent or less. Since 1993,28 percent of the VO Library s collectI.ons. WhICh
are eligible to circulate have been checked out at least once. Considermg the
number of older and highly-specialized titles in the collection, this figure
seems quite high, but no comparative data exists. When us~ statistics a:e
applied to recent titles, the figure is higher. Of the new titles added In
1995/96, approximately 40 percent circulated at least once.
The development of online catalogs and bibliographic databases has created a
steady increase in the demand on interlibrary loan services. Over the last
77
Standard IV
Within higher education, the policies regarding purchasing and employee
hiring have been improved significantly. Levels of control have shifted from
the state to the campus, and the library has benefited from fewer rules and
costly regulations which sometimes added several weeks to simple processes.
Policies regarding collection development have also been revised to reflect
the addition of electronic resources. These statements address the
complexities of licensing agreements, archiving, and equipment access (see
Documents IV-21 through IV-23).
decade the UO library has averaged annual increases of 10 percent in both
borrowing and lending. At the same time, technological advances and
improved document delivery through a state-wide courier service have
decreased the time it takes to fill requests.
The policies and procedures which apply to the use of the collections and
facilities have undergone several adjustments over the years to accommodate
changing circumstances and patron needs. Some of those changes include an
extension of borrowing privileges to more community groups, expansion of
the proxy system, and easier and faster "rush ordering" procedures. Front
line supervisors have more authority to evaluate individual circumstances
and make necessary exceptions. This flexibility has improved public relations
at the information desks and removed some of the stress staff experience
when they operated under more rigid constraints.
One problem area is reference service to remote users. They often rely on the
telephone for reference interactions; but the librarians who are working at the
information desks are usually busy helping on-site users, and many calls go
unanswered. More use of e-mail reference (through the various Web pages)
may help to satisfy remote demand. Some libraries have experimented with
teleconferencing between the patron and the reference librarians. Use of
more sophisticated technology may help to channel and manage demand to
serve remote users more effectively.
B. 4. Policies and Procedures
Library and Information Resources
In 1994/95, 44,850 reference transactions were recorded. In general, the
reference services at most of the information desks are used heavily but not
to a point where service quality is impaired. However, there are pressures on
the system. For example, many reference questions are becoming more
complex and difficult to answer. They often require the use of a variety of
print and electronic resources. Patrons would benefit if the librarians could
spend more uninterrupted time providing research consultation.
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Library and Information Resources
B. 3. Utilization of Resources
Standard N
Conclusion
78
The past 10 years have been a period of unprecedented change for research
libraries. The UO Library has been able to incorporate new information
technologies, improve efficiency, expand facilities, enhance the instructional
program, and develop cooperative relations and links with other institutions,
For the past year, the library and the Computing Center have collaborated on
several joint planning efforts. These include instruction/orientation sessions
for students and program development for the ITCs and computer labs.
Improved communication and coordination between the two units will
continue to produce better services for students and faculty.
In the past two years the planning process has been broadened to include
other libraries throughout the state and region. Through the Orbis
consortium, several working groups have been established to plan new
services to students and faculty. Library faculty have engaged in preliminary
discussions with OSU on cooperative collection development and improved
methods of resource sharing. And there is improved UO representation on
state-wide committees investigating telecommunications issues and database
licensing agreements.
Standard IV
79
8. Self-Service Features and Other Circulation Services
7. Public Borrower Program, Privileges to Organizations
6. Public Borrower Program
11. Standards for Promotion Review
1. Beginning Budgets 1994/95, 95/96, 96/97
s. Statement of Circulation Policy
*2. Library Organizational Chart
10. Annual Evaluation for Faculty
9. Criteria for Library Faculty Evaluations
4. Materials Budget, Departmental Allocations
12. Schedule for Library Faculty Review
3. Materials Budget, Summary 1995/96
13. Calendar of Evaluation Activities
14. Summary of Faculty Evaluation Procedures
15.. Grants and Awards
16. Unit Goals (updated August, 1996)
17. Statement of Goals, Evaluations, and Needs Assessment
18. Staff Roster
Library and Information Resources
and outreach. Budget problems create several challenges, but they have not
resulted in an impediment to progress. Resourcefulness, ingenuity, and
widespread support have helped the UO Library overcome many of the
obstacles which have existed during the decade.
Supporting Documentation for Standard IV: UO Library System Services
(Those marked with an asterisk (*) are included in the self-study; others are
available in the resource room)
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Library and Information Resources
B.S. Planning
The involvement of library faculty and staff in planning for curriculum
changes, distance learning initiatives, and implementation of alternative
modes of delivery has been variable. For example, the university's academic
planning process requires new curriculum programs to include a statement
addressing the need for additional resources. However, this process is not
consistently followed, and as a result, some programs have developed
without fully addressing the need for library resources, e.g., environmental
studies, exercise and movement science. Some academic institutions include
a library representative as a permanent member of their curriculum
committees, but that practice is not in place at the UO. Recent efforts to
establish a new Judaic studies program have included an analysis of the
existing library collections and plans for acquiring additional resources and
funding. In the future, the Judaic studies approach should serve as a better
model for the development of new programs.
On the positive side, the library has had strong representation on committees
involving the development of educational technology and distance learning
programs. As the idea of the "virtual university" takes shape,. the library is
expected to playa critical role in the development of collaborative efforts for
expanding access to post secondary education through the delivery
mechanisms in the IMC and the extension of library services and collections
to remote users.
Standard IV
1. a. Mission Statement
80
20. Serials Cancellation Project
Standard IV
• user training and workshops
• a technical documents library
• consulting and documentation
• network design and engineering
• timesharing systems and softWare
• worldwide communications support
• management of campus computer labs
• personal computer consulting and repair service
• administrative applications development and services
• development and testing of vendor hardware and software
81
• provide all university students with access to network-based resources
and training
• support and implement the infrastructure necessary for remote campus
computing and networking access for faculty, staff, and students
• provide students and advising faculty with easy online access to a variety
of current student record, scheduling, and course-related information,
including use of Internet tools for accessing the information
• coordinate and promote the use of network-based resources in Lane
County and the state of Oregon
• provide world-class computing and networking support for the primary
instruction, research, and administration programs at the university
An expanded discussion of services is presented later in this document, in the
discussion titled A. 2. Resources and Services.
University Computing's primary goals and objectives include the following:
Library and Information Resources
In fulfillment of its mission, University Computing offers a full complement
of facilities and services to the university community, including
1. b. Offerings
1. c. Objectives
Library and Information Resources
23. General Collection Development Policy (draft)
The staff of University Computing actively supports the university's ongoing
quest for excellence, providing leadership in technology through the creation
and maintenance of state-of-the-art computing and networking
environments. As new technologies and opportunities emerge, University
Computing's leadership will advance the university to the forefront of
international computing and networking.
21. Collection Development Policy for Electronic Journals (draft)
22. Collection Development Policy for Offline Resources
19. Library Faculty/Professional Credentials
In 1996, University Computing was formally recognized by CAUSE, the
organization that promotes computing and network information resources in
higher education, as having the nation's finest campus networking
environment. Despite budgets that have been minuscule in comparison to
those of other leading universities, the UO was awarded the annual
Excellence in Campus Networking title at the CAUSE 96 conference in
December. Computing's staff can be characterized as a group of bright,
devoted, energetic people who are determined to provide the campus
community with leading-edge technologies and services, despite sometimes
severe budgetary limitations, inadequate staffing, and diminishing resources.
(See Excellence in Campus Networking 1996: The Evolution and Future of
Networking at the University of Oregon, available in the resource room.)
Part II: Campus Computing and Networking
Part II. A. Description
A.1. Mission, Offerings and Objectives
The Office of University Computing is a service unit and information
resource independent of the UO's academic Department of Computer Science.
Since the mid-1960s, the staff of University Computing has managed the UO's
academic and administrative computing hardware and software, and
provided a wide range of academic services to UO students, faculty, and staff,
in support of instruction, research, and administration.
Standard IV
A. 2. Resources and Services
82
• offer state-of-the-art application systems to our users
Standard IV
83
• popular programming languages, including: C++, C, Pascal, and
FORTRAN, and the IMSL mathematics and statistics subroutine library
• USENET News readers (trn, tin, knews, and NEWSRDR)
• graphical- and text-oriented World Wide Web browsers (netscape, lynx,
etc.) for all computing platforms
• text editors for UNIX and VMS systems, including pico, vi, emacs, and
EVE
• DARKWING, a Sun/UNIX host, and Alpha, a cluster of DEC/UNIX
computers, all targeted for compute-intensive academic applications
• GLADSfONE, a Sun/UNIX system that provides university students with
access to electronic mail and other Internet resources
• the VMScluster, an array of large-scale DEC timesharing computers that
support interactive research and administrative applications
• X Windows software, including: netscape, ileaf, knews, and coreldraw
• electronic mail (pine, MAIL) and other communications software (ftp,
telnet, etc.) for use on UOnet and the Internet
Library and Information Resources
Computing hardware includes central timesharing host systems, personal
computer labs, the campus network, remote access modems, and outside
networks. The computing facilities staff administers the following
timesharing systems:
2. a. Hardware
University Computing academic services staff supports a wide selection of
statistical packages, programming languages, utilities, and other software, as
follows:
Staff members also oversee the operation of several instructional and
open-access computer laboratories on campus, and administer some 350
high-speed modems, which facilitate remote dial-in access to campus
computers and networks. Network staff provides support for UOnet (the
UO's campuswide network), and for NERO, a statewide network for
engineering and research, and Lane Educational Network (LEN), a network
partnership that provides worldwide Internet connections to citizens and
communities throughout Lane County.
2. b. Software
Library and Information Resources
• offer high-speed access paths to every user
• promote the integration of multimedia and networked resources into the
curriculum of the university, where appropriate
• aggressively pursue the delivery of student information (e.g., grades)
using Web-based tools.
• identify potential areas where data and network security breaches could
occur and provide appropriate protection
• continue to refine the university's Financial Information System, which
has greatly improved the efficiency of purchasing and financial
management on campus
• continue to support LEN, OPEN, NERO/OSSHEnet, and other local and
regional network partnerships with network engineering expertise
• be open to opportunities to improve efficiency and effectiveness
• be a catalyst in the use of technology to improve the quality of the
university
• provide "24 x 7" (full-time) user access to our facilities and services
• provide leadership in technologies at the national and international
levels, and be recognized as a world-class organization
• provide training for students, faculty, and staff in the use of technology
The staff of University Computing administers computing hardware and
software, provides a wide range of user services, and conducts research in
advanced technologies, all in support of instruction, research, and
administration at the UO. This section also describes the
Telecommunications Services department and the new Media Center, each a
close associate of University Computing in the design and deployment of
network resources and services.
Standard IV
•
2. c. Services
• statistics packages for UNIX and VMS systems, including: sas, spss,
bmdp, Minitab, rats, Splus, eqs, and SCA
• other special-purpose applications programs and packages, including
LISREL (linear structural equation modeling), maple (symbolic
mathematics), rasmol (3-dimensional molecular modeling), and
radiance (ray shading).
New Media Center
The University of Oregon, in cooperation with Dynamix/Sierra Online, has
established a facility for developing and publishing interactive,
computer-based instructional materials and courseware. The New Media
Center includes multimedia hardware and software, technical and media
design consulting, prototyping and referral to cooperative sources of support
and expertise. (See http://nmc.uoregon.edu/on the World Wide Web.)
Standard IV
• limited contract programming
Library and Information ResourcesLibrary and Information ResourcesStandard N
University Computing staff offers a full complement of support services,
including: 2. d. Advanced Technology Research
• a "help desk" that provides immediate general guidance to drop-in users
• consulting assistance for timesharing users (statistics, VMS and UNIX
operating systems, and e-mail)
• a suite of personal computer services, including consulting, assistance
with public domain software, disk and file recovery, file transfers,
network access, maintenance of software libraries, and site-licensing and
distribution of software
• elementary and advanced workshops, videotapes, and demonstrations
• network support, ranging from the installation of network hardware and
software to troubleshooting and diagnosing network problems
• development and testing of vendor software and hardware
• detection of data and network security breaches and deployment of
appropriate protection systems and technologies
• application of new applied technologies
• apprenticeship training and management
• a collection of documentation products, including user's guides,
handouts, reference cards, and other online and printed local user
documentation, and Computing News, a biquarterly newsletter
• a technical documents library that features, among other offerings,
vendor manuals, local documentation, and computing-related
periodicals and textbooks
• personal computer and electronics maintenance, repair, and upgrade
services
• data entry and test scoring (scanning)
84
University Computing's Advanced Network Technology Center (ANTC) staff
engages in research, engineering, and development of next-generation
Internet protocols and technologies. ANTC people are currently conducting
leading-edge research and development in the following areas:
• ATM (Asynchronous Transfer Mode) technology
• Global Internet routing systems
• Integrated services Internet
• MBONE (multicast backbone) technology
• RSVP and other real-time Internet protocols
• IPv6 (advanced Internet protocol)
• Internet 2 (higher-education's new network application and service
initiatives)
• vBNS (National Science Foundation's very high-speed backbone
network service)
In addition, the Network Startup Resource Center (NSRC), an ANTC project
subgroup, provides support for the deployment of networking in developing
countries. For more information on ANTC and NSRC, see
http://cc.uoregon.edu/newtechnologies.html
2. e. Telecommunications
Telecommunications Services is not part of University Computing, but works
in close association with this office in network services. The
Telecommunications Services department is responsible for providing
telephone and other voice, video, and wireless telecommunications services
85
2. f. New Media Center
86
Standard IV
A. 4. Budgets and Expenditures
A.6. Policies and Procedures
Ubrary and Information Resources
87
6. h Involvement of staff in the evaluation, development, and management
of resources: One of the key elements in the evaluation, development, and
management of information resources on campus is the Educational
Technology Committee. University Computing has had three sitting
members on this campuswide committee of twenty. To view materials
related to the proceeds of this committee, as well as pointers to documents
related to educational technology in university schools and colleges, see
http://darkwing.uoregon.edu/ -jqj/edtech
The staff of University Computing comprises a director and nine
assistant-director-Ievel working managers, each of whom oversees a
functional group. An organization chart is included at the end of this chapter
as Document IV-B.
Program budgets for 1996-97 and expenditures for fiscal 1993-96 are
summarized at the end of this chapter as Document IV-A.
A. 5. Organization Chart
6. a. Determining resource needs: University Computing management staff
determines its resource needs, in part, through the completion of a biennial
Information Resources Management (IRM) Planning document and
accompanying IRM Planning Instruction forms. The IRM document and its
forms are available for viewing in the Computing Center Documents Room
(Room 205).
6. c. Maintenance, management, and replacement of equipment: University
Computing staff currently has no formal policy or procedural document
designed to aid in the maintenance, management, and replacement of
equipment. With the fast-paced change and obsolescence of computing
hardware and software, the center deals with equipment needs on an "as
required" basis, with an equipment reserve fund to cover unplanned needs.
In-house electronic technicians provide maintenance and repair of personal
computing hardware, while service on timesharing systems is handled
largely through maintenance contracts and in-house upgrades.
6. d. Use of resources by students, faculty, and staff: The primary document
that governs the use of the University's computing and networking resources
is "Acceptable Use of Computing Resources". It is available as a free handout
in the Computing Center Documents Room (205), and is included at the back
of this document as Document IV-C. This document may also be viewed
online at http://cc.uoregon.edu/acceptableuse.html
Ubrary and Information Resources
University Computing has lacked the time and personnel to conduct formal
investigations of the usage of its facilities and services or to generate statistical
reports. The number of campus computing accounts that the staff
administers has increased more than fivefold over the past two years. The
demand for remote access to UOnet (the campuswide network) has generated
a threefold increase in the number of modems installed during the same
period, and the lines at the help desk and consulting offices get longer each
term. Thousands of UO students, faculty, and staff have published their own
Web pages, and more than 50 computing systems on campus now function as
Web servers. The primaryUSENET News server is currently recognized as
the most influential educational news server in the world, offering a total of
nearly five million articles each day to 135 key local, national, and
international news partners.
A.3. Resource Usage
.7000 telephone lines and 4500 voicemail boxes provided by Lucent
Technologies Definity G2.2 PBX and Audix voicemail systems
• long distance resale to residence hall and married student housing
students, and call accounting and billing integrated with the student
Accounts Receivable system and the University's BANNER Financial
Information System (PIS)
• cellular telephone services and regional/national paging
• consolidated trunked two-way UHF radio service for administrative and
other users
• videoconferencing services, both point-to-point and multi-site, using a
shared video-conferencing bridge and a statewide T-1 network
• CATV service to residence hall students and other campus locations,
with the ability to include campus-originated programming.
• operator services and directory services.
The University of Oregon, in cooperation with Dynamix/Sierra Online, has
established a facility for developing and publishing interactive,
computer-based instructional materials and courseware. The New Media
Center provides multimedia hardware and software, technical and media
design consulting, prototyping, and referral to cooperative sources of support
and expertise.
to faculty, staff, and residential students of the University of Oregon Services
include:
Standard IV
88
7. a. Resources and Services which support external programs.
6. e. Budget preparation: University Computing's Business Services staff
prepares and administers annual budgets and monthly budget status reports
in accordance with policies and procedures outlined by the university's Office
of Resource Management.
6. f. Performance evaluation: Academic staff members are evaluated
annually, utilizing a standard Annual Academic Evaluation form (see
Document D). The form reflects a description of the employee's activity
during the previous year, a verbal evaluation of the quality of their work, and
projects planned for the forthcoming year. Classified staff are also evaluated
annually, using a format that is governed by the University's Office of
Human Resources.
Standard IV
• 1977-99 Information Resources Management Planning (1996)
• University of Oregon Network Resources Paper (1996)
• Educational Technology: Vision Statement and Minutes (1995-96)
• Basics of Information Technology for Incoming Students (1995)
-. Telecommunications Facilities Design Specifications (1995)
• The Lane Education Network: Technical Description, Plan, and
Quarterly Reports (1994-95)
• The Lane Education Network: Project Narrative (1994)
• University Computing Strategic Plan (1992)
• Task Force on Campus Infrastructure and Technology Report (1991)
Library and Information Resources
7. b. Agreements for use of noninstitutional resources and services
89
Center for the Performing Arts, the Eugene Public Library's Public Access
Internet Room, and the Eugene CyberSchool. LEN is one of two exemplary
NTIA funded projects singled out for presentation to the National
Information Infrastructure Advisory Council.
The Oregon Internet Exchange (Oregon-IX) is a University Computing
partnership that provides Internet connectivity for Internet Service Providers
and high-volume networks throughout the Northwest region. It provides a
cost-effective way for Oregon-IX partners to exchange traffic and maintain
efficient packet routes.
While the University Computing staff has not generated a sizable number of
planning materials, due primarily to the dynamic nature of the computing
and networking arenas, there are a number of documents that reflect ongoing
planning and development in these arenas at the UO:
University Computing is a charter member of Internet 2, a higher-education
initiative to facilitate new network applications and services in research,
teaching and learning. It will utilize the National Science Foundation's
next-generation high-speed network services (vBNS) to transport new
applications and services.
7. c. Planning Documents
The University Computing does not use noninstitutional resources and
services at this time, so no agreements are provided.
7-
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Library and Information Resources
NERO is a nationally recognized network developed by University
Computing in close partnership with Oregon State University. NERO
delivers extremely high-speed network connectivity for data and digital video
between six Oregon Joint Graduate School of Engineering (OJGSE) sites,
utilizing state-of-the-art Asynchronous Transfer Mode (ATM) technology.
Major funding for NERO was provided through a NASA grant, with
additional funding contributed by OJGSE and industry partners. The high
bandwidth connectivity NERO provides has made possible a number of new
and innovative applications, including joint projects with the Hatfield
Marine Science Center in Newport, Oregon, and the Pine Mountain
Observatory in Central Oregon.
The Lane Education Network (LEN) is a Eugene-Springfield
metropolitan-area network has been developed by University Computing in
conjunction with fourteen community, education, local government,
industry, and credit union partners in Lane County, with grant support from
the National Telecommunications Infrastructure Administration (NTIA).
Some 70,000 Eugene-Springfield community members have access to the
Internet through LEN. This network supports such applications as the City of
Eugene's Permit Information System, online information about the Hult
6. g. Staff development: University Computing encourages all its
professional staff to devote from 8 to 10 percent of their time to activities that
will keep them abreast of current developments in computing and
networking technologies. Each year, a substantial number of professional
staff attend and participate in meetings and conferences in their areas of
expertise, at both the national and international levels.
A.7. Planning Documents
Standard IV
90
B. 2. Staff, Resources, and Budget
B. 1. Philosophy and Goals
28,737
17,698
3751
7288
Standard IV
Total timesharin accounts
GLADSTONE (undergraduate timesharing host)
DARKWING (graduate student/faculty timesharing host)
VMScluster (general purpose and administrative applications)
In the past year, University Computing's teaching staff presented some three
dozen live and videotape workshops, the consulting staff fielded an estimated
91
The campus, as well, has not identified funds for a backup power generator.
With the increasing reliance on network resources, backup power is critical,
though expensive.
Our budget is currently inadequate to meet the increasing costs of bandwidth
for the network, and does not include sufficient funds for the continual
network backbone upgrades that are forthcoming. We have plans to borrow
funds to address the network upgrades, but no source of repayment funds has
been identified.
Library and Information Resources
B. 3. Utilization of Resources and Services by the University Community
University Computing has focused staff resources on the delivery of
cutting-edge technologies and services to the campus, and has not devoted a
lot of time to extensive resource use measurement or reports. Indications of
use by the campus community is best demonstrated by the number of
timesharing accounts the office serves:
Facilities: The Computing Center building was designed and built in the
mi~-:960s and i~ currently inadequate to meet the needs of an organization
strIvmg to provIde world-class computing and networking services to the
campus. The building was designed around mainframe computing, and does
not provide appropriate spaces for current support services. For example, the
center has no technology training rooms for students, staff, or faculty.
Our timesharing CPUs are adequate to meet the current administrative
instructional, and research needs of the campus, thanks in part to th~
educational technology fee, which was the source for a hefty investment in
servers and network resources to provide acceptable levels of access for
students.
Our staff size is modest in comparison with our peer organizations, and is
under tremendous pressure to provide services with escalating user demands
in an environment with increasingly complex technology and numbers of
users. The university provost recently made and apt comment that we might
be "outrunning our supply lines with our successes."
Library and Information Resources
Our staff resources and budget are half those of many of our peer institutions.
We regularly run the risk of outrunning our supply lines. However, we have
not suffered serious turnover problems, and have benefited from a staff of
committed, hardworking, versatile overachievers who believe and operate at
the world-class level.
University Computing currently employs a professional staff compnsmg
some 50 FIE of academic faculty, officers of administration, and classified
employees; 11 FIE of classified support staff; and about 75 half-time students.
The demands on the staff have steadily escalated over the last five years with
the increased dependency of the university on the use of technology, both in
academic programs and administrative support. In 1994, University
Computing supported fewer than 3,000 undergraduates with user accounts on
its central timesharing computers. Today, that number exceeds 17,000.
University Computing's senior management staff are all working managers,
operating without a true middle-management level. All managers, with the
exception of the director, have daily responsibilities that involve "real"
computing, systems analysis, network engineering, and/or documentation
development.
• UOnet, a Campus-wide Network (1990)
The mission of University Computing is derived from and directly supports
the university's overall mission and objectives. The senior management staff
of University Computing revised the organization's mission statement in fall
1996 to reflect its growing commitment to leadership in global networking.
Each major working group within University Computing (Academic
Services, Administrative Services, Auxiliary Services, Business Services,
Computing Facilities, Documentation Services, Microcomputer Services,
Network Services, and the Advanced Network Technology Center) develops
their own goals each year. During the past two years, the accomplishments of
most groups have far exceeded their planning goals, evidencing impressive
lists of additional achievements.
These documents are available for viewing in printed form in the Computing
Center Documents Room (Room 205), and will eventually be posted on the
Computing Center's Web site, http:/ / cc.uoregon.edu
Part II. B. Analysis and Appraisal
Standard IV
B. 4. Effectiveness of Policies and Procedures
92
7200 help line phone calls for assistance, and the Documents Room library
staff served more than 7500 clients.
Standard IV
B. 6. Effectiveness of the Planning Process
93
"'Document IV-F: BANNER Code of Responsibility Form
"'Document IV-E: Security and Confidentiality of Records Form
Library and Information Resources
Conclusion
"'Document IV-D: Annual Academic Evaluation Form
"'Document IV-C: Acceptable Use Policy
"'Document IV-B: Organization Chart
*Document IV-A: Program Budgets and Expenditures
Like other departments and organizations on campus, the Office of
University Computing has been forced to contend with an ever-increasing
demand for its facilities and services in the face of declining funding
resources. While some self-supporting units within the organization have
helped to sustain its resources, our successes in meeting and exceeding our
obligations to the campus community despite limited funding are largely a
product of having a world-class staff of overachievers, devoted to excellence
in the delivery of computing and networking services.
C. Supporting Documents for Standard IV: Campus Computing and
Networking Resources
University Computing has followed a "just-in-time," or flexible, planning
process that has successfully kept pace with dramatic changes in technology.
The State Department of Administrative Services requires a technology
planning process every two years, just prior to a legislative session, that
documents all planned major projects and/or acquisitions. CPU power, disk
space, and server capacity have all kept abreast of user needs. University
Computing has provided for adequate remote access via modems with a two-
hour time limit, wired all campus dorm rooms, explored and deployed
alternative access technologies such as wireless modems, and kept pace with
emerging telecommunication technologies.
Library and Information Resources
University Computing management and staff participate in a new ad hoc
group that has direct responsibility for investigating and promoting distance
education. '
The management staff also participates in OSSHE and State of Oregon
committees that are considering new modes of delivery for educational
materials.
The Center also has developed a "Code of Responsibility for Security and
Confidentiality of Records and Files" form for computing employees to
ensure that they understand the importance of confidentiality and protection
that is required when dealing with student and financial databases. (See
Document IV-E.)
Administrative users with access to the BANNER student, financial, human
resource, and/or financial aid databases, are required to sign a similar "Code
of Responsibility" form (See Document IV-F.) The BANNER Coordinating
Group has implemented procedures to govern access to the databases.
The staff of University Computing participates extensively in the planning
and deployment of campus technology infrastructures through its
membership on the Educational Technology Committee. Further, the staff
has been active in experimenting with new technologies and assisting faculty
with using and delivering curricular materials that utilize new modes of
delivery.
B.S. Involvement of Staff in Planning Changes to Curricular Programs,
Distance Learning Initiatives, and Alternative Delivery Modes
The most important policy statement issued by University Computing is the
Acceptable Use Policy governing the use of computing and network
resources. (See Document IV-C.) Our Acceptable Use Policy has proven to be
effective, for the most part, dealing with network resources and security.
Recent network security breaches have forced us to consider and implement
further security precautions and infrastructures. The Administrative Policy
procedures also have been appropriate and effective in educating our user
community on the appropriate use of sensitive data.
Standard IV
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University Computini(:
February 1997
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Organization Chart-Computing Center
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Document IV-C. Acceptable Use Policy
Unauthorized use or misuse of University computing resources may constitute theft of services,
and may be criminally punishable. Violators may also be civilly liable for the value of the
stolen resources.
University Computing staff members are pleased to assist you in getting properly authorized to
access the resources you need. We are also prepared to discuss alternative service providers
with you if you are not eligible to access computing resources at the University.
Standard IVLibrary and Information Resources
• unauthorized interception or diversion of network transmissions
• accessing clearly confidential files that may be inadvertently publicly readable
• accessing confidential information about a person (such as their educational records)
without their consent or other authorization
97
Prohibited Conduct
The University Conduct Code, OAR 571-21-030, also applies to electronic forums. The code
prohibits, among other things, lewd or indecent conduct, threat of imminent physical harm,
sexual or other harassment, stalking, forgery, intentional disruption of University services, and
damaging or destroying University property. Similarly, the code's prohibitions against illegal
discrimination, including discriminatory harassment and sexual harassment, also apply to
electronic forums.
• unauthorized use of these resources
• distribution of computer viruses, worms, trojan horse programs, e-mail "bombs," chain
letters, etc.
• actions that result in the denial of service to other users by triggering system security
features, or intentionally misconfiguring equipment to render it unusable
• forged or counterfeited e-mail messages
• posting USENET News articles to inappropriate newsgroups, posting to moderated
newsgroups without the approval of the moderator, or cross-posting articles to many
newsgroups simultaneously ("spamming")
• interference with the use of personal computers, X terminals, or other workstations by the
unauthorized display of output on such devices without the assent of the individual
currently using the device
Violations of Electronic Privacy
Access to electronic files, network communications, and related data are protected by various
Federal statutes, including the Electronic Communication Privacy Act. Like an unauthorized
telephone wiretap, unauthorized access to a person's electronic data is prohibited, and may
subject the perpetrator to serious penalties. Examples of specifically prohibited behaviors
include
Interference with Computer Use or Operations
Efforts to interfere with the use or operation of computing or networking resources are
prohibited. These include
Keep in mind that shared systems are inherently insecure. Authorized Computing Center or
computer lab staff may access accounts and transmissions for troubleshooting and maintenance-
and, if there is reasonable suspicion of misuse, they may access them for investigative purposes.
You should also be aware that security systems whose purpose is to identify unauthorized users
of a system may also monitor authorized users.
In general, material whose privacy must be guaranteed should not· be stored on shared
computers; Good quality encryption tools (such as PGP) are now widely available, and should
be used whenever you work with information of a sensitive nature.
We ask that you cooperate with system administrators if you are advised of potential security
problems associated with your account or system.
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Library and Information Resources
Sharing of Accounts or Lab Passes Prohibited
As a resul t of enrolling or being employed by the University, certain computing resources may be
made available for your use. The University manages access to its limited computing resources
by requiring that users identify their accounts with a unique personal user name and a secret
password, or present a lab pass or sticker they obtained. Sharing an account or lab pass with
others is prohibited; i.e., authorization to use University computing resources is not shareable
or transferable.
Appropriate Use of Computing Resources
When you are provided access to University computing resources, your use of them may be
explicitly or implicitly limited. For example, if you are given access to an administrative
computing system solely to enter accounting information or prepare class rosters, it is
inappropriate for you to use the system to playa compute-intensive online computer game.
Access to administrative systems should be used solely for the purposes for which the
access was provided.
This document presents guidelines for acceptable use of University of Oregon
computing resources. It neither reduces nor expands existing acceptable-use policies, but merely
clarifies and illustrates the sorts of behaviors that may result in a response by the university or
other interested parties. If you have questions about the acceptability of a contemplated use of
computing resources, the Director of University Computing will assign a staff member to
assist you in clarifying the issues involved. While staff members do not provide legal advice,
they can help you review technical issues and explain what is generally considered to be
acceptable or unacceptable behavior.
Some applications (such as Muds/Moos/Mucks/Mushes, IRe, Talk, and online computer games)
may be unsupported or actively discouraged, due to the demands they place ro our limited
modem pool, CPU, and lab resources. Please cooperate with University Computing staff if you
are asked to refrain from running applications like these when resource use is heavy.
The situation with academic timesharing computers and microcomputer labs is less narrowly
defined. As with the university library, access to academic computing resources is provided in
part so you can learn, explore, and grow as part of your education or employment at the
University. However, activities related to the University's scholarly mission take precedence
over computing pursuits of a more personal or recreational nature. For example, those
completing class assignments or conducting research for a graduate program or publication have
priority over those using computing resources to process personal e-mail, explore network
resources, etc.
Standard IV
\Commercial Use of Resources Prohibited
98
Standard IVLibrary and Information Resources
99
Computing personnel may take immediate action as needed to abate ongoing interference with
network and system operations, or to ensure system integrity.
Library and Information Resources
Disciplinary Action
Violations of computing acceptable-use policies that constitute a breach of the Student Conduct
Code or the Faculty Handbook will be referred to appropriate authorities. University
Personal Responsibility for Online Statements
We all enjoy our Constitutionally protected right to free speech and the tradition of academic
freedom here at the University. However, with these freedoms romes responsibility for what
you say and write. If you defame someone online or invade his or her privacy, you may be sued.
Exercise your freedom to speak out, but please do so responsibly and in a way that reflects
creditably on the University.
• tangible resources (such as printing) where excessive use translates into additional real
costs
• shared finite resources (e.g., timesharing CPU cycles, dial-in modem time, disk space, or
Internet bandwidth), where selfish behavior m the part of a few can prevent many
others from doing their work
Please cooperate in helping us make the most of the limited resources we have available.
Wise Use of Limited Resources
Recognition of Copyrights
The University of Oregon respects copyright laws and insists that its faculty, students, and
staff do likewise. Copying proprietary software is theft, and will not be tolerated m campus.
Illegally copied software subjects the university to risk of litigation, and denies
software authors the compensation they deserve. Moreover, use of such software could result in
your suspension or dismissal from the University, and either criminal prosecution or a civil suit
for copyright infringement, or both.
Note: While chain letters mayor may not be considered a commercial use of computing
resources per se, you may not use University computing resources to transmit or propagate chain
letters.
Similarly, if you make materials available for others to retrieve or use (via a World Wide
Web server, postings to a USENET newsgroup, etc.), be sure to respect their copyrights. In
general, every document, image, or sound is copywritten upon creation, and may only be used or
redistributed with the permission of the copyright holder.
The University is committed to ensuring that all commercial enterprises have equal
opportunity to ronduct business. This might not be possible if the university
unwittingly underwrote some enterprises by providing access to computing resources which could
then be commercially exploited. Moreover, in many instances the university negotiates special
academic pricing agreements for obtaining the computing resources it needs. Most such
agreements are contingent upon the university prohibiting commercial use of the resources.
Breaching educational licensing agreements could have serious financial consequences for the
UO.
Given the University's limited resources, as well as the direct social costs accrued from
wasteful behavior (such as printing output that isn't needed), we ask that you be careful how
you use computing resources, especially
Standard IV
Supervisor Date _
Document IV-D. Annual Academic Evaluation Form
Standard IV
DATE
UNIVERSITY COMPUTING CODE OF RESPONSIBIUTY
FOR SECURITY AND CONFIDENTIAUTY OF RECORDS AND FILES
Library and Information Resources
Signature
Document IV-E. Security and Confidentiality of Records Form
NAME
posmON
SUPERVISOR
I have read and understood the University Computing Center Code of Responsibility for
Security and Confidentiality of Records and Files.
Security and confidentiality are matters of roncem to all University employees. University
Computing is delegated the responsibility for programs and data that are used to maintain
student records and other sensitive data files. As a University Computing employee, you are
placed in an especially unique position of trust, and are expected to adhere to the following
principles:
1.You may not make unauthorized use of any information in files maintained, stored, or
processed by University Computing, or permit others to do so.
2.You may not seek personal benefit from, or allow others to benefit personally from, knowledge
of any confidential information that has come to you through your work assignments.
3.You may not exhibit or divulge the contents of any confidential record or report to any person,
except in the ronduct of your work assignment and in accordance with University Computing
and University policies and procedures.
4.Any request for access to files maintained on University Computing systems, peripherals, or
storage media must be directed to the University Computing Directors for consideration and
disposition, except when the request is made by the owner or an authorized user of the files.
S.You may not knowingly include, or cause to be included, in any record or report, a false,
inaccurate, or misleading entry. Conversely, you may not knowingly expunge, or cause to be
expunged, an entry that properly belongs in any record or report.
6.You may not remove any official record or report, or a copy thereof, from the office where it is
maintained, except in the performance of your duties.
7.You may not aid, abet, or act in conspiracy with another to violate any part of this code.
S.If you have knowledge of a violation of this code, you must report the violation to your
supervisor immediately. (Unauthorized alteration, disclosure, theft, or granting of access to
records may lead to disciplinary action. Such an act would violate University regulations
and state and federal law, and might expose the participant(s) to civil suit and/or criminal
prosecution.)
9. University Computing management honors software license agreements, and you are expected
to do likewise. You may not intentionally use the department's equipment in violation of such
agreements, or assist or permit others to do so.
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Employee Signature _
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Employee's Name Date
Group Appointment Period
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100 101
TStandard IV
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102
Security Class
Additional Requests
Your Signature
Security Cass
Security and confidentiality are matters ofconcern to all University employees and to all other persons
who have access to student records. The purpose of this code is to clarify your responsibilities in these
areas. Each individual who has access to confidential information is expected to adhere to the security
regulations stated below. As a person who has access to such information, you may not
• share your VMS or BANNER password with another person, or permit an unauthorized
person to access BANNER under your accounL
• permit the unauthorized use of any information in student data files maintained, stored, or
processed by the University.
• seek personal benefit, or allow others to benefit personally, from the knowledge of any
confidential information that you or they have acquired through work assignments.
• exhibit or diVUlge the contents of any record or report to any person, except in the conduct
of their work assignments, and in accordance with UniversIty policies and procedures.
• knowingly include, or cause to be included, a false, inaccurate, or misleading entry in any
record or reporL
• knowingly expunge, or cause to be expunged, a data entry from any record, report, or file.
• remove any official record or report, or copy thereof, from the office where it is main-
tained, except in the performance of your duties.
• aid, abet, or act in conspiracy with another to violate any part of this code.
Any knowledge of a violation of this code must be reported Immediately to the violator's supervisor.
Violations may lead to reprimand, suspension, or dismissal from the job, consistent with general per-
sonnel policies. Violations can also lead to action under the State of Oregon statutes pertaining to theft,
alteration of public records, or other applicable sections.
Your signature below indicates that you have read, understand, and will comply with the above Code
of Responsibility for Security and Confidentiality of Records and Files.
University of Oregon
Code of Responsibility for Security and Confidentiality of Records and Files
Document IV-F. BANNER Code of Responsibility Fonn
Standard N
104
Standard IV-1 Library System Beginning Budget 1996-1997
Sum of Amt Acct3 IAcct2 I
Revenue Personnel S&S Capital ISR Transfer 1/1 Grand Total
IFUND2 IORG IOrg Title
General Fund 251001 Libr General Operations Budget - 287,032 72,824 - (223) - 359,633
251111 Libr Office of the Librarian 207,547 - - - - 207,547
251121 Libr Manuscript Processing - 70,054 - - - - 70,054
251122 Libr Reading Room - 103,112 - - - - 103,112
251123 Libr Photograph Collection 34,344 - - - - 34,344
251131 Libr Admin Services - 228,507 - - - - 228,507
251132 Libr Personnel Services 113,015 - - - - 113,015
251141 Libr Bibliography - 166,104 - - - - 166,104
251142 Libr Electronic Resources - 47,062 - - - - 47,062
251143 Libr Interlibrary Loan - 103,823 - - - - 103,823
251152 Libr AAA Library Operations - 167,913 - - - 167,913
251155 Libr Slide & Photograph Collection - 82,726 - - - 82,726
251161 Libr Circulation Reserves - 319,676 - - - 319,676
251162 Libr Stacks/Newspaper/Periodicals - 165,759 - - - 165,759
251166 Libr Documents - 137,451 - - - - 137,451
251167 Libr Microforms' - 72,992 - - - - 72,992
251170 Libr Knight Library Reference Dept - 446,464 - - - - 446,464
251174 Libr Map & Aerial Photography Libr - 92,127 - - - - 92,127
251178 Libr Music Services - 79,728 - - - - 79,728
251179 Libr Public Services - 77,445 - - - - 77,445
251182 Libr Oregon Institute of Marine Bio 19,117 - - - - 19,117
251184 Libr Science Library Operations - 282,857 - - - - 282,857
251191 Libr Catalog Deparunent - 777,998 - - - - 777,998
251193 Libr Preservation - 225,720 - - - - 225,720
251194 Libr Acquisition Deparunent - 260,111 - - - 260,111
251195 Libr Serials Deparunent - 350,229 - - - - 350,229
251196 Libr Technical Services - 80,479 - - - - 80,479
251197 Libr Library Systems Operations - 89,806 - - - - 89,806
251201 Libr ORBIS Operations - 51,088 48,912 - - 100,000
252000 Libr Collections & Access - - - 4,212,518 - - 4,212,518
2,54100 Libr Ed Net - 47,311 27,202 - - 74,513
254210 Libr Audio Visual Support - 60,138 - - - - 60,138
254220 Libr Graphic Arts - 95,829 - - - - 95,829
254230 Libr Instructional Center (IMC) - 209,026 15,980 - - 225,'106
254240 Libr Instructional TV - 45,334 - - - - 45,334
254250 Libr Technical Repair - 87,837 - - - - 87,837
255100 Libr Law General Operations - 150,422 10,688 - - - 161,110
255110 Libr Law Public Service 92,480 - - - - 92,480
255120 Libr Law Technical Services 185,515 - - I - - 185,515
256000 Libr Law Libr Collections & Access - - - 670,161 J~~ - 670,161
257000 Libr University Archives - 106,792 3,260 - - 110,052
General Fund Total 6,220,970 178,866 4,882,679 (223) - 11,282,292
Income Fund 251001 Libr General Operations Budget (129,250) 129,250 - - - -
251142 Libr Electronic Resources (7,000) - 10,000 - (3,000) -
256000 Libr Law Libr Collections & Access - - 64,000 - (64,000) -
Income Fund Total (136,250) - 139,250 64,000 (3,000) (64,000) -
Technology Re 251111 Libr Office of the Librarian - 80,918 44,000 - - 124,918
251170 Libr Knight Library Reference Dept - 128,918 54,000 - - 182,918
251184 Libr Science Library Operations 41,111 20,305 - - - 61,416
Technology Resource Fee Total - 250,947 118,305 - - - 369,252
ICC 251197 Libr Library Systems Operations - 75,044 - - - 75,044
252000 Libr Collections & Access - - 104,080 70,876 - - 174,956
257000 Libr University Archives - - 1,000 - - - 1,000
ICC Total - 75,044 105,080 70,876 - - 251,000
State Endowme 252000 Libr Collections & Access -
-
960 - - - 960
Stale Endowment Mfllches Total - - 960 - - 960
Grand Total (136,250) 6,546,961 542,461 5,017,555 (3,223) (64,000) 11,903,504
105
Standard V
STANDARD V
Educational Program and Its Effectiveness
A. 1. Provide a copy of the current college catalog.
EDUCATIONAL PROGRAM AND ITS EFFECTIVENESS
This chapter addresses the undergraduate educational program offered on the
University of Oregon campus. Off-campus and special educational programs
are treated in Standard VI. Standard XI describes and analyzes the graduate
program.
A. Institutional Description
A. 3. Indicate the length of the academic year in weeks and in actual
instructional days.
Copies of the fall 1996, winter 1997, and spring 1997 Schedule of Classes and
the 1996 Summer Session Bulletin are available in the accreditation resource
room.
The 1996-97 General Bulletin, which describes undergraduate and graduate
programs, was published in July 1996 and is available in the accreditation
resource room.
A. 2. Provide a copy of the current class schedule.
*Actual contact hours are eqUivalent in all terms.
A. 4. Indicate specific courses and/or groups of courses, if any, that are
required of all regular students and explain how the present program
evolved.
All undergraduates must complete a program of general education consisting
of group requirements and a multicultural requirement, and a writing
requirement. These requirements are described in detail in the General
Bulletin. All newly enrolled students receive The Green Book: A Planning
Guide for UO Graduation Requirements that explains the general education
curriculum in detail. (copy available in the accreditation resource room)
Fall Term 1996: 10 weeks 48 instructional days*
Winter Term 1997: 10 weeks 49 instructional days*
Spring Term 1997: 10 weeks 49 instructional days*
Summer Term 1997: 8-week session 39 instructional days*
Summer Term 1997: 11-week session 53 instructional days*
I
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106
Multicultural Requirement
Group Requirements
Current requirements for UO bachelor's degrees are displayed on a chart
included at the end of this chapter.
Standard VEducational Program and Its Effectiveness
107
By charter, the faculty controls the universitys curriculum: "The faculty shall
also have power, subject to the supervision of the board of regents, to
A. 6. Delineate the process by which the curriculum is controlled and indicate
the responsibilities assumed by the governing board, by the administration,
and by the faculty. Illustrate the way in which curricular changes are made.
All bachelor's degree candidates must either complete a two-course
requirement in written English or be cleared according to established waiver
and exemption policies. These policies are set forth in the Department of
English section of the General Bulletin. Incoming first-year students and
transfer students are encouraged to enroll in the appropriate course (either
Writing 121 or 122) in their first term at the university. At the time of the
4-credit conversion, financial considerations (including GTF contractual
issues) prevented the conversion of the required composition courses. These
courses have remained at 3 credits, though pedagogical concerns recently
have begun to propel the university toward rapid resolution of the
conversion problem.
Written English
A. 5. Explain the procedures followed to prepare adequately for new degrees,
majors, or programs.
cultures" for a minimum of 6 credits. At present, 263 courses satisfy the
requirement.
Under a newly instituted state board procedure, OSSHE institutions are
required to submit preproposals and proposals for new degree programs to
the chancellor's office for review and approval first by the OSSHE Academic
Council and then by the State Board of Higher Education. This procedure
allows the board to monitor and prevent duplication within the state system.
Proposals must address issues such as the program's purpose, requirements,
specialized accreditation, need, outcomes and evaluation measures,
integration with other similar programs in the state, and resources (faculty;
facilities, equipment, and technology; and budgetary impact).
A flow chart attached to the end of this chapter visually describes the
two-stage process, initiated by a pre-proposal and followed by a full proposal.
The OSSHE Office of Academic Affairs has· prepared guidelines for the
preparation of the two documents; these are included in the accreditation
resource room. Procedures involve timely consultations with relevant
constituencies, as depicted in the flow chart. See the planning section of
Standard IV for a discussion of how this process affects the library in
particular.
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Educational Program and Its Effectiveness
The university approved a Race/Gender/Non-European-American
Requirement in 1988 for implementation in the 1990-91 academic year. All
bachelor's degree students were required to earn "3 credits in an approved
course involving either a non-European-American topic or an issue of race
and gender." The approved list included approximately 160 courses.
In spring 1993, following an extended discussion of the existing requirement
and a proposed rev~sion, the University Assembly established an ad-hoc
committee to review the requirement. In the fall 1993 and winter 1994 terms,
the Assembly Committee on Multicultural Mfairs reviewed the
requirement, met with faculty members across the campus, held several
public hearings, and then proposed revisions. In the spring 1994 term, the
faculty approved the committee's recommended revisions. Those revisions
require all bachelor's degree candidates entering the university in fall 1995 or
after to "complete one course in two of the following categories: A:
American cultures; B: identity, pluralism, and tolerance; C: international
In 1992, the university began conversion of the curriculum from a 3-credit to
a 4-credit course model. Colleges and schools are not required to convert all
courses to 4 credits, but the current group and multicultural requirements
encourage use of the 4-credit model. The conversion brings the curriculum
closer to the national norm for schools on the quarter system as well as
advances the university's goals of removing unnecessary obstacles to timely
completion of the undergraduate degree; enhancing undergraduates'
opportunities for independent learning; and improving the depth and quality
of the general education and the major experience.
At the time of the last accreditation review (1987), the University of Oregon
had moved to a set of "group requirements," which for B.S. and B.A. students
consisted of 18 courses (a total of 54 credits minimum) distributed in three
areas (Arts & Letters, Social Science, and Science). In addition, those courses
were to consist of a "cluster" of three approved courses and three
"stand-alones" in each of those areas. In the 4-credit model conversion, as of
fall 1993, the "group requirement" was changed to require a minimum of 16
credits in each of the three areas, with each group to include at least two
courses in one subject and at least one course in a different subject (with no
more than three course from one subject used to fulfill the total 48-credit
group requirement). (
/
Standard V
108
prescribe the course of study to be pursued in the University, and the text
books to be used" (University Charter, Section 14, 1876).
Over the past 10 years the university has engaged in ongoing evaluation of
the curriculum. Many of the implemented changes have addressed concerns
expressed in the 1987 accreditation self-study (pp. 37-38) about a certain level
of institutional informality and variation in curricular review and
evaluation practices.,
One significant review process involved a move to convert the curriculum
from a quarter to a semester system in 1987-88. While the university did not,
in the end, convert to a semester system, the curriculum revision process was
complete when the state legislature stopped the project. The next major effort
was part of a strategic planning process (1989-91) instituted by the former
president. In 1991 the university established a decennial program review
system and initiated a series of revisions to the general education
Standard VEducational Program and Its Effectiveness
Also in spring of 1996, the University Senate passed legislation that provided
a framework for peer evaluation of teaching. Peer evaluation of individual
faculty members is now required before their consideration for promotion or
tenure.
Student involvement in curriculum evaluation takes several forms.
Students, generally are represented on faculty committees dealing with
curricular matters. Examples of curricular changes that were significantly
influenced by student involvement include the establishment of the
Environmental Studies Program and the revision of the multicultural
requirement.
Student leaders often work with faculty committees and the administration
on new curricular initiatives. Examples include ethnic studies and the
proposed Judaic studies programs. Though student evaluations of individual
classes have been used for many years throughout the university, the practice
and timing of evaluations have varied from unit to unit. In spring 1996, the
University Senate passed legislation requiring student evaluations of every
course each term.
reqUirements. In addition, in the past six years individual departments,
schools, and colleges have engaged in many and diverse curricular
adjustments. There is a continuum that runs through these developments;
e.g., many of the changes seen in the recent 4-credit conversion derived from
the semester-conversion pla~ning process.
109
University Committee on the Curriculum
The two major institutional bodies at the UO with responsibility for the
undergraduate curriculum are the University Committee on the Curriculum
(UCC) and the Undergraduate Education and Policy Coordinating Council
(UEPCC). Both are faculty committees with minimal ex-officio representation
by the administration and students. Currently, the University Senate is
examining the working and reporting relationship of these bodies as well as
several other related faculty committees, including the Academic Standards
Committee and the Advising Committee. The UCC and the Graduate
Council together fill a similar role in relation to the graduate program.
The UCC and the UEPCC cooperate in a variety of ways, including sharing
information and jointly sponsoring curricular legislation, but both
committees would benefit from a clearer delineation of responsibilities and
processes.
The UCC was established in 1934 and is charged with the following powers
and responsibilities: .
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Educational Program and Its Effectiveness
Proposals for new degree or certificate programs involve, in addition to
faculty review, reviews by the appropriate dean, the Office of Acad,emic
Affairs, the OSSHE Academic Council, and the OSSHE Board. The prQCess is
described in AS above and is illustrated in the flow chart attached to the end
of this chapter.
A.7. Explain how continuous evaluation of the curriculum is provided for,
including the use of student initiative and reaction in effecting curricular
modifications.
Standard V
All proposed changes in the curriculum, from the changing of a course title to
the creation of a new degree program, are subject to several levels of faculty
review. Individual faculty members, departments, and programs submit
proposals to the relevant school or college curriculum committee for
approval. Following approval at the unit level, proposals for changes other
than the creation of new degree or certificate programs are submitted to the
Senate-appointed University Committee on the Curriculum (UCC) for
review. Past practice was for the UCC to receive proposals from the schools
and colleges beginning in the spring term and to report all curricular changes
to the University Senate in the fall term. Following senate approval, the
university president had one week following the senate's vote to enact a veto;
this privilege was rarely, if ever, exercised. Under previous practice,
approved changes became effective in the following academic year. In
1996-97, the practice was altered to allow greater institutional flexibility and
responsiveness to curricular changes and needs. The UCC now reports to the
Senate every term; where appropriate, changes will be effective one week
after approval absent a presidential veto. Curricular changes are included
annually in the General Bulletin, which is supplemented by regular postings
to the World Wide Web.
110
• Advice to the university editor on the content and structure of the
University Catalog.
• The continuing study and review of existing courses and curricula, and
the presentation of recommendations for revision to deans,
department heads, and minor faculties.
• Participation, on behalf of the university faculty, in planning the
development and improvement of the instructional program of the
institution, in consultation with the President and other
administrative officials of the university.
Standard V
Continuous Review of General EducationPolicy Statement # 15:
Requirements
Policy Statement #15 requires that "the rationale and plan for the general
education requirements should be cooperatively developed by the faculty,
administrative staff, and trustees, and the expected outcomes should be stated
~n ~elation to the institution's mission and' objectives." The policy statement
mdicates that an institution may "judge whether its students are better served
• Reviewing the quality of the undergraduate components of
departments and schools including playing an appropriate adv,isory
role in program reviews.
• Identifying opportunities to create new programs and recommending
appropriate curricular changes.
• Establishing criteria to determine the success of the overall
undergraduate program and reviewing the program and its various
components in light of these criteria.
111
The UEPCC operates under the following charges:
• Monitoring and responding to general academic policies, especially
those which have an interactive impact on programs across the
university.
Undergraduate Education and Policy Coordinating Council
The UEPCC was established by the University Senate in 1992 as a response to
the 1991 Strategic Plan, which calls for enhancement of the undergraduate
program and measures to support timely progress toward graduation.
Educational Program and Its Effectiveness
• Developing and advocating new and revised policies as appropriate.
Since its establishment, the UEPCC has addressed a wide range of issues and
has sponsored numerous legislative changes, beginning with a package of
motions to the University Senate and the (now curtailed) University
Assembly designed to streamline the advising process and to eliminate
cumbersome, unnecessary barriers to academic progress. The UEPCC has
addressed general education requirements, the relationship of student credit
hours to faculty productivity, educational technology, improvements to
advising, and other critical issues. In January 1996, the UEPCC adopted a
Statement of Philosophy on Undergraduate Education, endorsed by the
Senate. A copy of the statement is included at the end of this chapter.
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Educational Program and Its Effectiveness
• Advice and assistance to schools and departments in the planning of
new programs, with special attention to the relation of such programs
to general curricular and academic policies of the university and to
overall plans for the development of its instructional program./ ",
• The committee has final power for the approval of certain specified
types of minor course changes and for one-year approval of
summer-session and extension courses; by custom, the committee has
also assumed final power for emergency one-year approval of course
changes for the regular sessions. (Final power means power to act for
the faculty; committee actions are subject to confirmation by the
President and the Chancellor.)
• Screening of all proposals for course changes and new curricula and
degrees from the minor faculties of the several schools, and reporting
of its recommendations to the university faculty through the
University Senate.
Currently the UCC is wrestling with several important procedural issues (see
UCC minutes). One issue is whether and how schools or departments might
be allowed to operate more autonomously while the institution, through the
UCC, would continue to provide oversight, quality control, and integration.
A second issue is how the UCC's procedures and processes might be adjusted
to accommodate the publication of an electronic bulletin. A third is how to
structure the committee so that it can operate more effectively through, for
example, the separation of more mechanical tasks from the substantive
issues.
Standard V
In a memo to the University Senate, the UCC chair urged senators to assess
existing curricular legislation related to general education and to either affirm
its success or stimulate attention to its revision.
by curricula or requirements that approach the disciplines through content
and methodology or that approach the disciplines by concentrating on
outcomes. The rationale and plan for the general education requirements
should be cooperatively developed by the faculty, administrative staff, and
trustees, and the expected outcomes should be stated in relation to the
institution's mission and objectives."
Standard V
Gifted/High Achievers
Honors College
Honors Track
Advanced Placement/Credit by Exam/International Baccalaureate
Departmental Honors Programs
Honorary Societies
Student with Educational Deficiencies
Academic Learning Services
University Testing Service
Remedial Course Offerings
Program Review
As another form of program review, the professional schools and colleges
and several departments in the College of Arts and Sciences participate in
external accreditation reviews by their respective accrediting bodies.
A. 8. Explain the provisions provided for gifted, remedial, and other special
student groups, if any.
discussions is available in the fall 1996 Final Report of the Committee on the
Curriculum and in the minutes of the Undergraduate Education Policy and
Coordinating Council.
Educational Program and Its Effectiveness
In keeping with the university's commitment to diversity and to its
commitment to the highest standards of academic inquiry, learning, and
service, a wide variety of programs for students with special abilities and
needs are provided. Those special programs offered as part of the on-campus
educational program are discussed here; those supporting students in their
educational program are described in greater detail in the sections of this
study covering Standards VI and IX.
The following list of special student groups outlines various programmatic
offerings and resource units that are available at the UO to support their
needs.
In addition to standing faculty committee oversight, the university began a
systematic review of all programs, both graduate and undergraduate, in 1991.
A 10-year schedule of reviews is in place. In preparation for review, programs
are required to prepare extensive self-studies that include a thorough
examination of the program's curriculum. Copies of UO program-review
guidelines, including the decennial program review schedule, and the reports
and self-studies of both the internal program reviews and the external
accreditation reports are available in the Accreditation Resource Room. As of
fall 1996, twenty-four programs have been reviewed; five programs are
scheduled for review during 1996-97.
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The fall 1996 UCC report describes a recently concluded review for proposed
changes in courses offered for group requirements and for. multicultural
requirements. The report includes a number of recommendatIOn,s r~l?ted. to
general' education, including the suggestion that a statement of JUSbflc~bon
be prepared for any course--existing or new-that. ~eeks eIther
group-satisfying or multicultural status, and that the three eXlstmg group~­
arts and letters, social science, and science-in the general educatIOn
requirements should be reexamined and defined within the next two years.
The UEPCC over the past three years has debated and made
recommendations related to general education requirements, including the
following issues: foreign language options and expectations of proficiency,
the former use of clusters, the concept of residency, the awarding of
concurrent degrees, and student patterns in completion of writing
requirements. The UEPCC currently is discussing student p~actices in usi~g
foreign language courses to complete the arts and letters reqUIrement and wIll
soon be presenting a recommendation in this area to the Senate. The College
of Arts and Sciences curriculum committee is holding discussions on the
latter topic as well. Additional information about these on-going faculty
The faculty at the UO is engaged continuously in discussions about the
content and methodology of the general education requirements. These
discussions often occur in department meetings where changes in course
offerings are debated in ass~ciation with course scheduI~ng, new fa~lty
hiring, faculty teaching aSSIgnments, and faculty teachmg evaluabons.
School and college curriculum committees deliberate possible new courses or
deletion of courses offered in general education and propose them for review
by the Senate-appointed curriculum commi~tee. The university's curri~ulum
committee annually reviews general educabon course proposals accordmg to
the criteria for group-satisfying courses enacted by the faculty in June 1981. In
addition the Undergraduate Education Policy and Coordinating Council over
the pas; three years has debated a number of proposals for modifying or
enhancing the general· educatio~ requir~ments and h~s made
recommendations to the AcademIC ReqUIrements CommIttee, the
Curriculum Committee, and the University Senate.
Standard V
112 113
114
Multicultural Affairs
The Center for Academic Learning Services provides courses, non-credit
workshops, individual counseling, and drop-in math and writing laboratories
to assist students in meeting their educational goals. This office is also
responsible for administering the Educational Opportunities Program, which
serves low-income, first generation college students.
The primary focus of the Office of Multicultural Affairs is to provide support
that directly enhances the academic experience of students of color on this
campus. The academic focus of the office was sharpened with the
reorganization of student affairs in the summer of 1995. In addition to
assisting with the recruitment and admission process for students of color,
the staff in Multicultural Affairs devotes most of its time and energy to
Standard V
115
Learning Communities
• Honors College. The Robert Donald Clark Honors College is a college
within the university that offers courses especially designed for its
approximately 400 students. The college's curriculum substitutes for
the university's general education requirements during student's first
two years. During their final two years, students supplement their
university-wide courses with upper division honors courses and
colloquia in a variety of fields. Also during this time, students work
one-on-one with a faculty member in their major to write and present
a required Honors College thesis project. Additionally, students may
choose to seek a bachelor's degree with honors through their major
departments. Most of the Honors College classes are small, and many
are seminars in which faculty members encourage active discussion
among students. Students get to know one other and receive
considerable faculty attention. The Honors College's collegial
atmosphere is enhanced with a private library, lounge, and computer
lab on the third floor of Chapman Hall.
• Honors Track. The Honors Track was developed in response to the
needs expressed by students who were not attracted to the special
nature of the Honors College or who could not be accommodated
there. The program is intended to introduce students to the
departmental honors programs described below. Participation is by
invitation only, based on high grade-point average and standardized
test scores. In the honors track, students choose from one of three
study areas, humanities, social sciences, or sciences, and throughout
the first year attend small 1-credit seminars that provide an
introduction to study and research in each of the disciplines. The
honors track program, inaugurated in fall 1995, has drawn generally
positive response from students.
Educational Program and Its Effectiveness
As advocated in the 1991 Strategic Plan, the University of Oregon has
increased its emphasis on enhanced learning opportunities provided by
learning communities. Described below are key learning communities
helping students with academic advising and assistance, student advocacy,
and tutorial assistance. Multicultural Affairs offers, in cooperation with the
writing, English, and mathematics departments, special sections in
composition and mathematics.
One issue under review is the practice of giving priority in enrollment for
OMA-sponsored courses to students of color. A special committee for this
purpose has been appointed by the president. The committee is examining
case law, program history, learning objectives and impact of this practice.
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Educational Program and Its Effectiveness
Mathematics
Writing
Underachievers with Potential
Summer Start
Five Percent Admission (Admission Support Program)
First Generation to College
Educational Opportunities Program
High School Equivalency Program
Students with Disabilities
Learning Disabled
Other disabilities
Students of Color
Office of Multicultural Affairs
ASUO Multicultural Center
International Students
American English Institute
SELT (Special English Language Training)
Office of International Education and Exchange
Pre-Professional students
Pre-Health
Pre-Engineering
Pre-Law
First-Time Students
FIGS (Freshman Interest Groups)
Freshman Seminars
Orientation Programs
Transfer Students
Early Advising/Registration Programs
Lane Community College/DO transfer class
Academic Learning Services
Standard V
116
• Oregon Institute of Marine Biology. The OIMB offers both courses and
living accommodations for students seeking upper-division credit in
biology. The fully equipped teaching and research laboratories, lecture
auditorium, boathouse, and residential buildings that constitute the
institute are located in Charleston on the Oregon coast. Classes are
designed to allow students to work in cooperative learning situations
focused on understanding the physical world. Classes generally meet
all day and are limited to twenty-four students. Field trips are an
integral part of each course.
• International House. The International House was established in 1994
to take advantage of the cultural diversity of the UO campus by
bringing together U.S. and international students in a cross-cultural
living community. Extra-curricular activities at the International
• Deparbnental Honors Programs. Thirty different departments offer
honors programs for capable or highly motivated students to develop
interests in their discipline and pursue research opportunities. Each
department designs its own criteria for admission to the program as
well as its requirements for graduation with departmental honors.
These departmentally-based programs are described in detail in the
University of Oregon General Bulletin. A UEPCC survey of these
programs indicated a certain unevenness in standards.
• Freshman Seminars. The university offers up to fifty special seminars
designed for new students only. These seminars are offered to ensure
that new students have an opportunity to enroll in at least one small
class that is taught by an experienced instructor and emphasizes the
development of students' reading, verbal, and critical reasoning
abilities. The effectiveness of freshman seminars in achieving these
goals is currently under study. Anecdotal reports from students and
faculty alike suggest that the program usually is successful in helping
students make the transition to university life.
\/-/
• Freshman Interest Groups. A Freshman Interest Group (FIG) consists
of twenty-five students who share enrollment in a group of related
classes. One of these courses is small (usually limited to 25) and meets
weekly during the term with a professor teaching one of the. large
courses in the FIG. Academic and social issues are addressed In the
small-group sessions and in weekly out-of-class activities coordinated
by peer group leaders.
FIGS were developed at the University of Oregon and have become a
nationally imitated model. At the UO, a faculty committee continually
assesses and refines the FIG program. Materials describing the 1996-97
program are in the Accreditation Resource Room.
117
Standard V
House, including faculty guest speakers, distinguished visitors, cultural
events, and food and film festivals, foster an understanding of other
cultures and explore issues facing the international community.
A. 9. Identify the outcome measures employed by the institution to assess its
effectiveness in meeting its educational mission and objectives.
Institutional effectiveness is measured at the University of Oregon in
multiple ways. The institution seeks, through a variety of initiatives
undertaken by individual faculty members, by committees, by departments,
by the academic leadership, and by the Office of Resource Management, to
collect information that will tell us how successfully we meet the educational,
research, and service goals of our mission statement and what the experiences
are of our community residents.
The genesis of International House was an experimental program,
proposed in the 1990-91 Strategic Plan, to create an International
College modeled in some ways on the International College at UC-San
Diego. Toward the end of a two-year pilot program, the International
College was judged financially unfeasible in the post-Measure 5 era, but
much of the philosophy and some of the residential programming that
structured the International College remain alive in International
House.
Educational Program and Its Effectiveness
Measures include both systematic evaluation (e.g. decennial program reviews
of graduate and undergraduate programs) and episodic, less formal inquiry.
The professional schools continually analyze and revise curricula in response
both to internal needs and to requirements for specialized accreditation. New
OSSHE guidelines require all new program proposals to describe specific
assessment measures and outcome goals that will be employed to moni tor
and improve the effectiveness of the program. In the past ten years, the
university has developed assessment instruments that are, or will be,
employed on a regular, institution-wide basis. These include regularly
scheduled program reviews and periodic surveys of students, recent
graduates, and alumni. Given the university's complexity and decentralized
culture, these instruments complement, not supplant, the wide range of
assessment practices that routinely take place at the .UO. Examples of several
assessment measures and the underlying principles for assessment practices
are discussed in greater detail in Section B below.
Students are surveyed on both a regular and informal basis. Even before they
enroll, the university collects information through the Admitted Student
Questionnaire. Data collection extends through graduation with the
Graduate Survey conducted by the University Career Center. In recent years,
the Oregon Survey Research Laboratory has conducted articulated surveys of
student, graduates, and alumni that form a baseline for future studies; these
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Educational Program and Its EffectivenessStandard V
The OSSHE Assessment Plan
118
One simple test of the institution's effectiveness is the graduation rate, and
on this score the university has made considerable progress. Please refer to B5
for an analysis of the University of Oregon's graduation rates.
have developed out of a system-wide assessment plan, described below, and
are discussed in greater detail in B2 and B5. Periodically, students who do not
return after fall term are surveyed to determine factors relating to
non-enrollment. Several student-service offices use focus groups of students
to evaluate current programs and services and to explore ideas for providing
or improving services. The results of these assessment activities are shared
widely and are used by student-service offices to sharpen and focus activities
that enhance student learning as well as to help identify activities that need to
be revised or de-emphasized.
Standard V
A brief review of events and decisions affecting curricular issues since 1987
will provide some useful context. Beginning early in 1987, at the instruction
of the OSSHE Board, the university engaged in an intensive, campus-wide
effort to convert from academic terms to semesters; at the same time the
faculty voluntarily undertook to revise the general education requirements.
In late 1988, however, the conversion process was terminated by the Oregon
State Legislature, and the work on the general education requirements
became moot. The deeply demoralizing, enervating effects of the
Legislature's action are felt to this day; faculty members and administrators
still cringe at the words "semester conversion." In 1989, President Myles
Brand initiated an 18-month-Iong, campus-wide strategic planning effort,
B. INSTITUTIONAL ANALYSIS AND APPRAISAL
B. 1. Analyze in detail the curricular offerings, how they have changed in the
past five years, and plans for future change. Are the offerings, both credit and
non-credit, appropriate to the mission and objectives of the institution, and
in what way does the institution sustain congruence between offerings and
purposes?
The University of Oregon is fulfilling its institutional mission to provide an
excellent undergraduate education. The commitment to undergraduate
education is strengthened by the ongoing curricular review that takes place
routinely at the school/college, departmental, and individual faculty levels.
119
The focus of the OSSHE assessment initiatives for the balance of the
biennium includes the identification of a set of indirect learning indicators
that are used by OSSHE institutions, the refinement of undergraduate and
graduate student survey instruments, initiatives in identifying and
documenting the development of critical thinking skills, and dialogues with
employers on desired and realized undergraduate student learning outcomes.
The University of Oregon is collaborating with other OSSHE institutions in
refining the assessment plan and identifying indicators that help determine
how effectively the university is using its resources to meet its educational
goals. In addition, the university is encouraging the faculty to adopt new
strategies for improving teaching performance and is working to identify
resources for professional development and peer support. These resources
include the expanded Teaching Effectiveness Program (see B5); the
technology-in-teaching workshop conducted in the summer of 1996; and
recent initiatives by the Office of Resource Management to create a data
warehouse that can be accessed in a decentralized way to identify student
progress. In the long run, these diverse strategies will enable the university
to assess institutional effectiveness in a variety of ways on an ongoing basis.
campuses. The division of labor among the several campuses of the system
has facilitated considerably the project's progress.
Educational Program and Its Effectiveness.... "'u
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The Oregon State System of Higher Education (OSSHE), in conjunction with
its academic productivity initiatives, has encouraged all OSSHE institutions
to undertake more formal and more collaborative assessment strategies. The
assessment activities described above are all part of the institutional
assessment strategy developed in conjunction with the Oregon State System
of Higher Education's comprehensive assessment and accountability plan. In
fall 1993,OSSHE adopted the Oregon Assessment Model, a comprehensive
assessment framework that supplements ongoing institutional assessments
associated with the delivery of instruction. (OSSHE documentation is
available in the Accreditation Workroom). The OSSHE model calls for
institutions to undertake assessments of students' academic progress and
learning at three critical transition points in their undergraduate education.
The framework supports attention to inputs (e.g., high school GPA) and
outputs (e.g., high technical competence in a field) and embraces broad
perspectives of higher education outcomes in these areas: general knowledge
and abilities, learning environment, major field knowledge, degree
completion, professional licensure, and employer and customer satisfaction.
Each OSSHE institution is developing or refining survey instruments,
student information systems, and other indicators that describe students'
knowledge and skill levels at the entry point, midpoint and point of
graduation. Many of the campuses are collaborating in the development of
assessment projects and instruments that can be used by more than one
campus and then can be reported in aggregate form to the state legislature and
OSSHE Board. In fall 1994 the state system supported the effort with
approximately $175,000 in incentive funds to the campuses. The $30,500
earmarked for the University of Oregon was used to refine further a survey
developed here before the OSSHE effort by adding more emphasis on
learning outcomes, as well as to pilot the new instrument at other OSSHE
Standard V
120
The past six years have seen a significant and substantial strengthening of
undergraduate education at the school or college and department levels.
Many units have revised their majors (e.g., history, psychology, business,
English, humanities, psychology and sociology; many have added
undergraduate lounges, computer rooms, or other physical facilities to foster
a sense of community and the capacity for group learning (mathematics,
journalism and communication, economics, business, and major programs
in the School of Architecture and Allied Arts). There is an increased
emphasis throughout the campus on student advising; examples include
increasing the number of peer and faculty advisers, providing better training
for advisers, and creating new undergraduate coordinator positions within
departments. Career mentoring and the use of technology also have. received
more emphasis throughout the campus. In addition, new major, minor, and
certificate programs have been: environmental studies, ethnic studies,
from which undergraduate education emerged as one of the university's top
priorities. Then, in 1990, Ballot Measure 5 was passed; its draconian effects
have been described elsewhere in this report. The State Board instructed all
OSSHE institutions to cut duplicative programs, to adhere to their mission
statements, and to preserve their academic cores. With these guidelines
informing internal debates and decisions, the VO eliminated the College of
Human Development and Performance, eliminated most teacher education
programs in the College of Education, and cut or reduced more than twenty
other academic programs. This was an extraordinarily painful process,
because many of the programs affected at the VO were of very high quality.
A major feature of the strategic plan upon its completion in 1991 was the
articulation of the Oregon Model, a term intended to signify the university's
renewed emphasis on learning communities, increased interaction between
faculty members and students, the fostering of guided yet independent
learning, and the removal of barriers to academic progress. One of the first
implementations of the strategic plan was the creation of a new
Undergraduate Education and Policy Coordinating Council (UEPCC), which
immediately undertook a rapid and ambitious review of multiple facets of
the undergraduate curriculum. Resulting from that process were measures
designed to update and streamline the curriculum, including: course
conversions from 3 to 4 credit hours (drawing on some aspects of the 1987
semester-conversion effort); a revision of graduation requirements; and the
elimination of the cluster requirements. The UEPCC met considerable
resistance throughout the campus, however, when it first advanced the
prospect of a major overhaul of the general education requirements. At the
same time, there occurred an intense campus-wide debate on, and an
eventual adoption of, a multicultural requirement. As noted in A7 above,
the University Curriculum Committee recently proposed, in its fall 1996
report, that certain aspects of the general education requirements be examined
and refined if necessary.
121
Standard V
In response to student demands for more opportunities for field experiences
and applied learning opportunities, many academic departments have added
internships, practica, and other field experiences to their academic offerings.
The Career Center has played a role in identifying field learning experiences
for students through the center's Development Internship program that
generates academic credit during the academic year and summer. Students
pursuing degrees through the Lundquist College of Business, and the
Department of Planning, Public Policy, and Management have numerous
opportunities for field experiences in conjunction with their majors. The
Office of Legislative Relations has recently increased its staffing to support
internship placements for UO students with the state and national legislature.
The College of Education offers field experiences for students interested in
teaching and other human service careers through the ESCAPE program and
student teaching opportunities.
• Provide university education to more Oregonians
The changes outlined in the above paragraphs represent carefully considered,
deliberate strategies to strengthen undergraduate education at the University
of Oregon. These strategies are consistent with and responsive to the
university's current mission statement. Further, these strategies are guided
by the 1994 Academic Productivity Plan, which was developed by faculty
committees in a consultative process and sets forth the following three goals:
creative writing, European studies, medieval studies, two new majors in
music, and expanded licensure programs in teacher education.
Educational Program and Its Effectiveness
Another strategy for improving undergraduate education has been an
intensified effort to involve undergraduates in research projects. (The 1987
accreditation site visit report cited this area as one where improvements
could be made). For example, the Department of Classics has created a link in
its World Wide Web site to archaeological projects relevant to the study of
classics, a resource that recently enabled two students to participate in
archaeological digs. In the social sciences, the faculties of economics,
geography, and anthropology have made a concerted effort to incorporate
undergraduates into their research programs. The natural science
departments, especially, have very strong undergraduate research programs
that provide students with the opportunity to do pioneering research and
publication in their major field. Frequently these programs provide financial
assistance to students as well as their professional development. The
departments of biology, chemistry, and physics have been particularly active
in this area, offering National Science Foundation funded summer programs
in chemical physics for nearly 10 years, in addition to individual grant-funded
programs. One measure of increased undergraduate research activity is the
number of students registered for 401 research credits. From Fall 1986 to Fall
1996, that number increased 63 percent (l70/277).
....
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Educational Program and Its Ef(ectivenessStandard V
122
Policy Statement # 25: Educational Assessment
• Capitalize and build on existing strengths
• Create financial stability
Certificate programs listed in the General Bulletin (ethnic studies, folklore,
Russian and East European studies, and women's studies) are offered only in
conjunction with degree programs and are assessed accordingly. Please refer
Standard V
Measures of student progress toward degrees deal with such questions
as: Are academic requirements well articulated and coordinated with
the resources available to allow students to meet those requirements in
a timely fashion? Are there indicators of intermediate achievement
that provide coordination of student n-eeds with necessary resources?
Are learning and teaching resources marshaled in an efficient and
to Standard VI for a description of the certificate program being developed by
the Labor Education and Research Center.
Enrollment and retention measures address such questions as: Does
the institution enroll and retain students who are capable of benefiting
from the resources on campus? What are the entry indicators used for
success? Do these indicators and the recruitment efforts produce a
cohort of students well suited to the educa tional program of the
institution? What level of attrition is appropriate to the institution?
123
Providing high quality undergraduate education is a central
component of the University of Oregon's mission. Since the mid-1980s
efforts have been made nationwide to measure the effectiveness and
the efficiency of undergraduate education. In its March 1992 report, the
OSSHE task force on assessment stressed several key principles to keep
in mind about such measurement. Most importantly, the report
stressed that assessment must match institutional mission. Further
assessment must make use of multiple indices of ou tcomes.
Institutions must resist simplistic quantification of outcomes such as
comparisons of performance on standardized tests, even if those tests
are achievement based; moreover, it is completely inappropriate to
make statements of outcomes based on testing instruments designed to
measure aptitude.
To measure the productivity of our undergraduate teaching, we will
use a wide variety of instruments, evaluation approaches, and indices
of enrollment and retention, student progress, graduation, and overall
satisfaction.
The 1994 Academic Productivity Plan (p. 24) directly addressed the
relationship between assessment (questions such as ''How well are we doing?
What impact is our organization having on its clients? How well are we
achieving our organizational goals?") and productivity (which "introduces
the notion of quantity produced [of a given quality] per unit of input").
During the development of the productivity plan, a faculty committee
prepared a document, attached to the productivity plan as Appendix C, that
included a commentary on assessment and a list of assessment measures
employed at the University of Oregon. Articulated in that document is the
institutional policy on assessment:
Educational Program and Its Effectiveness
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Educational Program and Its Effectiveness
Policy Statement # 25 (a copy of which can be found in the resource room)
requires that each institution and program adopt an assessment scheme
responsive to its mission and its needs. For its degree programs, the
university employs a range of assessment mechanisms (see B.6.) that are used
individually and institutionally to ensure compliance with Policy Statement
# 25. These mechanisms ensure that the curriculum planning process is
influenced by faculty members' and students' experiences in the classroom
and by improvements in content and methodology that stem from these
experiences.
Another area of change that should be noted is in summer session, which the
university does not consider as a fourth, regular academic term. Summer
session has no admission requirements and has a separate tuition structure.
In the past, summer session tended to attract approximately half its students
from University of Oregon matriculants and half from other sources. The
curriculum was often experimental and innovative. Since the passage of
Measure 5, however, those trends have altered. Now approximately 70
percent of all Summer Session students are University of Oregon students,
and more of the standard undergraduate curriculum is being offered in the
summer session curriculum. It appears that fewer students are using
summer session for exploratory purposes and that more are enrolling in
summer session courses to fill general education and/or major requirements.
B. 2. What tangible evidence (i.e., assessment) is there to show the
effectiveness and the outcomes of the general education or related instruction
requirements of the institution's degree and certificate programs?
One of the effects of the productivity plan is to encourage the constant review
of the curriculum at all levels of the university to assess how successfully and
appropriately the university is positioning itself in respect both to external
market forces and to its distinct mission within the state system while
maintaining the high quality of an AAU institution. Other unintended
effects of the plan, which links a certain amount of resource allocation to
increased productivity, include the fostering of a campus environment in
which units have competed with one another for increased student credit
hours. The provost has begun working with the deans to mitigate this
situation.
Standard V
124
2. a. Entry Point Assessments
Assessment measures at entry include surveys of incoming first-year students
to assess academic expectations and values and att~tudes .t?ward learni~g;
placement tests to determine skill levels in mathematics, wntmg, and foreIgn
• Revision of general education requirements
• Revision of major requirements
• Revision of placement policies and procedures for
mathematics/English composition/language course
• Creation of the Teaching Effectiveness Program and the Mid-Term
Analysis of Teaching
• Establishment of regular program review process
• Institutionalization of peer review of teaching
• Institutionalization of regular student evaluation of courses
• Development of the OSSHE assessment plan
• Formulation 9f the UO productivity plan
• Implementation of regular satisfaction surveys for students, recent
graduates, and alumni
timely manner to ensure that students are l~arning actively and are
progressing toward graduation? What barners are there to student
progress and how are they overcome? What is [sic] the breadth and
depth of undergraduate learning and achievement?
To measure graduation productivity, not only is a count of graduates
important, but also assessment of the ~uality of t~eir ~ea~ning and of
the learning experience, consistent wIth the. unzverslty.s . goals and
missions. Methodology can include retrospectIve (or statzstlcal cohort>
studies of alumni, assessing their professional achievements and
long-term satisfaction.
The University of Oregon conducts assess.ments at entry po~nt,. midpoints,
and exit points using multiple measures. FIve areas ~r~ the ~rm~lpal f?cuS of
attention: 1) learning in selected content areas, 2) crItiCal thmkmg skil.ls, (3)
cognitive development, (4) quantitative skills, and 5) val.ues. an~ attItudes
toward learning. Some of the evidence is collected at the mstltutlOnal level
(e.g., Office of Admissions, Graduate School, Office of Resource ~anagement),
though the bulk of the evidence is collected in a decentrahzed way by
academic departments and individual faculty members.
In the past decade, the university has made substantial progress in assessing
the undergraduate program. Among new assessment initiatives highlighted
in this chapter are the following:
Standard V
125
• Students whose native language is not English must supply results of
the Test of English as a Foreign Language (TOEFL) as part of the
application process. A score of at least 500 is required. Students who
score between 500 and 574 are required to be tested upon arrival
through the Supplementary English Language Training (SELT)
program. SELT courses are available to students who either need or
• The writing ability of students admitted to the university is assessed
through standardized tests. Students with scores below 38 on the
TSWE or below 480 on the revised SAT must complete SR 049, or
retake the test to improve their score, before entering WR 121. Credit is
given to some students for AP courses taken in high school, and a
small number of others successfully challenge the courses by waiver
exam. Students completing their degree in the Honors College are
exempted from the university writing requirement. Students with a
designated SAT verbal score are exempted from the first writing course.
Students whose native or primary language is not English are placed in
their first writing course on the basis of a placement test that is
administered before registration. The faculty advising manual
provides further details on page 11.
• The B.S. degree requires proficiency in mathematics or computer and
information science or a combination of the two. Students whose
mathematics placement exam results demonstrate limited skills in this
area may complete the requirement for the B.S. degree by completing
three specified courses in one of four combinations (see p. 21 of the
General Bulletin). Placement exam results are advisory only, though
discussions have taken place between the Department of Mathematics
and the registrar concerning the possibility of using BANNER to
prevent students from enrolling in classes beyond their placement
level.
• The B.A. degree requires proficiency in a foreign language,
demonstrated by completing at least the third term, second year of a
foreign language course taught in the language or by passing an
examination showing equivalent proficiency. Scores on the
foreign-language entrance examination indicate the level at which
students might begin, not where they must begin. The heads of foreign
language departments are preparing to initiate a collective review of
placement and assessment practices in foreign language programs 0 n
campus.
Educational Program and Its Effectiveness
language; and standardized tests such as SAT and the Test of English as a
Foreign Language (TOEFL).
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Educational Program and Its EffectivenessStandard V
126
2. b. Midpoint Assessments
request additional training in English for their academic work.
Admitted students must successfully complete WR 121 and either W R
122 or 123.
Standard V
Mathematics: Good student placement is a problem that plagues
essentially all mathematics departments. For years the University
of Oregon has maintained a program of placement exams for new
students that has worked moderately well, though far from
perfectly. Placement based on exam scores has been difficult to
enforce, particularly with returning students. As an advisory
mechanism it has been ignored by many students.
One of the most pernicious consequences of poor placement is that
large num.bers of students register for courses that they subsequently
drop or fail. In order to deal with the large initial enrollments, the
department may offer many more sections of courses than are
needed to serve those students 'who eventually complete them.
127
The Office of Institutional Research has the capacity to analyze these
student s~rvey respon~es by s~hool or college and by students' major
and year In school. ThIS materIal can be made available to departments
as they review their curriculum.
• Two surveys conducted in 1994-95 and 1995-96 examined the effect of
small-group (i.e., learning communities) experiences on retention of
fi,rst-year students. (The first study analyzed the return of 1994
freshmen in fall 1995; the second, of 1995 freshmen in fall 1996.) The
studi~s show increased retention among students with a small-group
experIence. Students who had no small-group experiences had a 68
percent return rate for 1994-95 and a 76 percent return rate for 1995-96.
In comparison, the respective return rates for freshmen with a
Freshman Interest Group experience were 91 and 80 percent. For
students enrolled in the Honors College, the respective rates were both
90 percent. In keeping with our increased emphasis on learning
communities, the university will conduct further studies.
• The Department of Mathematics and the Composition Program have
been studying how students progress and succeed at the levels at which
they are "placed."
Educational Program and Its Effectiveness
A lot Some Not at all No Resp.
Improvement of writing 33.9% 49.1% 16.9% 0.1%
skills
Improved knowledge of 50.2 46.9 2.9 0.0
basic subject matter
Improved knowledge of 40.8 50.7 8.2 0.3
ma'or theories
Educational Program and Its Effectiveness
OSSHE is encouraging its member institutions to establish "implications
teams" to identify how proficiency-based admissions will affect individual
campuses. The UO has not yet created its team, but the faculty and
administration have begun to debate, analyze, and consider the myriad issues
posed by this new approach to admissions and entry-point placement.
• The 1995 student satisfaction survey included questions addressing the
areas of general education and major subject requirements. Student
responses included the following: (See table next page)
A new direction in assessment is represented by the state system's
Proficiency-based Admission Standards Study (PASS), which will have a
profound affect on the university's admissions and entry-point assessments
beginning in the year 2000. PASS responds to 1991 and 1995 school-reform
legislation, the Oregon Educational Act for the 21st Century (House Bill 3565),
which instituted two proficiency-based certificates in place of diplomas at the
K-12 level. The PASS project has identified the specific areas of knowledge
and particular skills that students will need to be admitted to college; these
were adopted formally by the state board in 1994. Students will be expected to
demonstrate proficiency in six content areas (math, science, social sciences,
second languages, English and literature, and visual and performing arts),
beginning with first-year students admitted fall term 2001, who will be
expected to be proficient in English and math. Each year an additional
proficiency area will be added until, beginning fall 2005, all six are expected.
Proficiency will be determined by three types of assessments: state
multiple-choice tests, common performance assessments, and teacher
verifications of student work samples.
Evidence at the midway point tends to be generated by individual faculty
members (e.g., evaluation of students through class performance and
one-on-one advising/mentoring) or by departments through curriculum
review. At the institutional level, the university obtained a "snapshot" of
student levels of sati"sfaction in 1994 and 1995 through surveys of currently
enrolled, randomly selected students. In 1994-95 and 1995-96, first-year
students who were enrolled in learning communities were surveyed to
examine the effect 0'£ small-group experiences on one-year retention.
Standard V
128
• A number of departments recently have revised their major
requirements to provide opportunities for more rigorous assessment of
their students" A few representative examples are listed below.
Sociology has instituted a requirement that all majors take four
courses at the 400 level, where enrollment is limited to about 35
students and written work is required of all students. Previously,
sociology majors could graduate with most of their work in
relatively large 300-level courses. The purpose for the change is, as
the department head reports, "to better teach and evaluate the
written work and critical thinking- skills of our students."
Another unfortunate result is that many students waste precious
time beginning a course that they later drop.
In the interests of both efficient resource allocation and better
service to students the department has begun a serious overhaul of
its placement and assessment procedures. In a number of beginning
courses instructors have been giving "gateway" and "exit" exams.
The outcomes are used to test student readiness and proficiency,
and the resulting data are helping to guide the department in
creating actual placement exams for these courses.
The department's goal is to put together a placement process that
will work for the University of Oregon and perhaps be of value as
well to the entire state system.
Composition: In 1992-93 the Composition Committee instituted
two important changes in evaluation procedures to provide better,
internally driven, assessments of both student and teacher
performance. Teachers now require students to write a d~agnostic
essay on the first or second day of class; these essays are reVIewed to
provide a better check on proper placement. For example, students
who tested into WR 121 but whose diagnostic essays reveals serious
inadequacies in writing skills are encouraged to transfer to WR 049
(Developmental Composition) or, for international students, an
English class taught through the American English Institute.
Second, each teacher must provide to the Composition Program
director one student portfolio that includes a reflective essay written
by the student. The reflective essay allows the students to think
about and to articulate what they actually are learning in the course
and how the course work helps to improve their writing. The
director and two assistant directors read all of the portfolios (about
160 total each year) to gain a sense of what transpires in each course
and of how students respond to the curriculum and teaching
methodologies.
Standard V
The Department of Geological Sciences has instituted a
geophysics-emphasis option in the undergraduate major that
requires students pursuing this track to take classes in math,
physics, and chemistry earlier in their careers than majors in the
traditional geology track usually have done. Taking these classes
earlier has tended to increase student quality, the department head
reports, and students in the traditional track are beginning to
emulate the students in the geophysics track.
The Department of Psychology has developed a premajor series of
courses, including research and· quantitative methods. The
department head reports that the "quality of our majors has
improved slightly with this premajor requirement and with the
general upgrading of the overall university requirements."
129
The Department of English requires all prospective majors to take
an Introduction to the Major course. The course provides
coherence to the future program of study and helps foster a sense of
shared experience among each cohort of new majors.
Computer and Information Science requires its majors to take a
third writing course (beyond the two required for general
education). The department head writes that the purpose is "to
support experience and development in our students' abilities to
work together and communicate/present topics to small groups./I
The Department of History recently completed a series of major
curricular reforms. It requires its majors to complete a research
seminar, in which they are expected to undertake successful
investigations culminating in lengthy analytical papers; these
generally receive peer critiques from students as well as
commentary from the course professor. All history majors are
expected to maintain at least a 2.5 GPA. All upper-division courses
are writing-intensive.
The professional schools typically require undergraduate applicants to
demonstrate a certain degree of academic achievement and functional
proficiency before admission. In the Department of Fine Arts,
applicants to the fifth-year B.F.A. program are subjected to a portfolio
review, usually during the fourth year. Students accepted into the
program must complete at least 4 credits of Terminal Creative Project
B.F.A. The Lundquist College of Business admits undergraduates to a
major only after junior standing has been attained. Admitted students
are required to have completed the university writing requirement and
the pre-business core courses and to have demonstrated computer
Educational Program and Its Effectiveness
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Educational Program and Its EffectivenessStandard V
130
2. c. ExitlLong-Term Assessments
literacy. The College of Education accepts undergraduate students into
two majors and a minor only after completion of specified gateway or
premajor courses or, for the program in communication disorders and
sciences, after passing a screening test. The School of Journalism and
Communication requires students to complete a premajor core and to
pass the Language Skills Diagnostic Test (LSDT). Aspiring Dance
majors must pass DAN 251 and 252; Music majors are admitted only
after placement exams and, for performance applicants, one or more
auditions.
Standard V
131
• The survey of June 1995 graduates yielded the following results for
questions addressing general education requirements and degree
programs. These are the same questions asked of current students
(reported under "mid-point assessments" above); results will be
considered in a comparative format under B5.
B. 3. Evaluate the efforts made to avoid the undue proliferation and
duplication of course offerings. What changes or improvements are
indicated, if any?
• Similar questions asked of University of Oregon alumni elicited the
following responses:
New course proposals must pass a rigorous review at several institutional
levels that includes consideration of "undue proliferation and duplication."
This review begins at the departmental level, passes to the school/college
curriculum committee, and rises to the University Curriculum Committee.
The recommendations of the UCC are presented to the University Senate for
final approval three times a year. The UCC and Senate recently implemented
the thrice-yearly schedule to improve the responsiveness of the curriculum
Educational Program and Its Effectiveness
In addition to these quantitative assessments of student performance, some
units informally track the careers of their graduates through anecdotal
reporting and surveys. The Department of Exercise and Movement Science,
for example, surveys exiting students with letters, asking them to report on
their experiences as students, the courses they have taken, and future plans or
career goals. The dean of the School of Music conducts personal exit
interviews with graduating students, as does the dean of the College of
Education.
A lot Some Not at all No Resp.
Improvement of writing 50.1% 42.9% 6.7% 0.3%
skills
Improved knowledge of 62.6 34.8 2.2 0.4
facts
Improved knowledge of 50.0 42.9 5.5 1.5
major theories
A lot Some Not at all No Resp.
Improvement of writing 50.2% 45.2% 3.4% 1.1%
skills
Improved knowledge of 57.5 39.1 2.3 1.1
basic subject matter
Improved knowledge of 53.2 43.0 2.7 1.1
major theories
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Educational Program and Its Effectiveness
• Another form of assessment that serves as an indicator of student
satisfaction and of the ability of the university to meet its mission is the
graduation rate after four and six years. A study conducted by the
Consortium for Student Retention Data Exchange (CSRDE) on data
reported by 164 institutions shows that the four-year graduation rate for
the 1989 cohort is 28 percent (compared to 33 percent at the University
of Oregon) and the six-year rate is 55 percent (compared to 61 percent at
Oregon). The success of the university's efforts to improve overall
satisfaction is suggested by a comparison of the four-year graduation
rate in 1986, 24 percent, and 1992, 35 percent.
• The 1994 Career Center survey results reported that 48 percent of recent
graduates held jobs in fields closely related to their majors. All, or
almost all, jobs were classified as career-related by graduates in
accounting; architecture; decision science; finance; German; history;
Japanese; jo:urnalism-public relations; physics; Romance languages;
and planning, public policy, and management. Very few graduates in
ceramics, dance, economics, exercise and movement science, and
landscape architecture classified their jobs in this way. In comparison
with previous surveys, the percentage of graduates who were
employed has remained fairly steady, but more 1994 graduates reported
obtaining career-related positions. Significantly more 1994 graduates
were in part-time positions, however.
Standard V
In recent years the university has been developing multiple instruments for
assessing the attitudes and satisfaction levels held by University of Oregon
graduates and alumni. Every two years since 1986, the Career Center conducts
a survey of recent graduates. In 1994 the Office of Resource Management
conducted a survey of alumni (going as far back as matriculants in the 1920s)
to determine self-reported satisfaction in a number of areas, including skill
and knowledge gains related to general education and major subject areas. A
companion survey of June 1995 graduates took place from August to
November 1995.
132
The University of Oregon offers the following undergraduate degrees:
to faculty, student, and institutional interests. No other changes or
improvements are indicated at this time.
B. 4. Analyze the major instructional areas. What limitations are placed
upon the number of credit hours required in a major? Does each program
provide the opportunity for electives? Is the system of prerequisites for
advanced study reasonable, clearly stated, and consistently enforced?
Standard V
own requirements, ranging from the institutional minimum of 36 to more
than 70.
Educational Program and Its Effectiveness
5. a. Course Evaluations
133
In addition to formal course evaluations required by senate legislation, faculty
members employ various means of assessing and improving their teaching
effectiveness. These include informal questioning of students, the revision of
5. b. Individual Faculty Assessments
Prerequisites are required to be stated clearly in the General Bulletin and the
Schedule of Classes. They are approved through the standard curricular
review process and are enforced at the unit level. The system of enforcement
will be improved as the university develops computer capability to screen for
prerequisites during the registration process.
B.S. Evaluate the evidence to indicate the effectiveness of the educational
program.
University Senate legislation requires that all courses enrolling more than 10
students and taught by tenure-track faculty members be evaluated by students
using quantitative questionnaires. Faculty members also are required to
solicit signed, written comments from students in all courses, regardless of
enrollment. It is the department head's responsibility to collect, maintain,
and summarize the statistical results of student evaluations according to
university rules. In addition to student evaluations, faculty legislation
prescribes that probationary faculty members have at least one course
thoroughly evaluated by a faculty peer during each of the three years
preceding the promotion/tenure process. In most cases, the peer reviews are
conducted during the third, fourth, and fifth years of the probationary period.
The goals of the peer reviews are to identify teaching strengths and
weaknesses and to advise on strategies for continued improvement in
teaching excellence.
Multiple assessment measures demonstrate the University of Oregon's
success in delivering an effective educational program that is consistent with
the university's mission. This section highlights a selected range of evidence.
All departments allow opportunities for electives, though the degree of
flexibility varies from unit to unit. Please refer to the General Bulletin for
details. Most departments offer students academic planning materials that
specify when major program requirements should be completed and identify
course prerequisites and sequences and useful electives. These topics are also
addressed in major program advising and degree reviews conducted by
faculty with students.
Educational Program and Its Effectiveness
Bachelor of Arts
Bachelor of Science
Bachelor of Architecture
Bachelor of Education
Bachelor of Fine Arts
Bachelor of Interior Architecture
Bachelor of Landscape Architecture
Bachelor of Music
The university's mInimUm requirements for graduation are 180 credits for
the bachelor of arts, bachelor of science, bachelor of education, and bachelor of
music. A total of 220 credits are required for the bachelor of fine arts and the
bachelor of landscape architecture. A total of 225 credits are required for the
bachelor of interior architecture, and a total of 231 credits are required for the
bachelor of architecture. Minimum requirements for the major are 36 credits,
including 24 in upper-division work. Individual departments establish their
All bachelor's degrees must be awarded with a major. The university offers
majors in the following disciplines: accounting; anthropology; architecture;
art history; Asian studies; biology; business administration; ceramics;
chemistry; Chinese; classical civilization; classics; communication disorders
and sciences; comparative literature; computer and information science;
dance; economics; educational studies; English; environmental studies;
exercise and movement science; fibers; fine and applied arts; French; general
science; geography; geological sciences; German; Greek; history; humanities;
independent study; interior architecture; international studies; Italian;
Japanese; jazz studies; journalism; journalism: advertising; journalism:
communication studies; Journalism: electronic media; journalism:
magazine; journalism: news-editorial; journalism: public relations;
landscape architecture; Latin; linguistics; mathematics; metalsmithing and
jewelry; music; music composition; music education; music performance;
music theory; painting; philosophy; physics; planning, public policy and
management; political science; printmaking; psychology; religious studies;
Romance languages; Russian; sculpture; sociology; Spanish; theater arts; and
visual design.
Standard V
134
5. d. Program Reviews
5. c. The Teaching Effectiveness Program
course syllabi and instructional materials, and experimentation with
instructional methodologies.
Standard V
135
5. e. Articulated Surveys of Students, Graduates, and Alumni
Presented below in comparative, expanded form, survey results show a
discernible feeling of satisfaction among the surveyed groups.
Educational Program and Its Effectiveness
the establishment of a mechanism for balancing credit-hour production
against curricular needs in the Department of English; in both anthropology
and geography, reviews led to a mechanism to provide improved staffing and
facilities. The architecture review led to better security for student computer
systems and to improved central computer facilities. Copies of
program-review reports and memoranda of understanding, in which the unit
comes to agreement with the administration on how to effect improvements,
are included in the accreditation resource room.
The recent surveys of currently enrolled students, recent graduates, and
alumni referred to in B. 2. provide important measures of the effectiveness of
the vas educational program. The Office of Resource Management shares
the results of these surveys with key administrators (the provost, deans,
Student Academic Affairs officials) and others.
A lot Some Not at all No Resp.
Improvement of writing skills
1995 enrolled students 33.9% 49.1% 6.9% 0.1%
June 1995 graduates 50.2 45.2 3.4 1.1
Alumni (1994) 50.1 42.9 6.7 0.3
Improved knowledge of basic subject matter
1995 enrolled students 50.2 46.9 2.9 0.0
June 1995 graduates 57.5 39.1 2.3 1.1
Alumni (1994) 62.6 34.8 2.2 0.4
Improved knowledge of major theories
1995 enrolled students 40.8 50.7 8.2 0.3
June 1995 graduates 53.2 43.0 2.7 1.1
Alumni (1994) 50.0 42.9 5.5 1.5
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Educational Program and Its EffectivenessStandard V
The TEP, offered through Academic Learning Services, provides a variety of
activities and services to engage the academic community in viewing,
assessing, and improving undergraduate instruction. TEP services are free to
faculty members, graduate teaching fellows (GTFs), and university
departments. Established in 1987, the TEP has grown to include a range of
development opportunities: classroom observation and/or videotaping;
development of individual teaching portfolios; special departmental requests
for support-program development; confidential, individualized
consultations; and workshops and seminars, including a two-week intensive
workshop on basic teaching skills offered prior to the beginning of classes and
a weekly seminar offered each term throughout the year. The Midterm
Analysis of Teaching (MAT) is a diagnostic program individually created by
each faculty member with TEP assistance. MAT results are strictly
confidential and are used only to assess the teaching and/or learning within a
particular course, not for purposes of departmental evaluation. Faculty
members may obtain assistance in interpreting MAT results and guidance in
considering appropriate responses to the student feedback.
The decennial program review process established in 1991 has become an
important assessment mechanism for both undergraduate and graduate
programs. By the end of 1996-97,29 programs will have completed their first
review in this cycle; 19 additional programs will be reviewed by 2000-2001.
Every program reviewed to date has benefited from a close look by both an
internal review team and external evaluators. Examples of results include
Participation in TEP activities is strong and continues to increase. During
1995-96, TEP staff members held 222 individual consultations with faculty
members and GTFs. During 1996 summer and fall terms alone, TEP staff
conducted an additional 169 consultations. Each day TEP staff members field
approximately 18 phone calls and 45 to 50 e-mail inquiries on teaching issues.
Each term 60 to 70 instructors use the MAT to receive feedback from 2,000 to
3,000 students. Every year TEP staff members conduct an average of 90 to 100
videotapings and observations and six to eight small group instructional
diagnosis sessions. Some departments have made special requests to have all
of their first-year GTFs taped with follow-up consultations on ways they can
improve their teaching. Attendance at TEP workshops and seminars
averages 75 persons per event. In 1994-95, 125 GTFs and 332 faculty members
participated in workshops and seminars; in 1995-96, 175 GTFs and 447 faculty
members; and in fall term 1996 alone, 180 GTFs and 417 faculty members.
Ability to speak before an audience
1995 enrolled students 20.9 40.1 38.7 0.3
June 1995 graduates 26.9 51.4 20.1 1.6
Alumni (1994) 34.0 45.5 20.1 0.3
Ability to gather information and data
1995 enrolled students 43.9 44.4 11.5 0.3
June 1995 graduates 65.2 30.3 2.9 1.6
Alumni (1994) 69.3 27.3 3.1 0.2
Ability to analyze information and data
1995 enrolled students 45.1 46.9 8.0 0.0
June 1995 graduates 61.3 35.1 2.3 1.4
Alumni (1994) 66.3 30.4 2.8 0.5
Ability to understand individual differences and similarities
1995 enrolled students 37.0 51.9 10.7 0.4
June 1995 graduates 48.4 41.0 8.6 2.0
Alumni (1994) 45.3 45.2 9.1 0.3
Ability to understand cultural differences
1995 enrolled students 34.7 49.1 16.1 0.1
June 1995 graduates 49.5 38.5 10.6 1.4
Alumni (1994) 33.1 52.1 14.5 0.3
Ability to tolerate differing views
1995 enrolled students 38.2 46.5 15.3 0.0
June 1995 graduates 48.6 40.5 9.3 1.6
Alumni (1994) 47.9 42.2 9.1 0.8
Ability to work independently
1995 enrolled students 43.1 41.1 15.8 0.0
June 1995 graduates 50.2 38.7 9.7 1.4
Alumni (1994) 55.4 35.5 8.7 0.3
137
* This number perhaps reflects the fact that of the surveyed alumni, only
63.4 percent received a bachelor's degree from the UO; the remaining 36.6
percent reported receiving master's, doctoral, or no degree, or "other."
Good job teaching V.good Swhat Swhat V.bad No Resp.
undergraduates good bad
1995 enrolled 25.4 62.7 10.0 1.1 0.8
students
June 1995 graduates 31.2 63.3 4.1 0.0 1.4
Alumni (1994) 39.9 42.2 3.0 0.6 14.3*
Standard VEducational Program and Its Effectiveness
Ability to exercise leadership
1995 enrolled students 19.1 49.1 31.8 0.0
June 1995 graduates 31.0 50.7 16.7 1.6
Alumni (1994) 27.1 53.1 19.3 0.5
Improved critical thinking ability
1995 enrolled students 41.2 52.0 6.7 0.0
June 1995 graduates 56.8 38.5 3.6 1.1
Alumni (1994) 57.3 39.3 2.8 0.6
Ability to recognize and appreciate art
1995 enrolled students 31.5 48.7 19.8 0.0
June 1995 graduates 38.7 48.0 12.0 1.4
Alumni (1994) 39.1 45.0 15.6 0.3
Overall satisfaction V.sat Swhat sat Not v. sat Not at all No Resp.
with education sat
1995 enrolled 41.6 47.3 9.7 0.9 0.4
students
June 1995 graduates 52.9 44.1 2.3 0.0 0.7
Alumni (1994) 67.9 27.3 4.0 0.5 0.5
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Educational Program and Its EffectivenessStandard V
138
• Dramatic improvements over the past 10 years in successful
fund-raising and grant-award efforts have generated critically
Although a wide variety of factors affect this performance, we believe that
these results directly reflect the university's efforts to improve the quality of
education offered to undergraduates both in the classroom and on campus, as
well as the increased attention to the general campus climate.
5. g. Five Challenges
The UO's educational program has undergone many changes and
improvements in the past 10 years. Within the context of ongoing
institutional assessment efforts of the educational program, there are five
major areas that constitute important challenges for the future.
Standard V
139
Meanwhile, Oregon's K-12 public educational system continues its
radical restructuring and its move toward outcomes-based education
and proficiency assessment, though the processes and the outcomes
vary from district to district. The implications of these changes for the
Oregon State System of Higher Education are profound. At the
University of Oregon, and throughout the state system, we are faced.
with a fundamental question: How can we best serve students who
possess an ever-widening array of skills, knowledge, and modes of
learning?
important new sources of funding for the university. One institutional
challenge in this regard is the management of potential disparities that
may arise among units that are relatively more or less successful in
obtaining funding from external sources.
• Objective measures of academic ability and preparation (e.g., GPAs,
SAT scores) have risen among UO students in the past 10 years. Even
so, a fifth major challenge is presented by students' uneven preparation
for and uneven ability to do university-level work. Among the faculty
and in various segments of the external community (e.g., see the June
1996 report Gaining Competitive Advantage, by the Oregon Business
Council, Associated Oregon Industries, Portland Metropolitan
Chamber of Commerce, and the Oregon Council of the American
Electronics Association), students and graduates often are perceived to
need some degree of improvement in basic skills such as writing and
mathematics, as well as in their abilities to analyze information, to
learn independently, and to display initiative. This is a nationwide
phenomenon, of course, and is not unique to the University of Oregon.
Nevertheless, we believe that it represents a challenge to our ability to
maintain excellence in undergraduate education.
• The university has made major progress in the past 10 years in the
addition and improvement of instructional and administrative space,
instructional technology, and other resources, as has been described in
Standards ill and IV. The construction of the new law building will
allow the conversion of 82,000 square feet of the former law school
building into classroom and office space that will serve primarily the
liberal arts core of the university. Nevertheless, a continuous need for
additional space and instructional technology remains. In many
buildings, particularly those serving the social sciences and the
humanities, classrooms need basic upgrading (e.g., new paint, better
audiovisual capabilities, more flexible seating) to create an atmosphere
more congenial to learning.
Educational Program and Its Effectiveness,.JI! '"
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Educational Program and Its Effectiveness
• The structure of the university's General Education requirements has
been an ongoing issue that remains a faculty concern. Two attempts to
revise the requirement during the past ten years have failed (see B. 1.
above), and both the University Curriculum Committee and the
Undergraduate Education Policy Coordinating Council are pressing for.
a new look at the requirements.
• In spite of the UO's successful responses to an unfavorable
state-funding climate and the institution's ability to maintain
economic well-being, there runs a strong current of anxiety and
uncertainty among the faculty. These feelings are fueled by a variety of
factors, including legislative decisions unfriendly to higher education,
ballot measures adversely affecting state funding, pressures for greater
and more explicit accountability and productivity, increasing
opportunities 'and challenges posed by technology, the need for
increased educational services in the Portland metropolitan area, and
increased administrative and advising responsibilities. The challenge
for the university is to create an atmosphere in which there is a
positive, forward-looking attitude among the faculty.
5. f. Improved Graduation Rates
Standard V
As noted above, the University of Oregon has made considerable progress in
improving graduation rates. Only 19.2 percent of the fall 1983 entering
freshman class graduated four years later, while 35.3 percent of the 1992 class
graduated. within four years. Using a more commonly accepted. standard of
six-year graduation rate, the university's performance has improved from
47.3 percent for the 1983 fall entering class to almost 61 percent for the fall
1989 class. Similar studies conducted by the Oregon State System of Higher
Education confirm this improved graduation rate.
140
B. 6. What evidence is there that the institution utilizes a range of outcome
measures to assess the achievement of its mission and objectives?
Appendix C to the 1994 Academic Productivity Plan, which can be found in
the resource room, lists the following lIoperational measures of the
application of knowledge" in undergraduate education employed at the
University of Oregon:
Enrollment and retention
Entry indicators
Average freshman GPA
Average freshman SAT
Special recruitment
Placement exams (math, writing, foreign language)
Intermediate achievement indicators
Program/major admissions exams
Academic progress of student athletes
Exit interviews with withdrawing students
Student perceptions and satisfaction
Student behavior
Proportion of students employed 15+ hours per week
Special advising (e.g., mentorship program, faculty advising of student
organizations)
Graduation achievement indicators
Honors and awards
Average GPA of graduating seniors
Average SAT of graduating seniors
Cohort graduation rates
Performance on graduate and professional program admissions tests
(GRE, LSAT, GMAT, etc.)
Degrees awarded
Student perceptions and satisfaction
Student research and publication
Proportion of students who studied abroad
Proportion of students who participated in internships
Proportion of students enrolled in honors or graduate level courses
Proportion of students who worked on a professor's research project
Proportion of.students who assisted in teaching
Post-graduation indicators
Alumni surveys
Employed in career-related positions or graduate/professional
programs
Employed in unrelated field
Unemployed
In the military
Instruction and curriculum
Standard V
The school and college reports are presented in the following order:
Teaching evaluations
Teaching awards
Program review
Teaching load
Major~ per faculty FfE per department
SCH per faculty FfE per department
Special instruction (e.g., seminars, minicourses)
Individualized instruction or supervision (SCH in 401-409 courses)
B. 7. Assess the impact on the institution of programs with specialized
accreditation.
C. Internal Academic Unit Analysis and Appraisal
141
Educational Program and Its Effectiveness
• College of Arts and Sciences (CAS summary, followed by reports from
the divisions of Humanities, Social Sciences, and Natural Sciences)
Though specialized accreditation-both the review process and the
implementation of recommendations-involves considerable expense to the
institution, the university balances its commitment to a liberal arts education
with its commitment to professional education as part of its overall mission.
In times of resource constraints, constant negotiations among various units
are necessary to balance institutional resources. One practical consequence of
the current milieu is that all units must depend upon increasing amounts of
external funds.
This section contains reports from all the schools and colleges at the
University of Oregon except the Graduate School, which is described in
Standard XI. The report of the College of Arts and Sciences includes analyses
of its three major subdivisions: humanities, social sciences, and natural
sciences. Individual departments and units were encouraged to prepare their
own self-study reports in response to the questions provided in the
Accreditation Handbook; some of the following reports draw upon these unit
reports where appropriate. '. Unit reports that were submitted are included in
the accreditation resource room.
The university enjoys an enhanced national and international reputation
through the presence of fully accredited professional schools and colleges
(architecture and allied arts, business, education, journalism and
communication, law, music) that surrounds the institutional core of arts and
sciences. In addition, several departments within the College of Arts and
Sciences have undergraduate programs that are accredited by professional
associations. Accreditation ensures high-quality programs and resources
adequate to fulfill the individual missions of the accredited units.
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Educational Program and Its EffectivenessStandard V
142
COLLEGE OF ARTS AND SCIENCES: OVERVIEW
1. What is the unit's basic belief about its role in the institution's educational
program? Evaluate the extent to which the unit's objectives are presently
realized.
The divisional associate deans have written responses to each of the
internal academic unit analysis and appraisal questions, summarizing
the responses of the units within this college. This initial section will
present a brief overview of these responses from the perspective of this
college.
Standard VEducational Program and Its Effectiveness
3. Critically evaluate the institution's general educational requirements as
they relate to the unit, or related instruction requirements as they apply to the
purposes of applied associate degree programs, certificate, programs, and
non-certificate programs within the unit.
143
Our goal is to deliver a high quality general education, and to provide
excellent instruction across a broad range of humanities, social sciences,
sciences and mathematics both through classroom experiences and also
opportunities to participate with faculty in research and scholarly activity.
These various programs and departments provide general education for arts
and sciences majors as well as those majoring in professional school subjects,
provide broad training in the perspectives of the humanities, the social
sciences and the sciences, and prepare students for professional careers in the
arts and sciences disciplines or prepare them for further training in graduate
or professional schools. The general education courses are designed to
improve student abilities to communicate orally and in writing, to reason
and argue effectively, to read and assess new materials critically, to pursue
knowledge beyond the classroom experience, to understand the scientific and
mathematical perspectives on the world, to understand the historical and
geographic expression of human habitation of the world, and to understand
the various perspectives of diversity, resource allocation, and political and
social structure in this society and in the world. We feel that the role of this
college is central to that of the university, and that, given budgetary and other
constraints, its objectives are being realized remarkably well.
2. How do the majors or programs reflect the purposes of the unit?
The College of Arts and Sciences offers both breadth and depth. in a wide
variety of general education courses as well as disciplinary and
interdisciplinary majors. The majors and programs provide many
opportunities for students to achieve a high quality undergraduate education
that can lead successfully to graduate or professional education. The college
houses several extremely popular majors (e.g., psychology, English) as well as
important majors that are subscribed to by a smaller number of students (e.g.,
some of the foreign languages such as Chinese). It also is possible for students
to structure individual majors combining the talents and expertise of faculty
from throughout this college, and in cooperation with faculty from related
.departments in other schools and colleges. Several new areas of emphasis are
planned for development in the near future including more work in the
applied sciences (including software engineering), a reinvigorated program in
ethnic studies, an undergraduate major in women's studies, and potentially
a new program in Judaic studies. All of these are central to the mission of the
university and this college, and build on existing faculty strengths and
interests.
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Educational Program and Its Effectiveness
• School of Architecture and Allied Arts
• Charles H. Lundquist College of Business
• College of Education
• School of Journalism and Communication
• School of Law
• School of Music
The mission of the College of Arts and Sciences is central to the mission of
the university itself, to help students "learn to question critically, think
logically, communicate clearly, act creatively, and live ethically, and a
commitment to graduate education to develop creators and innovators who
will generate new knowledge and shape experience for the benefit of
humanity." The instructional departments of the college include
anthropology, biology, chemistry, classics, computer and information science,
creative writing, East Asian languages and literatures, economics, English,
exercise and movement science, geography, geological sciences, Germanic
languages and literatures, the Honors College, history, linguistics,
mathematics, philosophy, physics, political science, psychology, religious
studies, Romance languages, Russian, sociology, and theater arts. The college
also supports many interdisciplinary and special programs: American
English Institute, Asian studies, Australian studies, Canadian studies,
comparative literature, environmental studies, ethnic studies, folklore,
German Studies, humanities, international studies, general science, medieval
studies, neuroscience, Pacific Islands studies, peace studies, Russian and East
European studies, Scandinavian studies, Southeast Asian studies, women's
studies and the Yam~da Language Center. In addition, preparatory programs
for careers in dental hygiene, dentistry, engineering, medical technology,
medicine, nuclear medical technology, nursing, pharmacy, physician
assistant, radiation therapy technology, and veterinary medicine are available
through the science departments of the college. Undergraduate minor
programs also have been developed in many areas within the college. The
college also advises undeclared or pre-major students.
Standard V
144
5. Evaluate the students within the unit
4. Not applicable.
Standard V
9. Judge the general condition and adequacy of the physical facilities used by
the unil Comment on needed changes, if any.
Educational Program and Its Effectiveness
145
7. Evaluate the methods of teaching, including innovations employed by the
unit:
Please refer to departmental and divisional documents for an assessment of
this.
8. Evaluate faculty in terms of balance in rank, degrees held, gender,
experience, subject specialties, publications, ethnic diversity, and research
where appropriate to the aims of the unit. Indicate particular strengths and
weaknesses.
The faculty of the College of Arts and Sciences are quite diverse in interests,
age, and gender. Despite great efforts, however, minorities are rather poorly
represented among faculty, in some ways reflecting national pools of Ph.D.s.
as well as the lack of ethnic diversity in the Eugene-Springfield community.
Recent hires in virtually all departments have been outstanding. Hiring
tends to be at the junior level in all disciplines except where the occasional
faculty endowment permits a more senior appointment. The age distribution
of the faculty is not troubling, except insofar as there is a concentration of
"stars", particularly in the sciences, who are now nearing what used to be
retirement age. Whether the new full professors and the rising associate
professors replace the' reputations and accomplishments of these senior
faculty will only be seen in the future.
The quality and reputation of departments within the College of Arts and
Sciences is variable, as is reflected in various rankings (including the recent
National Research Council evaluation of doctoral programs). Salaries and
start-up costs (the latter particularly for science faculty but increasingly for all
faculty) disadvantage Oregon, particularly when competing for more senior
faculty or in attempts to retain faculty being recruited elsewhere. Efforts to
increase faculty salaries must continue to be a high priority if the university is
to continue to attract and retain high-quality faculty and maintain the
strength of its undergraduate and graduate departments.
In general, the science departments have acquired excellent facilities,
although some inadequacies in undergraduate classroom and laboratory
facilities remain even here. Psychology, mathematics and exercise and
movement science are in facilities that require renovation. The social
sciences and most of the humanities departments are in tight conditions:
there is great need for increased office space and conference space, computer
laboratories, new classroom facilities, and other specialized facilities that will
permit these departments to integrate new technologies into teaching and
research. The central camp[us space created by building the ,new law center
Educational Program and Its Effectiveness
The issue of university-level coordination in curriculum is particularly
important. It is important that the university look at general education
requirements, and the relationship between these courses and the locus of
faculty expertise.
6. Appraise the courses offered in the unit
Departments are continuously reviewing and revising their offerings. The
divisions and the college should provide better coordination among the
general education courses and the courses required for majors in various
areas.
The relationship between class size and educational effectiveness is variable
within the college. Class size has been allowed to increase to room maximum
in the social sciences in general, except in very specialized courses (e.g.,
geographic information systems or internships). Class size has been
consciously limited in introductory skills courses (e.g., foreign languages and
English composition), as well as in class situations invol.ving lin:ited
equipment stations (theater design courses, computer SCIence, SCIence
laboratories). In general, student satisfaction (course ratings) are higher in
smaller classes, and tl:t.e provision of such classes is a goal that the university
should attempt to address within its budget constraints.
In each of the divisions, anecdotal evidence is of continued good quality and
stability in student preparation.
The general education requirements of the University of Oregon include two
courses in writing, and courses distributed in each of the arts and letters,
social sciences and sciences, as well as two courses in the three categories of
American cultures, identity, pluralism and tolerance, and international
cultures. The BS also requires a mathematics course completion, and the BA
requires two years of university-level foreign language. Courses in oral
communication, and courses introducing students to an integrative analysis
of humanities, social science or scientific inquiry are not at present part of this
required BA or BS core. Although such understanding may be obtained in
the general education courses, it might also be advisable to design more
interdisciplinary courses aimed at presenting an intellectual overview of
these areas of study. Such additional courses would, however, add to the
already burdensome requirements for many of the science majors, and would
also be costly in terms of faculty personnel.
Standard V
146
11. Project the program, plans, staff needs, and resources of the unit for the
next five years, and indicate priorities if possible.
will be helpful in relieving some of these conditions. A new classroom
building and new office/conference spaces would help ameliorate this
situation.
Standard VEducational Program and Its Effectiveness
The research mission for the CAS humanities division is to discover and
create new knowledge about the human condition. This is achieved through
the individual and collaborative efforts of our faculty in both traditional
academic publications and in creative performance. Across the division there
are numerous examples of abiding excellence in research: the rhetoric group
in English is nationally known for its work on rhetorical structure and the
teaching of composition; the Japanese faculty have developed innovative
ways of teaching what for most students is a very difficult language; the
philosophy department includes a national center for the study of metaphor;
creative writing is home to a novelist whose best-selling work stands out
even more because of its literary quality; linguistics is the main North
American home for functional approaches to language; theater arts created
the most widely used textbook in the U.S. for teaching basic acting.
147
The humanities division of the College of Arts and Sciences offers
undergraduate and graduate education in some of the principal foundational
disciplines of the academy, including philosophy, literature and language
studies, classics, linguistics, theater arts, and many other areas. Overall, the
division is composed of 24 units (departments, programs, or other units: see
Appendix A). It supports general education requirements for the university
through its efforts in composition and foreign language education and
extensive offerings in group satisfying courses in both the humanities and
social sciences. The humanities division contributes fully to each of the
traditional areas of faculty and institutional activity-teaching, research, and
service.
The overall instructional mISSIOn for the CAS humanities division is to
provide excellent education in fundamental humanities disciplines for all
students at the University of Oregon. Through participation in humanities
programs and courses, students improve their abilities to communicate orally.
and in writing, to reason and argue effectively, to read carefully, to work in
teams, to contextualize immediate issues in their larger philosophical and
human setting, to appreciate and interact with new peoples and cultures, to
pursue wisdom as a goal beyond knowledge, and to seek balance in achieving
a life well lived. The pursuit of these goals is realized through the
development of exciting and challenging courses and programs by engaged
and creative faculty. Three examples of commitment to teaching come to
mind: re-doubled excellence in composition reflected in the new Center for
Writing and the new composition classroom; the development of
collaborative activities in foreign language education through foreign
language departments and the Yamada Language Center; and the cultivation
of excellent students through the Robert D. Clark Honors College and the
CAS Honors Program.
Educational Program and Its Effectiveness
No major new budgetary increments are expected, except as they may come
from the ability to gain new private resources. The College of Arts and
Sciences is working to continue to strengthen the already-strong research and
teaching programs in the sciences, and make slow and steady improvements
in various units in the social sciences and humanities through some of the
strategies mentioned in the departmental and divisional documents. Among
immediate priorities are: 1) implementation of a modified version of the
productivity model within the College of Arts and Sciences, 2)
reconsideration of the general education requirements within the college and
the university; 3) space and facilities planning, particularly as these relate to
the social sciences and humanities, 4) increased efforts at private fund-raising
to improve the teaching and research activities of the faculty as well as the
facilities for the college; 5) development of hiring plans involving
inter-departmental c;ooperation and integration related to curriculum
innovation; and (6) integration of instructional technology throughout the
college.
College of Arts and Sciences; Humanities CHl Division Summary
H. 1. What is the unit's basic belief about its role in the institution's
educational program? Evaluate the extent to which the unit's objectives are
presently realized.
10. Comment on changes which might be made in unit's policies and
procedures to improve faculty effectiveness.
Post-tenure review needs strengthening at the college and at the university
level. There must be a more careful and critical review of tenured
faculty--and assessment of the proper and appropriate assignments for these
faculty throughout their university careers.
Program review can be valuable in assessing directions that programs should
undertake, but the process must be carefully coordinated with an active role
of the dean and associate deans in the selection of review teams and
monitoring of the memoranda of understanding.
Integrated curriculum review by the university is also essential, as is the
reassessment of methods used to allocate scarce resources at the university
level.
Standard V
148
H.2. How do majors or programs reflect the purposes of the units?
The departments and programs in the CAS humanities division cover the
wide range of disciplines and areas which define the traditional humanities.
The full list of units within this division is found at the end of the discussion
of the humanities. Overall, each program's contribution can be found in its
individual unit report. For the division as a whole, it is important to
emphasize a number of general contributions made by the humanities
division.
Standard V
149
Educational Program and Its Effectiveness
The division relies primarily on departmental reports to address the
questions below, and also makes use of the" 1995 Graduation Survey (95GS) of
DO students prepared by the Oregon Survey Research Laboratory.
H. s. Evaluate the students within the unit:
H.3. Critically evaluate the institution's general educational requirements as
they relate to the unit, or related instruction requirements as they apply to the
purposes of applied associate degree programs, certificate programs, and other
non-certificate programs within the unit.
Finally, humanities division units are fully involved in offering courses
which support group requirements for general education, including courses
which satisfy both the humanities group and social science groups.
Information on those courses can be found in the university General
Bulletin, which can be found in the resource room.
The several departments of foreign languages and linguistics (East Asian
language and linguistics, Germanic language and linguistics, Romance
languages, Russian, and linguistics) provide basic and advanced instruction
in foreign languages to meet the general university language requirement for
the B.A. and program and department requirements for foreign languages at
the graduate level. More than 4,000 undergraduate and graduate students
enroll in foreign language study each academic term. Language offerings are
extensive: Spanish, Japanese, French, German, Italian, Swedish, Norwegian,
Mandarin, Thai, Vietnamese, Indonesian, Russian, and Polish. CAS foreign
language programs are supported by the Yamada Language Center, a set of
language labs and support services for the basic instructional programs.
H.4. Not applicable.
The Humanities division plays a central role in meeting general education
requirements for the university.
The Department of English provides instruction in composition to some
4,000 students each year. It has developed an exceptionally fine program,
grounded well in rhetorical theory and extensive practice. It just opened a
new, technologically advanced Composition Classroom and the Center for
the Teaching of Writing, each providing essential technological and research
support toward improving composition skills in both the undergraduate and
graduate student populations.
It should be noted that some traditional humanities disciplines are not
housed in CAS but in other university schools and colleges. For example,
music and dance are located in the School of Music. Art history is found in
the School of Architecture and Allied Arts.
Educational Program and Its Effectiveness
It is well recognized-both within the academy and within external
communities such as the business world-that students well educated in the
liberal arts represent the most creative and adaptable employees. They also
represent some of the most thoughtful and engaging citizens. It is the goal of
the humanities division to help its students transform lives-their own and
others'-through the discovery and application of knowledge to human
problems.
First, the division includes the most traditional components of any
humanities program: philosophy and religious studies, literature (in both
English and other languages) and comparative literature, creative
performance in theater and in poetry and prose, languages and related culture
studies, linguistics, and classics. Second, the division includes
cross-disciplinary programs employing faculty from several departments to
foster collaborative research and teaching, and to stimulate new threads of
work within traditional departments: comparative literature, religious
studies, medieval studies, and European studies represent good examples of
such collaborations. Third, the division is home to activities which extend
humanities activities' well beyond the boundaries of this institution: the
Northwest Review, the international journal Comparative Literature, the
literary output of creative writing, and the productions of theater arts.
Fourth, the humanities division is responsible for two of the university's
major general education requirements: composition (through English) and
foreign languages (through Romance languages, East Asian languages,
Germanic languages, Russian, and linguistics).
The service mission for the CAS humanities division is to contribute to the
development of humanities activities within the university, OSSHE, and
across the state of Oregon. To this end, CAS humanities faculty-as well as
students-are active in articulation work with public schools and in working
with arts and literary organizations throughout the state. As one example,
foreign language faculty have been active statewide in developing
proficiency-based standards for foreign language education as well as
providing technology training workshops for college and high school
teachers.
Standard V
150
5. b. What evidence is there to demonstrate the quality and achievement of
former students?
5. a. Compare the number of student majors over the last five years. What
differences in quality does the faculty note?
CAS does not maintain divisional information on the success of its students.
However, students from the humanities do enjoy success in employment and
in entry to graduate or professional schools after graduation. More specific
information on this success is found in individual unit reports.
Standard VEducational Program and Its Effectiveness
151
We have no empirical evidence to address this issue. In general, the
humanities faculty believes that smaller class sizes contribute substantially to
student-professor interaction and the quality of the student experience. To
6. b. What evidence is there of relationships between class size and the
educational effectiveness of the unit's programs?
This is addressed more directly in individual unit reports.
H.6. Appraise the courses offered in the unit:
reflective essay allows the students to think about and to articulate what they
actually are learning in the course and how the course work helps to improve
their writing. The director and two assistant directors read all of the
portfolios (about 160 each year) to gain a sense of what transpires in each
course and of how students respond to the curriculum and teaching
methodologies.
6. a. Show the relationships between course objectives and the unit's goals.
In general, the courses offered within the CAS humanities division meet well
its overarching goals and mission. Each unit has designed its offerings to
ensure that students engage with the central topics and issues defining the
primary body of knowledge in that field. In addition, there are courses offered
in virtually every program which engage students in the examination of
more controversial, less mainstream ideas as well. Each program decides for
itself what the proper balance must be between courses primarily in the
conventional paradigm and those which are more risk oriented. The latter,
most naturally, occur with greater frequency at the graduate level.
5. e. What evidence is there to demonstrate student growth in reasoning
skills and knowledge, and as to such values as integrity and objectivity?
Overall, respondents to the 95GS survey report a high level of satisfaction
with courses in the humanities division. Eighty percent report their
experience to have been somewhat or very valuable, with 31 percent
specifying their experience to have been very valuable.
The 95GS reports that nearly 95 percent of respondents indicate their
education led to improvements in overall critical thinking skills, with about
60 percent of students indicating a great deal of improvement in this area.
The 95GS also reports that nearly 90 percent of respondents indicate their
education lead to a greater understanding of cultural differences, with about
50 percent of students indicating a great deal of improvement in this area. In
the same vein, students reported improvements in toleration of differing
views, with about half indicating significant improvements in this ability.
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Educational Program and Its Effectiveness
5. c. What evidence is there of student growth in their capacities to solve
problems, analyze, synthesize, and make judgments?
The 95GS reports that more than 95 percent of graduates responding report
their ability to gather information and data to have improved, with more
than 60 percent reporting a great deal of improvement in this area.
5. d. What evidence is there of student growth in reasoning and
communication?
The 95GS reports that more than 95 percent of recent graduates report their
communicative skills in writing to have improved, with 50 percent of
students reporting a great deal of improvement. The same survey reports
that 75 percent of graduates report improvements in their ability to speak
before an audience, with 27 percent reporting a great deal of improvement.
Revised assessment procedures for courses meeting the DO's written English
requirements have improved the ability to track student growth in written
communication skills. These changes, instituted in 1992-93, provide better,
internally driven, assessments of both student and teacher performance.
Teachers now require students to write a diagnostic essay on the first or
second day of class; these essays are reviewed to provide a better check 0 n
proper placement. For example, students who tested into WR 121 but whose
diagnostic essays reveals serious inadequacies in writing skills are encouraged
to transfer to WR 049 (Developmental Composition) or, for international
students, an English class taught through the American English Institute.
Second, each teacher must provide to the composition program director one
student portfolio that includes a reflective essay written by the student. The
The number of majors and degrees granted in the humanities division has
remained stable over the past five years. In 1991-92 the total number of
undergraduate majors was 1353; in 1995-96 that number was 1379. In the
1991-92 the total number of degrees granted was 436; in 1995-96 that total was
456.
Standard V
152
This is addressed in individual unit reports.
This is addressed in general in individual unit reports.
Standard VEducational Program and Its Effectiveness
7. b. What devices are used to evaluate the effectiveness of individual
instruction and general unit effectiveness? What are the products of these
evaluative techniques?
H. 8. Evaluate faculty in terms of balance in rank, degrees held, gender,
experience, subject specialties, publications, ethnic diversity, and research
where appropriate to the aims of the unit. Indicate particular strengths and
weaknesses.
153
The effectiveness of individual instruction is evaluated across the division in
two ways. The principal means has been through student evaluations of
individual instructors and courses. All departments provide routine
methods by which students can offer both general (quantitative) and specific
(qualitative) evaluation of courses and instructors. The output of student
evaluations (for quantitative results) is made available university wide.
General unit effectiveness is evaluated in two ways. First, it is evaluated
through regular program review on a 10-year cycle. Recent reviews have
included English, comparative literature and folklore; current reviews
include Romance languages and religious studies. These reviews identify the
general standing of the program, its strengths and weaknesses, and they result
in the articulation of long range plans for program improvement. Second, it
is evaluated during merit increase processes and differential merit allocations
assigned to departments based on their overall excellence and contribution to
CAS and university missions.
This question contains an array of factors which sort themselves into two
groups: (1) those dealing with demographics in faculty appointments, and (2)
those dealing with the quality of the faculty.
This past year faculty legislation in the University Senate has mandated for
all instructional units that all faculty each year also be evaluated for teaching
effectiveness by their peers. Historically, some departments have routinely
engaged in peer evaluation of teaching, but most did not, except perhaps
when a particularly difficult situation occurred. Beginning this year, the
faculty will strengthen its commitment to teaching by implementing
procedures for systematic evaluation of teaching by colleagues and peers.
For the demographic questions, one can make the following observations.
First, there is a reasonable balance of rank across the division, reflecting still
the demographic trends of the 1960's when hiring was at its peak. Virtually
all professorial rank faculty hold the Ph.D. in their area of expertise. Gender
balance appears reasonably good at the junior level and is less so at more
senior levels, though this should improve as the junior faculty advance in
Educational Program and Its Effectiveness
7. a. What library, media, and special aids are available for the improvement
of teaching? Evaluate their usefulness.
H.7. Evaluate the methods of teaching, including innovations employed by
the unit:
Library facilities available to support the improvement of teaching include
two principal components: 1) the library supports and sustains an array of
special collections and electronic databases which permit development of
higher quality courses than would otherwise be possible: 2) the library serves
as a center for faculty training in the deployment of technology in support of
instruction.
The Yamada Language Center provides a wide array of support and training
services for faculty to enhance and improve instruction in foreign languages.
The center houses both instructional labs and development labs, and its staff
is active locally and nationally in training foreign language faculty in the
creative and effective use of technology in support of foreign language
learning and teaching. In recent years, the center has developed a foreign
language Web site providing extensive resources (such as foreign language
fonts) and links (such as its language guides) that enable faculty to deepen
their own course offerings. The center has also offered an array of training
courses in technology across the state, and it offers individual tutorials on
technology for faculty who wish to augment traditional teaching methods.
6. c. List the courses that have not been offered within the past two years and
indicate the unit's plans concerning them.
that end, humanities departments have tried to offer an array of smaller
enrollment courses. These include special Freshman Seminars and
Freshman Interest Groups (FIGs) as well as Jlcapstone experiences" for seniors.
The Department of English has created a new Center for the Teaching of
Writing. This center is intended to provide support for the teaching of
writing, not just to faculty in English who teach basic composition, but also to
faculty more generally who wish to incorporate more writing tasks within
their courses. The availability of expertise in composition through the center
to the faculty should increase writing activities across the university as faculty
learn to incorporate more writing into courses effectively and efficiently.
Standard V
6. d. Are the course syllabi current and complete? What practices are
followed to encourage and ensure the continual upgrading of course content?
154
rank. Ethnic diversity remains problematic, despite significant general efforts
to improve matters.
Some of these space needs have been or are being addressed. The recent $25
million Knight gift will in part result in the creation of a new Law Center.
The current School of Law building will then be re-assigned largely to CAS,
permitting the creation of both new office space and new classroom space
which will meet current shortfalls rather well. In recent years, the university
has invested substantially to improve its foreign language teaching facilities,
first through its investment in the Yamada Language Center and then
Standard V
155
through its refurbishment of some 25 classrooms for foreign language
instruction. The recent educational technology fee has permitted the
refurbishing of some classrooms and the creation of new lab spaces (including
the just opened Composition Classroom in English) which permit the
deployment of technology in support of instruction.
H. 11. Project the program, plans, staff needs, and resources of the unit for the
next five years, and indicate priorities if possible.
H. 10. Comment on changes which might be made in the unit's policies and
procedures to improve faculty effectiveness.
Perhaps the most important general effort would be to find a way to make
post tenure reviews, currently required every five years, a more significant
moment in faculty evaluation. If post-tenure reviews were connected to
salary increases or other rewards, the faculty might find the reviews more
valuable.
Recent years have seen an increased commitment to recognize and reward
excellence in teaching. This increased commitment has resulted in a more
careful and critical review of teaching for tenure and promotion, with the real
possibility of denial when teaching is demonstrably ineffective (even with a
strong research record). The requirement for peer evaluation of teaching
should also improve teaching effectiveness. More directed effort to employ
existing campus support for teaching (Teaching Effectiveness Program, for
instance) would certainly be worthwhile.
The humanities division of CAS must refine its vision of its place in the
University and the State. In doing so, it can better adapt its present offerings
to meet both its own goals and those of the university and the larger
CAS humanities, as is true for its coordinate divisions, continues to upgrade
its computing facilities and support. Approximately 60-70 percent of faculty
now use a current computer for their work. This percentage should increase
further over the next year or two until all regular faculty enjoy current
computing technology. This division is also about to employ a humanities
computing support person to provide training and technical assistance to
humanities faculty.
There will remain some space and facilities issues difficult to address. For
example, the University Theatre and supporting spaces are not adequate to
support the kinds of teaching and performance warranted by faculty's efforts
and standing. As another example, the Yamada Language Center, while
excellent in its current state, requires additional space to increase the number
of work stations for computer and audio study.
Educational Program and Its EffectivenessEducational Program and Its Effectiveness
In recent years there have been substantial improvements in the amount and
quality of space available in general at the UO, and humanities has seen its
space improved. Still, there remain real needs involving physical facilities.
Congruent with needs campuswide, the humanities division of CAS requires
additional office and classroom spaces, and· also requires continued
improvement of computer and other technological capabilities.
Space needs are real and in some instances felt to be acute. There is a need for
additional office space for a number of programs, though the need is more
concentrated in English and foreign languages, with their high enrollments
and large numbers of graduate teaching fellows. Additional classroom space
is also needed, with such space being well configured with video, audio, and
computer capabilities, to enhance instruction.
For considerations of faculty quality, there are two primary sources of
information. First, one can examine NRC rankings and data for the
departments and programs in the humanities division. Based on those
rankings, CAS humanities division departments and programs in general
should strive for improvements. At present, no CAS humanities program
falls within the top 25 (though linguistics is ranked 26). This suggests that our
departments and programs in these areas might well consider ways their
profiles of research and scholarship might be improved.
Second, despite this, in virtually every department and program there are
nationally and internationally recognized faculty whose research and
scholarship enjoy wide recognition for quality and insight. There also are
several programs which are clearly on the rise. Comparative literature has
recently hired a dynamic new director who has begun to reshape this
program, bringing in terrific students and encouraging faculty activity.
Creative writing enjoys terrific creative success with two of its faculty
enjoying both literary and commercial success for their writing. Linguistics,
ranked 26 in the NRC survey, has a particularly active research faculty.
H. 9. Judge the general condition and adequacy of the physical facilities used
by the unit. Comment on needed changes, if any.
Standard V
156
community of which it is part. In crafting this vision, the faculty within the
division will, we believe, discover the following concrete needs:
American English Institute: development of a CAS certificate for
international students in American language and culture.
English: further development of the Center for Writing and
technological innovations in composition teaching.
Standard VEducational Program and Its Effectiveness
157
Yamada Language Center: development of effective, high quality
self access and self-study foreign language programs for
uncommonly taught languages (e.g., Hindi, Arabic, Swahili,
modern Greek...).
Theater Arts: construction of a new theater, with appropriate
professional spaces.
Appendix A: Listing of the units with the Humanities Division of CAS
SSe 1. What is the unit's basic belief about its role in the institution's
educational program? Evaluate the extent to which the unit's objectives are
presently realized.
American English Institute
Classics
Comparative Literature Journal
Comparative Literature Program
Creative Writing Program
East Asian Languages and Literatures
English
European Studies
Folklore Program
Forensics Program
Germanic Languages and Literatures
German Studies
The Honors College
Humanities Program
Linguistics
Medieval Studies
Northwest Review
Philosophy
Religious Studies
Romance Languages
Russian
Russian and East European Studies Center
Theater Arts
Yamada Language Center
College of Arts and Sciences: Social Sciences (SS) Division Summary
Each of the social sciences at the University of Oregon contributes in an
essential way to the academic mission of the College of Arts and Sciences,
which is to deliver quality general education that is both broad and
fundamental. The social sciences foster' an understanding of social and
intellectual history, logical thinking, clear communication, and the
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Educational Program and Its Effectiveness
Creative Writing Program: development of a concentration in
non-fiction creative writing (e.g., nature writing).
Honors College: development of innovative collaborations
between Honors College faculty and programs and research faculty
in the sciences and other disciplines.
• Building Intellectual and Academic Alliances: CAS departments and
programs should cultivate academic and intellectual alliances among
themselves, within the larger college, and across schools and colleges to
foster greater interdisciplinary collaboration.
• Selective Investment in Quality: CAS humanities should embark on a
program of selective reinvestment in quality junior faculty in the
humanities,
• Development: CAS humanities should seek out private gifts to
enhance faculty salaries and research opportunities for its best faculty
and students,
• Unit Priorities: Individual unit priorities are included in department
and program documents. Still, some unit priorities will require more
central support. Some in this class include:
• Outreach: CAS humanities should seek to improve its standing
among internal and external constituencies by better communicating
its contributions to this community and to the State as a whole,
• Foreign Language Education: CAS humanities should examine its
present offerings in foreign languages and consider how it can promote
foreign language study for professional purposes, through
conventional and self-study programs, to augment its current offerings,
Standard V
158
quantitative and analytical skills .needed to address .soci~l problems and
issues. In providing general education courses to all UniVersIty students, a~d
in providing more specialized training to those students who choose to major
in one of the social sciences disciplines, the social sciences at the university
also contribute substantively to the broad university mission of educating
productive citizens and leaders. who will par~i:ipate wis.ely and effectively in
the local, national and international commUnities to whIch they belong.
The social sciences concern themselves with the individual and society.
Thus, anthropology studies human development and diversity; econom!~s
explores the problem of allocating society's. scarc~ resources to m~et l~ s
unlimited wants; environmental studies mvestIgates the relationshIp
between humans and their environment; ethnic studies examines the
construction and context of ethnicity; geography studies the natural and
cultural landscapes of the world and the processes that form them; .history
analyzes human experience through historical records, accounts of wltn~sses
to past events, and interpretive studies; international studies concerns lts:lf
with the interrelationships (political, economic, social, and cultural) that eXIst
among nations in the interdependent modern world; sociology e~pl?res the
development, structure, and function of human groups and SOCIeties; and
women's studies examines the experiences of women and the role that
gender plays in human societies.
SS.2. How do the majors or programs reflect the purposes of the units?
Courses at the 100 and 200 levels and, to a lesser degree, courses at the 300
level are often developed to serve the social science general educations needs
of the university, as well as to provide an introduction to individual social
science disciplines and programs in which students may later ch~ose .to
specialize their studies. Courses at the 300 and 400 levels are pnmanly
designed to meet the disciplinary and interdisciplinary needs of
undergraduate majors in the social sciences or closely related .are~s. A~l
departments provide their majors with a solid academIC foundation m theIr
chosen field of study. In many departments, the curricul.um is s~~ctured to
provide students with basic theoretical and methodologIcal/statistical tools
before they tackle more advanced 400-level course work that often utilizes
those tools. It is in the upper-division work associated with the major that
the objectives of our departments and programs are most fully realized, since
it is in these smaller and more focused courses that communication skills and
critical thinking are most easily cultivated and evaluated.
A number of social science departments and programs offer valuable
internship and field study opportunities to their undergraduate students. An
important element of undergraduate study in the Department of
Anthropology, for example, is field experience. A field experience may take
one of several forms, including formal field schools in archaeology (most
Standard V
159
Educational Program and Its Effectiveness
As consumers of general education courses, the social sciences are generally
well-served. The institution's general education requirements are structured
to provide a strong and appropriate foundation for the more specialized
requirements of each unit's undergraduate major program. In recent years,
however, there has been increasing concern about the lack of explicit criteria
The social sciences at the University of Oregon, and at most other institutions
of higher education, are both producers and consumers of general education.
Their essential role in the production of a high-quality general education is
described in response to question 1 above. It is worth noting that for many
years the College of Arts and Sciences has borne primary responsibility for the
instruction of students seeking to meet the university's general education
requirements. As the prospect of educating larger numbers of students
without corresponding increases in resources has become a reality, the
university has experimented with incentives intended to spread these
enrollments more evenly across the university. While the experiment has
been successful in making most units more receptive to increased
enrollments, it also has produced incentives that concern many of our faculty
members. The greatest concern centers on the possibility of curricular
changes driven primarily by competition for student credit hours rather than
academic considerations. The coming year will test the university's ingenuity
and its commitment to quality undergraduate education as it strives
simultaneously to reap the benefits of an allocation system that relies more
heavily on financial incentives and to blunt the negative effects of such a
system.
recently taught during the summers in Eastern Oregon); classes that have a
field trip component; and research projects conducted under the direction of
faculty in various locations such as the Pacific Islands or Alaska. The
Department of Geography, which collaborates with anthropology on the
summer field school, provides another example. Geography teaches a
number of the classes that have an off-campus field component, and the
department offers a field methods class. It also maintains an active
internship program, placing students in government planning agencies,
cartographic enterprises, and other related areas. Field and internship
experiences are not restricted to disciplines that have a laboratory component.
The Department of Sociology, for example, runs an internship program,
centralized under the direction of one of their faculty members, that allows
students to put their sociological knowledge to work outside the university
setting. Both field studies and internships are also encouraged in the newly
developed environmental studies major.
SSe 3. Critically evaluate the institution's general education requirements as
they relate to the unit, or related instruction requirements as they apply to the
purposes of applied associate degree programs, certificate programs, and
non-certificate programs within the unit.
Educational Program and Its EffectivenessStandard V
55. 5. Evaluate the students within the unit:
160
55.4. Not applicable.
Standard V
5. d. What evidence is there of student growth in reasoning and
communicating?
"As should be apparent, among the most important goals of the
Department of History is the inculcation of reasoning skills in
our students, skills that will not only facilitate their attainment
of knowledge in our courses but in life as well. Our program is
designed to expose majors to a broad, culturally rich view of the
past, how the past continues to affect people living in the
present, and how it might influence future events.
Please see the answers to parts 5.b. and S.c. of this question.
161
Educational Program and Its Effectiveness
5. Co What evidence is there of student growth in their capacities to solve
problems, analyze, synthesize, and make judgements?
Our students are offered a range of introductory courses at the
lower-division level, including multi-term, introductory
surveys of Unites States History, Western Civilization, East
Asian Civilizations, and World History. In addition, the
department offers more specialized lower- and upper-division
courses in the histories of Africa, African-Americans, Latin
5. e. What evidence is there to demonstrate student growth in reasoning
skills and knowledge, and as to such values as integrity and objectivity?
6. a. Show the relationships between course objectives and the unit's goals.
55.6. Appraise the courses offered in the unit:
Again, there are no formal mechanisms to measure these indicators of
intellectual growth. However, in most social science disciplines the
curriculum is structured to both produce and demand increased capacities for
problem solving, analysis, synthesis, and critical thinking as students progress
through the program. The fact that a student graduates from one of the social
science programs is evidence of growth in all these areas.
With respect to reasoning skills, knowledge, and objectivity, please see the
answers to parts 5.b. and S.c. of this question. With respect to values such as
integrity, it is difficult to point to even indirect evidence that might be helpful
in evaluating growth.
The curriculum in each of the social science departments and programs has
been consciously designed with the unit's goals in mind. In their response to
the information solicited for the accreditation process, for example, the
Department of History states:
Educational Program and Its Effectiveness
The faculty notes no significant changes in the quality of students entering
their majors over ti~e.
5. b. What evidence is there to demonstrate the quality and achievements of
former students?
There is little systematic evidence on these matters, but anecdotal evidence
abounds in the form of awards, scholarships, elections to Phi Beta Kappa,
admissions to graduate programs, and coveted job placements.
5. a. Compare the number of student majors over the last five years. What
differences in quality does the faculty note?
Standard V
for courses deemed to satisfy the group requirements in the social sciences,
the humanities, and the physical sciences. Some faculty members feel that
the absence of criteria has led to situation in which virtually any request to
grant group-satisfying status to a lower division course is likely to be
approved. While this may overstate the case, there is good cause for the
perception. Another concern is the recent decision to allow courses from the
major department that satisfy major requirements to also qualify as
group-satisfying, which has reduced the breadth of the education of students
in the disciplines and programs most closely related to their primary
specialization. It is clearly time for the university to take a hard look at this
important component of general education requirements.
While there has been some variation within the social sciences and from year
to year, the numbers of majors and degrees granted in the social sciences as a
whole have not varied a great deal over the past five years. Undergraduate
majors numbered 1,812 in 1991/92 and 1,883 in 1995/96. Degrees granted
numbered 741 in 1991 and 764 in 1995/96. There has been an increase in both
numbers since the late 1980s, however. In 1988/89 the social sciences had
1,517 majors and granted 477 degrees, figures that are considerably lower than
those for the 1990s. Growth areas over the past five years have been
anthropology (from 148 majors to 218) and economics (from 129 majors to
204), Areas in which there has been some decline include political science
(from 561 to 426), sociology (from 440 to 410), and history (from 246 to 220). In
almost all cases, these movements represent appropriate redistributions that
have relieved pressure on some of the most heavily enrolled social science
programs. Finally, the new environmental studies major has been
enormously successful, attracting more than 200 majors during its first full
year of operation.
162
The Department of Sociology has made several changes in its curriculum
over the past decade" each of which has improved congruence between the
unit's goals and its curriculum:
America, Japan, China, Southeast Asia, India, and the United
States and Europe.... The diverse menu of course offerings is
directly related to our goal of offering majors a rigorous,
multi-faceted learning experience."
Standard V
All responses to the query concerning currency and completeness of syllabi
were positive. Many departments maintain files containing the syllabi of the
courses taught in the department. Review and revision of syllabi are
uniformly regarded as important professional obligations. Syllabi and other
course materials are evaluated by faculty committees as part of periodic
163
6. d. Are course syllabi current and complete? What practices are followed to
encourage and ensure the continual upgrading of course content?
6. b. What evidence is there of relationships between class sizes and the
educational effectiveness of the unit's programs?
Enrollments in these courses are limited to about 35 students
and written work is required of students in these classes. We
instituted this requirement because under our previous
requirements it was possible for sociology majors to graduate by
taking almost all of their work in relatively large 300-level
classes. Now we have an opportunity to better teach and
evaluate the written work and critical thinking skills of our
students. We encourage students to take courses in integrated
areas: e.g., Criminology and Delinquency, Organizations and
Occupations, Social Institutions, Social Issues and Movements,
Social Psychology, and Social Theory."
6. c. List the courses that have not been offered within the past two years and
indicate the unit's plans concerning them.
Educational Program and Its Effectiveness
Obviously, smaller classes permit more writing assignments, more
individual contact with students, greater participation in class discussions,
and so on. It seems safe to assume that there is positive association between
these factors and the effectiveness of educational programs. Student
evaluations tend to support this, in that they report greater satisfaction with
almost all aspects of smaller class size.
Several years ago, there appeared to be problems with departments listing
courses that had not been offered in some time, and were unlikely to be
offered in the near future. Due to an aggressive campaign on the part of the
university registrar, this is now, for the most part, a non-issue in the social
sciences. Individual units report only a small number of courses that have
not been offered in the past two years, and in all but a few cases indicate a
good reason to believe they may wish to offer the course within a year or two.
The reason most often provided is that the unit has been authorized to hire
new faculty members who may have an interest in teaching the course(s) on a
regular basis. In the few cases in which no reason for continuing to carry the
course is offered, the unit has indicated plans to discontinue listing the
course.
Educational Program and Its Effectiveness
"Sociology requires its majors to take courses in research
methods, social statistics, and sociological theory. These
requirements were instituted to give our students some basic
tools to help them think critically about the field of sociology
and the world around them. We recently instituted a
requirement that all majors take four courses at the 400-level.
Even the less technical track of our bachelor's program is
rigorous compared to the undergraduate economics programs of
most or our peer institutions. Contrary to what one might
expect, however, the rigor of our undergraduate program does
not appear to have hurt our enrollments, perhaps because
students recognize that the strong applied training they receive
is valued by businesses, government agencies, and nonprofit
institutions. Important in this regard is the Social Sciences
Instructional Laboratory (SSIL) and its excellent director,
Cathleen Leue, who holds a Ph.D. in economics. The use of SSIL
is integrated into all our econometrics courses, as well as some of
our upper-division theory and field courses, providing students
with experience in applying their formal course work to practical
problems."
The Department of Economics reflects a somewhat different disciplinary
perspective in their response to this query:
"Our undergraduate program provides students with broad
knowledge of the field of economics as part of their liberal arts
education. It can also provide a substantial foundation in
economics to students interested in graduate training in
economics or in careers in business, law, or government. To
accommodate the multiple needs of our students, the
department offers a two-track program. The more technical
track is designed for students planning to apply to graduate
programs, while the less technical track is meant for students for
whom a bachelor's degree will be their terminal degree in
economics. Beginning fall 1995, we also have offered an
emphasis in business economics.
Standard V
164
SS.7. Evaluate the methods of teaching, including innovations employed by
the unit:
Instruction is evaluated in several ways. Most social science courses are
evaluated by the students enrolled in the courses. Computer-scored
Standard V
165
Due to retirements and other departures, many social science departments
have had the opportunity to hire over the past several years. They have been
aggressive and successful in a market that has been favorable for universities
generally, and particularly favorable for research universities located in
physically attractive, non-urban areas such as Eugene. Departments
uniformly report success in attracting young scholars of exceptionally high
potential in both scholarship and teaching. Balance in rank and diversity in
terms of both specialties and ethnicity have been positively and substantially
effected by these hires. At least two of the social science departments have
made outstanding appointments to endowed chairs over the past several
years. Thus, while there are areas in which there is seen the need for
continued improvement, the trajectory is distinctly positive for all of them.
evaluations provide numerical ratings of various aspects of instruction, and
the numerical information is typically supplemented with written
comments. As noted above, syllabi and other course materials are evaluated
as a part of third-year, promotion and tenure, and post-tenure reviews. In
addition, most departments are presently exploring some system of peer
review, which entails observation and evaluation of the classroom
instruction of one faculty member by another faculty member. Classroom
visits and evaluations are already a common means of monitoring and
improving the teaching effectiveness of our graduate teaching fellows.
SSe 8. Evaluate the faculty in terms of balance in rank, degrees held, gender,
experience, subject specialties, ethnic diversity, and research where
appropriate to the aims of the unit. Indicate particular strengths and
weaknesses.
Educational Program and Its Effectiveness
Roughly 100 faculty members hold tenured or tenurable appointments in
social science departments and programs. A significant number of the faculty
are distinguished scholars with enviable national or international
reputations in their research fields, as one would expect at an AAU
institution. Furthermore, the social sciences faculty is firmly committed to
high quality instruction at all levels. A large and growing number of faculty
have received distinguished teaching awards, and examples abound of faculty
who involve their students-both undergraduate and graduate-in the
unique research experiences that can only be found at a comprehensive
research university.
The University's Teaching Effectiveness Program (TEP) is a resource that has
been helpful to a number of faculty members and GTFs. The program offers a
variety of evaluation options, including customized mid-term course
evaluations, taping of lectures, and classroom visits.
Support for research and instruction has improved dramatically in the past
years, due in part to fees that have permitted the implementation of a
Educational Program and Its Effectiveness
7. b. What devices are used to evaluate the effectiveness of individual
instruction and general unit effectiveness? What are the products of these
evaluative techniques?
7. a. What library, media, and special aids are available for the improvement
of teaching? Evaluate their usefulness.
The social sciences faculty uses a wide variety of teaching methods, including
lectures, discussion sections, student work groups, computerized class
presentations, and field trips. Most faculty members take adva.nta~e of an
array of visual aides, including slides, films, and overhead proJections. In
addition, many faculty members are exploring the use of web sites,
computerized atlases, electronic bulletin boards, and e-mail as a means of
augmenting and enhancing conventional instruction.
The Knight Library is the primary library resource for the social sciences. The
library staff is constantly updating its holdin?s, and th~ reposito~ offers
excellent support for teaching through Its extensIve collectIOn of
monographs, serials, journals, and microfilm. Its holdings in most fields
offer more than adequate resources for the development of lectures and _for
students and faculty seeking sources for research projects. Faculty members
and graduate students in all fields benefit from the efficient inter-library.loan
system, as well. The map library attached to the geography department IS an
additional significant resource for the social sciences.
Statistical work is an important element of instruction and research for many
of the social sciences, and the Social Sciences Instruction Laboratory has been
an outstanding resource in this regard. Despite cramped quarters an~ a
shoestring budget, this critical support unit and its personnel dehver
essential, state-of-the-art instructional services to economics, sociology,
political science, and geography. However, due primarily to spac~ limitations,
SSIL is for the first time this year turning away classes. There IS hope that
when the new law school building is completed, additional space for SSIL can
be found in close proximity to the social science units it supports, and that
the modest resources needed to meet the demand for its services can be
found.
reviews: third-year reviews of non-tenured faculty, tenure and promotion
reviews, post-tenure reviews, and (in some cases) annual reviews of
non-tenured faculty.
Standard V
166
There has been considerable progress on the condition of the space used by
the social sciences in recent years. Substantial renovations to the space
occupied by the social science departments housed in Prince Lucien Campbell
Hall were carried out over the past five years. Similarly, there have been a
number of improvements to the classrooms.
Space is a critical constraint for the bulk of the social science departments and
programs, and for their primary support unit, SSIL. While the space available
to these units has grown somewhat over the past decade, demands on the
space have grown much faster---e.g., instructional computing facilities such
as SSIL, which require considerable space, were simply not part of the
educational landscape in the social sciences 10 years ago. The building now
occupied by the School of Law has been promised to the College of Arts and
Sciences when it is vacated in two to three years. When this new space is
realized, the current situation should be considerably mitigated.
Standard VEducational Program and Its Effectiveness
167
• Biology
College of Arts and Sciences: Natural Sciences CNS) Diyision Summary
The university's current plan is to accommodate increased enrollments with
little in the way of increased faculty FIE. To accomplish this without
damaging the quality of the instruction and scholarship will require the most
creative use of existing resources. In view of recent investments in
technology and decentralization, a high priority for incremental funds is
investment in staff support, both at the level of the individual instructional
unit (where financial management increasingly takes place at the university)
and in the most critical technical support areas, primarily those related to
computing and instructional technology. In this regard, expansion of the
services provided by SSIL (presently constrained by limitations of space and
personnel), is critical. Finally, as noted above, space is a limiting factor
throughout the social sciences.
SS.ll. Project the program, plans, staff needs, and resources of the unit for
the next five years, and indicate priorities if possible.
The next five years will present the social sciences with significant
opportunities and challenges, and a daunting environment of uncertainty.
The opportunities lie in the fine young faculty recently recruited and to be
recruited in the coming years, the dynamic and entrepreneurial environment
that is a side-product of the financial stresses of the past decade,
decentralization in many of the administrative and financial functions of the
university, and the university's significant investments in an improved
technological infrastructure. The challenge will be to realize a full measure of
return on these opportunities.
The financial uncertainties that challenge the university as a whole are
magnified in the social sciences. At Oregon, as at other public universities
across the country, there has been increased emphasis on student credit-hour
production in allocating resources. As a result, many units on campus have
become newly interested in offering courses that satisfy general education
requirements, in increasing majors and minors, and in convincing these
students to take courses within the unit rather than without. While the
behavior produced by this model of allocation has been in many respects
beneficial, it has led to considerable uncertainty about the future of the
College of Arts and Sciences as the liberal arts core of the university. Units
that have supplied a disproportionate share of general education
requirements in the past are concerned that relief from that burden may be
accompanied by a resource drain that is irreparably damaging. A number of
social science departments are in this situation, as is the College of Arts and
Sciences as a whole. As noted earlier, the university is aware of this challenge
and is working to meet it.
Educational Program and Its Effectiveness
SSe 10. Comment on changes which might be made in the unit's policies and
procedures to improve faculty effectiveness.
The university must continue to press for the highest standards in both
scholarly activity and instruction, seeking aggressively to exploit the
complementaries between these primary responsibilities of the faculty.
Within the College of Arts and Sciences, careful attention to annual
evaluations, third-year reviews, and promotion and tenure have paid
substantial dividends ,in this regard and will continue to be the most effective
tool in promoting high-quality scholarship and instruction. External reviews
of individual departments and programs, scheduled every 10 years, are
valuable in addressing larger programmatic issues as well as faculty quality,
and these reviews are taken very seriously by both the units reviewed and by
the college and university.
technologically sophisticated infrastructure, changes in financial practices that
have allowed units to better utilize resources in meeting objectives, and
innovative programs such as summer session profit-sharing. This has made
it easier to compete for the highest quality faculty. Salaries, on the other
hand, continue to be a critical impediment to successful recruiting, with the
typical social science faculty salary lagging that of other AAU social science
faculty by about 15 percent. Uncertainty about the impact of legislative actions
and ballot measures on the financial viability of the university are also an
impediment to attracting and retaining high-quality faculty.
SSe 9. Judge the general condition and adequacy of the physical facilities used
by the unit. Comment on needed changes, if any.
Standard V
168
NS. 1. What is the unit's basic belief about its role in the institution's
educational program? Evaluate the extent to which the unit's objectives are
presently realized.
In addition to the general goals mentioned above, the specific objectives of
these p;ograms are to provide preparation for further work in graduate and
profeSSIOnal school programs, to enable employment in technical careers, and
to ,?ffer broad trai~ing in. scie~tific thought and practice. Each department is
achvely e~~aged m offenng ngorous courses and instruction for its majors
and provldmg courses for students majoring in other science departments.
Hundred~ of .under.graduates are actively working with faculty and graduate
students m plOneermg research areas and seeing their work published, as the
keystone experience in their major.
Standard V
The biology department shares with psychology the highest rankings in its
~a~ty quality, and with nearly 700 declared majors, faces similar challenges
m Its undergraduate program. It is a source of instructional innovation
through lower division, general education courses-including new curricula
such as Workshop Biology-and its introductory core biology major courses
introducing students to modern genetics and evolution, molecular biology,
and cell biochemistry. These courses are currently undergoing substantial
revision to provide a better match to the needs of biology majors and for
To summarize this self assessment, the departments across the natural
sciences division prOVide an excellent set of programs for science majors and
are doing a fine job of achieving its objectives for them. The general
education programs in the sciences are perhaps less successful in achieving
the objectives stated above, although they certainly are within national
norms. Resource constraints are particularly apparent in this area, as
departments have struggled with the cost of high-quality programs for majors
and the large need for general education instruction in science.
NS. 2. How do the majors or programs reflect the purposes of the unit?
169
Arts and Sciences, as reflected in student credit hours. The quality of the
effort is reflected in the excellent success of our students in entering careers
and professional and graduate schools and the high degree of student
satisfaction. It is also noteworthy that these departments carry roughly 34
percent of the general education course student credit hours for the
university and 37 percent of the College of Arts and Sciences numbers; Le.,
the science general education instruction is mostly contained within this
division. The quality of the general education classes is also high, but the
struggle here is, as it is nationally, with resource constraints for these courses.
Hence there are frequently large lecture classes, and about half of the courses
do not have a laboratory component.
The psychology department is one of the strongest in the university in the
national recognition of the quality of its faculty in research, and it carries the
·largest number of undergraduate majors in the science division with
somewhat more than 1,000 declared majors. Its B.S,fB.A. major has the
flexibility to provide for students intending to follow careers and further
professional training in psychology and related disciplines, and to serve as a
liberal arts degree for students with broader interests. The department is
doing an excellent job of managing this large number of students across
perhaps the most diverse department in the sciences in its scope from
experimental neuroscience through social psychology areas of research and
teaching. Given the large number of majors, the department's contribution
to general education courses is exclusively through its pre-major and major
courses and is, nonetheless, 6 percent of the university total (student credit
hours).
Educational Program and Its EffectivenessEducational Program and Its Effectiveness
The University of Oregon is a research university committed in its mission
s~at~m~nt to providing its undergraduates' breadth of knowledge across the
dlscl~~mes~d d~p.th throu~h the ~esign of its majors, leading to individuals
who . questi.on crItically, thmk logIcally, communicate clearly, act creatively
and live ethIcally," as the university's mission statement extolls. The science
departments exemplify this commitment by providing excellent instruction
across a bro~d. ~ange of scientific and mathematical disciplines through
classroom actIVltIes and opportunities to participate in research. The needs of
stude~ts majoring in science and of students majoring in other disciplines are
both Important components of this work.
• Chemistry
• Computer and Information Sciences
• Exercise and Movement Science
• General Science
• Geological Sciences
• Mathematics
• Physics
• Psychology
A second set of objectives is to provide all students with at least an
introduction to the m~thods and analytical processes of scientific endeavor,
an~ a framew~rk of co~cep.t~ and information in at least two specific areas
whIch exe~phfy ho.w sCI~n~flc thought is employed. Each department offers
courses.which prOVIde thIS mtroduction to students across the College of Arts
and .S~ences and the professional schools. Approximately 90 courses
quahfymg as general education courses are taught by the science departments.
The departmen~sof thi~ division cu~rently provide roughly 27 percent of the
undergraduate mstructIon at the unIversIty and 36 percent in the College of
Standard V
170
The mathematics department is an excellent research department, and it
carries the largest service and general education load (nearly 9 percent of the
university total) in the division. Following national trends, the number of
declared majors is relatively small, about 100, and those majors can choose
between applied math, pure math, secondary teaching, and individually
designed tracks within the major. A joint computer and information science
and math department major is in the process of being approved. Its purpose
is to provide a more ,flexible major in areas where the degree requirements
make it difficult to go through a double major.
The smaller departments in the division include the computer and
information sciences department, the geological sciences department, and the
exercise and movement science department. The latter department is
undergoing substantial evolutionary change as a newcomer to the College of
Arts and Sciences, moving from the College of Health and Human
Performance, which was closed several years ago. Each of these departments
students majoring in other science areas. In recent years, external funding for
instructional programs and curriculum development has promoted this
effort, including a FIPSE grant and a large Howard Hughes foundation grant.
A set of courses delivered at the Oregon Institute of Marine Biology (located
on the Oregon coast), provides excellent opportunities for undergraduates to
learn general biological principles applied in marine biology, and in a small
class, coastal setting. The department faculty also have many undergraduates
participating in research. The department's general education contribution is
about 3.8 percent of the university total, through a mixture of courses
designed for non-major and major students.
The physical science departments, chemistry and physics, share the
characteristics of excellence in research and the quality of their faculty and of
providing a high degree of service instruction for both non-science students
and for majors in other scientific disciplines. The numbers of majors for
these departments are not high, 170 and 100 declared majors respectively, and
those students receive high-quality programs. The chemistry department
currently has a biochemistry track within its B.S./B.A. degree, which is in the
process of being upgraded to a biochemistry degree offered by the chemistry
department. The chemistry department has a particularly active
undergraduate research program, with most of its majors participating at
some point in their stay. The physics department has been active in the
application of computer and World Wide Web-based instructional techniques
throughout its undergraduate curriculum. Both departments maintain large
service courses for science majors-general chemistry, organic chemistry, and
general physics-as well as a modest number of gene~al education cours~s for
non-majors. Several tracks of these courses are deSIgned to handle shghtly
different student needs; e.g., chemistry major or pre-health career major.
Thus their total instructional contribution is very high.
Standard VEducational Program and Its Effectiveness
171
The general science program utilizes the course offerings in the science
division, and in the geography and anthropology departments, to provide
students with a less narrow focus than the departmental majors mentioned
above, but rigorous in its mathematics and science content. The program was
originally intended for students interested in secondary education careers, but
now more typically is taken by students interested in health profession careers
or by students interested in a liberal arts" degree in science. The degree has
proven to be popular with students, with close to 300 declared majors in the
program.
have excellent research programs with national visibility, and varied but
important contributions to the instructional program. Major options include
the joint mathematics/CIS degree mentioned above and a geophysics track in
geology. The exercise and movement science major is focused on the area of
human biology and performance including biomechanics, motor control,
exercise physiology, sports medicine, and social psychology of sport and
exercise. Many students interested in health profession careers follow this
major, which has seen substantial growth in numbers. The CIS department is
leading the statewide effort in computer science and in the development of a
new software engineering master's program. Each of these departments
provides an important contribution in offering diverse majors and
contributing to the general education training of students (roughly 9 percent
of the university total).
The general education reqUirements of the university include two courses in
the fundamentals of writing and courses distributed in the humanities, social
science and natural science groups. The latter requirements are typically
satisfied by four courses in each of the three areas mentioned. The
mathematics requirement for the B.S. degree and the science group
requirements are satisfied in nearly all cases through major requirements of
the science departments. A few students additionally take enough foreign
language courses to qualify for the B.A. degree. While many faculty feel that
this is desirable, the extensive major requirements in the science departments
make this option difficult for students to follow, even if they are inclined to
do so.
NS. 3. Critically evaluate the institution's general educational requirements
as they relate to the unit, or related instruction requirements as they apply to
the purposes of applied associate degree programs, certificate programs, and
non-certificate programs within the unit.
The requirements are satisfactory to educate science students outside their
scientific training. Technical writing would be a useful adjunct to the basic
writing requirement, and the college is funding one experiment in a lower
division biology course this year to give Writing-intensive instruction in a
basic science course, which may lead to further programs in this area.
Educational Program and Its EffectivenessStandard V
172
NS. 4. Not applicable.
Additional group requirements, including technical writing, might be
welcome to broaden further the horizons of our students, but the steep
requirements for most science majors dictate against expansion of the group
requirements, along with issues of resource constraints. There is no formal
speaking or oral communication requirement, but this is handled through
general education courses. Students who participate in research often get
excellent further training through group meetings and seminar
presentations.
Standard V
NS. 5. Evaluate the students within the unit:
As mentioned earlier, biology and psychology have the largest number of
majors within the science division, with biology facing the additional
challenge of a large increase in the past five years. Other departments mostly
show strong increases in the number of majors, with the exception of
mathematics and physics which have shown declines (the number of degrees
granted is subject to large fluctuations due to the smaller numbers).
5. a. Compare the number of student majors over the last five years. What
difference in quality does the faculty note?
173
The number of declared majors and baccalaureate degrees in the science
division has dramatically increased in the past five years, as shown in the
table below:
The anecdotal evidence is that the quality of the students is good and
reasonably stable. The biology department is notable in feeling that at least
part of the increase they have seen is with students who are less motivated or
talented. Nonetheless, the overall view in the science division is of high
student quality and strong student demand for science and math programs.
.. '92-93 data, frrst year of program In CAS
Educational Program and Its Effectiveness
Majors Degrees
, 91-92 ' 95-96 Increase ' 91-92 ' 95-96 Increase
Biology 470 693 47% 65 105 62%
Chemistry 120 166 38% 30 24 -20%
CIS 196 306 56% 31 48 55%
EMS'" 71 220 210% 5 48 860%
General Science 160 237 48% 52 91 75%
Geology 51 73 43% 6 20 233%
Math 108 102 -6% 28 40 43%
Physics 113 96 -15% 16 8 -50%
Psychology 983 1092 11% 311 314 0%
Science Total 2272 2985 31% 544 698 28%
CAS Total 5366 6247 16% 1704 1947 14%
University Total 9471 10,382 10% 2719 3013 11%
Educational Program and Its Effectiveness
General education in the narrower sense of courses in mathematics and
natural science supporting the needs of majors in the science departments is
generally quite satisfactory. The problem in this area is again related to the
extensive set of course requirements in most science majors, both in the
department and in related disciplines. Students have great difficulty fitting in
the number and sequence of required courses for their major, particularly
early on when they should also be working on their general education
requirements. This is hardly unique to Oregon, but is a problem that needs to
be addressed. It is a problem across the sciences, but is particularly critical for
biology majors and for students participating in the honors college. Increased
participation of science students in the excellent honors college program
would be beneficial.
General education courses offered by the science departments, including some
courses given by anthropology, geography and environmental studies, are a
mixture of lower division courses designed as prerequisites for science
majors-general chemistry, core biology, calculus, and others-and courses
specifically designed for non-science majors such as Essentials of Physics,
Concepts of Computing, and Exercise and Performance, among many others.
About half of the hundred or so courses qualifying as science group satisfying
courses are in this latter category. These courses offer non-science majors a
solid introduction to the scientific disciplines and are generally quite
satisfactory. Both the individual departments and the college work to balance
the need for these courses with the differential demand for majors and
science service courses among the departments. If resources could be found
for additional lab sections, an extension of the science group requirement to
include at least one laboratory-based course would be desirable. This would
give every student graduating from the university the experience of
conducting an experiment, which is certainly the best mechanism for
understanding how science proceeds.
Standard V
174
5. b. What evidence is there to demonstrate the quality and achievements of
former students?
5. d. What evidence is there of student growth in reasoning and
communication?
5. Co What evidence is there of student growth in their capacities to solve
problems, analyze, synthesize, and make judgments?
Standard V
175
• Each department has developed requirements for one or more tracks
leading to a baccalaureate degree which are rigorous and extensive. As
examples, the average number of credits upon graduation for the
science departments range from 190 for psychology to 227 for physics,
with 180 required for graduation. These numbers are indicative of the
effort to give science students a comprehensive and deep training in
their disciplines. As mentioned earlier, while these individual
curricula are a strength of the division, the length and serial nature of
these requirements limit student ability to explore options, particularly
in the first two years. Graduation within a four-year period can be
difficult unless the students follow the required path very closely.
• Lower division courses in the science departments required as
prerequisites by other departments within the science division are
generally quite well developed and adequate. Better coordination and
adaptation of these courses to changing needs of departments can
always be improved, though, with the exception of some bottlenecks
for biology students, which are being addressed, the situation is quite
good.
NS.6. Appraise the courses offered in the unit:
• General education, science group-satisfying courses designed primarily
for non-science majors are adequate in number. These courses are
typically large lecture courses without lab sections. The addition of
some laboratory experience would be desirable, but the resource
constraints currently preclude this.
Educational Program and Its Effectiveness
5. e. What evidence is there to demonstrate student growth in reasoning
skills and knowledge, and as to such values as integrity and objectivity?
The first part of this question was briefly discussed above. The ethos of
scientific work demands integrity and objectivity, and the courses and
research programs of the science departments foster development of those
attributes very well.
6. a. Show the relationship between course objectives and the unit's goals.
The natural science division comprises eight departments offering around
500 courses. These are described in detail in the university bulletin. A
reasonable summary of the undergraduate offerings in the sciences contains
the following points:
_I .
...
..'
.'
•
_,
• -,
• •
• •
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Educational Program and Its Effectiveness
As mentioned in the previous section, evidence of growth is clear in student
research and upper division laboratory reports. Upper division courses and
seminars develop both written and oral communications skills.
• Performance of students in upper division laboratory and lecture
courses, in which problem solving and analysis are central components
of the instruction.
• Large numbers of research publications with undergraduate co-authors,
honors research theses, and research reports generated by the hundreds
of students doing undergraduate research in science departments.
Our acceptance rate for medical schools is above the average; i.e., students
graduating from Oregon with GPA of 3.5 - 3.6 or greater and receiving a 30 on
the MCAT, which is the mean for students accepted to the OHSU medical
school, have had a 60-percent acceptance rate in the past few years.
Some statistics from the chemistry department illustrate the career paths of
students graduating from that department. In a recent three-year period, 18
students were accepted into graduate school, 12 into medical school, 16 into
industrial and academic laboratory jobs. Thirty-nine students did not respond
to the survey.
Former undergraduates, graduate students, and postdoctorals have found
positions in excellent colleges, universities, and industries across the country.
Recent decennial review self study documents for mathematics, chemistry,
and exercise and movement science contain example lists.
In addition to surveys of student satisfaction given in section B.S., evidence of
student growth in analytic and critical thought, as students progress through
the programs, abounds:
Students graduating from the science departments have excellent records of
acceptance into top graduate and professional programs and in finding
employment. College-wide accurate statistics in this regard are not available,
but we do have some examples to illustrate this.
Standard V
176
7. a. Methods and innovations:
6. b. What evidence is there of relationships between class size and the
educational effectiveness of the unit's programs?
Standard V
• Dan Udovic in biology is nationally recognized for his "Workshop
Biology" approach to hands on biology instruction in lower division
courses. The biology department also has a well developed
instructional computer lab for lecture and lab usage by undergraduates.
Led by Udovic, the faculty has been active in obtaining external support
for these efforts, including a large Howard Hughes foundation grant.
• The mathematics department has recently opened a computer
classroom for use by students in upper division courses and calculus
sections. Mathematica is a central software component of a sweeping
program to change the way mathematics is taught at the UO.
• Psychology is developing a computer lab for undergraduate research
projects. The faculty is looking at innovative ways to introduce majors
to research, in the face of overwhelming numbers of students.
177
Educational Program and Its Effectiveness
• David Sokoloff has led innovative, NSF funded curriculum projects
in physi~s. This includes introductory microcomputer-based physics
laboratOrIes that greatly extend the ability of students to explore a
c?ncep~al understanding. of physics from experiments and computer
SImulatIons. The phYSICS department also has been active in
classroom projection is increasingly being used for various courseware and
World Wide Web applications. Most departments are using or planning
departmental computer labs and classrooms as an integral part of their
instructional program, which are, of course, the mainstays for the computer
and information science department. At the same time, the university is
faced with the difficult task of balancing this development with maintaining
adequate instrumentation and supplies for the essential laboratory courses.
The Science Library (and the Knight Library) is an increasingly important
provider of training in new information technology, in addition to the more
traditional role in providing access to an extensive journal and monograph
collection. The Science Library is doing an excellent job in these roles but is
faced with serious budgetary constraints exemplified in the recent serials cuts.
Extensive use is made of the services of the university Teaching Effectiveness
Program, including videotaping of lectures for analysis of teaching
performance and for surveys of student impressions of teaching. Peer faculty
observation and evaluation of teaching is being increasingly employed, both
by university mandate for promotion and tenure files, but also for
improvement of instruction.
Some examples of innovations are given below, but it is also important to
acknowledge the importance, and expense of maintaining the traditional·
laboratory-based instruction in the sciences.
Educational Program and Its Effectiveness
Inspection of the university bulletin and schedule of dasses does not reveal
any major problems. Courses that are not consistently taught are carefully
monitored and discontinued, unless a specific plan for them has been
advanced by the department.
In annual reviews, promotion and tenure reviews, and in post-tenure
reviews, teaching evaluations are important components and are reviewed at
the department and college level. Faculty and departments are expected to
evaluate course content and rigor, supplemented by student course surveys,
to provide a balanced picture of the quality of the courses.
NS. 7. Evaluate the methods of teaching, including innovations employed by
the unit:
Course syllabi are complete and current and in many instances are available
electronically. The College of Arts and Sciences is developing plans to have
every faculty member use a home page to present course syllabi to students.
6. d. Are course syllabi current and complete? What practices are followed to
encourage and ensure the continual upgrading of course content?
The methods employed in undergraduate instruction include traditional
lecture and laboratory courses used nationally in science instruction.
Collaborative learning techniques are frequently used. Computer-based
• Each department gives credit for and offers student undergraduate
research opportunities. Undergraduates also have access to
introductory graduate courses, which strengthens both the
undergraduate and graduate programs.
6. c. List the courses that have not been offered within the past two years and
indicate the unit's plans concerning them.
Lower division courses are frequently large lecture classes, with small
discussion and laboratory sections. Upper division courses are typically of
smaller size for good interaction and personal attention to student needs.
Biology and psychology, which are inundated with majors, are faced with
larger upper division courses, and have done an excellent job of coping with
this difficult situation. This mix of class sizes is within national norms and
patterns, and it is an efficient system for providing the general education
courses and the rigorous majors needed by students.
Standard V
7. b. Evaluation methods:
178
Instruction in biology and marine biology at the Oregon Institute of
Marine Biology, at Coos Bay on the Oregon coast, provides unique and
intensive small class opportunities for students. The Department of
Geological Sciences summer field camp provides similar field settings
for intensive and high quality instruction for geology students.
Many undergraduates are involved in pioneering research and
publication with faculty. Many students are able to do this intensively
in the summer through individual investigator NSF-funded REU
(Research Experience for Undergraduates) and group NSF REU
programs such as the long standing Chemical Physics Institute program
led by Geri Richmond.
Standard VEducational Program and Its Effectiveness
States. This reputational ranking of faculty quality is by no means without
question as a measure, but is a useful guide to national reputations of
departments. Psychology and biology (represented by the neuroscience and
molecular biology and biochemistry subdivisions) are Oregon's top
departments in this survey, ranked at the 90th percentile, with chemistry at
the 75th percentile, and mathematics, geology, and physics in the upper third
of departments in their discipline. This is quite remarkable given the
resource base at Oregon and the relatively small size of UO programs, factors
well known to reduce rankings in this type of survey.
179
With respect to gender and ethnicity, some difficult problems remain in the
science area. Minority faculty members apart from Asian Americans are very
poorly represented in the national pool of Ph.D. scientists, and as a result the
UO does not have good minority representation. This problem must be
addressed nationally before much headway can be made at Oregon, although
it is important to keep working to improve the situation. Women also are
underrepresented in most of the science departments. Ranging from 30 to 50
percent representation in EMS, psychology, and biology to no women on the
physics faculty, the situation here, while perhaps typical of the national
picture, is not satisfactory and further effort'is needed.
The distribution of the faculty by age and rank in the science departments is
reasonable and does not show any particular difficulties. Junior faculty
positions have been emphasized in hiring to order to infuse programs with
younger faculty members. Some concern related to the national problem of
funding, particularly for younger faculty members, has increased concern and
pressure for more senior appointments.
These rankings also correlate with an internal assessment of the quality of
research in cognition and cognitive neuropsychology, developmental genetics
and neuroscience, molecular biology, biochemistry, ecology and evolution,
synthetic and materials chemistry, chemical physics and optical science,
high-energy physics, software engineering, computational science,
geochemistry, tectonics, motor control, algebra, and others. Four science
faculty members are members of the National Academy of Sciences, two are
American Cancer Society Distinguished Research Professors, and two are
Howard Hughes Medical Institute Senior Investigators. Numerous faculty
members have held Guggenheims, including three in biology this year out of
158 awards nationally in all areas. Three psychology faculty members have
held NIMH MERIT awards, and one recently received the Charles A. Dana
Award. Junior faculty members are competing well for PYI, CAREER, and
other Young Investigator awards, including a recent PECASE award to Peter
Sercel in physics. A major problem is keeping these excellent faculty
members, since UO salaries are demonstrably low. Progress has been made
with recent salary increases, but further improvements are needed.
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Educational Program and Its Effectiveness
experimenting with fully electronic courses through the use of the web,
in lower division through graduate courses. Greg Bothun has been a
leader in this area, including the use of JAVA techniques in computer
simulations and visualization to provide virtual experiments. His
work with web instruction in astronomy has been nationally
recognized (see also the February 1997 Scientific American for a
description of his research in astronomy).
The relation of "faculty" research to undergraduate instruction is a critical
strength of this university and all research universities. The vitality and
depth of instruction comes from the research activities of the faculty and
students. The science departments at Oregon are perhaps the strongest group
at this university and compete very well nationally. This is illustrated in the
recent NAS-NRC survey of Research Doctorate Programs in the United
Science departments analyze student course evaluations to provide student
opinions of teaching performance. These are used along with peer
observation of courses and peer evaluation of course content and innovation
to give an overall picture of faculty teaching. These evaluations also become
part of the tenure and promotion record of individual faculty and are used in
merit pay increase determinations. The College of Arts and Sciences and the
science departments are committed to providing quality undergraduate
teaching, and these methods are used to help with this effort. It is fair to say
that the good judgment and professional commitment of the individual
departments and faculty are relied on heavily to balance and flesh out the
process of evaluating and improving teaching and curricula
NS. 8. Evaluate the faculty in tenns of balance in rank, degrees held, gender,
experience, subject specialties, publications, ethnic diversity, and research
where appropriate to, the aims of the unit. Indicate particular strengths and
weaknesses.
Standard V
180
NS. 10. Comment on the changes which might be made in the unit's policies
and procedures to improve faculty effectiveness.
NS. 11. Project the program, plans, staff needs, and resources of the unit for
the next five years, an~ indicate priorities if possible.
Standard V
181
• Integration of instructional technology to improve quality and
productivity.
• An increase in graduate teaching fellow (GTF) funding would dramatically
improve undergraduate instructional programs across the sciences and
provide vitally needed resources for graduate programs.
• Development of new majors or combinations of majors to improve
student access to careers, such as the CIS-math major and the biochemistry
major currently in the approval process. Further development of software
engineering programs through the CIS department are being developed to
serve both student and statewide employer interests. For similar reasons,
development of master's programs in applied science areas-quantum
optics, solid state physics, biotechnology, materials chemistry as
examples-is being carefully considered. An environmental science track
within the environmental studies program is another example for
development.
SCHOOL OF ARCHITECfURE AND ALLIED ARTS (A&AA)
Since that time, the school has grown to include Departments of Architecture;
Landscape Architecture; Art History; Fine and Applied Arts; and Planning,
Public Policy, and Management. The school also includes three programs:
interior architecture (within architecture); arts and administration; and
• Better coordination and planning of the undergraduate curriculum to
improve efficiency and remove obstacles to four-year graduation times for
students.
• Careful attention to faculty-hiring plans in order to direct department and
research institute resources into research areas of future growth, strong
funding potential, and student needs.
The School of Architec~ure and Allied Arts (A&AA) was founded in 1914 as
an integrated arts school, with specialties in architecture and the fine arts.
From its inception, the school's mission was to educate students in the broad
skills of the application and study of the arts, regardless of a student's specific
professional focus. Faculty members were selected based on their interest and
ability to teach in the school, and often offered courses for various majors.
sought to bring about a general improvement in quality. Some specific areas
for work include:
Educational Program and Its EffectivenessEducational Program and Its EffectivenessStandard V
The biology, chemistry, physics, geology, and computer and information
sciences departments have greatly benefited from the recent $45 million
investment in Willamette, Streisinger, Cascade and Deschutes Halls. These
buildings have provided excellent new facilities for these departments,
although some inadequacies in undergraduate classroom and lab facilities
remain. Additionally, psychology, mathematics, and exercise and movement
science remain in facilities that are relatively cramped and in need of some
renovation. Overall, the situation in the science departments is adequate,
although projected enrollment growth will strain the undergraduate lab
facilities in most departments. The new buildings mentioned above have
been an extremely important factor in strong faculty and student recruiting
and in improvement in the programs located in those facilities.
Continued effort in improving the teaching and research performance of the
faculty is a primary goal for the science departments. Improvement in peer
evaluation of teaching is one area for work. Continued attention to high
promotion and tenure standards for teaching and research are critically
important, and working to increase these standards is necessary for each
department.
NS. 9. Judge the general condition and adequacy of the physical facilities used
by the unit. Comment on needed changes, if any.
Improvements in efficiency and productivity will be vitally important in
maintaining and improving the already excellent programs in teaching and
research. However, an honest appraisal of faculty and departmental efforts is
that they are stretched very thinly, and additional investment from the state
in the instructional program is of paramount importance.
The science departments will continue to strengthen the research and
teaching programs of this division. Even with projected growth in
undergraduate enrollment, overall faculty size is not expected to dramatically
increase, and improvement will come from qualitative changes within the
division. The strongest departments in the unit clearly must be given the
resources to keep their national reputation and to retain the university's best
faculty. Additional investments in all of the science departments will be
Careful integration of new instructional technology into the curriculum will
be necessary to compete in a nationally increasing use of web- and other
computer-based technologies.
182
• changing technologies in the work place;
• 21st century economic models will be based upon entrepreneurial and
knowledge-based values;
Standard V
183
The school has multiple mISSIOns, due primarily to its dual role as the
provider of professional education within a liberal arts context, and as the
provider of broad-based visual arts education for the general student body at
the University of Oregon.
Three undergraduate degree programs in the school are reviewed on a
regular basis for national accreditation: architecture, interior architecture, and
landscape architecture. Because of this, these programs tend to focus their
efforts on their large number of majors, with limited attention to general
education course offerings. Other programs, such as fine and applied arts, and
art history, have a greater balance of majors and non-majors enrolled in
courses and extend equal attention to course offerings for students from
across campus.
Educational Program and Its Effectiveness
• 21st century educational models will require trans-disciplinary,
project-based, hands-on learning;
The success or achievement of the school's objectives in this regard are
evaluated through a number of means. First, the school has maintained
successful national accreditation in three programs since the inception of the
application of those national standards. Second, courses continue to be highly
sought-after by students from across campus. Third, the application rate to
those programs which require individual application is steady, and in some
cases has increased.
• 21st century educational models will rely upon public/private
partnerships;
• 21st century educational models will develop community
contributions through experiential hands-on learning.
A&AA. 1. What is the unit's basic belief about its role in the institution's
educational program? Evaluate the extent to which the unit's objectives are
presently realized.
The School of Architecture and Allied Arts believes that the study and
application of the broadly-defined visual arts is an essential part of an
undergraduate liberal arts education. The expansion of visual literacy is a
basic goal of our undergraduate offerings, whether through professional
education in architecture and landscape architecture, skill development in
fine arts, development of critical analytical reasoning in art history, or
instruction in essential planning knowledge in planning, public policy, and
management.
Educational Program and Its EffectivenessStandard V
• changing professional and workplace relationships, including issues of
home, remote work environments, and trans-disciplinary professional
offices;
• changing economic models, especially with attention to the
development of services as opposed to the production of goods.
• 21st century educational models will emphasize "bridging"
professional education into the workplace, and vice versa;
• changing societal needs and demands, especially with regards to the
knowledge, skills and abilities developed and nurtured in the school;
historic preservation. Distinct academic departments were formed in 1964,
although students pursued degrees in their respective fields from the
establishment of the school. The sense of an "integrated" school has
pervaded the curriculum offerings to varying degrees over the years.
The school endeavors to educate students to take their place within desired
professional pursuits, while always recognizing the essential liberal arts
education that provides a foundation for good societal citizenship. The
school is committed to the understanding that the study and practice of the
arts (in the broadest sense of that term) requires a fundamental consideration
of human and environmental factors, as they intersect within the particular
disciplinary areas.
In considering goals upon facing the 21st century, the School of Architecture
and Allied Arts understands and recognizes a series of challenges that
students face as they prepare to take their place within their chosen
professional fields. Specifically, these include:
There are key issues and concepts that underpin academic and pedagogical
decisions within the school, to the extent that such generality is possible.
While these are not universally adopted by all faculty, they serve as critical
guideposts against which to evaluate the school's educational efforts in
professional education. These concepts include:
Architecture
184
A&AA. 2. How do the majors or programs reflect the purposes of the units?
I'
"
Standard V
Art History
Art history offers 20 courses that satisfy the Group I: Arts and Letters
requirement; two courses satisfy the American cultures area of the
multicultural requirement; and 19 satisfy the international cultures area of
the multicultural requirement. Before the change in the group requirements
that went into effect in spring 1994, many students took an art history
sequence to satisfy a required cluster of courses. Since that change the
enrollments of survey courses have dropped a bit. The department believes
that the change in group reqUirements went too far, particularly in allowing
two terms of second-year language to be applied toward the satisfaction of the
Group I requirement. Thus, students completing their B.A. language
requirement need to take only one arts and letters course with another subject
code to complete their Group I requirement. This may be seen as a
weakening of the B.A. degree. The department believes that work taken
within the student's major should not count toward the satisfaction of group
requirements.
The curriculum lists recommended courses that underpin and supplement
the professional program and encourages students to get the broadest possible
185
Landscape Architecture
Five-year professional degrees, such as the bachelors in landscape
architecture, have as their central idea the blending of general and
professional education. The current general education requirements at t~e
UO provide a solid base of writing, arts and humanities, sciences and SOCIal
sciences on which to build the breadth and depth of a liberal arts
understanding. This is fundamental to a well-rounded professional
education. The current structure of the general education requirements also
provides sufficient flexibility and choice for students, whether their emphasis
is arts, social sciences, or the natural sciences.
Fine and Applied Arts
The Department of Fine and Applied Arts believes that a liberal arts
education is essential for the education of professional visual artists. Visual
artists must have a broad understanding of the world in order to produce
innovative and significant work. Therefore, FAA requires that students
fulfill the general university degree requirements. The quality and breadth of
liberal arts education at the University of Oregon serves the department very
well.
Educational Program and Its Effectiveness
of course work as an introduction to issues of architecture and
environmental design. Students in the Summer Academy do not enroll in
general university courses.
Educational Program and Its EffectivenessStandard V
Specifically, at the undergraduate level, A&AA offers the following bachelor's
degrees in architecture (B. Arch.), landscape architecture (B.L.A.), interior
architecture (B. lArch.), fine arts (B.F.A.), as well as the B.A. in art history, art,
and planning. Each of these majors reflects the essential mission of the
school as discussed above. Additionally, they are linked through a common
interest in the opportunities for inter-disciplinary courses. For example, it is
common for the faculty to teach joint design studios in architecture and
landscape architecture. In the past, the school has also had common theory or
criticism courses that are directed toward students in multiple majors.
Each of the eight departments and programs in A&AA has a direct
relationship to the basic mission of the school. While not all of these offer
undergraduate programs (e.g., arts and administration, and historic
preservation), they each provide important linkages across disciplinary lines,
as well as strong educational offerings within their majors and programs.
A&AA. 3. Critically evaluate the institution's general educational
requirements as they relate to the unit, or related instruction requirements as
they apply to the purposes of applied associate degree programs, certificate
programs, and non-certificate programs within the unit.
The Department of Architecture does not have any non-degree programs
with the possible exception of the Summer Academy, which may qualify as a
non-certificate program. The Architecture Summer Academy offers 8 credits
NOTE: Following are selected responses from departments within the
School.
Departmental requirements take this introduction a step further by requiring
serious investigations qf advanced subjects outside the School of Architecture
and Allied Arts (this excludes service and performance areas). Architecture
students must complete 18 credits of non-A&AA upper division elective
coursework as part of their major requirements; interior architecture students
must complete 12 credits of the same.
The general university requirements for professional degrees in architecture
and interior architecture include significant study (three to four courses) in
the three general curricular areas of arts and letters, science, and social science.
Students also must complete two writing courses and satisfy the university
requirement for sensitivity to non-western cultures and histories (two
courses). This requirement is effective in providing an introduction to a
healthy range of academic subjects.
186
A&AA.5. Evaluate the students within the unit:
In the B.Arch program between 1990 and 1995 the SAT scores of our
applicants, admissions, and matriculates have improved.
Standard V
Undergraduates Graduates
1992 80 23
1993 81 36
1994 86 38
1995 88 27
1996 81 27
Fine and Applied Arts
Landscape Architecture
Majors are required to take a methods class.
187
Planning, Public Policy, and Management
Art History
Educational Program and Its Effectiveness
Students generally are of very high quality in each of these programs.
Community and regional planning graduate students are among the best in
recent years. Public affairs graduate students are very good but tend to be
more variable in their level of preparedness and knowledge base. Lack of
financial support for first-year students has resulted in some very good public
affairs graduate program applicants going to other programs in the country;
we cannot compete in this area with Syracuse, Harvard, Texas, etc.. The
overall quality of an already excellent undergraduate student group seems to
be consistently improving.
The number of majors in fine arts has remained constant in the department
because enrollment is limited and students are required to apply to be fine
arts majors. This was done because the department was not able to serve the
large number of students who are interested in the fine arts. The quality of
students increases every year because the demand for fine arts increases every
year, especially in the area of visual design. Admission to the major is
increasingly competitive. With the advent of the visual/computer age,
students are drawn to art and design in great numbers.
Student major numbers have fluctuated from a low of 98 to a high of 124
undergraduate majors in landscape architecture during the past five years.
Over this period, the faculty notes a generally high quality with steady
improvement as the reputation of the landscape architecture program at
Oregon has grown.
1462
1507
1559
1541
1525
1518
Educational Program and Its Effectiveness
Total majors in A&AAYear
91-92
92-93
93-94
94-95
95-96
Average
Standard V
edu~ation as the bes~ long-range stra~egy f?r a professional career in landscape
ar~hltecture. Th~se mclude courses m: bIology, ecology, geography, fine arts,
philosophy, envIronmental studies, planning, public policy, and history.
Planning, Public Policy and Management
Students in the degree programs in PPPM prepare themselves for admission
to .the~ programs ~ jU~iors through general education requirements.
Umverslty strengths In thIS area lead to students being better prepared than
previously. For the purposes of these degrees, broad exposure to the various
social sciences is most useful.
NOTE: Following are selected responses from departments within the school,
as well as for the school as a single unit.
5. a. Compare the number of student majors over the last five years. What
differences in quality does the faculty note?
Architecture
In the M.Arch program the quality of the applicants based on GRE scores has
rem~ined flat between 1990 and 1995. The quality of the students admitted
has Improved. However, seen in a bit longer time frame (since 1988) the
quality has increased. '
Architecture
188
Art History
Standard V
189
Landscape Architecture
• On-going studio evaluations: Throughout the term, studio instructors
meet With students to discuss progress.
• Studio Reviews: At the end of each term, each design studio has an
open review of the work for that term. The reviews include
one-on-one discussions of individual student's work for the term, as
well as group discussions of project goals, objectives and achievements,
covering all of the criteria listed above.
• Student/Faculty Meetings: At the end of each term, studio instructors
meet individually with students to discuss progress in each of the
areas, as well as general progress in design capability.
• Studio Evaluation Forms: As part of the end-of-term evaluation
process, faculty members complete a studio evaluation form for each
student. Copies of these forms are given to the student and also placed
in the student's file in the department office.
• Non-studio courses are graded based upon a standard A, B, C, D, F
system.
• End-of-Term Faculty Meeting: At the end of each term, the
departmental faculty holds a meeting to discuss progress in all classes,
including studios.
Evidence exists primarily in the widespread presence of Oregon B.L.A.
alumni in professional office settings and higher caliber graduate programs in
the past five years.
Fine and Applied Arts
Student abilities in all aspects of professional development are evaluated
through a variety of techniques. As with the field itself, these evaluative
criteria are integrally related. The following methods are used to evaluate
students' abilities:
Educational Program and Its Effectiveness
Measuring outcomes in fine arts is complex due to the wide range of
career/personal interests and choices students may make. Some enroll in
fine arts for personal growth, some for high-tech careers, and some for
alternative careers. The department has a significant number of graduates
who are (a) exhibiting art, (b) getting jobs in industry, (c) opening their own
art or design businesses, (d) attending graduate schools, and (e) working in a
range of activities including cultural arts services (e.g., VISTA coordinators,
artists-in-schools, art therapy).
Educational Program and Its EffectivenessStandard V
Student abilities in all aspects of professional development are evaluated
through a variety of techniques. As with the field itself, these evaluative
criteria are integrally related. The following methods are used to evaluate
students' abilities:
• On-going studio evaluations: Throughout the term, studio instructors
meet with students to discuss progress.
• Studio Reviews: At the end of each term, each design studio has an
open review of the work for that term. The reviews include
one-on-one discussions of individual student's work for the term, as
well as group discussions of project goals, objectives, and
achievements, covering all of the criteria listed above.
• Student/Faculty Meetings: At the end of each term, studio instructors
meet individually with students to discuss progress in each of the
areas, as well as general progress in design capability.
• Studio Evaluation Forms: As part of the end-of-term evaluation
process, faculty members complete a studio evaluation form for each
student. Copies of these forms are given to the student and also placed
in the student's file in the department office.
• Non-studio courses are graded based upon a standard A, B, C, D, F
system.
5. b. What evidence is there to demonstrate the quality and achievement of
former students?
The va alumni passing rate on the professional licensing exam has been
significantly higher in most categories than the national average. The va
alumni passing the test the first time was 67 percent compared to the national
average of 38 percent.
Many former students stay in contact with faculty members, so the
department knows that many continue into major graduate programs with
full financial aid. Ma:py graduates hold teaching positions at all levels from
community college to research university, while others work in museums
from beginning positions in local history museums to directorships of the
most prominent art museums in the country. Others have found other types
of employment in art-related fields. At the 1997 College Art Association
meeting, the major national conference for art history, seven of the papers
will be given by graduates of the va art history undergraduate and graduate
programs.
Architecture
190
Fine and Applied Arts
Standard V
191
5. d. What evidence is there of student growth in reasoning and
communicating?
The design process in architecture and interior architecture is founded upon
the ability to clearly reason design objectives and limitations and then to
communicate the resolution of these to others. It is not enough that students
understand the intricacies and the coherencies of their design decisions, they
must also communicate these decisions clearly (graphically, verbally, and in
written form) so that others can not only understand them, but also, in some
cases, work with the designs. Communication between clients and architects
is the link through which physical needs become architectural projects. And
communication between architects and contractors is the link through which
building ideas become actual buildings. This understanding is stressed in the
program.
Architecture
Planning, Public Policy, and Management
Landscape Architecture
The programs in planning, public policy, and management are essentially
focused on building student capacity in these areas. Placement of our
graduates is one measure of success, and in this regard there is a strong track
record. Few graduates wait long before being employed. Additionally, the
department receives good feedback from public service professionals
supervising VO interns or working with PPPM faculty members and students
on community problem-solving and capacity-building activities. Alumni,
now that the department is surveying them and working with them more
closely, provide positive feedback on student preparation.
Educational Program and Its Effectiveness
Evidence takes the form of student projects, presentations in both academic
and public forums, scholarly conferences, and design/build projects in and
around Oregon.
of evaluative systems for criticizing irriages in culture. Success in the field
requires ability to articulate form vocabulary and critical theory; ability to
demonstrate verbal criticism of their own and other's art forms; and other
such abilities.
In addition to the design studio courses, students in both programs are
required to take courses in history, theory, technology, and social and
environmental issues. These courses generally require term papers and
exams that test rational skills and communication abilities (graphic, verbal
and written).
Educational Program and Its Effectiveness
Art History
5. c. What evidence is there of student growth in their capacities to solve
problems, analyze, synthesize, and make judgments?
Planning, Public Policy, and Management
Graduates from PPPM hold important positions in public agencies at all
levels and make significant contributions to public service in their
communities. This includes leadership roles in public policy, public
management, and planning, for example.
Standard V
The design studio is the centerpiece of the curricula of both architecture and
interior architecture. As such, it is the curricular area that shows most clearly
the growth of a student's ability to solve problems, make judgments, and
synthesize information. There are five years of studio courses. The first year
begins with very basic information and relatively simple design problems.
Complexity increases each year. The scale of the design project increases, as
do issues (physical, social, and intellectual) that the design student must
resolve. The curriculum is structured in such a way that non-studio courses
begin feeding the student with technical and theoretical information, first, at
a moderate rate; then, as the student progresses through each year of the
program, at a more accelerated rate. In the fifth and final year, the student is
expected to be mature in terms of analytical, cognitive, and graphic skills, is
expected to understand thoroughly the architectural vocabulary, and
confronts, as a final design studio project, a two-term course that is itself the
synthesis of the program, intended to test the student's ability to integrate
knowledge in a systematic resolution of a complex architectural problem.
The visual arts innat~ly require that students produce material evidence of
their abilities to solve problems, analyze, synthesize, and make judgments. In
ceramics, for example, as students move from beginning to advanced levels,
they learn basic hand/eye coordination skills and progress to a level at which
they know how to master various technical skills. A thorough education in
the medium would also require knowledge of the social role of clay
throughout history; knowledge of the history and theory of art; knowledge of
contemporary issues regarding the role of art in culture; knowledge of how to
make self-motivated aesthetic, ethical and political decisions; and knowledge
Students meet with advisors, discuss issues in class, and write exams and
papers that are read by the faculty. The overall results of these efforts are
regularly discussed by the faculty in departmental planning meetings.
192
Fine and Applied Arts
Landscape Architecture
Standard V
Art History
Fine and Applied Arts
Architecture
193
many opportunities to communicate and reason, including papers, group
projects, in-class presentations, and public presentations.
Educational Program and Its Effectiveness
5. e. What evidence is there to demonstrate student growth in reasoning
skills and knowledge, and as to such values as integrity and objectivity?
Students meet with advisors, discuss issues in class, and write exams and
papers that are read by the faculty. The overall results of these efforts are
regularly discussed by the faculty in departmental planning meetings.
It is not possible to increase skills in art making without producing visual
evidence of a growth in reasoning, knowledge, and comprehension of values.
Students participate regularly in studio courses in which there are: group
critiques, individual critiques with faculty members, over-the-shoulder
questions and critical exchange during the production of works in class;
written assignments about art history, theory and criticism; public exhibition
of art works in university galleries and other public or private exhibition
Students who do not grow, in terms of abilities and knowledge, usually do
not perform well in design studio courses. Students who do not perform well
in design studio courses are required to attend special advising meetings to try
to address deficiencies. There are two stopping points built into the structure
of the curriculum, after the second year and prior to the fifth year, at which
student deficiencies are addressed and potential in the program and the
profession are discussed.
S.c. and S.d. above address reasoning skills and synthesis of knowledge. The
development of objectivity is essential to a designer. A student begins the
program with limited knowledge in the areas of environmental design. The
design process requires that students constantly test design decisions. A
student's objectivity is tested regularly (almost daily) in design studio and
gauged by how well the student responds to criticism of work given by the
instructor, other students, other faculty members, and visitors to the
department. A student who does not respond well to criticism, who does not
come to value objectivity toward his or her own work, does not develop well
in the program. Integrity is also involved in this process. Honesty with
oneself, integrity, requires that the student allow him or herself to grow, to
continuously break through to higher ground. To do this, the student must
continuously recognize the limits to his or her own knowledge. Integrity
implies a willingness to learn.
Educational Program and Its Effectiveness
Art History
Planning, Public Policy, and Management
There is considerable opportunity for students to practice their skills and to
take courses that further develop skills in both areas. There is noticeable
student improvement in these areas over a period of two years. Final project
presentations (oral and written) are one measure, although students have
The design process in landscape architecture is founded upon the ability to
clearly reason design objectives and limitations and then to communicate the
resolution of these to others. Students must understand the intricacies and
the coherencies of their design decisions, and they must also communicate
these decisions clearly (graphically, verbally and in written form) so that
others can understand them.
In addition to the design studio courses, students are required to take courses
in history, theory, environmental, technology, and social issues. These
courses generally require term papers and exams that test rational skills and
communication abilities (graphic, verbal and written). Evidence takes the
form of student design and planning projects, presentations in both academic
and public fora, scholarly conferences, and design/build projects in and
around Oregon.
Students meet with advisors, discuss issues in class, and write exams and
papers that are read by the faculty. The overall results of these efforts are
regularly discussed by the faculty in departmental planning meetings.
Standard V
See S.c. above. Part of the tradition of studio art education is the group
critique. All fine arts students participate in critiques of art works on a weekly
basis. At each level of advancement, students are expected to have a wider
range of knowledge of history, philosophy, art history, theory, history of
theory, and critical ability. There is a constant requirement that students
articulate their views of art works and their reasons for their views. This is
an essential element of studio art; at the graduate level students are reqUired
to participate in graduate critique colloquia, graduate seminars, and to write
effectively about their own and others' work. In addition, the production of
art work is a synthesis of all modes of knowing and communication.
Students are expected to utilize a synthesis of reason, emotion, intuition,
kinesthetic knowledge, metaphor, etc. in their art making. This is the nature
of the discipline.
Architecture
194
6. a. Show the relationships between course objectives and the unit's goals.
Standard VEducational Program and Its Effectiveness
Fine and Applied Arts
ran via the spokes of the wheel to the hub of the wheel, the design studio. In
fact, communication between the hub and, the outer rim runs in both
directions. Students carry their studio needs into subject courses seeking
answers and clarifications that will help them in their studio work. Students
bring from their subject area courses information that will deepen and help
complete understanding of their own studio project.
The switch to 4-credit courses and to more required courses in both the
architecture and interior architecture curriculum has made this task even
more challenging since the curricula is dense with specific requirements.
Art History
195
The discipline of art history situates works of art or architecture with their
larger historical and social contexts, studies them to read as expressions or
critiques of (for example) ideology, issues of gender, political power, or
religious belier. As a result, the student of art history must be conversant not
merely with the art but also with the history, literature, language(s), and
philosophy of the culture and period under consideration.
The Department of Fine and Applied Arts has several goals that are revealed
in our courses:
The undergraduate degree has as its basis a broad, survey-based knowledge of
the major artistic traditions of the West and East. It requires a course
specifically geared toward introducing majors to the full range of
methodological tools and critical approaches at their disposal. It insists upon
closer examination (by means of upper-level courses or seminars) of a
comprehensive set of specific areas or traditions. All faculty members teach at
all levels, providing a rich curriculum of 200-level courses (broad surveys
usually serving 100 to 200 students or more); 300-level courses (more
narrowly focused surveys or special topics courses of general interest, usually
accommodating 25 to 50 students); and 400-level courses (detailed
examinations of a period, style, or tradition; or seminars serving anywhere
from six to thirty-six students). No one scholarly or theoretical approach
dominates the department; rather, all faculty members utilize a variety of
methodologies to situate and explicate the art or architecture under
consideration, from traditional iconography and iconology to structuralism,
deconstruction, and post-modernism. There are three art history minor
options (Western, Asian, architectural history) that, while less intensive,
promote the combination of breadth and detailed knowledge of principal
traditions for which the major strives.
Educational Program and Its Effectiveness
Landscape Architecture
The issues and approach in landscape architecture parallel those in
architecture (discussed above.) Evidence takes the form of student projects,
presentations in both academic and public forums, scholarly conferences, and
design/build projects in and around Oregon.
Planning, Public Policy, and Management
Because the internship experience is such an important part of the degree
programs in PPPM, evidence in this area is directly tied to the successful
completion of that experience. Additionally, alumni continue to evidence
achievement in this area through their ongoing contributions. (See S.d.
above.)
A&AA. 6. Appraise the courses offered in the unit:
NOTE: Following are selected responses from departments within the school,
as well as for the school as a single unit.
Since each department in the school attracts and depends upon a core of
committed majors, programs are developed that provided a logical and clear
sequence of materials. Especially in those programs offering professional
degrees, course sequence enables students to "scaffold' their knowledge
through a series of logically progressing courses.
The curriculum in architecture was built using the metaphor of the wheel,
with the design studio requirement being the hub of the wheel; the outer rim
of the wheel being architectural subject areas: history, theory (place response,
spatial order, human activity support), skill development (media), technology
(structures, construction, environmental contro!), and the professional
context. Information communicated through classes on this outer rim then
spaces; and participation in local, regional, national and international art
competitions.
Students are educated in critical and historical art criticism and theory, in
which the role of the artist and the position of art in culture are examined.
This involves a constant dialog about the origin and definition of values and
theories of knowledge. Issues such as objectivity, subjectivity, cultural
determination, and individual determination are addressed. Students must
demonstrate an ability to discuss and write about these issues that are also at
the forefront of much theory in contemporary art, where questions regarding
the ethical role and responsibility of art in culture drive current thinking.
Standard V
196
Landscape Architecture
Program objectives in landscape architecture fall into three general areas: 1)
creating and sustaining an educational environment; 2) providing for
professional preparation; 3) developing appreciation and understanding of
the breadth of the idea of landscape architecture and its modes of practice.
Standard V
6. b. What evidence is there of relationships between class sizes and the
educational effectiveness of the unit's programs?
197
Planning, Public Policy, and Management
Architecture:
Educational Program and Its Effectiveness
Both graduate programs are accredited by outside agencies. Faculty members
work hard to see that program goals are successfully achieved through
coursework and other on- and off-campus learning experiences. This is of
great importance to program faculty and includes continuing discussion with
students.
capabilities are built up step by step in this case-study oriented, tutorial, and
mentoring process. Subject classes (in planning and site analysis; plants;
technologies; media; history, literature and theory, and ecology) provide a
base of knowledge and skill important to landscape architecture. The studio
environment provides the educational venue for the exploration and
application of this knowledge to specific environmental problems and its
translation into integrative and comprehensive proposals.
Also, design studio teaching is the most intensive and often most demanding
teaching assignment in the program. With the growing emphasis in the
university on increased student credit hours, the architecture department is
in the bind of having the hub of its curriculum, the design studio, which
requires the most time and energy of its faculty, appearing to generate
relatively few credit hours compared with large lecture courses.
Course size in A&AA varies greatly, but many studio-based courses are
dependent upon a small student-faculty ratio. In some larger lecture courses,
such as those in art history, course quality relies upon adequate funding for
discussion sections lead by graduate teaching fellows (GTFs).
There is a wide range of class sizes in the Department of Architecture.
Studios run at approximately 16 students per faculty member. Technology
courses can be as large as 200 students per team-taught course; however, these
break down into smaller discussion sections run by GTFs. Media courses run
between 20 and 35 students. Seminars are by definition about 15 students.
In design studios, the meaning of the teacher-student ratio is quite explicit:
the more students there are, the less time each student can command from
the studio instructor for individual counseling and discussion. Studio
enrollment has grown from 14 per section to 16 or 17 per section over the last
10 years.
Educational Program and Its Effectiveness
• A commitment to professional visual arts education, in both the fine
and applied arts. This is reflected in the continued insistence on
instructing visual design, ceramics, fibers, jewelry and metals, and
other forms of applied arts (including metal casting, papermaking, etc.).
FAA has a philosophical belief that the intersection between art and
culture is a critical area of art practice. The department is moving
towards integrating new art forms and interdisciplinary forms into the
curriculum, as is evidenced by its recent listing of ARTX courses, which
are evidence of a determination to investigate new ways in which art
and culture intersect.
• A commitment to liberal arts education, in spite of overwhelming
demand for professional education in the visual arts. Basic design and
introductory-level drawing are studio courses that are still available to
non-majors. FAA has developed a new Understanding Contemporary
Media course designed to inform a large number of non-major
students of the nature of contemporary art forms, their traditions, their
meanings, and their physical production.
• A commitment to a high-tech/low-tech approach to the visual arts. In
part a response to a budget pressures, FAA has a history of integrating
primary processes and sophisticated technology. Students learn
fundamental principles of processes that can be augmented with
and/or applied to high technology. The department has made a
positive out of a negative. This approach makes students in visual
design, for example, highly employable because instead of just learning
the mechanics of a single computer program, they learn fundamental
principles of thinking about visual communication and tool use
(whether the tool is a computer or a pencil).
Standard V
In order to achieve these objectives, the curriculum is organized around a
series of professional course sequences including: planning and design
studios; landscape technologies and professional practice; history, literature,
and theory; plants; landscape analysis and planning; and landscape media.
Students are regularly asked to synthesize their understanding of
environmental design problems of increasing scope and complexity and to
develop project-specific planning and design proposals. Studio work is the
integrative heart of the landscape architecture curriculum. Professional
198
Art History
Fine and Applied Arts:
Standard V
199
Art History
Fine and Applied Arts
Architecture
6. c. List the courses that have not been offered within the past two years and
indicate the unit's plans concerning them.
Planning, Public Policy, and Management
Landscape Architecture
Educational Program and Its Effectiveness
The following course numbers have not been offered within the past two
years: 360, 384, 385, 386, 389, 4/522. The department and the curriculum
committees regularly review the department's curriculum and what is listed
is what the department desires. There was no criticism in the Graduate
School review.
1} Visual Inquiry TI: Because FAA is making curriculum changes at the
introductory level, the department does not want to eliminate the possibility
of offering this course in the future. 2} Criticism in Art and Design: This
course was originally developed through the (discontinued) Department of
Art Education with the assistance of a Getty grant. The Department of Fine
and Applied Arts has not relinquished the course, although it has not been
offered in A&AA for several years.
The range of class sizes in landscape architecture is directly related to the
pedagogical goals of different aspects of professional education. Generally,
student-to-faculty ratios for design and planning studios are 15:1, and for
other subject area courses are within the 25:1 range. A few courses, especially
those open to the general university student population, can go as high as
80:1. The evidence of the relationship between class sizes and educational
effectiveness are described in 5.c. Within the department, this evidence is
provided by formal course evaluations conducted for each course.
Faculty members make every effort to control class size at both the
undergraduate and graduate levels, primarily through selective admission.
Student-faculty interaction in meaningfully sized learning communities is
critical to the success of the programs over the years.
Arch 431/531: Settlement Patterns; Arch 432/532: Settlement Patterns
{Japanese Architecture}; Arch 433/533: Settlement Patterns; Arch 455/555:
Architecture as Form; Arch 419/519: Architecture Practice. These courses
may be offered again in the future, provided we hire faculty with expertise in
these areas.
Educational Program and Its Effectiveness
The art studio course, in which students do primary research/ creative work
in every three-hour studio class, is the basis of visual arts educat~on. Given
that the visual arts involve a fusion of the material, conceptual, Intellectual,
spiritual, and physical realms (including ~and!eye co?rdinat~o~, percep~ual
skill development, material and technologIcal mstructIOn), thIS IS not a fIeld
that can be taught via lecture courses and large enrollments.
The department has experimented with increasing class sizes. The evidence
on the limits of class sizes is direct: faculty members see that students do not
learn essential techniques or subtle nuances. There are immediate indicators
that students have not had enough direct communication with the faculty
about, for example, the subtleties of color (tint, hue, value, saturation), ~aint
(application methods, mixing, texture, thickness, canvas preparatIon),
compositional details, and other such essentials.
The new Understanding Contemporary Media courses are an experiment
with combining studio issues with a lecture/web site f~rmat for. instructio.n.
The course was designed to replace one of the four reqUIred studIO courses 1n
drawing and basic design. It appears that the course may be able to do that
through educating students about media issues via comparison and contrast
of processes and theories in different media. Students and faculty mem?~rs
have indicated that the course is valuable, and there has been pOSItIve
feedback on this experiment.
In lower division courses, in addition to 3 hours of faculty lecture a week, the
department requires one-hour discussions run by GTFs un~er gUid~nce of the
faculty member. There is a limit of 25 students per sectIon. ThIS eff?rt to
maintain quality and contact in lower division courses has forced a cappmg of
the enrollment well below demonstrated demand. In upper-division courses
an enrollment limit of 50 is set for courses without GTF support. For many of
these courses demand exceeds the enrollment limit. Course enrollments are
maintained ~t a level that makes substantial contact with students possible
and allows papers and exams to be read carefully and supplied with
substantial written comments.
Some of the most effective courses offered in the subject area are large lecture
courses (environmental control systems, construction, structures), with
smaller discussion sections. Clearly, large courses, when structured
efficiently, can be very successful.
Standard V
Architecture
200
Art History
All faculty members are all active scholars who take their teaching seri~usly,
so their courses are regularly upgraded. Faculty members are revIewed
.annually by the department head and are now subject to peer reviews of t~eir
teaching, which includes their course syllabi. The Graduate School revIew
showed no problem in this area.
Standard V
Fine and Applied Arts
Planning, Public Policy, and Management
Course syllabi are posted at the beginning of each registration period for
students to consider. Faculty members are required to keep syllabi up-to-date.
Every five years the entire program is reviewed to maintain professional
accreditation standards by the Landscape Architecture Accreditation Board of
the American Society of Landscape Architects.
201
Programs in A&AA make use of a number of media and library resources
that are directly related to teaching effectiveness. These include: the A&AA
branch library of the VO library system; an extensive and sophisticated slide
~nd visual resources library housed in Lawrence Hall; multiple computer labs
m Lawrence Hall, Hendricks Hall, and the North Site, each with specific
electronic media applicable to particular programs, as well as general
7. a. What library, media, and special aids are available for the improvement
of teaching? Evaluate their usefulness.
A&AA. 7. Evaluate the methods of teaching, including innovations
employed by the unit:
Educational Program and Its Effectiveness
Course materials are regularly modified to reflect current theory and practice
and to keep them up to date. The department head reviews teaching
evaluations each term in order to advise faculty members on their teaching
performance. Feedback from students is solicited when a course does not
enroll sufficient numbers. The department head works directly with new
faculty members on course and syllabi development through a mentoring
reiationship.
Course syllabi are current and complete. There is continuous discussion of
course offerings. Visual-design curriculum meetings, including meetings
with students, have been ongoing for two years and involve detailed
discussion of course content. The department's ability to offer popular
one-week workshops during the summer and between terms also provides a
forum for development of curriculum. Faculty members are able to
experiment with new media, new course structure, and content.
Papermaking,. stone carving, landscape photography, an interdisciplinary
photography/jewelry and metals workshop, digital illustration, a New York
field trip (with a design emphasis, in which students visit major NY design
companies, meet distinguished designers, and visit galleries and museums), a
field trip to Italy (in which students learned ancient traditions of velvet
making) are examples of instruction in the workshop format.
Landscape Architecture
Educational Program and Its Effectiveness
Course syllabi are posted at the beginning of. each registratio~ period for
students to consider. Faculty members are reqUIred to keep syllabI up-to-date.
Every five years the programs in both architecture and inter.i~r architecture
are reviewed for continued accreditation by a national accredIting team. Part
of the criteria used in these accreditation reviews is the continual upgrading
of course content. The program in architecture has been accredited since the
mid 1920s and the interior architecture since the early 1970s when separate
accreditati~n.was required, so the programs have clearly been successful in
achieving this necessity.
Landscape Architecture
LA 230 Introduction to Landscape Field Studies, LA 4/582 History and Theory
of the National Parks. These course may be offered in the future, depending
upon faculty availability and expertise.
Planning, Public Policy, and Management
The department has dropped only once course, E~ergy Policy. It is no.t clear
what the future holds for this offering. Several dIfferent people teach It over
the years, one professor and several adjuncts. There seems to be de~and for
environmentally related courses but present resources restrIct the
department's ability to offer this course. If this co~rse cannot be f~nded
during the regular academic year, it may be taught durmg summer sessIon.
6. d. Are course syllabi current and complete? What practices are followed to
encourage and ensure the continual upgrading of course content?
Faculty members are expected to maintain current up-to-date syllabi in each
department office. Additionally, syllabi in departments are posted e~ch term,
beginning with the period of registration and extending for the entIre ten~.
In some departments, the faculty each term discusses course goals and syllabI,
with faculty members offering comments and suggestions to one other.
Standard V
202
A&AA. 8. Evaluate the faculty in terms of balance in rank, degrees held,
gender, experience, subject specialties, publications, ethnic diversity, and
research where appropriate to the aims of the unit. Indicate particular
strengths and weaknesses.
applications; an office for faculty and student services, operated by the school,
which offers ready use of media equipment, including slide projectors,
overhead projectors, opaque projectors, 35 mm cameras; and a woodshop,
directed towards architectural model building and furniture design and
making.
Standard VEducational Program and Its Effectiveness
Faculty comparisons of this nature are best done at the departmental, rather
than school, level. However, the faculty of the school is generally well
balanced in terms of rank and years in rank. Each department has both senior
and junior faculty, and none is what might be considered as over-tenured.
On the other hand, no department has adequate gender or ethnic diversity.
This is a recognized weakness in the school, and more so in some
departments.
A&AA.9. Judge the general condition and adequacy of the physical facilities
used by the unit. Comment on needed changes, if any.
203
Over many years, the school has modified existing space and has added space
to meet these needs. At the present time, however, there are serious
challenges facing the school in terms of physical facilities and the appropriate
Faculty experience and subject specialties support curricular programs,
building upon the core needs of each program and allowing for advanced
specialties among course offerings. In A&AA, faculty currency and activity in
their fields are as important as research. Each of the departments and
programs has faculty members who are at or above high national standards in
their respective fields.
Faculty members in architecture, for example, regularly direct student projects
that win national and international awards. The same is true for faculty
members in fine arts, landscape architecture, and interior architecture. In
addition, faculty members in A&AA are well-known and respected for their
research and creative practice activities. Of particular importance is the
faculty's general commitment to serving the state of Oregon through research
and applied projects, often engaging undergraduate as well as graduate
students.
The School of Architecture and Allied Arts is heavily dependent on
appropriate physical facilities for the delivery of the undergraduate academic
program. In addition to "normal and regular" classrooms, seminar, and
lecture space, programs in the school have particular special needs not found
elsewhere on campus.
These needs include: environmental design (architecture and landscape
architecture) studios, available to students on a 24-hour basis; dedicated
computer laboratories; mUlti-purpose rooms, which can be used for
instruction, seminars, and design reviews; various facilities for art courses,
including printmaking studios, painting studios, photography labs, sculpture
studios, kiln and foundry areas, woodshop, weaving studios, and others. In
addition, the school is regularly in need of secure space for environmental
design studios, which are heavily dependent upon computer use,
networking, and adequate electrical supply.
Educational Program and Its Effectiveness
These resources, collectively, are critical to the successful operation of
programs in A&AA. Disciplines and programs in the school, and hence
teaching in these programs, are heavily dependent upon a variety of visual
and tactile resources. At the present time, the school has developed a
effective set of operational techniques for use of these resources. Faculty
members, however, are sorely lacking in adequate computer resOtl.rces upon
which to develop new courses or improve exiting courses. This includes not
only hardware, but also software, and extends to faculty offices ~d op~n
computer labs. In A&AA fields, as across campus, the use of ele.ctromc media
represents more than a new tool; it reflects, in many ins~ances, ~ew ~nd
different ways of thinking about what we do and how we do It. At thiS pomt,
faculty members are most at risk with regards to lack of tools in this regard.
7. b. What devices are used to evaluate the effectiveness of individual
instruction and general unit effectiveness? What are the products of these
evaluative techniques?
Teaching effectiveness is evaluated using two methods. First, all courses for
untenured faculty members are evaluated each term using a standard student
course evaluation. For tenured faculty members, at least one course per term
is evaluated. These evaluations are used for annual evaluations and form
the basis for suggestions for course improvements. Second, courses are
evaluated through peer and department head observations. In programs
based upon studio instruction, faculty members are well aware of the
strengths and weaknesses of their colleagues' teaching techni9ues. a~d
abilities. Third, regular faculty discussions of courses and syllabi assist In
evaluating courses.
The products of these evaluation techniques are suggestions for
improvement, changes in curricular structures, and pairing of faculty
members for team-teaching. In some cases, course evaluations may also
result in additional GTF support, realignment of requirements, or re-ordering
of courses sequences. Generally, faculty members in most departments in
A&AA view curricular and courses issues as a collective responsibility.
Standard V
204
• There is a need for an additional associate dean for academic affairs, to
assist departments with their educational and academic goals an plans.
At the present time, the School of Architecture and Allied Arts has the
following plans and needs for the next five years:
Standard V
This purpose is entirely consistent with the basic liberal arts character of the
University of Oregon. Indeed, at the undergraduate level, both the business
major and minor are designed to provide career relevant education within a
liberal arts context and with a liberal arts focus (in terms of focusing on
creative problem solving and communications rather than some form of rote
learning). Master's programs are largely self-contained (taught primarily
within the college), but they too focus on developing analytical and creative
• Provide for a greater variety of instructional space, especially for
programs such as planning, public policy, and management, which are
limited by current physical space conditions.
The Lundquist College of Business (LCB) prepares people to succeed in
dynamic, global business environments by
• teaching the fundamental knowledge and skills required to instill
confidence, creativity, strategic thinking, and effective leadership;
• creating a learning community that encourages commitment,
excellence, teamwork, mutual respect, lifelong learning, and an
entrepreneurial spirit;
• pursuing innovative research, theory, and practice in identifying
and capitalizing on emerging business opportunities; and
• fostering strong, active alliances among businesses, students,
faculty, and staff
205
• Develop a major in multimedia, primarily through the Department of
Fine and Applied Arts, and in conjunction and cooperation with other
units across campus, including, but not necessarily limited to:
computer and information science, journalism, and business.
• Upgrade and improve the quality of studio space throughout Lawrence
Hall, including computer security and networking, furniture, and
flexibility.
CB. 1. What is the unit's basic belief about its role in the institution's
educational program? Evaluate the extent to which the unit's objectives are
presently realized.
CHARLES H. LUNDQUIST COLLEGE OF BUSINESS (CB)
The college's recently developed statement of purpose is:
Educational Program and Its EffectivenessEducational Program and Its Effectiveness
• Expand the Urban Architecture program in Portland, allowing for
more Eugene-based students to spend a year of their studies in
Portland.
• Develop additional school-wide courses that appeal to a broad range of
majors, thus enhancing the interdisciplinary quality of the educational
environment.
support of educational programs. Specifically, there is a growing need for
upgrading of additional environmental design studios to enable them to
support enhanced and sophisticated computer applications. This will require
a major budgeted outlay of resources and will include expenditures for
security, networking, furniture, and electrical upgrade. While this process
has begun, studios in Lawrence Hall are only approximately 50 percent
complete as of this writing.
Additionally, many of the fine arts areas, both in Lawrence Hall and the
North Site, face serious environmental and health hazards, due to many
factors. These include: use of toxic materials in paints, varnishes, and other
materials; use of shop equipment without adequate ventilation; use of kilns,
foundries, and other potentially dangerous equipment. These areas must be
upgraded for safety as well as for pedagogical reasons.
A&AA. 10. Comment on changes which might be made in the unit's policies
and procedures to improve faculty effectiveness.
Through numerous faculty committees, the school regularly seeks ways to
improve faculty effectiveness. For example, at the present, time teaching,
research, and service expectations are determined by individual departments.
Some departments have been able to reduce course assignments while
increasing research expectations. In these cases, research has led to improved
teaching effectiveness and currency.
Other programs have sought ways to directly link faculty teaching and
research/creative practice agendas, through focused courses, support for
faculty /undergraduate research, etc.
A&AA. 11. Project the program, plans, staff needs, and resources of the unit
for the next five years, and indicate priorities, if possible.
Standard V
206
While the role of LCB is to complement the basic purpose of the University of
Oregon, it is also to provide excellent preparation for a business career.
Providing such preparation benefits the students, the businesses they serve
after graduation, and the university (by attracting talented students to the
university and by providing successful alumni).
All LCB majors are focused on preparing students for business careers. At the
undergraduate level, all have the same prerequisites from the general
university and all share a common set of business core classes. All attempt to
develop critical thinking and problem-solving in addition to specific skills or
capabilities associated with the major (accounting, finance, marketing,
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Standard V
management, and so forth).
Educational Program and Its Effectiveness
207
5. a. Compare the number of student majors over the last five years. What
differences in quality does the faculty note?
In general the university's requirements are fine. The Lundquist College of
Business has additional requirements in math or economics. These units are
very responsive to LCB requests.
CB.4. Not applicable.
At the masters levels, about 100 students graduate each year (90 MBAs and 10
Masters in Industrial Relations/Human' Resources management). This
number has been constant over the past five years.
CB. 5. Evaluate the students within the unit:
CB.3. Critically evaluate the institution's general educational requirements
as they relate to the unit, or related instructional requirements as they apply
to the purposes of applied associate degree programs, certificate programs, and
non-certificate programs within the unit.
Only the first part of this request is applicable to the Lundquist College of
Business.
The areas of weakness in the general university requirements from the
college's perspective are foreign language, writing, and speaking. Business
students, and we believe all students, would be better served if the foreign
language requirements were increased. Likewise, the writing requirement
needs to be expanded substantially. Finally, the university needs to reinstate a
"speech" requirement that would enhance the student's oral
communications skills across a variety of contexts (relatively large class sizes
prevent significant oral presentations in most content area classes).
A general problem with university requirements is the fact that students
increasingly fulfill them at community colleges, often due to the large tuition
differential. Many of these colleges do a relatively poor job in providing these
essential capabilities.
In addition, we believe that university general education requirements
should offer some courses that help students understand the role of business
in the broader society and provide a foundation for future careers in business.
Most graduates of the university will work in business. The lives of all
graduates will be influenced by the decisions made by business organizations.
We have applied for approval from the university curriculum committee to
include several business classes as satisfying general education requirements.
Educational Program and Its Effectiveness
While LCB is doing a good job overall, there are significant problems to
overcome. Many classes are taught by part-time, adjunct faculty or graduate
students. Many classes are larger than optimal. These two factors result in
less written work being turned in for evaluation, fewer oral presentations by
students, and more emphasis of feedback exams rather than problem solving
exercises and cases. This winter, the college is initiating a system of
evaluating and approving courses taught by adjuncts and GTFs before they
are taught. This will reduce the problem somewhat, but large classes and
heavy faculty worklo~ds preclude doing some valuable things in class.
CB.2. How do the majors or programs reflect the purposes of the units?
problem-solving capabilities.
A business major or minor should complement the basic liberal arts
undergraduate education curriculum at the university. It should also prepare
students for business careers in a diverse, rapidly changing environment.
Learning how to learn, how to solve complex, multidimensional problems,
and how to communicate effectively are the critical skills required for a
successful business career. These same skills are a major part of the core of a
liberal arts education. Thus, the basic education role at the undergraduate
level complements the basic educational mission of the university. While
the master's programs are not integrated into the broader university
curriculum, they have the same thrust as the undergraduate program.
The college does a good overall job in meeting its objectives. Many classes
stress the types of learning described above. For the past two years, the
undergraduate business program was rated 37th and 39th nationally by U.S.
News &World Report. This is a major accomplishment given the college's
relatively small size, limited budget, and geographic isolation.
The Lundquist College of Business is launching a radical revision of the MBA
program this year that will put it at the forefront of graduate business
education nationally.
Standard V
208
Reasoning is included in the list of skills and capabilities listed in S.c. above.
5. b. What evidence is there to demonstrate the quality and achievement of
former students? .
5. Co What evidence is there of student growth in their capacities to solve
problems, analyze, synthesize, and make judgments?
Standard VEducational Program and Its Effectiveness
CB. 6. Appraise the courses offered in the units.
At the master's levels, students take required workshops in communications
(including listening), diversity and cross cultural sensitivity, and team
building. They make numerous in-class presentations (individually and as
teams). Their progress in these skills over their two years in the program is
quite obvious.
6. b. What evidence is there of relationships between class sizes and the
educational effectiveness of the unit's programs?
6. a. Show the relationships between course objectives and the unit's goals.
209
There is no direct evidence. However, larger classes have fewer written
assignments, have fewer oral presentations, use fewer cases and simulations,
As a professional school, LCB focuses its courses on the career preparation of
students as described earlier. There are three types of courses within the
Lundquist College of Business. First are required courses that all business
students must take. These courses provide a foundation of knowledge across
all areas of business. They serve as prerequisites for more advanced,
specialized courses and as integrative courses that bring the specialized
material back to a focus on operating a firm. Second are specialized courses
design to prepare a student for a specialized career in business (finance,
marketing, accounting, and so forth). Finally, there are electives that students
focusing in one area of business can take to learn more about another area of
business (international marketing fur example).
The reasoning skills part of the question was answered directly in S.c. above
and referenced again in S.d. above. The answer to the growth in knowledge
part of the question is also contained in S.c. above. One could have a lengthy
discussion around whether "objectivity" is good or bad or even possible.
Faculty members are encouraged to incorporate ethical discussions as
appropriate in all courses. The college also has a required course in social and
ethical issues in business at the undergraduate level and required modules on
these topics in the MBA core. There is no empirical or even anecdotal
evidence of success or failure in enhancing students' ethical foundations.
At the undergraduate level, LCB lacks the resources to focus intensely on
communications skills, and relatively large classes preclude the requiring of
significant amounts of written work for grading or oral presentations. Thus,
much less progress is observed in communications skills among our
undergraduates.
5. e. What evidence is there to demonstrate student growth in reasoning
skills and knowledge, and as to such values as integrity and objectivity?
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Educational Program and Its Effectiveness
Over the past five years, MBA students have taken positions as general
managers, financial analysts, marketing managers, vice presidents, product
development managers, investments analysts, equity research analysts, and
consultants. The highest paid graduate in recent years was $95,000. The
average starting salary for the Class of 1996 is $46,408. Students are being
offered positions with more responsibility and higher salaries than in the
past. Contacts with LCB alumni indicate continued success as their careers
advance.
At the undergraduate level there are about 775 majors, and the number has
been fairly constant over the past five years. However, credit hours generated
at the undergraduate level have grown sharply due to increased service
courses and more students taking a minor in business.
5. d. What evidence is there of student growth in reasoning and
communicating?
Both the master's and undergraduate programs are designed to move
students in these directions. Initial classes focus on teaching basic skills,
techniques, facts, and theories (statistical analysis, accounting principles,
fundamental marketing, organizational design, people management skills,
basic economics, principles of finance, and so forth). Subsequent classes focus
on adding to these capabilities and on learning how to use them to make and
implement decisions in increasingly complicated environments. Advanced
classes at both the undergraduate and masters levels utilize the case method
of instruction as well as computerized industry models and simulations.
These techniques require students, often in teams, to analyze ambiguous and,
in the case of simulations, dynamic environments and make action
recommendations. 1Jte only evidence of improvement these capabilities is
the enhancement observed from early classes to later classes and as well as
within each class.
Standard V
The quality of the business majors has been constant or improving slightly.
The percent of business majors graduating with university honors was 5
percent in 1990-91 and 1991-92 and increased to 7 percent for 1993-94 and
1994-95.
210
Tenured faculty and senior instructors are reviewed by the Lundquist College
6. c. List the courses that have not been offered in the past two years and
indicate the unit's plans for them.
Standard V
Beyond the physical classroom facilities that aid improvement in teaching,
the college Teaching Effectiveness Committee annually sponsors teaching
workshops to which faculty members, instructors, and graduate teaching
fellows are invited. Past workshops have addressed questions concerning the
evaluation of teaching effectiveness, teaching in the multi-cultural
Administrative Council every other year. A critical component of all of these
evaluations is teaching including an analysis of course content. Salary levels
are influenced by these reviews.
211
7. a. What library, media, and special aids are available for the improvement
of teaching? Evaluate their usefulness.
Beginning winter term, adjuncts and GTFs will have their course content
reviewed prior to the start of each term.
Educational Program and Its Effectiveness
CD. 7. Evaluate the methods of teaching, including innovations employed by
the unit.
A number of teaching methods are used in the Lundquist College of Business,
ranging from large lectures, mixed lecture-discussion, seminars, and the case
method of instruction. An important innovation that will be implemented
in fall 1996 involves the redesign of the MBA first-year core from a course
structure to a instructional format built around student-faculty team projects
carried out in the business community. Instead of the traditional model of
presenting the curriculum from a functional perspective on a class-by-class
basis, the curriculum will be delivered "just-in-time," driven by the needs of
the business project.
Currently, a number of classrooms within the college are wired for
closed-circuit VCR projection. In addition, there are a limited number of
classrooms that have computer projection systems with internet connections.
The projection equipment in several classrooms is dated and thus often
inadequate for use. In addition, a limitation in computer classrooms is that
systems differ across classrooms, thus making it difficult for faculty members
who know how to use the system in one classroom to use it in another.
Finally, there are limited resources to provide support for equipment that
often proves unreliable. To address this problem, two classrooms have been
equipped with state-of-the-art projection equipment in advance of the fall
1996 term. LCB plans to renovate existing classrooms as resources become
available.
In addition, the college has recently (summer 1995) built a Pentium computer
teaching laboratory with approximately 30 single-seat work stations. A second
computer teaching laboratory will be available in fall 1996 with 15 two-person
work stations thus giving this classroom an effective capacity of 30 students.
Educational Program and Its Effectiveness
Management 631 - Not taught due to lack of qualified instructor. One has
been hired starting this year and the course will be taught in the future.
Management 645 - Not taught due to lack of qualified instructor. No longer
important given the redesigned MBA program. Will be dropped.
Management 671,672,673 - These are seminars for Ph. D. students that are
taught periodically depending on the size and interests of the Ph.D. student
cohort group.
Decision Science 630,633 - Not taught due to limited student enrollment in
prior years. The decision science department's role in the college is being
evaluated this year, and it may be integrated into other departments.
6. d. Are courses current and complete? What practices are followed to
encourage and ensure the continual upgrading of course content?
Untenured faculty members are reviewed by the Lundquist College
Administrative Council annually and by the Lundquist College Personnel
Committee at three and six years (for contract renewal and tenure
respectively). A critical component of all of these evaluations is teaching,
including an analysis of course content. Salary levels and tenure are
influenced by these reviews.
Accounting 314 - Will be dropped.
Accounting 630,631,632,642,652, 655, 662, 665 - The accounting department
no longer offers a master's level specialization. Therefore these courses have
not been taught in several years. However, the state is expected to require
accounting to move from its current four-year degree format to a five-year
format with the fifth year being a master's in accounting. These are the
courses that would be required in that fifth year. Since this change is expected
to happen in the next year or two, these courses will be retained.
Finance 665 - Current plans are to drop this course and to integrate this
material into 688. Finance will then be provided a new course description.
Finance 446,447,646 - These are advanced real estate classes. The instructor
in this area is still on the 600 hour retirement program but has not taught for
the past two years. These courses will be dropped as there are no plans to
rebuild this area.
require fewer creative projects, and so forth. Even without direct evidence,
clearly large classes diminish the ability to do anything more than convey
factual information. LCB believes that most of its classes are too large.
Standard V
212
classroom, and creating a learning community. Future workshops are
planned.
7. b. What devices are used to evaluate the effectiveness of individual
instruction and general unit effectiveness? What are the products of these
evaluative techniques?
Standard V
213
The adequacy of physical facilities can be judged from at least three
perspectives: programmatic, classroom facilities, and offices. From a
programmatic perspective, several limitations in the physical facilities are
evident. For example, although the MBA program relies heavily on student
teams, only a limited number of breakout rooms that can facilitate team-based
learning are available. In addition, there' is no lounge or study facility to
support the undergraduate program. Even though a graduate student lounge
Compared with the 1986-87 academic year, headcount tenure track faculty
have declined from 44 to 36. This has been partially alleviated with the
addition of seven new faculty members in fall 1996 (one will begin fall 1997).
However, LCB anticipates losing three faculty members at the end of the
1996-97 academic year. Although progress has been made in building the
number of tenure track faculty, the headcount remains well below historical
levels. Prospects for the changing this situation in the near-term are made
more difficult by the fact that the market for business school faculty in certain
areas remains very competitive and salaries in the external job market are
moving much more rapidly than internal salary levels (e.g., if a full professor
of finance resigns, that person's base salary is not sufficient to hire a brand
new assistant professor at current market rates).
At the same time that the number of tenure-track faculty members is
decreasing, the number of adjunct instructors without terminal degrees has
increased. This means that more and more classes are being taught by adjunct
instructors relative to tenure-track faculty. Although LCB has been fortunate
to recruit excellent adjunct instructors, the decreased coverage of classes by
tenure-track faculty is troubling.
CB. 9. Judge the general condition and adequacy of the physical facilities used
by the unit. Comment on needed changes, if any.
careers and/or have assumed administrative responsibilities both in and
outside the college.
Among the perceived weaknesses of the faculty are its small size relative to
the mission the college wishes to accomplish. The college currently offers
on-campus degree programs at the undergraduate, master's, and doctoral
levels. In addition, the college participates in several off-campus degree
programs (Oregon Executive MBA, Masters in International Management
through the Oregon Joint Graduate Schools of Business, Advanced
Information Management) and has asked to assume additional
responsibilities in this area (offer an MBA degree for Southern Oregon. State
College). With a base headcount of 36 tenure-track faculty members, thlS has
resulted in a situation in which the faculty of the college is stretched quite
thin. LCB's ability to undertake new initiatives in the area of executive
education is limited.
Educational Program and Its EffectivenessEducational Program and Its Effectiveness
The effectiveness of individual instruction is evaluated in several ways.
First, standardized student ratings of teaching effectiveness are carried out for
each class. These ratings become part of the instructor's personnel file and are
given to the instructor as feedback on teaching. Second, instructors can elect
to solicit student evaluative comments on teaching effectiveness. Student
comments can become a part of the instructor's personnel file (if requested by
the instructor and signed by the student) and are given to the instructor as
feedback( on teaching effectiveness). Third, selected courses, most often
taught by untenured faculty members, are observed by senior faculty
members. Peer evaluations of teaching are placed in the instructor's
personnel file for purposes of promotion and tenure decisions. All teaching
evaluations placed in a faculty member's personnel file are used in the
annual performance evaluations of untenured faculty members and
bi-annual performance evaluations of tenured faculty members.
CB. 8. Evaluate the faculty in terms of balance in rank, degrees held, gender,
experience, subject specialties, publications, ethnic diversity, and research
where appropriate to the aims of the unit indicate particular strengths and
weaknesses.
The distribution of LCB faculty members across academic ranks, gender, and
minority status is attached. The faculty and instructors teach in the specialty
areas of accounting, decision sciences, finance, management, and marketing,
with various subspecialties within each of these areas. The 1996 faculty
profiles booklet provides a better idea of the various areas of specialization
and recent publications of each faculty member. Among the strengths of the
faculty are strong scholarly reputations, as indicated by journal editorships
and editorial review board memberships. In addition, several faculty
members have held national office or have been recognized as honorary
fellows of their professional associations. On average, the productivity of
senior faculty members has diminished as they have moved through their
Standard V
In addition to the evaluation of specific instructors and classes, several
surveys are carried out on an annual basis to assess teaching effectiveness in
the college. The Teaching Effectiveness Committee, for example, surveys
student perceptions of teaching effectiveness on an annual basis. In addition,
exit-questionnaires are distributed to graduating master's students that assess
their experience in the program, including issues related to teaching
effectiveness.
214
CB.ll. Project the program, plans, staff needs, and resources of the unit for
the next five years, and indicate priorities if possible.
Since the arrival of Dean Timothy McGuire two years ago, major program
reviews and curriculum revisions have been conducted for the MBA and
OEMBA Programs. A new undergraduate business minor has been designed
and was offered for the first time in fall 1996, as was an innovative
Standard VEducational Program and Its Effectiveness
215
The mission of the College of Education (CDE), "making educational and
social systems work for all," reflects a broad view of the profession, in which
educators assume a variety of roles in schools, social service agencies, private
enterprise, and communities. The college, which traces its origins to 1910, has
established itself as a leading educational institution through its research of
critical social and educational issues, development of innovative practices,
and preparation of professional practitioners and educators.
Lundquist College of Business
1995-96 Instructional Resources
Male Female Minority Headcount FIE
Full Professor 14 2 1 16
Associate Professor 5 3 0 8
Assistant Professor 9 3 3 12 31.34
Full-Time Instructor 2 2 0 4
Part-Time Instructor 20 5 0 25 16.64
Totals 50 15 4 65 47.98
COLLEGE OF EDUCATION (COE)
undergraduate program for non-native English language students. The
Masters in Human Resources and Industrial Relations Program has been
reviewed but awaits a thorough revision of the curriculum. In addition, the
review and curriculum revision of the undergraduate business major and
Ph.D. program is anticipated during the 1996-97 academic year. Thus, the
review of academic programs and the revision of the curriculum has been
and will continue to be a major priority.
Another priority is to reduce current inequities in faculty salaries. The
average salary level of faculty members in the college is 85 percent of that of
AAU schools, and this varies from a low of 81 percent for full professors to 88
percent for assistant professors. Beyond external salary inequities, severe
internal inequities also exist. A recently hired assistant professor in finance
received a salary greater than the base-salary of any full professor in the
college, even though this person was hired at well below market levels. This
has resulted in morale problems among the existing faculty. During the next
academic year, fund-raising efforts will be undertaken to build an addition to
Gilbert Hall that will alleviate the shortage of offices, classrooms, and student
program areas. A three-story addition to Gilbert Hall is planned. At the same
time, renovations to existing facilities will be undertaken to bring them up to
date.
Educational Program and Its Effectiveness
has been available for a number of years, it is limited in size and does not
offer hook-ups to the computer network.
The college is housed in Gilbert Hall and the Chiles Business Center. Gilbert
Hall was built in 1926 and the Chiles Business Center in 1989. Through
private support, approximately eight classrooms in Gilbert Hall have been
renovated to provide more modern teaching facilities. Some of these
classrooms have begun to age, however. Thus, tables and chairs are in need
of repair or replacement. Moreover, many of these rooms do not offer
state-of-the-art computer capabilities.
The Chiles Business Center houses the computing technology laboratory, five
classrooms, and a conference room. These facilities are among the nicest on
campus, although some of the classrooms are in need of repair. and m~re
current instructional technology. Two classrooms were outfitted With
state-of-the-art computer projection equipment in preparation for fall term
1996. The other classrooms have Significant needs for upgrading.
With respect to offices for faculty members and instructors, the college is
currently at the limit of its capacity. The shortage of offices is severe, with a
number of instructors having to share an office. In addition, few of the offices
have been significantly upgraded in recent years. Although most offices are
connected to the computer network, their condition in terms of furniture,
painting, lighting, and carpeting is poor. Few resources are currently
available to upgrade faculty and instructor's offices on a systematic basis.
CB. 10. Comment on the changes which might be made in the unit's policies
and procedures to improve faculty effectiveness.
During the 1996-97 year, several activities are planned that have the potential
to improve faculty effectiveness. First, the college's policy statement on
promotion and tenure will be thoroughly reviewed and, where desirable,
revised. Second, new university procedures on evaluating faculty teaching
effectiveness will be implemented. Although a number of the procedures
suggested by the university have already been implemented (e.g., peer
evaluation of teaching), the implementation of these procedures will result
in more systematic and comprehensive reviews of faculty classroom
performance.
Standard V
216
Recognizing the diversified and changing needs of future educators, the
College of Education endeavors to enhance the capacity of families, schools,
and communities to help individuals reach educational and vocational goals.
Building upon its rich legacy and repositioned for the coming century, the
College of Education is a catalyst and resource for educational improvement
in which a range of interests can be pursued. The College of Education seeks
to achieve the following results:
Standard V
217
COE. 2. How do the majors or programs reflect the purposes of the units?
The purpose of the College of Education (see ~bove int~oduction) i~ reflected
in course work as well as the majors and optlons aval1able. An Important
aspect of each major is to provide preparation that will facilitate career
opportunities for its graduates.
COE. 3. Critically evaluate the institution's general educational requirements
as they relate to the unit, or related instruction requirements as they apply to
the purposes of applied associate degree programs, certificate programs and
non-certificate programs within the unit.
COP. 1. What is the unit's basic belief about its role in the institution's
educational program? Evaluate the extent to which the unit's objectives are
presently realized.
The College of Education's mission is "Making Educational and Social
Services Work for All." The realization of this mission is apparent in every
facet of each major. The college's contribution to the university economically
and educationally can be directly assessed by the increase of student
enrollment and the competitive nature of educational studies major. There
are currently 80 students in the first year of the educatio~al studies ~~jor and
101 students in the pre-education portion of the maJo.r. In addl~,l~n, the
mission of the university, which emphasizes the estabhshment of hfelong
learning that leads to productive careers," is evidenced in the pe~c~ntage ~f
CDS graduates who are accepted into graduate programs and fmls~ theIr
degree programs in order to have careers as educators; therapIsts, or
researchers.
Undergraduate Education
The College of Education offers two undergraduate major programs of stu~y.
Studies lead to a bachelor of arts, bachelor of science, or bachelor of educatlon
degree with a major in educational stu?ies.(EDST)i or t.o a .bache~or of arts or
bachelor of science degree with a major m commumcatIOn dIsorders and
sciences (CDS).
In 1992, under the leadership of a new dean, the College of Education was
restructured. According to U.S. News & World Report, the UO College of
Education is ranked 20th out of more than 200 colleges of education in the
U.S. COE now includes two restructured graduate programs: educational
leadership and special education. The college's special education program is
ranked fourth in the U.S., according to U.S. News & World Report. The
college also has developed a new undergraduate educational studies major
which prepares students for careers in teaching or social service.
Educational Program and Its EffectivenessEducational Program and Its Eff~ctiveness
• interventions that reduce home, school, community, and personal
factors that put individuals at risk
• service systems that identify and build on the interdependence of
families, schools, and communities in meeting the educational, health,
and social needs of children
• curricula and instruction that are sensitive and responsive to
individual educational needs
• educational systems that foster organizational renewal and community
support
• educational and vocational transitions that enable children and youth
to benefit from development and learning opportunities
• adult educational systems that promote and support individuals as
lifelong learners
Education for the 21st century requires skilled communicators, collaborators,
and leaders who are capable of seeing beyond the classroom to the broad and
changing educational contexts in which children and adults learn.
Developing, nurturing, and maintaining these skills are the foundations of
the college's programs. Whether it is to obtain an initial teaching license, an
advanced degree, or to increase professional effectiveness, the College of
Education offers a range of options and opportunities to students who want to
pursue their individual interests and achieve their personal and professional
goals.
In the past 10 years, the College of Education has undergone a significant
transformation. Measure 5 caused the elimination of the Curriculum and
Instruction Department which housed the following graduate programs and
undergraduate programs: Elementary Teacher Education, Secondary Teacher
Education, Curriculum and Instruction masters and doctoral programs. The
Curriculum and Instruction Department was the college's largest department.
A few tenured CaE faculty members were reassigned to other areas of the
college or the university. Several tenured faculty were given options for
employment in other OSSHE institutions.
Standard V
218
CaE. 5. Evaluate the students within the unit
Overview of the Evaluation Model
Standard V
• generating information related to the quality targets.
• using that information to evaluate the program's success in achieving
the quality targets.
• developing and implementing action plans to improve program
quality.
5. Evaluate the students within the unit
219
The educational studies major is a new undergraduate major being offered by
the College of Education. There is core coursework and a choice between two
options: family and social systems or integrated licensure.
Consortium members report the status of instructional programs during
regularly scheduled consortium meetings.
"Questions 5-11 will be answered separately for the Educational Studies and
Communication Disorders and Sciences majors.
• the procedures used to generate information about each of the quality
targets; the forms this information takes; who is responsible for
collecting and managing the information; and how, when, and who
reviews the information for decision-making.
• the program's current status and participants' judgment of satisfaction
with each of the quality targets.
• action plans that address areas of improvement defined by program
participants for the coming year.
In the spring of each year, the consortium submits an annual report on the
status of the college's instructional programs to the associate dean, who
shares the report with the Instructional Council to assist in the preparation of
future evaluations and program improvements.
Program status reports for the various areas of review are prepared three
times during the year.
Educational Studies Major (EDST)
Reports are submitted first to the associate dean for academic programs, who
then 'forwards them to the College of Education Consortium for the
Improvement of Professional Education. The consortium comprises four
administrators and four teachers from different school districts within the
service region. There is also student and faculty membership on this council.
The consortium assigns one external member to each of the college programs.
This consortium member reviews status reports as they are submitted and
meets with program faculty to verify that programs are:
Educational Program and Its EffectivenessEducational Program and Its Effectiveness
The general education requirements require all students to have a level of
proficiency in three broad areas, arts and letters, social science, and
science/math. With careful advising, students can plan a comprehensive
liberal arts education while fulfilling the group, degree, UO writing, and the
CaE major requirements. General education content requirements support
and enhance our students' total education. As a professional school, the
college wants students who can solve complex problems and communicate
effectively.
CaE. 4. Not applicable
• Admissions. Sample quality target: The program admits and retains a
diverse group of students.
• Orientation/Advising. Sample quality target: Program advisors
provide accurate advice to students.
• Program. Sample quality target: The program systematically links
coursework and 'fieldwork.
• Benefits. Sample quality target: Employers rate the program graduates'
preparation for their job as adequate.
• Personnel. Sample quality target: Qualified personnel conduct
supervision of fieldwork.
The program evaluation process that is used by the College of Education is
directly tied to quality targets that focus on the quality of the professional
preparation received by students in the program and the accomplishments of
these students after they graduate from the program. This evaluation process
is 1) future-oriented, 2) action-plan-driven, and 3) improvement-focused.
The COE's Accreditation Committee and the Evaluation Committee analyze
the annual status report and improvement plan for each program. This
internal auditing system is used to assist program personnel in achieving
continuous improvement in each of the quality targets, especially those in
which deficiencies are noted.
Standard V
In the evaluation model developed by the Accreditation Committee, all
instructional programs in the CaE must prepare annual status reports and
improvement plans for each of five areas of review. Each area of review and
an example of a goal within that area are listed below:
The annual status reports and improvement plans must contain:
220
7. ~valuate the meth9ds of teaching, including innovations employed by the
unIt:
6. b. What evidence is there of the relationships between class sizes and the
educational effectiveness of the unit's programs? .
Standard V
221
• Focus groups
• Opinion surveys re: course and teacher effectiveness
• University Course Reaction Inventories (CRI)
• Peer observation
• Program director review
• College of Education Quality Improvement Evaluation System directed
by the Evaluation Committee and Associate Dean for Academic
Programs
8. Evaluate the faculty in terms of balance of rank, degrees held, gender,
experience, subject specialties, publications, ethnic diversity, and research
where appropriate to the aims of the unit. Indicate strengths and weaknesses.
7. c. What are the products of these evaluative techniques?
Reports and summaries of findings.
The College of Education does not have a specific faculty for the educational
studies major. Faculty members from all three departments participate in the
design, advising, and course instruction of this major. Currently there are
five full professors, four associate professors, and two assistant professors who
are active participants in the major. Of the full professors, four are male and
one female; of the associate professors, three are male and one female; and of
the assistant professors, both are female. All are white. In addition, many
research associates and senior research associates help design the courses. All
faculty members are teaching subject matter in their area of expertise and
have active research projects in schools and other public agencies, which link
students to "real life" situations. The only weakness may be that the COE
faculty has traditionally been involved in graduate education. Therefore, the
faculty was not as experienced at teaching undergraduate students. CRI's and
7. b. What devices are used to evaluate the effectiveness for individual
instruction and general unit effectiveness?
The College of Education operates a technology lab that sets up e-mail
accounts for all students who take educational studies coursework, designs
web pages, and has a variety of operating platforms for faculty and student
use. Expansion of this service is planned in order to accommodate interest
level.
review and use. This area will be addressed this year. Currently, students and
faculty members use the materials (e.g., curriculum programs, assessment
tools) in the curriculum section of the library and in the Special Education
and Community Resources Department.
Educational Program and Its EffectivenessEducational Program and Its Effectiveness
6. c. List the courses that have not been offered within the past two years and
indicate plans?
7. a. What library, media, and special aids are available for the improvement
of teaching?
6. a. Show relationships between course objectives and unit's goals.
Each ~ourse syllabus has been evaluated against the overall statement
regard~ng the purpose of the program by the COE undergraduate instructional
commIttee.
All courses have been consistently offered.
6. d. Are course syllabi current and complete? What practices are followed to
encourage and ensure the continual upgrading of course content?
All syllabi are current and complete. Many have web page access.
The Undergraduate Instructional Committee, which operates as an extension
of the Instructional Council, reviews all draft syllabi. Faculty members who
teach the core course work have developed a set of objectives for the entire
~ore. Co~ses and the objectives for which they are accountable are illustrated
In a matrIX and assessed once per term. Each option also has specific faculty
members who operate as design teams to ensure connected content in the
curricula.
Since this is the first year of the major, there are no data for comparison.
6. Appraise courses offered in the unit:
The Knight Library is an exceptional resource for research material. The COE
faculty seeks to improve the listing of early childhood through middle school
assessment and instructional materials that are necessary for students to
Standard V
L~rg~ lecture courses have been designed to include small group activities
",:IthIn . the lar.ge class. Additionally, each large lecture course has small
dISCUSSion sectIons. Professors report that this structure helps to make certain
that all students are being instructed effectively and that individual student
needs are being met.
222
Communication Disorders and Sciences (CDSt
This program provides opportunities to study .the . ge~eral needs of
exceptional individuals and consider the cultural ImphcatlOns of human
communication disorders. Majors begin to acquire and apply the knowledge,
skills, and competencies needed to work with speech ~nd .la?guage
impairments of individuals of various ages an~ .cu1tu~al, Im~UlStlC, and
socio-economic backgrounds. Students may partiClpate m an mtroductory
practicum experience in preschools, public schools, medical facilities, and
other community settings.
student interview, however, indicate that the faculty has developed excellent
skills in presenting and designing courses for large groups of undergraduates.
9. Judge the general condition and adequacy of physical facilities.
Classroom space that can be easily changed to ~nable a variety of ~nstructional
delivery options needs to be increased. COE mstructors would hke to ~odel
different pedagogical structures with~n their .cour~es. For example, ~f the
students are learning about cooperatIve learnmg, mstructo:s. wou~d lIke to
use cooperative groups within the class to complete specIfic assIgnments.
Instructors report that the rooms are clean and well equipped for most
instructional purposes. In addition, rooms with built-in or mounted VCRs
received high marks by the faculty.
10. Comment on changes which might be made in the unit's policies and
procedures to improve faculty effectiveness
Standard V
5. Evaluate the students within the unit:
223
5. b. What evidence is there to demonstrate the quality and achievement of
former students?
Over the past five years faculty have noted that there have been an increase of
with CDS majors who have been on the dean's list for outstanding academic
performance. The faculty suggest that the overall quality of students has
always been exceptional. Follow-up of students who have graduated with an
undergraduate degree in CDS reveal that 75 percent go on to graduate school
and 2S percent go into teaching in either elementary or special education.
5. d. What evidence is there of student growth in reasoning and
communicating?
The course sequence requires application and use of foundation knowledge
and skills from previous coursework. The clinical and field-base experience
provides numerous opportunities to assess student growth in
problem-solving and synthesizing.
5. c. What evidence is there of student growth in their capacities to solve
problems, analyze, synthesize, and make judgments? .
Educational Program and Its Effectiveness
CDS is a preprofessional undergraduate major. Faculty members report that
approximately 80 percent of the students are accepted into graduate programs
in speech and language pathology; 15 percent enter graduate programs for
other professions (e.g., elementary teaching, special education, psychology,
neurosciences); 5 percent obtain employment in fields outside their major,
but report using skills learned in the major (e.g., speech and language
development used as a parent).
Individual courses require students to reason and communicate with each
other using a variety of formats. These expectations are indicated within
individual course syllabi.
5. a. Compare the number of student majors of the last five years? What
differences in quality does the faculty note?
In 1994, CDS had 65 undergraduate majors. In 1995, the number rose to 79,
while for 1996, it has dropped to 66.
Educational Program and Its Effectiveness
• Undergraduate instructional committee has been charged with
developing a policy and procedure handbook for faculty members
• A COE faculty evaluation handbook has been circulated this year with
explicit standards and procedures for conducting annual, cumulative,
and promotion and tenure reviews.
• Faculty Activity Reporting System, a new data base, has been
implemented to track faculty activities over time.
11. Project the program, plans staff needs and resources to the unit for the
next five years. Indicate priorities, if possible.
The Undergraduate Instructional Committee is establishing a timeline
associated with enrollment growth. Items projected are: hire tenure-track
faculty for both options in the major, help library develop curriculu~ and
instructional materials collection, and expand technology use m all
educational studies major courses.
Standard V
224
6. Appraise courses offered in the unit:
All courses have been consistently offered.
Standard V
225
All faculty members are teaching in their area of expertise. There are two
tenured faculty members, one tenure- track, one senior research associate
with the title of professor, and four re~earch associates with the title of
assistant professor; one male and seven females. Weaknesses are that there is
no ethnic diversity in the faculty.
7. c. What are the products of these evaluative techniques?
8. Evaluate the faculty in terms of balance of rank, degrees held, gender,
experience, subject specialties, publications, ethnic diversity, and research
where appropriate to the aims of the unit. Indicate strengths and weaknesses.
7. a. What library, media, and special aids are available for the improvement
of teaching? Evaluate.
Reports and summaries.
7. b. What devices are used to evaluate the effectiveness for individual
instruction and general unit effectiveness?
7. Evaluate the methods of teaching, including innovations employed by the
unit:
• Focus groups
• Opinion surveys re: course and teacher effectiveness
• University Course reaction inventories (CRI)
• Peer observation
• Program director review
• College of Education Quality Improvement Evaluation System directed
by the Evaluation Committee and Associate Dean for Academic
Programs
The Knight Library is an exceptional resource for research material. The CDS
faculty seeks to improve the listing of early childhood through adult
assessment and instructional materials that are necessary for students to
review and use. This area will be addressed this year. Currently, students and
faculty members use the materials (e.g., curriculum programs, assessment
tools) which are located in the speech and hearing clinic on campus.
6. d. Are course syllabi current and complete? What practices are followed to
encourage and ensure the continual upgrading of course content?
Syllabi are current and complete. CDS faculty members meet on a biweekly
basis to review coursework, student progress, and discuss recent research in
the field.
Educational Program and Its EffectivenessEducational Program and Its EffectivenessStandard V
5. e. What evidence is there to demonstrate student growth in reasoning
skills and knowledge, and such values as integrity and objectivity?
Students who enter the CDS major are interested in helping individuals with
communication disorders. As they progress through the coursework,
students begin to employ the scientist-practicioner model. That is, they begin
to investigate causes for communciation problems and use intervention
strategies that have proven effectiveness. All CDS faculty embed this model
in their courses. Thus, students as they move through the program, become
progressively better at solving problems using a variety of sources. For
example, since communication involves an integrated view of the human
being, students take coursework in anatomy, physiology, neurology,
behavioral sciences, and child/adolescent development. Most courses have a
lab component in which students are required to log results of observations
and prepare analyses of actual case studies. Again, as students take the course
sequence, their growth in solving problems, reasoning and communicating,
and knowledge and skills sytematically increases. Specific evidence for this
growth can be found in the students' competency checklists for program
completion, lab notebooks for coursework, written products, case study
reports and final examinations, which often require an oral component.
6. a. Show relationships between course objectives and unit's goals.
Each course syllabus and the overall statement regarding the purpose of the
program have been matched and coordinated by the COE Undergraduate
Instructional Committee. In addition, the Department of Applied Behavioral
and Communication Sciences has instituted a series of review structures to
maintain progam quality.
6. b. What evidence is there of the relationships between class sizes and the
educational effectiveness of the unit's programs?
6. c. List the courses ~hat have not been offered within the past two years and
indicate plans?
Currently, class size is relatively small. The faculty is concerned that
expansion of the major will not be possible without more faculty members.
226
SCHOOL OF JOURNALISM AND COMMUNICATION (JC)
9. Judge the general condition and adequacy of physical facilities.
Standard V
227
The school's majors and programs, which are all bound by a common (and
somewhat generic) lower-division core curriculum, strongly reflect the
school's goals and objectives. Though there are more than 1,000 pre-majors
and majors in the school, strong advising (which begins in the freshman
year) and consistent follow-through ensure that students and their programs
properly reflect the school's objectives and their needs.
Je. 3. Critically evaluate the institution's general education requirements as
they relate to the unit, or related instruction requirements as they apply to the
purposes of applied associate degree programs, certificate programs, and
non-certificate programs within the unit.
Je. 4. Not applicable.
JC. 2. How do the majors or programs reflect the purposes of the units?
The school is highly satisfied with the goals and effects of the university's
general education requirements. They are consistent with the school's
objectives and with the faculty's desire to have a broad and rigorous
underpinning of liberal arts coursework. However, those requirements are
employed as only the beginning of the curricular emphasis on the arts and
sciences, as this self-study demonstrates. This is especially true of the school's
requirements for expanded work in arts and letters and in the social sciences.
professionally based education that effectively blends theory, skills and
context in a liberal arts environment. National accreditation standards
require that at least 75 percent of all students' coursework toward degree be
done in traditional arts and science programs. With a ceiling of 25 percent of
that coursework devoted to journalism and communication, it is essential
that this course work be properly focused and that it build an appropriate
skills base for students seeking proper preparation for entry-level work ,in
journalism (newspaper, magazine and broadcast), advertising and public
relations. The school's relatively new sequence in communication studies
provides more theoretical and analytical opportunities, especially for students
considering graduate education in the near future. In addition, the faculty
sees as an important mission a general-education commitment to how the
media and mediated communications affect society and its institutions. The
school's high degree of success is based on the following factors: a high level
of student placement in media work; an unbroken string of accreditations
(ACEJMC) since the process began in 1945; the frequent citation of the school's
curriculum and standing in program development at other colleges and
universities; and the high regard in which the school's students and faculty
are held in many parts of the university.
Educational Program and Its EffectivenessEducational Program and Its Effectiveness
The Department of Applied Behavioral Sciences and the CDS faculty is
establishing a timeline associated with enrollment growth. Items projected
are: hire a tenure-track faculty member for an endowed professor position;
help the library develop assessment, curriculum and instructional, and
therapy materials collection; and develop faculty skills in using technology
for course delivery.
As a professional school (the second-oldest freestanding program 'of
journalism and communication education in the country), the School of
Journalism and Communication is dedicated to providing rigorous,
Je. 1. What is the unit's basic belief about its role in the institution's
educational program? Evaluate the extent to which the units' objectives are
presently realized.
Faculty members have their own offices and clinic space. Classroom space
that can be changed easily to enable a variety of instructional delivery options
needs to be increased. COE instructors would like to model different
pedagogical structures within their courses. For example, if the students are
learning about cooperative learning, the instructors would like to use
cooperative groups within the class to complete specific assignments.
Instructors report that the rooms are clean and well equipped for most
instructional purposes. In addition, rooms with built-in or mounted VCRs
received high marks by the faculty.
• Undergraduate Instructional Committee has been charged with
developing a policy and procedure handbook for faculty
• COE faculty evaluation handbook, which contains explicit standards
and procedures for conducting annual, cumulative and promotion and
tenure reviews has been circulated this year.
• Faculty Activity Reporting System, a new data base, has been developed
to track faculty activities over time. The data base can also sort by topic
and event.
11. Project the program, plans staff needs and resources for the unit for the
next five years. Indicate priorities, if possible.
10. Comment on changes which might be made in the unit's policies and
procedures to improve faculty effectiveness.
Standard V
228
IC. 5. Evaluate the students within the unit:
5. a. Compare the number of student majors over the last five years. What
differences in quality does the faculty note?
Standard V
229
The faculty makes heavy use of the Internet and World Wide Web for
7. a. What library, media, and special aids are available for the improvement
of teaching? Evaluate their usefulness.
IC. 7. Evaluate the methods of teaching, including innovations employed by
the unit:
The only course in the curriculum that has not been taught in the past two
years is J 375, Production for Publication. It is likely that this class will be
reconfigured and offered under a new number.
6. d. Are course syllabi current and complete? What practices are followed to
encourage and ensure the continual upgrading of course content?
National accreditation standards require enrollment of not more than 18
students for any skills class. That covers a large number of the school's
offerings. Though course enrollments may number as muc.h as 150 for
lower-division courses, 25 to 30 is an average for courses In the upper
division that are not seen as laboratory courses with intensive
writing/creative components. Not surprisingly, a strong correlation is seen
between smaller class size and teacher-student interaction
Course syllabi are current and complete. All faculty members file course
syllabi in the main office each academic term; the dean reviews all of them
and, as needed, discusses issues of interest and concern with affected faculty
members. In addition, course syllabi and related teaching portfolio items are
reviewed for such purposes as pre-tenure and post-tenure reviews and for
annual evaluations. The school places great value on conference and
research opportunities for the faculty and will try to fund these opportunities
on a case-by-ease basis. This form of continuing education is a very helpful
tool for course development and improvement
6. c. List the courses that have not been offered within the past two years a~d
indicate the unit's plans concerning them.
All of the course work (more than 60 offerings at the undergraduate level) is
properly tied to the school's goal of skill development within a context of
theory, analysis, and creative performance.
6. b. What evidence is there of relationships between class sizes and the
educational effectiveness of the unit's programs?
Educational Program and Its Effectiveness
IC.6. Appraise the courses offered in the unit:
6. a. Show the relationships between course objectives and the unit's goals.
Educational Program and Its Effectiveness
Regular contact with graduates and consistent follow-through in
communication, supplemented by a high level of self-reporting by former
students, strongly suggest that performance of graduates is at a laudably high
level. The school maintains an up-to-date database and keeps up regular
contact through Flash, the school's newsletter, which is issued four times a
year.
5. c. What evidence is there of student growth in their capacities to solve
problems, analyze, synthesize, and make judgements?
Our student credit-hour production is up about 45 percent from five years
ago. Growth in the current academic year should be 6 percent. This is the
result of a broad-based growth in the number of majors and minors and in an
effective outreach through several courses that satisfy general education
requirements. This growth may prompt the school to consider some selective
(by sequence) enrollment ceilings, though these may be relatively minor
adjustments. Though much of this information is anecdotal and not always
outcome-based, the faculty reports that student preparation and performance
is at a higher level than five years ago.
5. b. What evidence is there to demonstrate the quality and achievements 'of
former students?
5. d and 5. e. What evidence is there of student growth in reasoning and
communicating? What evidence is there to demonstrate student growth. in
reasoning skills and knowledge, and as to such values as integrity and
objectivity?
Standard V
The school does not have a highly structured program of outcomes
assessment to quantify the kind of growth cited in the question, though both
lower-division and upper-division core courses do require a high level of
problem-solving, analysis, and independent work. The quality of student
projects certainly is an indicator; by that measure, students are doing well.
Same as answer S.c. above; in addition, the focus in the communication ethics
course gives strong emphasis to issues of integrity and fairness. Certainly
those factors get heavy weight in many writing- and project-based courses.
230
Je. 9. Judge the general condition and adequacy of the physical facilities used
by the unit. Comment on needed changes, if any.
7. b. What devices are used to evaluate the effectiveness of individual
instruction and general unit effectiveness? What are the products of these
evaluative techniques?
Standard V
SCHOOL OF LAW (L)
L. 1. What is the Law School's belief about its role in the University of
Oregon's educational program? Evaluate the extent to which the Law
School's objectives are presently realized.
The School of Law's J. D. program provides access to the legal profession
through high quality yet affordable public education. With rigorous,
imaginative classroom teaching and a constant emphasis on the ethical life,
the school develops skilled professionals who excel in the service of both
clients and community. The law school's faculty has both inspired and
produced richly creative scholarship to increase human understanding of the
law and legal institutions. Faculty members, staff and students are dedicated
to academic freedom, personal tolerance and equal dignity for all. To assist
the university in fulfilling its educational program, a significant number of
the faculty members serve on committees or participate in the educational
programs of other units to provide an opportunity for non-law students and
faculty members to study law in relation to their fields of interest.
231
Equipment and facilities rather than personnel increases head the list.
Greater budgetary support for equipment acquisition, equipment
maintenance, and general supplies is key to the school's effective growth and
outreach. The school is committed to an energetic program of private
fundraising, but most of that is dedicated to creation of infrastructure when
the Allen Hall renovation is completed. Staff needs are minimal by
comparison: one additional clerical position and perhaps two more faculty
members (new, not replacement) within the next five years.
JC.l0. Comment on changes which might be made in the unit's policies and
procedures to improve faculty effectiveness.
The three most effective changes that have led to and will continue to
contribute to faculty effectiveness are: 1) creation of an elected Dean's
Advisory Committee, to consult on all areas of faculty interest and concern; 2)
an on-going School Curriculum Committee charged with constant
evaluation of all course offerings and sequence structures; and 3) an active
Personnel Committee, dedicated to mentoring and to effective pre- a~d
post-tenure reviews.
Je. 11. Project the program, plans, staff needs, and resources of the unit for
the next five years, and indicate priorities if possible.
Educational Program and Its EffectivenessEducational Program and Its Effectiveness
Peer visitation of classes, student evaluations (quantitative and narrative),
and strategies of the Teaching Effectiveness Program have been helpful in
providing feedback and strengthening teaching techniques. The university's
support of "technology short courses" has also been helpful to faculty
members; it is hoped that this program can be expanded.
creation of on-line syllabi, special resources, and home pages for curricular
areas. These have been helpful for student outreach and contact outside of
the classroom. Students bring these resources back to the classroom, both in
discussion and in project work. Presenting on-line work and resources
during classes has also been helpful, thanks to technological upgrading of
several classrooms here.
Je. 8. Evaluate the faculty in terms of balance in rank, degrees held, gender,
experience, subject specialities, ethnic diversity, and research where
appropriate to the aims of the unit. Indicate particular strengths and
weaknesses.
The school currently is engaged in a $5 million campaign to renovate all
three stories of Allen, Hall. The first phase, 50 percent complete, is to
renovate the ground floor-mostly through private funding. This project
will greatly improve physical facilities, which have been adequate but not
forward-looking. By 1998, the school will be close to state-of-the-art in
facilities, considering that it is in two joined structures that are 65 and 45 years
old, respectively.
Of the 22 - FIE teaching faculty (one position is unfilled at present), there is
considerable balance in terms of teaching/research interests, professional
experience, gender and ethnicity. Of that number, 41 percent are women; 14
percent are from an identified minority group. Of particular strength is the
experience and training the faculty brings to all of the professional sequences;
there is notable balance in the scholarship and professional outreach that the
faculty brings to the school. The school does seek greater ethnic diversity and
is working to bring an even more eclectic characteristic to the school as it
explores the challenges of the rapidly changing communications
environment.
Standard V
232
The student body reflects the Law School's steadfast commitment to human
diversity, as demonstrated in the composition of the entering class over the
past several years:
L. 4. Not applicable.
L. 5. Evaluate the students within the School of Law.
The two principal bases for admission to Law School are the applicant's grade
point average through a four-year undergraduate program and ~he sc~re
received on the national placement test, the LSAT. Over the past.fI~e years,
at a time when law school applications nationally have been dechnmg, the
University of Oregon School of Law has matriculated classes of consistently
high quality:
Standard V
Placement statistics over the period from 1991 through 1995 indicate that, on
average, 87.4 percent of our graduates are employed in the law within the year
following graduation. Of these, an average of 45.8 percent are employed in
private practice, 31.4 percent in government, and 11.6 percent in business or
industry. The median starting salary has risen slightly from $32,000 in 1991 to
$32,800 in 1995.
233
L. 6. Appraise the courses offered in the School of Law.
The School of Law's course offerings are an expression of the faculty's
understanding of the goals of legal education in the context of a research
university. Those goals include providing all students with a high order of
analytical skills in tandem with an understanding of legal doctrine, process
and institutions; providing rigorous training in the professional skills
necessary for practice of the law in whichever specialty they pursue;
Class standings have risen each of these years, as demonstrated by the GPA f~r
the top 10 percent of the First Year Class: 1994 it was 3.65 and above, 1995 It
was 3.66, and in 1996 it was 3.72. In 1994, 50 percent of the class had a GPA 3.01
or above, in 1995 it was 3.03 or above, and in 1996 it was 3.12 or above. Low
student-teacher ratios have contributed to this success across the board. In the
fall semester of 1995, excluding seminars, 22 upper division (second and third
year) courses (36 percent) had fewer than 25 students. Only five upper
division classes had more than 75 students. Fifty percent of the second year
students had a GPA of 3.07 or above, and 50 percent of the third year students
had a GPA of 3.11 or above. In 1994, these classes had been at 3.01 and 3.06
respectively.
The legal profession has two objective criteria for demonstrating the qua~ity
and achievement of former students: passage of the state bar exam and Job
placement statistics. Graduates of the University of Oregon fare very well.
The passage rate for first-time takers of the Oregon State Bar exam for 1992
through 1996 averaged 79.6 percent. Oregon students taking the Washington
State Bar over the same period had an average pass rate of 78.5 percent, and
those taking the California State Bar had a pass rate of 83.7 percent.
Educational Program and Its Effectiveness
The second measure of quality and excellence is successful academic
performance and retention of students through graduation. A particularly
crucial period for predicting success is the first (fall) semester of the first year.
In 1994, five students of 154 (3.2 percent) were placed on academic probation;
in 1995, 9 of 181 (4.9 percent), and in 1996, 5 of 162 (3.0 percent). With an
emphasis on reducing section size, particularly for the first year s~dents, and
with significant energy and resources devoted to the AcademIC Suppc:;>rt
Program for minority students, only one student, a third-year, dropped out
for academic reasons this past year.
Educational Program and Its Effectiveness
MedianGPA Median LSAT
1992 3.18 160
1993 3.51 160
1994 3.5 161
1995 3.5 159
1996 3.42 159
Women Minorities
1992 32% 15.5%
1993 54% 12%
1994 51.6% 16%
1995 44% 20%
1996 54% 15%
L. 2. How do the majors or programs reflect the purposes of the Law Schooi?
The School of Law is restricted to a graduate curriculum of preparation for the
practice and study of the .law. Upon completion of the three-year degree
program, students are admitted to practic~ ~hrough passage of a bar
examination administered by a state Bar AssocIation.
L. 3. Critically evaluate the University's general educational requirements as
they relate to the Law School.
This does not apply to the School of Law as all students must have completed
a baccalaureate degree before they are admitted.
Standard V
234
L. 7. Evaluate the methods of teaching, including innovations, employed by
the School of Law.
Members of the law faculty take pride in utilizing a variety of innovative
teaching techniques, and in the recognition of two of its members with Ersted
Awards and two others with Burlington Northern Awards (awards for
outstanding teaching).
Standard V
L. 8. Evaluate the faculty in terms of balance in rank, degrees. held,
experience, subject specialties, publication, and research where appropnate .to
the aims of the School of Law. Indicate particular strengths and weaknesses.
The University of Oregon Self-Study 1993, p. 10, describes the rebuilding and
strengthening of the Law Scho?l faculty w:ith t~e add.ition of several ne~
members' scholarship and servIce are descnbed In detaIl on pp. 12-14. Th~s
investme~t and focus on development has borne fruit in a faculty that ~s
extraordinarily diverse and productive. A copy of the School of. Law Bull~ttn
1996-1997, listing all faculty members, their ranks, and academIC credentials,
and a brochure listing Faculty Publications, University of Oregon School. ~f
Law 1990-1995 have been placed in the accreditation resource room so it IS
not necessary to repeat the information here. In the time since the self-study
there have been two full-time additions to the law faculty, and one teacher
has moved from part-time assistant professor to full-time tenure track sta~s.
Two faculty members have been granted tenure and promoted to aSSOCIate
professor since the self-study.
L.9. Judge the general condition and adequacy of the physical facilities used
by the School of Law. Comment on needed changes, if any.
The School of Law, including the Law Library, moved into the existing
building in 1970. The inadequacy and limitations of this sp~ce have beco~e
increasingly clear with the passage of time and changmg pedago~Ical
methods. In 1994, after criticism by the ABA of the space and serVIces
available in the Law Library, more than 50,000 volumes were moved off-site
for storage in the newly-completed Knight Library. These materials are
available to students and faculty on a request basis and are brought to the Law
Library by courier.
With few options for correction of the physical limitations that had been the
subject of criticism by the ABA accredita~on team, in .1~95 the. s~hool began
design work for renovation and remodelmg of the eXIsting ~uIldmg. I~ .the
summer of 1996, it was determined that the most cost-effective and effICIent
choice would be construction of a new building at the eastern edge of the
campus. Design is nearly complete for this construction; groundbreaking ~s
scheduled for June 1997 with occupancy before January 1999. ThIS
state-of-the-art facility, funded primarily through private giving, will
incorporate the best in legal pedagogy, technology, and design. A copy of the
design is available in the accreditation resource room.
L. 10. Comment on changes which might be made in Law School policies and
procedures to improve faculty effectiveness.
Efforts to improve faculty productivity are ongoing and distribu~ion of the
administrative workload is also being studied. The School of Law IS currently
235
Educational Program and Its EffectivenessEducational Program and Its Effectiveness
The first teaching objective of the law curriculum, enhancing student ability
and inclination to think critically, is difficult to accomplish by exclusive use of
the lecture method. Law teachers, therefore, have developed competence
with alternative teaching methods, such as the Socratic or discussion
methods, the problem methods, or simulation and role playing, in which
students actively participate and the teacher provides training in analytical
rigor.
Informal discussion of pedagogical matters has long been a hallmark of the
law school. A series of meeting and seminars on teaching effectiveness
(TEFFS) is coordinated by law school professor Dom Vetri, and a core group of
teachers meets regularly to participate in discussions and demonstrations. In
addition to the TEFFS program, faculty members are encouraged to employ
the law school's video capability to produce videotapes of classes for
self-evaluation. Many now take advantage of the university's Midterm
Analysis of Teaching service. Some members of the faculty are using
Computer-Assisted Legal Instruction (CALI) exercises. Some author hypertext
databases for student use that link exercises to reading material. Some are
exploring the potential for computerized conferencing/electronic mail as an
adjunct to class meetings. Others stimulate class reading and participation
through such devices as weekly writing assignments on assigned materia!'
All these innovations take place alongside traditional lecture and discussion
approaches. Even in those, colleagues informally mentor one another
through advice and, upon request, attend one another's classes. Student
evaluations of all classes are gathered in each class and provide accountability
as well as a reference for improvement in performance over time.
providing a fundamental understanding of the role and obligation of the
legal profession in society; providing an elective curriculum of sufficient
breadth and depth to enable selection of a cluster of courses, seminars and
clinics to strengthen preparation for specialization in practice; and to provide
all students with some degree of interdisciplinary perspective on the law by
bringing to bear related fields of knowledge and modes of inquiry. Course
enrollments are reviewed regularly and the decision to offer a course is based,
in part, on past enrollment. Occasionally, courses are offered, despite a
limited appeal, because of the importance of the course content.
Standard V
236
SCHOOL OF MUSIC (M)
• to reflect the diverSity of the fields of music and dance in its offerings.
Standard VEducational Program and Its Effectiveness
As with any ongoing process, the school is constantly reVising and improving
specific items in its curriculum; however, the faculty has been engaged in
intensive review and improvement over the past four years, and the
curriculum is in perhaps the best shape it has been in for quite some time.. It
displays both rigor and diversity.
M.2. How do the major or programs reflect the purposes of the unit?
The curriculum in music divides into four parts: 1) a core area, shared by all
undergraduate majors, which addresses the first mission objective by
ensuring that all students graduate with basic aural and keyboard skills,
knowledge of music theory, history, and literature, as well as knowledge of
the general arts required by the university; 2) a performance area, pursued to
some extent by all majors so that they may have a hands-on knowledge of the
art, and to the maximum extent by performance majors; 3) a composition
area, which speaks to the creative aspect of the mission listed above; 3) a
pedagogical area, pursued to some extent within all performance studies, but
pursued most intensively by music education majors; and 4) an area in
history / ethnomusicology/ theory, shared to some extent by all majors, but
pursued intensively by those wishing to achieve academic rigor in their
knowledge of music. Thus all students share a portion of the curriculum,
and then, according to their own interests and talents, they pursue different
courses of study in addition to the core.
237
Evaluate the extent to which the unit's objectives are presently realized.
• to contribute new ideas to the fields of music and dance in the form of
original compositions and choreographies, studies of new repertoires and
interpretations of existing ones, as well as scholarship in the history,
theory, pedagogy, and cultural context of music and dance.
The School of Music's role in the university is both highly specialized, in
training the artistic talent that comes here for professional preparation, a~d
service-oriented in its offering of many kinds of courses to students not
majoring in music who wish to have some formal musical experience while
in college. In addition, as part of the broader educational picture, the school
offers cultural opportunities in our concerts and outreach programs.
The primary aim of the dance department is to enrich the lives of majors and
. nonmajors with diverse dance experiences. Dance in a liberal-arts education
should be explored as an art form and as one of the humanities. Regardless of
a student's career goals, education in dance at the University of Oregon
provides the opportunity to develop self-discipline and motivation,
intellectual curiosity, and creative imagination. Steady increases in
enrollments in group-satisfying courses and studio courses are indicators of
success.
Educational Program and Its EffectivenessStandard V
• to help students l.earn to communicate and teach their art effectively,
whether as profeSSIonal teachers in public or private schools, at the college
level or conservatory, as teachers in private studios, or as performers.
• to i~volve stude~ts ,and members of the university and the community in
the mtellectual hfe and performing activities of the school through the
curriculum, lectures, workshops, master classes, and concerts.
The Sch.o?l of Music comprises .several departments in music (history, theory,
composItion, performance, mUSIC education) and a department of dance.
M. 1. What is the unit's basic belief about its role in the institution's
educational program?
The ~chool of Music is one of the few comprehensive schools of music
(offenng degrees at all levels in most accepted fields of music) on the West
Co~st. A~ such it fulfills a~ important role, not only for Oregon but for the
entire reg~on. As.a profeSSIonal school in a university setting, it is dedicated
to furthermg creatIv~ty, knowledge, peda~ogy, and performance in music and
d~c~ an~ t<;> preparmg students for a vanety of professions in these fields. Its
mISSIon IS fIvefold:
L. 11. Project the program, plans, staff needs, and resources of the School of
Law for the next 10 years, and indicate priorities, if possible.
The national emphasis on clinical and practice skills has motivated and ~ill
continue to drive many changes in the School of Law's curriculum and
staffing. The school has devoted intensive effort to development of the Law
and Entrepreneurship Center and clinical programs in specific practice areas.
Development of programs for alumni that reflect their professional interests
and strengthen their ties to the school, as well as service to the practicing bar
with continuing education and service, are expected to grow. The move into
a new state-of-the-art facility and the particular emphasis of a new
administration will necessarily impact plans and projections.
interviewing candidates for dean and expects to address both of these issues
with the new administration.
• to help students balance the knowledge and understanding of their art
with the intuition and skill necessary to present it.
238
M. 3. Critically evaluate the institution's general education requirements as
they relate to the unit.
Several music and dance courses qualify as part of the group requirements or
the multicultural requirements of the university. This has great impact on
the numbers of faculty and GTFs needed to staff these courses, and has the
beneficial effect of bringing general university students into contact with the
arts.
The dance department's dedicated balance of theory and application provides
students with regular opportunities to integrate analysis and practice, An
indication of success is the regular submission of advanced research, both
creative and analytic: the realm of inquiry Donald Schon, a well-known
educational theorist and author, refers to as "reflection in action."
Standard V
While students are still in school, the school has a rigorous set of juries
required ~ach term and attended by a group of faculty to test the progress of
each mUSIC student. In addition, all performance majors give a senior recital
likewise graded by a group of faculty. Once away from the school, students ar~
tracked only when they report to the school; of music education majors, 100
percent have found jobs upon graduation for the past five years. The school
239
M.S. Evaluate the students within the unit:
5. a. Compare the number of student majors over the last five years. What
differences in quality does the faculty note?
The number of music majors has grown significantly in the past two years.
Until then it had remained relatively constant. This growth is due in part to
the creation of several new possibilities: an electronic music B.S.; a new B.A.
track which requires no audition and focuses more on history and literature
of music; a jazz studies major.
M. 4. Not applicable.
The level of preparedness in general musical knowledge of the entering
student has decreased, probably owing to the impact of Measure 5 and other
similar cutbacks on the arts in elementary through secondary schools over
the past decade. At the same time, the quality of performance major that we
now attract has risen significantly, probably because of the rising reputation of
the school and, particularly, of certain teachers within it.. This seeming
paradox means that our studio teachers can teach at a higher level, but our
core course teachers have had to devise remedial courses to cope deficiencies
in the areas of theory and aural skills. .
Similar to the quantitative assessments being used to account for department
and faculty productivity (Le. student credit hours), dance students seem to be
more end-product orie~ted. They are motivated to acquire the necessary facts
to check off each requIrement for their degree and to get their degree in as
short a time as possible. This contrasts with earlier periods when students
seemed more open to exploring information, expanding and developing
personal abilities and seeking knowledge for the sake of knowledge as
opposed to a requirement for a degree.
5. b. What evidence is there to demonstrate the quality and achievement of
former students?
Approved general education courses outside the dance department are not
readily available to dance majors. Other desirable courses outside the
department are not classified as satisfying general education requirements. If
regulation of courses satisfying general education requirements were
re-envisioned and expanded, nonmajors' access to dance department courses
and dance majors' access to courses outside the department could both be
significantly enhanced.
Educational Program and Its Effectiveness
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Educational Program and Its Effectiveness
As they affect our students, the general education requirements are both
beneficial and problematic: The School of Music provides many
opportunities for small-group and even individualized instruction (a
necessity in instrumental study). These intensively personalized teaching
situations stand in great and usually favorable contrast to many of the large
courses encountered in fulfilling general education requirements. The
requirements are sometimes resisted by students of the school, who have
busy schedules, though they offer the benefits of a broad education, which
distinguishes the school from a conservatory-type of training.
The generaleducati~n requirements affect the dance department in at least
two ways. First, certain content areas of the discipline were deemed
appropriate to meet the criteria and were approved for arts and letters credit,
providing dance majors and minors with a more streamlined, productive
course of study. Second, there has been a growing interest by nonmajors in
these courses. The department has responded with an attempt to offer th~m
more frequently, while individual instructors aSSigned to these courses have
continued to assess teaching strategies and content for a general university
population.
Study in dance as an academic discipline integrates inquiry and theory to
develop skills in observation, critical thinking, problem solving, and
evaluation. In addition to the academic components, dance students
experience the rigorous professional discipline that is inherent in studio
classes. In the studio classes, the major emphasis is modem dance with a
strong supporting area in ballet. Students also elect to study such idioms as
jazz, tap, folk (e.g. African, Chinese, European, Near and Middle East),
improvisation, contact improvisation, and historical dance. The department
offers frequent opportunities for students to earn credit through performance
experiences. Performances on campus are primarlity directed toward the
student population at large, but also the larger community.
Standard V
!
J
240
5. d. What evidence is there of student growth in reasoning and
communicating?
also has a very fine track record for sending students on to good graduate
~ch<?ols. for !urther stl;I~y toward master's and doctoral degrees. These
mstitutions mclude JUllhard, Eastman, Yale, University of North Carolina
Manhattan School of Music, and many others. '
Standard V
• senior projects ranging from applied research in dance history, science,
aesthetics, ethnography, performance management and design etc., to
creative research investigating the effects of choreographic processes
and products.
• internships ranging from teaching to arts management at UO and
elsewhere (e.g., elementary schools, Hult Center, community and park
centers).
241
6. a. Show the relationships between course objectives and the unit's goals:
The nationally accredited School of Music and the Department of Dance have
an array of cou~ses developed painstakingly over a number of years that are
deemed essential for the development of the artistic and intellectual
capabilities of the students. There is a great variety of courses that relate in
myriad ways, and in which each relates to the goals of preparing performers,
scholars, and teachers of music. These courses are refined continuously to
achieve that relationship.
M.6. Appraise the courses offered in the unit:
• student dance concert production including direction, choreograpliy,
and performance.
5. e. What evidence is there to demonstrate student growth in reasoning
skills and knowledge, and as to such values as integrity and objectivity?
Reasoning skills and knowledge, as outlined in section S.d. above, are
cultivated extensively in the required music and dance core. Integrity and
objectivity are not necessarily taught per se, but in the intensive one-on-one
study with studio teachers, the mentoring and modeling that go on often
results in integrity and creativity being explicitly discussed. Objectivity is
perhaps less of a focus in those degree programs devoted to creativity,
although it is certainly inculcated in the areas of music history and theory as
they are taught in the core courses, and in music education.
The curriculum in dance provides for cumulative, progressive opportunities
for students to gain understanding and practice in self-direction and groiIp
interaction through initiation of, and responsibility for the development of
internships and public events, research projects, performance, and
self-evaluation of original creations. This course work for undergraduates
includes some time-tested methodology in the department, as well as a more
recent redesign of the culminating individualized requirements for the
major. Three specific ways in which student growth is evident, as itemized in
c, d, and e above, are:
Educational Program and Its EffectivenessEducational Program and Its Effectiveness
The study of music .req~ires many different kinds of mental capacities, from
small-mus~le.coordmatio~ at ~n extra.ordinarily refined level, to high-level
abstract thmkmg. Reas.onmg m mUSIC can take the form of working out
c<;>ntrapuntalyroblems m .theory and composition or interpreting a complex
pIece o! musIc. on o~e's mstrument or. writing a paper on a historical or
theorettcal tOpIC. Smce the core curnculum requires of all students a
command of the basic theory and history of music, the faculty often sees
enormous growth in communication and reasoning ability.
~ommunicatio~ is the essence of music-though it does not always happen
m 'Y'0rds. SI~ce students. stand b~fore "juries" every term, there is
cons~derable eVIden~e f<;>r th~Ir gr<?wth m ~he ability ~o communicate through
mus~c-often. culmmatmg m a fmal recItal or semor project. In addition,
m'l;l~I~ educatIon stu~ents undergo a fairly grueling practice in which their
abIhtIes to commumcate are put to the acid test-the classrooms of
elementary, middle school, or high school students.
An area that needs work is the requirement that all students learn how to
communicate well orally, an increasingly important skill in the arts world
today. This skill is being developed in the music education program. The
faculty i~ h~ping ~o begin building this into the jury system so that oral
commUnICatIOn WIll be understood as part of every musician's and dancer's
arsenal.
The achievements of former students are communicated to the dance
department in response to calls for such information through the departm~nt
newsletter and other informal communications; no statistical accounting is
available at this time. However, anecdotal evidence suggests that graduates of
the ~anc.e pro~ram have gone on to a ~ariety of endeavors, with many success
stones, m spIte of the current scarCIty of professional careers available in
dance for those with undergraduate degrees.
5. c. What evidence is there of student growth in their capacities to solve
problems, analyze, synthesize, and make judgments?
A mu~ic curri~ulum, by its very na~re, re~uires diverse skills, ranging from
?nalysIs (I?USIC theory), synthesIs (musIc history), judgment (musical
lI~terpretation. and criticism), .and refined physical training (performance).
RI~orous .testmg, the prod.uctton of papers, and the production of senior
recItals brmg all of these skdls together and make them visible and audible in
a public forum.
Standard V
242
The dance department attempts to comply with recommendations of the
National Association of Schools of Dance regarding class size and
student/ teacher ratio. Regarding studio and studio/ theory courses, this is
possible because the department has dedicated studio space and is therefore
able to schedule with flexibility. However, the department is limited by high
student demand and limited faculty resources.
To meet the goal of providing diverse dance experiences for majors and
non-majors, the dance department offers a rich variety of studio dance
courses each term. Approximately 30 sections each term are open to all
students at the university. In Fall 1996, 17 separate course topics were offered
in the DANe program. For majors, minors and other university students
with skills appropriate for more intensive training, the department provides
two audition placement classes each year for possible admission in modern
dance and ballet in three higher levels of study. As scheduling and resources
permit, other studio topics are offered for the more advanced student.
Standard V
243
6. c. List the courses that have not been offered within the past two years and
indicate the unit's plans concerning them. .
The fac';lltY,has made a concerted effort to "clean up" course offerings so that
everythmg IS offered on at least an alternate-year basis. Any courses that have
not been taught for two years are either slated to be taught the following year,
or are on the docket to be dropped. Five were dropped in this past year.
6. d. Are course syllabi current and complete? What practices are followed to
encourage and ensure the continual upgrading of course content?
Instructors are encouraged to hand out course syllabi at the beginning of
every term. More recently, the dean has begun asking for copies for the office,
and, if deemed desirable, to post on the web-page of the School of Music. This
has not yet happened in a wholesale manner, but it soon will become the
norm. A more public display of syllabi almost certainly will cause closer
scrutiny of them by faculty members. Every pre- and post-tenure review
involves close scrutiny of syllabi as well.
Rotati!1g certain cl~sses among the dance faculty encourages discussion of
syllabi and upgradmg of course content. Syllabi are assembled in the
department office, and periodic faculty discussions center around the
questions of content changes. Faculty members attend conferences on the
f~eld, present their own research appropriate for pedagogic application, and
hbrary reso~rc~~ are. update~ as resource,s allow t~ ensure staying on top of
the s~bspeclahhes m the field (e.g., histOry, phIlosophy, theory, science,
technique, performance trends).
M. 7. ~valuate the methods of teaching, including innovations employed by
the unit:
7. a. What library, media, and special aids are available for the improvement
of teaching Evaluate their usefulness.
The ~chool is m?ving inexorably into the computer age, and music is a logical
can~ldate for thiS move. Almost all students learn to use computers during
theIr four years here-many become quite sophisticated users of computer
software for inputting musical notation; many become adept at the use of
MIDI and electronic music technologies. In the classroom, some instructors
us~ ~omput:r-generatedimages; theory and composition instructors regularly
requIre assignments to be done on computers. History and performance
classrooms often use laser-disc and CD-ROM technology, and several
instructors are developing their own software for the more effective teaching
of musical concepts. As with any new technology, some of the usefulness has
been overplayed, but in general the marriage of music and technology has
always been a close one-from the invention of the first musical instrument
on.
Educational Program and Its EffectivenessEducational Program and Its Effectiveness
One-on-one and small-group instruction is both the curse and the blessing of
any school of music. There is simply no better way to teach the intricacies of
playing an instrument or singing than in individual instruction. The school
does offer class piano, voice, and other instruments (guitar, some violin,
saxophone) at an elementary and introductory level, but students who show
motivation are soon needing individualized instruction. Even the core
courses need to be in small groups: such skills as ear-training, theory, and
counterpoint, must be taught in small enough groups that individual skill
levels can be addressed effectively. It is only in the more traditionally
academic disciplines of history, ethnomusicology, etc. that students may be
taught in larger groups. Of course, ensembles such as orchestra, chorus, and
wind are also taught mostly in large groups, though broken down
occasionally into sections for rehearsal. A school of music does not become
"efficient" in its use of faculty, until the level of skill achieved by many of the
students during their four years of instruction is determined.
To meet the goal of providing study of dance as an art form and as one of the
humanities within a liberal-arts education, the dance department offers
classroom courses at the 200, 300, and 400 level for majors and non-majors.
There are courses at the 200 and 300 level with no prerequisites as well ,as
courses with group satisfying status. Some courses include a unique
educational characteristic in dance study; integration of the practice of
movement with the underlying theoretical and analytical components.
To meet the goal of providing the opportunity to develop self-discipline and
motivation, intellectual curiosity, and creative imagination, the dance
department offers several important course sequences.
6. b. What evidence is there of relationships between class sizes and the
educational effectiveness of the unit's programs?
Standard V
244
In both· music and da'nce, there is a diversity of rank and degrees, the more so
since some people are hired on the basis of experience as performers an.d
choreographers rather than on the basis of academic degrees. !he sc~oo~ IS
becoming more gender-balanced, with several recent. ~romotlO~s b!mgl~g
women into the senior ranks in greater numbers. SuffiCient ethmc diverSity
continues to be a problem, since classically trained. ~usiciax:"s are
predominantly white. However, the school h~s succeeded m mcreasmg the
numbers of minorities in the past four years. Smce the fa:uIty must have a.ll
subject specialties represented in order to be a comprehenSive school of musIc
Some aids for dance science teaching exist. Computer software programs
have been purchased recently for specific teaching of labanotation and dance
lighting. The department has a limited video tape collecti~n for t~aching .~se,
video cameras, playback monitors, and a modestly ~ppomted vI~eo edltl~g
machine. Each studio has sound cabinets for musIc accompamment With
cassette decks, turntables, and CD players. The department has an in-progress
archive/library which will have increased usefulness as inventory is
catalogued and made available for teaching/study use.
All of this constitutes a necessary minimum, is heavily used, and is
indispensable. There is an extensive list of "should haves." Purchases occur
when funds are available.
Standard VEducational Program and Its Effectiveness
and dance, the diversity is great. Research and creative work are at an
all-time high, with activity taking place both within and outside of the school.
245
The strongest programs at the moment are jazz studies, composition, vocal
studies, piano, percussion, trombone, trumpet, tuba, hom, bassoon, violin,
viola, and music education. This judgment is based on the faculty members
involved as well as on the record of the students they are sending out and
attracting.
Programs needing attention include string bass, guitar, harpsichord, and
organ. These are being taught by part-time or adjunct faculty members, which
makes recruiting, continuity, and commitment to students problematic. An
ideal solution would be to have the ability to hire permanent faculty in these
areas, a budgetary impossibility at the moment.
M. 9. Judge the general condition and adequacy of the physical facilities used
by the unit. Comment on needed changes, if any.
Progress has been made recently in upgrading facilities. Major improvements
have been made in classrooms and are underway in Beall Concert Hall. The
school has established a small, but state-of-the-art, electronics studio and a
good computer laboratory for all students. The Oregon Bach Festival has
moved to more suitable, larger quarters, and its former space has been
utilized by the School of Music for offices and instructional space.
Nonetheless, music practice room facilities are in short supply, and many
pianos need to be replaced. The school has therefore embarked upon a piano
campaign in order to upgrade them. More office space for faculty and
graduate teaching fellows is also needed. The building has many great
features, especially Beall Concert Hall, but the school needs an additional
performing space that would be more adequate to orchestral, band, jazz, and
opera needs-in other words, a performance center with about 1200 seats.
The school will soon outgrow its present computer lab, and there is little
space for it to grow.
In dance, Gerlinger Annex is showing its age. Some improvements have
been made in the last five years, however there are some additional
inadequacies that need to be addressed. The existing studios need to have
new upgraded flooring installed. Toward this aim, the department has
embarked on a "savings" plan from fees and ticket sales, hoping to enlist
university funding augmentation. The flooring project will cost
approximately $100,000. The studio theatre facility upgrade needs are
prioritized each year; however, maintenance requirements are constant, so
that any department funds available generally go to maintenance rather than
improvements. Because of the success of dance studio courses, considerable
studio teaching for the dance department is conducted in a gymnasium
(Gerlinger Annex 350). The program should have, at a minimum, one
Educational Program and Its Effectiveness
7. b. What devices are used to evaluate the effectiveness of individual
instruction and general unit effectiveness? What are the products of these
evaluative techniques?
In both music and dance student evaluations are conducted on a regular
basis. They are perhaps the least effective. ~o~ evalu~ting individt;tal
instruction, since the freedom of students to cntlaze studio teachers, With
whom they must study for four years, is restricted. However, the j';U'y system,
wherein all performance students are evaluated by a group of mstr~ctor~,
ensures that poor instruction will be detected. Classroom teachmg IS
evaluated in the normal fashion, by both student and ~ee~ eva~uators.
Annual written reviews of all non-tenured faculty, and penodic reviews of
tenured faculty, have become the norm.
Student evaluations, year-end reports by individual faculty members, a~d
faculty discussions or retreats on special topics result~ in varyi~g degrees,. In
individual adjustments in teaching, departmental adjustments m scheduhng
and assignments, and faculty decisions about curriculum matters.
Department committees and administrators condu~ ongoing ass~s~ments of
curricular effectiveness and regularly propose and Implement revIsIons.
M. 8. Evaluate the faculty in terms of balance in rank, degrees held, gender,
experience, subject special~ies, publicati~ms, et~utic div~rsity, and research
where appropriate to the anns of the unit. Indicate particular strengths and
weaknesses.
Standard V
246
The dance department needs:
additional properly appointed dance studio to accommodate current
enrollment. Projecting ahead, it is reasonable to suggest that a more
extensive renovation of the third floor of Gerlinger Annex would be an
appropriate goal to better serve the mission of the dance programs. The
department has had ongoing discussions concerning this plan. The revised
version would include a classroom, a dance science laboratory, and a
performance space with permanent seating.
Standard V
247
(items marked with an asterisk (*) are included in this chapter)
*1. Requirements for UO Bachelor's Degree
6. UEPCC Minutes 1993 -1997
7. Program Review Guidelines and Schedule
*2. Summary of Academic Review Requirements for New Instructional
Programs (flowchart)
4. The Green Book: A Planning Guide for UO Graduation Requirements
5. University Committee on the Curriculum 1995, 1996 Reports
*3. UEPCC Statement of Philosophy on Undergraduate Education
9. Brochures for Special Student Groups and Programs
8. Selected Program Reviews and Accreditation Reports
11. Career Center Graduate Survey, 1994, 1996
10. Admitted Student Questionnaire
12. OSRL Student Satisfaction Surveys, 1994, 1995
13. OSRL Alumni Survey, 1995
14. OSRL Survey of UO Graduates, 1996
15. OSSHE 1993 Assessment Model
16. OSSHE 1995-1997 Assessment Plan
17. Technology in Teaching Workshop Report, 1996
18. Office of Institutional Research: Effect of Small Group Experiences
on Retention of First Year Students
19. Academic Unit Self Studies
D. Supporting Documentation For Standard V: Educational Program and Its
Effectiveness
Educational Program and Its EffectivenessEducational Program and Its Effectiveness
M. 10. Comment on changes which might be made in the unit's policies and
procedures to improve faculty effectiveness.
The greatest single change that could improve faculty effectiveness is to have
more seed money for faculty to do creative projects, such as making CDs,
going on tours, and attending more professional meetings to give them
visibility. The school has one of the finest music faculties on the West Coast.
There does need to be a better understanding of the professional relationships
between the Department of Dance and the School of Music.
• one additional permanent position for a studio instructor, possibly a
rotating guest-artist endowed chair.
• broadly reaching curricular revisions to further enhance learning
experiences and to maximize faculty productivity as referred to in #1,
#6, and #7 abov~.
• an expanded touring program, articulated throughout the curriculum,
including addition of the MFA degree, which will directly impact the
undergraduate curriculum's goals.
• facility renovation, as described above in #9, approved and in progress.
M. 11. Project the program, plans, staff needs, and resources of the unit for
the next five years, and indicate priorities if possible.
For the School of Music, staffing needs in priority order are:
• a music education research specialist at the graduate level
• an additional choral and music education specialist
• permanent position for accompanist and teacher of accompanying
• full-time positions for acoustic and electric guitar instructors
• permanent position for organ and harpsichord instructor
• permanent position for a bassoon instructor
• permanent position for a classical and jazz bassist
• a full-time music recording specialist
Standard V
Students must satisfy
the general require-
ments for either the
bachelor of arts or the
bachelor of science
degree,
BACHELOR OF
-MUSIC
-EDUCATION
(a) Two groups must include at least two
courses in one subject
(b) Each group must include courses in at least
two subjects.
36 (no more than 3 courses from one subject)
Requirements for UO Bachelor's Degree
BACHELOR OF
ARTS
BACHELOR OF
SCIENCE
REQUIREMENTS
- Science>3, >4
- Social Science>2
TOTAL MINIMUM CREDITS:
BACHELOR OF
_ARCHITECTURE BACHELOR OF
- LANDSCAPE ARCH. FINE ARTS ~
- INTERIOR ARCH. §
0..
WRITTEN ENGLISH: These courses or their equivalents are required for all bachelor's degrees at the University of Oregon (C·/p or better). ~
WR 121 + 122 OR 123 0..
GROUP REQUIREMENTS: A minimum of 16 credits in approved group- I A minimum of 12 credits in approved group- I <
_Arts & Letters>1 satisfying courses is required in each group. satisfying courses is required in each group.
Each group must include:
(a) at least two courses in one subject and
(b) at least one course in a different subject.
48 (no more than 3 courses from one subject)
MULTICULTURAL
REQUIREMENT:
Students who enter VO fall 1995 or after complete one approved course in two ofthe following categories: A) American Cultures;
B) Identity, Pluralism and Tolerance; C) International Cultures. (Courses must be a minimum of three credits.)
Students who entered before fall 1995 complete one approved course from any of the three categories. See note below.
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MATHEMATICS/CIS:
MINIMUM CREDITS: 180 l 180 180 225 (B.I.Arch.) 220231 (B.Arch.)
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A University of Oregon GPA of 2.0
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250
January 16, 1996
Undergraduate Education Policy and Coordinating Council
Page 2 of 3
Standard V
Critical reasoning and thinking.
Creative thought and' actions.
Articulate oral, written, and visual communication.
Independent inquiry and collaborative learning.
Understanding and reasoning that support students' knOWledge base
and belief system.
Opportunities for students to adjust and respond to research.
Examination by students of a variety of beliefs and philosophies.
Ensure that specialized academic work is based on an adequate
fundamental understanding of basic disciplinary principles, current
research, and methods.
Provide for and encourage significant peer and student-faculty
interaction.
Expect and reinforce a sense of integrity, civility, and responsibility.
251
Learning experiences should create opportunities for students to access
and experience the procedures and processes of active inquiry,
investigation, and research that create new infbfmation and!or
knowledge.
Learning experiences should enable students to recognize and
appropriately apply different methods of inquiry, investigation, and
research.
Learning experiences should create opportunities for students to
independently or collaboratively engage in research activity.
Educational Program and Its Effectiveness
B. Development of Academic and Intellectual Competence
The University's mission statement identifies a set of abilities that are at the
core of our undergraduate mission. All parts of the undergraduate curriculum should
provide learning experiences that expose students to substantive discipline-based
knowledge and build students' abilities in the following areas:
C. Integration of Research Into the Undergraduate Learning Experience
The research mission of the University is central to our identity and our
continued success. The curriculum should incorporate faculty research activities into
the undergraduate learning experience in meaningful and visible ways.
Educational Program and Its Effectiveness
Document V-3
UNIVERSITY OF OREGON
Standard V
The University of Oregon is a pUblic comprehensive research university committed to
excellence in undergraduate education. Our undergraduate education mission is to
engage students in a coherent, focused, liberal arts based program of study from
which they will gain a life-long love of learning and the ability to "question critically,
think logically, commu~icate clearly, act creatively, and live ethically." (UO Mission
Statement, 1995)
Statement of Philosophy
Undergraduate Education
Evaluate performance rigorously and fairly.
Provide and encourage a course of study based on a liberal arts
foundation!
The following is a statement of the philosophy for undergraduate education at the
University of Oregon. The Undergraduate Education Policy and Coordinating Council
recommends that all policies and procedures, curricula, personnel, and teaching
decisions that affect undergraduate education be consistent and defensible when
compared to this statement.
A successful undergraduate program welcomes students into the intellectual life of the
campus community; guides students through an integrated curriculum that
progresses from introductory through capstone learning experiences; creates
meaningfUl opportunities for students to actively engage in the modes of inquiry that
define a research university; and prepares students to be active participants and
effective leaders in a democratic society.
A. Achievement of Academic Coherence, Quality, and Rigor
Criteria to measure the success of the undergraduate educational experience at the
University of Oregon include the following:
The relationship of all parts of the curriculum to the University's undergraduate
mission should be clear and visible to faculty and to students. In addition, the quality
and rigor of instruction and evaluation should be consistent across the curriculum. In
a successful undergraduate academic program, faculty should:
252
D. Development of Skills for Life After the University
Reported by:
William Baugh, Chair
Undergraduate Education Policy and Coordinating Council
Standard VI
253
The Continuation Center is the umbrella organization that has
administrative responsibility for continuing education, summer session and
community education. The description and analysis provided in this chapter
focuses on the programs offered through this center. A complete description
of these programs and supporting documentation is available in the resource
room.
STANDARD VI
CONTINUING EDUCATION AND SPECIAL INSTRUCTIONAL
ACTIVITIES
Although the administration of these activities is highly decentralized, the
outreach mission of the various programs is coordinated through the vice
provost for academic affairs, to whom the directors of these various units
report. Policy decisions, budget review, staffing, and marketing strategies are
among the administrative oversight provided for these programs by the office
of academic affairs.
• Programs that enrich, integrate and extend those educational program
offerings for currently enrolled students that are discussed under Standard V.
These programs include foreign and domestic study abroad program,
workshops and short courses,and summer session offerings.
• Programs serving post secondary needs of adults not enrolled on a full-time
basis. These are continuing education and special instructional activities that
fulfill our public service mission of establishing a framework for lifelong
learning and of integrating teaching, research and service. Community
education offerings, off-campus centers, community service programs and
extension courses offered through the UO's Continuing Education program
are among these activities.
These supplemental and special education programs, which are organized
under the office of academic affairs, are of two kinds:
As the University of Oregon prepares to enter the 21st century, its
commitment to providing continuing education and special instructional
activities to its students, alumni, and the citizens of Oregon is evident in the
breadth of its offerings. One of the ways the University of Oregon is doing
this is by creating a non-traditional learning environment as a way to satisfy
the needs of a population which increasingly understands the need to be self
motivated life-long learners.
Continuing Education and Special Instructional Activities
Page 3 of 3
Educational Program and Its Effectiveness
The desire to promote a sense of integ:-ity, civility, and respect.·
The ability to recognize the challenges confronting individuals and to
apply one's knowledge to addressing those challenges.
The desire and ability to respond to change in constructive and
collaborative ways.
The desire to continue a life of learning.
Standard V
Most undergraduates aspire to careers outside the academy. The
undergraduate experience should prepare students to use the knowledge and skills
learned at the. University to be active participants and effective leaders in both the
work environment and the democratic society.
254
A. Description of Self-Study
The units primarily responsible, however, for the supplemental and special
educational programs in continuing and community education, include:
Standard VI
American English Institute
Condon Museum of Geology
255
Continuing Education and Special Instructional Activities
In addition, faculty from the AEI, in cooperation with the Lundquist College
of Business, offer a summer program, Academic Orientation for International
Students of Business, for students planning to enter graduate programs in
business or economics in the fall. AEI faculty also help plan and teach a
credit-bearing (through the College of Business) series of courses in
International Business Communications during the academic year and offer
occasional freshman seminars or elective introductory courses in
cross-cultural relationships.
The Condon Museum of Geology houses the geological collection of Thomas
Condon, pioneer geologist and professor of natural history and geology at the
University of Oregon, as well as more recent collections. The museum
houses approximately 45, 000 specimens. Vertebrate fossils make up the bulk
of the collection, but it also includes some 'invertebrate fossils, large holdings
The AEI is comprised of four programs: 1) the intensive English program
(IEP) for non-matriculated students wishing to improve their English for
academic or vocational reasons, 2) the Supplementary English Language
Training Program (SELT) for students with a less than 575 TOEFL score who
are already matriculated to the university, 3) the program for international
graduate teaching assistants (IGTFs) to help them become eligible to be
classroom teachers, and 4) special programs for non-matriculated groups
wishing to come to the United States for short term language, cultural,
academic, and/or teacher training.
The American English Institute (AEI) is a unit of the Department of
Linguistics, which is located within the College of Arts and Sciences (CAS).
The Institute has three purposes: 1) to provide English language training for
people whose first language is not English, enabling them to enter and
succeed in an academic environment where English is the language of
instruction, 2) to provide teacher training for graduate students in linguistics
and foreign language, as well as for an international population of language
teachers, and 3) to initiate and provide research opportunities for faculty and
students in linguistics and other disciplines.
The AEI provides ESL expertise for the campus at large when needed, and
works closely with the Office of International Education and Exchange. In
1996, the University of Oregon became the first institution in the state of
Oregon to receive approval for the Oregon Teacher Standards and Practices
Commission (TSPC) to offer an add-on endorsement program in
ESOL/bilingual education.
Continuing Education and Special Instructional Activities
Enrollment data for activities in continuing education that are offered for
credit can be found in the UO Registrar's reports. Additional usage and
enrollment information is provided in program reports in the resource
room.
American English Institute
Condon Museum of Geology
Continuation Center
Labor Education and Research Center
Museum of Art
Museum of Natural History
Office of International Education and Exchange (OlEE)
1. Provide an organizational chart showing the administrative/coordinating
responsibility of continuing education and special instructional activities.
Directors of continuing education and of other special instructional activities
report to the vice provost for academic affairs. Organization charts for the VO
Continuation Center and the UO's Labor Education and Research Center are
available in the resource room, and the UO organization chart is provided at
the end of this chapter.
2. List the specific activities and programs offered, including enrollments and
sponsoring agency or department.
To some degree, all areas of the university are .in~olved .in conti~~i~g
education and special instruction. Many of the specral InstructIOnal actIvItIes
of academic units are included in the academic unit reports in Section C of
the Chapter on Standard V Educational Program. Other activities by. academic
units that are particularly directed toward the postsecondary educatIon needs
of non-traditional adults are described at the end of this section.
The vas Labor Education and Research Center (LERC) is an example of a
special educational program developed b~ the VO t~ provide. educati~m and
research to working adults in Oregon. This chapter Includes mformatIon on
LERC to illustrate how centers such as this one extend the institution's
mission by providing a framework f~r lifelong learning and by .energizing ~he
state's economic, cultural and politICal structure through basIc and applIed
research.
Standard VI
• Summer Session
256
Continuation Center
Standard VI
The University of Oregon Summer Session is self supporting. Fees
charged to student participants and the salaries paid to faculty are
different from those found in regular academic programs. The
Summer Session curriculum is carefully designed to meet the varying
needs of a wide range of students. Opportunities for personal
enrichment and career development, as well as for earning credits, are
important components of each summer school session.
257
• Portland Center
• Community Education Program
The Community Education (CEP) Program is an important dimension
of the University of Oregon's continuing education responsibility to
offer university courses to individuals who are not formally admitted
to the University of Oregon and seek to access the regular campus
curriculum as non-matriculated students. All campus classes are open
to Community Education students.
The Continuation Center offers academic programs at the Portland
Center, which was opened in 1987, and serves as the headquarters for
University of Oregon activities in the Portland area. Faculty members
from various academic departments at the University of Oregon
campus in Eugene participate in a multidisciplinary master of science
degree program in which emphasis is on applied information
management. Additional workshops and seminars are available in
other subject areas including architecture, journalism, law, music, and
the arts and sciences. Courses in computer application enroll 400 to 500
working professionals and other nontraditional students each month
in non-credit courses. The Continuation Center has two program
directors and support personnel at the Portland Center.
Enrollment in Summer Session does not require formal admission to
the university. Most academic departments, schools and colleges at the
university offer courses in the summer, with those courses carrying
university credit. Enrollment in summer is about 40 percent of the
enrollment during regular terms of the academic year.
The mission of the Labor Education and Research center is to provide
education and research to working adults in Oregon, as well as to their labor
organizations. LERC is a key part of the university's public service mission in
that it reaches citizens who otherwise would not have contact with higher
education. LERC is one of 50 such centers nationwide, mostly housed in
public research universities. The primary mission of such centers is to offer
Labor Education and Research Center
Continuing Education and Special Instructional ActivitiesContinuing Education and Special Instructional Activities
• Continuing Education
• Microcomputer Program
The Microcomputer Program offers classes in Eugene, Portland, and
other Oregon cities. The intensive, interdisciplinary program offers
practical experience on various computer systems. The program has
Authorized Training Center status from the following software
companies: .Adobe-Aldus, Apple, Borland, and Microsoft. The
Microcomputer Program offers non-credit educational activities
including the University of Oregon Computer Camp for students 10 to
16 years old, workshops in basic computer skills for senior citizens, and
courses for university faculty and staff members, and the community.
Continuing Education is the program through which the Continuation
Center offers educational activities in the Eugene area and throughout
Oregon. Activities include credit and non-credit lectures, conferences,
seminars, workshops, and formal courses. Subdivisions of Continuing
Education are Off-Campus Programs, Conferences and Special
Programs, and the Microcomputer program and camps. Most offerings
are in the "professional development" area serving educators,
businesses, managers, information professionals and others.
Specifically, Continuing Education supports graduate degree programs
in educational leadership (75 students), special education (30 students),
business (72 students), and information management (55 students)
Professional certificates are also offered for completion of particular
sequences of courses. In the non-credit area Continuing Education
offers many technology-related professional workshops, short courses
and conferences. Training is offered in computer networks, office
productivity, electronic publishing and multimedia.
of fossil plants, and several thousand skulls and skeletons of recent
mammals, birds, reptiles amphibians, and fish.
The Continuation Center is an umbrella organization and administrative
structure that houses a wide variety of programs. The programs are
Continuing Education, Summer Session, and Community Education. The
Continuation Center has made great strides in the area of offering micro
computing classes, World Wide Web Internet classes and long distance
learning opportunities to the citizens of Oregon and beyond.
Standard VI
Museum of Art
258
The educational program of LERC is carried out primarily thorough
extension, non-credit courses. LERC offers between 70 and 100 programs per
year, ranging from short workshops to multi-day residential institutes.
Standard VI
259
The public programs area supports undergraduate and graduate training in
collaboration with the Department of Anthropology (College of Arts and
Sciences) and the Master's Program in Arts and Administration (College of
Museum of Natural History
The Museum of Natural History (MNH) was established at the University of
Oregon in 1936 by the State Board of Higher Education. The Museum of
Natural History currently is celebrating 10 years in its new building,
expanding through the addition of new program administrative space, and
beginning to plan for a second expansion that will double the size of the
present exhibition hall.
The MNH is organized into three functional areas: collections, research, and
public programs. The first two functions are maintained by the Oregon State
Museum of Anthropology, incorporated as a division of the MNH in 1936.
The MNH reports to the university provost through its director, who is also
director of the Oregon State Museum of Anthropology.
The public programs area of the MNH works together with the collections
and research areas and other university departments and organizations to
produce museum displays and educational programs that, consistent with the
university mission, serve the campus and larger community. These exhibits
and programs focus primarily on the natural and cultural history of Oregon
and the larger Pacific Northwest, but also showcase other locations
world-wide. The museum's Glenn Starlin Courtyard extends MNH exhibits
out of doors, featuring Oregon native plants and an Earth history walkway
that incorporates a geological time scale for the history of life.
The museum's programs and exhibitions are often based upon the curricular
needs of the various departments on campus, including interdisciplinary
study programs such as Asian and Pacific Studies. The collections are the
basis of research for faculty and visiting scholars in the fields of art history,
history, Asian studies and other areas. Annually, the museum mounts an
eXhibition of works of art by graduating master's of fine arts (M.F.A.) s!udents.
Additionally, the museum's professional staff offers an annual Museum
Studies credit course for the Art History Department. Students intern in the
museum with the support of the Laurel and the newly formed Soreng
internships. Area school children and adults take advantage of the
numerous educational and cultural activities of the museum, including
lectures, guided tours, films and symposia. Curricular-based and life-long
learning based programs coexist within the context of the University of
Oregon Museum of Art.
Continuing Education and Special Instructional Activities
by 12 full-times professionals, with several part-time assistants, and offers
more than 300 volunteer opportunities.
Continuing Education and Special Instructional Activities
Public service at LERC is a larger component of faculty duties than in
traditional academic departments. It offers services without fee to a wide
range of organizations in the state and nation.
The University of Oregon Museum of Art (UOMA), housed administratively
within the provost's office, is an academic and public outreach department of
the university. It was founded in the early decades of the 20th century to
promote greater appreciation and understanding between the people of the
United States and Asia. This founding and vision predates the university's
Asian Studies Program and helped promote both that and the state of
Oregon's growing recognition of its social, economic, and political role in the
Pacific Rim. The collection is housed in a structure listed on the national
Register of Historic Places and located on the university's historic memorial
quadrangle. The museum's collections and programs are focused on the art
of the Pacific Basin, with large holdings in Chinese, Japanese, Korean and
Northwest American art (more than 12,500 objects). The museum is staffed
LERC is currently at work to initiate a certificate program. It intends to
systematize the curriculum and offer a certificate of labor leadership for
students who complete 50 hours of course work for a basic certificate and an
additional 40 credit hours for a second level certificate. The research mission
of LERC has increased in importance in the last few years.
knowledge about the economy and society to working adults. According to its
mission statement, LERC seeks to foster strategic and critical thinking among
labor leaders by providing relevant information, new knowledge and high.
quality training in skills necessary in a changing economy and workplace.
LERC faculty also participate in credit courses on campus, and have taught
classes for the masters program in industrial relations and for the
Departments of Sociology and Public Policy, Planning and Management.
Research activities at LERC also provide opportunities for one or more
graduate teaching fellows to be employed each year at LERC.
LERC maintains a modest, but important, publications agenda. Annually its
faculty publishes a monograph in conjunction with a major conference for
labor and management practitioners in the public sector, writes and publishes
manuals designed for practitioners in the areas of occupational safety and
health and workplace education, as well as generates research papers that are
published in peer-review journals.
Standard VI
260
By April of 1996 the museum had sent inventories to all of the nine federally
recognized tribes in Oregon. As of January 23, 1997, representatives from five
Oregon tribes have visited the museum as part of consultations between each
tribe and the museum to arrange for repatriation of the human remains.
Because of the detailed and complex nature of the act's requirements, the
museum applied for and was granted an extension of the original November
1995 deadline to September 30, 1997, for completing the inventory of its
human remains and for notifying tribes.
Standard VIContinuing Education and Special Instructional Activities
The Oregon State Museum of Anthropology publishes OSMA Reports, a
technical series of limited distribution that documents the scholarly results of
its archaeological research program, and in addition publishes the University
of Oregon Anthropological Papers jointly with the University of Oregon
Department of Anthropology. The OSMA also provides undergraduate and
graduate training in field work and curatorial skills in conjunction with the
university's Department of Anthropology. The OSMA reports to the
university provost through its director, who is also director of the University
of Oregon Museum of Natural History.
Office of International Education and Exchange
261
For the past six years, the OIEE has been engaged in a process of self-study and
experimentation with the way in which study abroad programs are
administered. One result of that process is a more comprehensive,
standardized procedure for the evaluation of overseas programs. With the
approval of the vice provost for international affairs and the Foreign Study
Program Committee (an academic committee that approves all UO overseas
study programs that grant UO credit), the Office of International Education
The Office of International Education and Exchange (OIEE) has two major
areas of responsibility: 1) service for international students and faculty, and 2)
the administration of, and related student advising for, study abroad and
exchange programs. The office was founded in 1948, primarily serving
international students until 1976, when overseas study was added to its
charge. The university enrolls about 1650 international students each year,
hosts approximately 200 scholars and visiting faculty from abroad, and sends
between 350 and 400 students each year on UO sponsored overseas study
programs. When study abroad was added to the office's purview in 1976, the
office administered six programs. It now handles more than 40 programs in
30 countries around the world.
Oregon State Museum of Anthropology
The Oregon State Museum of Anthropology (OSMA) was established at the
University of Oregon by action of the State Legislature in 1935. The OSMA
now functions as a division of the university's Museum of Natural History,
while maintaining its original identify and mission as the official keeper of
the State's anthropological collections. Though some of the State's collections
are now housed at other institutions, OSMA remains responsible for
management decisions about their placement. In addition, OSMA provides
research, curatorial, and consultative services with regard to cultural
(specifically archaeological) resources, on contract with state or federal
agencies, or, in some cases with the private sector.
Continuing Education and Special Instructional Activities
NAGPRA requires museums and federal agencies to inventory any such
human remains in their possession, and to provide detailed listings to Indian
tribes in preparation for their return. The final inventories will be included
in formal notifications to the appropriate federally recognized tribes and will
be published in the Federal Register.
The University of Oregon Museum of Natural History has been recognized as
a national leader in the implementation of the Native American Graves
Protection and Repatriation Act (NAGPRA). The Native American Graves
Protection and Repatriation Act, passed in 1990 by the U.S. Congress, creates a
process for museums to return Native American human remains to the
appropriate federally recognized tribes.
The Oregon State Museum of Anthropology, a division of the University of
Oregon Museum of Natural History, holds a number of Native American
human remains which were discovered before Oregon's 1979 burial law was
enacted. The state law requires that all newly discovered Native American
human remains be delivered immediately to designated Oregon Indian tribes.
The museum has been in full compliance with this law since it went into
effect.
Architecture and Allied Arts). Activities include an annual course on the
Anthropology Museum, taught by the :MNH director and program director,
the training of two Laurel Award Museum Interns annually, and working
closely with faculty and students of interested departments to develop
exhibits pertinent to course subjects. Students have come from arts and
administration, anthropology, folklore, environmental studies, and
landscape design. Through public programs, the :MNH also hosts visiting
lectures in natural history fields, sponsors slide lectures and family days, and
provides opportunities for special seminars and colloquia for students,
faculty, town, regional, and statewide participants. Public programs also
maintains a docent program that trains community volunteers to give tours
of exhibits for both the general visitor and students. Over the past several
years public programs has created strong ties with Eugene School District 4J,
developing "science discovery boxes" for student use in the schools, and
''hands-on'' activities for student tour groups at the MNH.
Standard VI
Center for Asian and Pacific Studies
262
Examples of these are:
Standard VI
The primary objective of the OWP is to increase the opportunities for and
quality of continuing professional education of teachers, in all disciplines,
who teach or use writing in their instruction. OWP's major program toward
this end is an annual four-week summer workshop in which experienced
teachers, who are selected from applicants, meet to : (1) learn new theories
and methods of teaching writing, (2) develop their own writing skills, and (3)
plan to conduct in-service activities to share the new methods with
colleagues in their schools and districts and state-wide or other staff
development activities. Other programs are developed and offered during
the school year, usually in conjunction with participating teachers at their
school sites.
For the summer workshop, the University of Oregon site particularly
encourages teachers from small schools and rural areas of the state by offering
scholarships to support their residence in Eugene. Funding has been secured
from private Oregon foundations. An average of 15 teachers participate each
summer. During the past 10 years, funds awarded from federal sub-grants
and private Oregon foundations totaled $99,800.
263
For the 1996 summer workshop, the University of Oregon site collaborated
with the Center for Advanced Technology in Education in the College of
Education to focus on computer resources for teachers who use or seek to
The Oregon Writing Project
The Oregon Writing Project (OWP) at the University of Oregon was
established in 1977 as a collaborative effort of the university, school districts
and private Oregon foundations to improve the teaching writing and literacy
at all grade levels throughout the state. Affiliation with the National Writing
Project Network, headquarters at the University of California, Berkeley (a
network of now over 150 sites across the nation and abroad), makes our site
eligible for federal and private foundation matching funds sub-granted by the
NWP. An Oregon Writing Project Network has been developed with the
addition of four independent sites established at Southern Oregon State
College (1981), Lewis and Clark College (1984), Eastern Oregon State College
(1994) and Willamette University (1995).
Continuing Education and Special Instructional Activities
history. Many of the center's associates, which include approximately 100
faculty members teaching and doing research in the humanities, social
sciences and sciences, as well as in the University of Oregon professional
schools and colleges, collaborate with other public and private institutions as
consultants and presenters. The Learning in Retirement program and the
Eugene 4J School district have tapped into the expertise of many CAPS
affiliates, in addition to other CAPS resources. During the summer, the
Asian Studies Summer Institute offers large number of Asian related courses.
Continuing Education and Special Instructional Activities
and Exchange is shifting the management of some overseas study programs
to UO departments, colleges and schools.
With the expansion of the international student population and the
increasing demand for oversees study and international internships for UO
students, the director and staff of the Office of International Education and
Exchange and the vice provost for international affairs believe that OIEE
needs to encourage other UO departments to become more informed about
cross-cultural and other specific issues facing international students. Also,
departments should request to be more involved in the management of
oversees study programs. To accomplish this task, OIEE has taken a greater
responsibility for training by creating an assistant director position was created
in July 1996.
In the past five years, the number of international students has increased
about 28 percent from 1,286 in 1990 to about 1,650 in 1995. International
students now comprise nearly 10 percent of the UO student enrollment. To
meet the cross-cultural adaptation needs of these students from other
countries, a peer assistant program involving 12 to 15 US and international
student leaders was instituted in 1993. To inform OIEE staff members on the
effectiveness of the services they provide to international students, OIEE
helped to commission a 1993 student survey that included a significant focus
on the perceptions of international graduate students. In addition, an
International Student Advisory Committee was established in 1993 to advise
the OIEE director and staff and to bring to their attention issues of importance
to the international student population.
While the above described units constitute the major components of the
University of Oregon commitment to providing continuing education and
special instruction, other areas of the university are contributing to the efforts
to provide quality life-long learning opportunities.
Through its outreach activities, the center provides a knowledge base to
Oregon's business community by workshops and seminars. Public lecture
series, film festivals and conferences foster a broader public awareness and
knowledge of Asian and Pacific cultures, economics, environments and
Standard VI
The Center for Asian and Pacific Studies (CAPS) facilitates the coordination of
programs and activities in Asian studies, East Asian languages and literature,
international business, international studies, Pacific Island studies and
Southeast Asian studies. CAPS is committed to developing innovative
academic and outreach programs related to Asia and the Pacific.
264
Academic Learning Services
Arts and Administration Program
Standard VI
The HEAL Conference (Health through Exercise and an Active Lifestyle), is an
annual community outreach program presented in association with Sacred
Heart Medical Center's Senior health Service. The HEAL Conference explores
health issues related to aging, emphasizing the important role that exercise
and an active lifestyle plays in maintaining an independent and quality
lifestyle. Presenters include researchers, health care professionals, fitness
educators and knowledgeable peers, providing a full array of vantage points.
One of the goals of the International Institute of Sport and Human
Performance is to create a public awareness of the benefits of healthy living.
To this end, the institute offers a number of community outreach programs
bringing to the community-at-Iarge, expertise from the Department of
Exercise and Movement Science faculty and the health, fitness, and medical
communities.
265
The institute also serves the department, university and community by
offering continuing education courses aimed at providing career
enhancement and advancement opportunities for professionals, faculty, and
The institution annually hosts workshops on athletic training and sports
medicine to Japanese athletic training students from the Tokyo area. The
workshop is taught mainly by athletic training graduate students, providing a
practical, hands-on educational outlet.
When the opportunities arise and funding is available, the Department of
Dance presents master classes by guest artists in University of Oregon studios.
International Institute of Sport and Human Performance
The Department of Economics
Continuing Education and Special Instructional Activities
International Institute of Sport and Human Performance is a non profit
extension of the Department of Exercise and Movement Science. Microfilm
Publications of Human Movement Studies, serves an international academic
community. Microfilm Publication's focus is on the dissemination of
graduate research completed in colleges and universities primarily in the
United States and Canada in the allied areas of health, physical education,
kinesiology, movement and exercise science, sport history, and sport-related
issues in the humanities and social science. The collection contains more
than 8,000 titles and covers more than 40 years of graduate research in full
text.
The Department of Economics in the College of Arts and Sciences will
electronically deliver two courses each quarter, EC 201 Principles of
Microeconomics and EC 202 Principles of Macroeconomics, beginning fall
1996 through the Community Education Program..
Continuing Education and Special Instructional Activities
The Department of Dance
The Annual Arts Management Lecture Series consists of three lectures a
year-one presenting a VO alumnus working in the arts administration field.
integrate electronic learning and writing skills in their instruction The
theme "Teaching Writing in the Internet Era" will be continued next year.
The University of Oregon Arts and Administration Program (AAD), located
in the School of Architecture and Allied Arts, offers a master's degree in Arts
Management and an undergraduate minor in Community Arts. The mission
includes attention to the continuing education needs of a broad-based
audience, including professionals in the field of administration. To that end,
two distinct academic experiences are offered; the Annual Arts Management
Lecture Series, and the Arts Management Internship Program.
The Arts Management Internship Program is a requirement of graduate
students in the Arts Management master's degree program. The students are
required to perform an internship during the two year program of study.
Internship sites must be registered with the program.
The Department of Dance offers non-credit courses on a regular basis to the
adult population of our community. Known as Community Dance, this
program is administered through the department, including design,
promotion, scheduling. registration, staffing, and evaluation. Community
Dance (non-credit, non-matriculated) students may register for DANC studio
courses beginning the first day of each term in the Department main office.
The fee of $45 per course provides in part for staffing, musical
accompaniment and other instructional support supplies and services. No
state money is allocated to this program; it is self-supporting. Approximately
30 sections of DANC studio courses are offered each term.
The Universitys Center for Academic Learning Services, offers non-credit
workshops open to the public for those preparing for major standardized
examinations such as the SAT, the Graduate Record Examination, the Law
School Admissions Test, the Graduate Management Admissions Test, and
the Medical College Admissions Test. ALS bases these programs on
materials made public by the testing agencies, e.g., The College Board, The
Law School Admissions Services, or the Graduate Management Admissions
Council.
Standard VI
266
See the Copy of the Continuation Center budget in the University of Oregon
Continuation Center notebook, located in the resource room.
Budget targets are developed each year based on needs as projected from past
years and scheduled program. LERC carries a surplus for cash flow purposes.
Standard VI
267
LERC: There are five regular full-time faculty and several adjunct faculty,
many of whom work on multi-year projects. The regular and full-time
adjunct faculty for 1995-1996 are listed in a document available in the resource
room. The attachment shows the academic degrees and areas of expertise for
the faculty.
For example, faculty teaching traditional 3-credit classes at the graduate level
in the Applied Information Management program are compensated at .11
FTE based on their annual rate. Faculty teaching in the Education graduate
programs are compensated based on fixed rates per class. Workshop and
conference presenters have a wide variation in pay scales. Faculty teaching in
most non-credit programs are paid on an hourly basis, again based on
program budgets.
Over the years Continuing Education compensation scales and policies have
evolved from a single pay scale to a model tailored to the particular content
area, market and available resources.
A. 5. Report current policies on workloads and compensation. Include the
current pay scale.
Many programs are planned before the revenues for those programs are
received.
Non-credit programs use primarily adjunct faculty. These faculty also are
recruited through open application pools at least twice each academic year.
Quality is assured initially by careful review of the qualifications of the
individuals by Continuing Education professionals and ultimately by the
individual's performance in the instruction setting.
A. 4. Provide information on regular faculty and adjunct faculty used in
these programs. Explain how faculty are selected, including the role of the
academic units. How is quality assured? Have on file the vitae of adjunct
faculty.
Academic vita for regular campus faculty, including adjuncts are located in
the various campus units.
For academic credit programs most faculty are drawn from the regular
campus faculty in consultation with deans and department heads depending
on program needs. Adjunct faculty from the professional community are
recruited through "open applicant pools" in accordance with affirmative
action guidelines. All adjunct appointments and academic credit classes are
formally approved by the appropriate academic unit.
Continuing Education and Special Instructional ActivitiesContinuing Education and Special Instructional Activities
The central budget is developed annually based on the prior year's
performance and projections for the coming year. In addition individual
programs' budgets are developed by coordinators. At the end of the fiscal year
any net surplus in excess of 20 percent of budget is returned to the central
administration.
All other units adhere to university and OSSHE fiscal guidelines. LERC's
budget, for example, shows the importance of the educational program and
research activity. The primary funds are the general account, conference
account and numerous grant accounts, as summarized in a document
available in the resource room. The 1995-1996 grant activity was funded from
the following sources: The Northwest Area Foundation, a private non-profit
foundation; the U. S. Department of Commerce Economic Development
Administration; the State of Oregon Division of Occupational Safety and
Health; the Oregon ,Economic Development Department and National
Institute of Occupational Safety and Health.
The state general fund appropriation through the University of Oregon was
$589,000 in 1995-1996, and this went almost exclusively to fund faculty and
staff.
students. Examples of this are the ACSM Exercise Specialist Workshop and
Certificate program and the Athletic Training Service Center.
Question 3 - 13 of section A. Description of Self-Study, pertain mainly to the
University of Oregon Continuation Center, since the Continuation Center is
an umbrella organization and administrative structure that houses
Continuing Education, Summer Session, and Community E.ducation.
Therefore questions 3 - 13 will be in reference to the Center wIth other
programs noted where appropriate.
A. 3. Summarize the budget for continuing education and explain how it is
developed. Indicate sources of income and explain what happens to any net
surplus.
All Continuing Education programs sponsored by the Continuation Center
are required to be full self-supporting. In addition to meeting all direct
instructional cost, programs must generate enough funds to meet
administrative cost and return a required indirect assessment to the central
administration.
Standard VI
268
A. 6. Provide or have available advertising and promotional materials.
A. 7. Report the fee schedule and how it compares with the regular program.
. Standard VI
Summer Session: In early summer 1992, students attending Summer Session
were asked to complete a brief survey. The purpose of the survey was to
obtain information from students about why they chose to attend Summer
Session, when they decided to attend, in what kinds of courses they enrolled,
and in how many courses they enrolled. This information was used to
evaluate current Summer Session operation, as well as facilitate planning
future Summer Sessions. Plans are underway to retain the Oregon Survey
Research Laboratory to design and administer a structured, comprehensive
survey of students enrolled in the 1997 Summer Session
Continuing Education: In 1994-1995, a modest follow-up study was conducted
to solicit input and feedback from students who enrolled in UO College of
Education course work. Students were generally pleased and satisfied with
the quality of instruction, especially the fact that most courses were taught by
regular UO faculty. A comprehensive review of the graduate program as
applied information management was conducted in 1994 -1995 that included
a wide range of student evaluations and faculty and curriculum reviews.
Community Education: Informal needs assessment efforts are ongoing and
integral to efforts to advise, counsel and register community education
students. During the course of providing these services to this group of
students, considerable input and feedback is obtained relating to the
availability of course work, the time courses are offered, access to the student
A. 9. Report any recent needs assessments of target populations.
See survey in University of Oregon Continuation Center notebook, located in
the resource room.
269
Community Education: There have been no formal or structured follow-up
studies completed that focus specifically on students participating in the
community education program. However, input and feedback from these
students is included and combined with regular feedback from matriculated
students as part of all regular course evaluation mechanisms within the
various academic departments.. In addition, considerable informal feedback is
obtained from participants via telephone and in-person visits as part of the
office's ongoing efforts to advise, counsel and register community education
students.
A. 8. Summarize any follow-up studies completed on continuing education
students.
Continuing Education and Special Instructional Activities
See Tuition and Required Fee for 1996 Summer Session in the University of
Oregon Continuation Center notebook, located in the resource room, as is the
UO LERC report.
Continuing Education and Special Instructional Activities
LERC: The Workload for all full-time faculty is monitored as shown inthe
document labeled "workload summary," available in the resource room.
Advertising and promotional materials are mailed to a mailing list which
includes more than 3,000 names of labor relations practitioners in Oregon and
Washington. LERC also solicits clients through contacts in the labor relations
community, and occasionally advertises in selected labor-oriented
newspapers.
The current pay scale for a regular tenured-related faculty and full-time
adjunct faculty is included in Document VI-~ (available in the resource
room), which also includes the fee schedule for our regular ad hoc faculty.
This fee schedule is more a guide than a set schedule, as requests of adjunct
faculty vary widely.
Summer Session: Tuition/fees for regular Summer Session courses are based.
on student level (undergraduate or graduate). Total fees include instruction,
building, technology, incidental and health fees. Nonresident students, in
addition to paying resident fees, pay an additional $25 per credit. For summer
1996, undergraduate residents and nonresidents paid $217 and $242
respectively for the first credit; each additional credit for undergraduate
residents cost $72; undergraduate nonresidents paid an additional $97 for each
additional credit. For summer 1996, graduate residents and nonresidents paid
$266 and $291 respectively for the first credit: each additional credit for
graduate residents cost $116; graduate nonresidents paid an additional $141 for
each additional credit.
Standard VI
See advising and promotional material provided by programs and for the
Continuation Center in the Continuation Center notebook, located in the
resource room.
See Guidelines for Planning, Summer Session, in the University of Oregon
Continuation Center notebook, located in the resource room.
Continuing Education: Tuition/fee revenue for all Continuing Education
courses (credit and non credit) must be sufficient to cover the direct and
indirect cost of offering a particular activity, plus an overhead amount. Thus,
there is some variation in fees among programs due to different costs. For
1995-1996, the base per credit undergraduate and graduate fees were $75 and
$185 respectively. The resident instruction fees for matriculated (resident)
undergraduate and graduate students (regular program) in 1995-1996 were $72
and $170 respectively.
270
Summer Session: See the University of Oregon Summer Session Bulletin
for 1993- 1994, 1994 -1995, 1995-1996, located in the resource room.
Most of the large programs involve special planning committees. Members
of labor organizations in the target population are asked to assist in planning
the substance and logistics of institutes, conferences and programs.
Standard VI
271
LERC: Many LERC programs offer continuing education units. The director,
in consultation with a faculty, certifies that the class required 30 hours of
participation and work by the student. Most LERC classes offer 1 credit and
require a special project or paper.
Continuing Education Units (CEU) are based on 1 unit per contact hour.
Certificates provided to the registrants by the office of the Continuation
Center note number of contact hours per event.
A. 13. Report the institution's policy concerning credit for time-shortened
offerings (e.g., 1 credit for a three-day workshop).
B. 1. H continuing education and special instructional activities are highly
centralized, analyze the efforts being made to ensure the creative participation
of other components of the institution. If the services are highly
decentralized, evaluate the ways being used to provide maximum
coordination and cooperation.
A. 12. Describe the guidelines used for granting the Continuing Education
Unit (CEU) or its equivalent.
Continuing Education and Special Instructional Activities
B. Analysis and Appraisal
A. 11. Provide or have available formes) used for obtaining approval to offer
academic credit.
See forms in the University of Oregon Continuation Center notebook, located
in the resource room.
Credit courses offered through continuing education are reviewed and
approved by the respective academic department and, as a result, are subject
to the same institutional policies and guideline regarding credit. The general
guideline is 10 hours on in-class time, and 20 hours of independent
out-of-class time for each credit.
The various continuing education and special instructional activities on
campus are decentralized. Courses offered by these programs are approved
and evaluated by the same process used to approve and evaluate all other
academic credit courses. Continuing education and special instructional
activities courses are approved by the appropriate department or college's
curriculum committee and submitted to the University Curriculum
Committee for final approval. Therefore, all credit courses offered by the
University of Oregon are approved and evaluated by the academic units using
the'same set of standards, regardless of which unit on campus offers the
course.
Continuing Education and Special Instructional Activities
Summer Session: The 1992 survey, available in the resource room, provided
specific follow-up information about Summer Session as well as soliciting
information about future needs,. The ongoing process of monitoring course
enrollments in summer is integral to the commitment to offer only those
courses that students' want and need. In addition, academic departments are
urged to carefully monitor course enrollments during the academic ~ear in
order to identify filled and over-enrolled courses, and offer those m the
summer.
LERC: regularly conducts informal needs assessment with its target
population. LERC has two advisory committees of labor leaders-one for the
statewide program and one for the Portland program. The members of the
advisory committee are listed in the Annual Report, located in the resource
room.
A. 10. Provide or have available schedules of programs and/or courses over a
three-year period.
Community Education and Continuing Education: See the University of
Oregon Undergraduate and Graduate Bulletins and Schedule of Classes for
1994 -1995, 1995-1996, ~d 1996-1997, located in the resource room.
Continuing Education: As in the case with community education students,
informal needs assessment is ongoing and integral to efforts to advise,
counsel, and register continuing education students. Feedback and input for
these activities are important determinants as to whether a course or program
should be continued, revised, enhanced, or terminated. A variety of media
are used to communicate to current and prospective continuing education
students about the availability of courses and programs.
services, parking, admission requirements, etc. In addition, considerable
advising and promotion are used to communicate the availability of c~urse
work and, in turn, community education students have the opporturuty to
decide if available course work meets their particular educational needs.
Standard VI
272
Based on recent business office audits, the agencies are in compliance with
standard accounting practices.
B. 3. Study the adequacy of the staff and facilities. Explain any deficiencies.
With reduced levels of funding, all continuing education and special
instructional activities agencies have experienced staffing and facility
deficiency. The university has encouraged and supported efforts to
adequately staff existing programs by allowing agencies to consolidate and
collaborate to form more efficient staffing patterns within agencies. The
dedication of staff members to do more with less while seeking new
income-based funding sources has been the key to the agencies continuing
ability to offer quality continuing education and special instructional
activities. To a great extent, all continuing education and special instructional
activities agencies have managed to adequately staff their activities.
Both the Museum of Natural History and the Museum of Art have initiated
renovations or expansion of their respective facilities. Adequate building
space for programs remains problematic for the· university. The current
facilities for the LERC are inadequate. LERC at the Eugene campus is housed
in an older three-story building which was formerly a women's dorm. The
stairways are narrow, and there is no emergency exit for the basement which
prevents this space from being used on a regular basis. LERC is currently
studying ways to improve this space and hopes that the University will
Standard VIContinuing Education and Special Instructional Activities
273
B. 6. Study the means used to evaluate faculty and staff performance in
continuing education.
The Continuation Center program managers and the director aim to
maintain student fees at the same level as campus fees or higher depending
on program costs. This does bring inequities in that full time campus
students have access to more financial aid programs than do part-time or
non-credit students. This is a source of concern for the Continuation Center.
support renovations of the building so that it is more adequate for such a busy
unit. The LERC office at the UO Portland Center is adequate to administer the
Portland program, but lacks access to suitable classroom space.
The Continuation Center, the agency which offers the majority of the student
credit hours generated by the continuing education and special instructional
activities agencies, is expected to be self supporting. Currently, it is largely
self-supporting on a direct cost basis, which does not cover some of its
overhead expenses, particularly cost of facilities. The Continuation Center
seeks to support a broad-base of programs that serve a variety of populations
and interest groups. Programs that generate surplus revenues may subsidize
other continuing education programs with budget shortfalls. Internally,
loans and revenue sharing enable the Continuation Center to reinvest in the
populations served.
B.S. Study how continuing education and service are considered in faculty
evaluation for promotion and tenure. Are there faculty load forms and other
pertinent materials?
B. 4. Show that continuing education does not operate primarily to create
surplus for the institution. Is it required to be self-supporting? Are student
fees equitable?
Continuing education instruction (credit) and service and the LERC faculty
activities are included in tenure and promotion review as are all
instructional aSSignments. Letters of recognition from the director are
included in the faculty member's personnel file maintained at the provost's
office.
Faculty evaluation in continuing education and special instructional
activities agencies for credit courses are based on a minimum of 1)
department course and instructor approvals, 2) student class evaluation form
review and, in the case of the continuing education faculty, 3) continuing
education administrative review. Faculty teaching in non-credit classes are
reviewed through student evaluations. In addition, faculty may be reviewed
by peers and the director(s). .
Continuing Education and Special Instructional Activities
B. 2. Evaluate the adequacy of the budget for the functions it supports. Is it
handled by an administrative officer in conformity with the fiscal policies and
procedures of the central business office of the institution?
Costs and budgets for the various continuing education and special
instructional activities agencies vary from self-supporting (Summer School)
to department supported. Budgetary efficiencies have been in place since the
early 1980s when many agencies suffered major funding loses. Despite the
effects of budget reductions and lack of state commitment to various
continuing education activities, the majority of the agencies are experiencing
an era of growth. An example is the Museum of Natural History which
suffered major budget and staff reductions in the 1980s but is currently
expanding its facilities and has enlarged its mission to include outreach
activities in the K-12 schools of Eugene 4J School District. As state-supported
levels of funding have decreased, continuing education and special
instructional activities agencies have found new funding sources, both
internal and external, which have allowed the agencies to continue their
missions in an effective and efficient manner. Each of the agencies have
long-range funding strategies which will enable them to be less dependent on
uncertain state funding levels. This long-range income-based planning is
encouraged by the university.
Standard VI
274
8. a. Teaching Effectiveness Program (TEP)
• Small Group Diagnosis: A TEP staff member visits and observes a class,
then offers a follow-up consultation.
Standard VIContinuing Education and Special Instructional Activities
275
B. 10. Evaluate the student services available to this particular clientele. Are
there areas that need to be improved?
Student services available for students vary by program and location.
Eugene-based programs offer research library access, bookstore and mass
transit access. Programs in Portland have access to an extensive, integrated
library system, academic bookstores, computer lab resources and dial-up
computer support (e-mail, Internet). See Standard IX for additional
information on student services.
B.9. Compare the compensation for faculty and staff in these services with
other units in the institution.
• Practicum Credit: TEP offers practicum credit to graduate students with
teaching or teaching-related assignments who participate in activities
designed to improve their classroom instruction and interactions with
students.
Over a period of time, the continuing education compensation scales and
policies have evolved from a single pay scale to a model tailored to the
particular content area, market and available resources. For example, as
noted in A.5, faculty teaching a traditional 3-credit class at the graduate level
in the Applied Information Management Program are compensated at 0.11
FTE based on their annual rate. Faculty teaching in the College of Education
graduate program are compensated based on fixed rates per class. Workshop
and conference presenters have a wide variation in pay scales. Faculty
teaching in most non-credit programs are paid on an hourly basis, again based.
on program budgets.
B. 11. Carefully review all advertising and publications for possible
misleading information and statements. What changes, if any, are indicated?
Students involved in continuing education and special instructional
activities could benefit from a broader application of services including
financial aid, health insurance.
Advertising and publicity are important areas within all programs at
the University of Oregon. As such, all publications receive careful, ongoing
scrutiny. Continuing education publications are proofed and edited by both
the staff of continuing education and by a private proofing/editing service. In
addition, all publications intended for an external or off-campus audience can
be reviewed by the Office of University Publications. We are not aware of any
misleading information or statements.
Continuing Education and Special Instructional Activities
B. 7. Evaluate the extent to which continuing education services are part of
the regular assignments, not an overload, of the faculty member.
• Consultation: CQnfidential, individual conferences can be arranged with
a TEP staff member for help with problem-solving, developing more
effective teaching strategies, and building confidence.
• Videotape Feedback: TEP arranges the videotaping of classes and then
provides consultation in a follow-up viewing session.
The University supports the teaching endeavors of its faculty and graduate
students through the Teaching Effectiveness Program (TEP), located within
the Center for Academic Learning Services. The Teaching Effectiveness
Program offers a variety of activities and services to engage the academic
community in viewing, assessing and improving undergraduate instruction.
The following services are available at no cost:
B. 8. Review the training opportunities provided for faculty and staff
development, especially in the areas of adult and non-traditional education.
All university faculty have access to a wide variety of offerings in adult
education from the University of Oregon, Portland State University and
Oregon State University. In addition, the Continuation Center sponsors
in-service training for teachers organized by content area. For non-credit
faculty, the primary method of staff development is through peer coaching.
Other approaches include:
Very rarely are continuing education and special instructional activities part
of the expected load of regular faculty. For some programs faculty are able to
volunteer their services for limited lectures and workshops. For example, the
learning and retirement program is dependent on the offerings of regular
faculty and members of the community at large to offer instruction with no
compensation.
LERC regular full-time faculty are-appointed as either assistant professors or
instructors. Both are tenure-related appointments. The department has a
policy on promotion and tenure which has been approved by the provost.
This statement shows that the extension activity of LERC faculty is the
primary education activity that is the basis for promotion and tenure. Faculty
are evaluated for their ability to coordinate and organize programs as well as
teach adult learners.
Standard VI
276
B. 13. What is the completion rate for courses?
B. 12. Evaluate the follow-up studies made to help determine the
effectiveness of the program.
Standard VIContinuing Educa°tion and Special Instructional Activities
277
Academic credit is awarded for pre-college~level English, Math and linguistics
(Secondary English Language Training). This credit is recorded on the
Continuing education and special instructional activities at the University of
Oregon do not offer programs that are inconsistent with the mission and
objectives of the institution.
B. 16. Review the role of academic departments in the development of
courses and programs.
Ideas for future offerings come from a wide range of sources depending on
the specific agency. Ideas come from special request of organizations and
external groups, individual faculty members or the community. New
program ideas rarely emerge in a vacuum. Trends and changes in the larger
business and social community reveal opportunities for educational
offerings. Many agencies regularly interview both advisory committee
members and community leaders to determine future areas of need.
B. 17. Study all courses and programs to determine whether they are
consistent with the mission and objectives of the institution.
B. 15. Review course and program evaluation procedures. How are students,
faculty members from the subject area, and outside agencies involved?
B. 18. Determine if academic credit is offered for courses that cannot be used
to satisfy degree requirements. If so, how is the student informed before
enrolling? What designation is used on the transcript? What is the
justification for credit rather than CEUs or an equivalent non-credit measure?
For academic credit courses, evaluation forms are completed by participants.
The questions include rating of instructor presentation, instructors
knowledge, whether learning expectations were met, usefulness/applicability
of information, what was liked best and least, comments, and suggestions for
future programs. Discussion about programs frequently occurs at faculty
meetings and other faculty venues.
Programs such as the LERC which are outside the academic area, offer
non-credit courses and workshops. The goal for the future is that all agencies
offering non-credit courses and workshops will work closely with the
continuing education center in translating the certificate to continuing
education units which should serve to improve the quality of programs.
°All academic credit courses are developed by the academic unit offering the
credit to ensure the academic quality of the offering and their relevance of the
program for the student. Faculty and courses are approved by the academic
unit.
Continuing Education and Special Instructional Activities
Completion rate for the certificate and academic degree programs· is 70 to 85
percent. Currently, no data on retention/completion rates is maintained for
short duration workshops and related non-credit offerings.
The first consideration for offering a program is that the activity be consistent
with the institutional mission. Second, the program must meet an
educational need consistent with university offerings. Third, a viable markp.t
to ensure the financial success of the offering needs to exist. Fourth, the
instructional and facilities resources must be available. And finally, the
administrative structure to support the activity needs to be in place or
proposed within the scope of the program.
B. 14. Evaluate the factors which determine whether a particular course or
program will be offered. Who initiates the action?
Enrollment data are one indicator of program effectiveness. In addition, all
agencies all agencies indicate that they conduct formal and informal need
assessments with students and clients through the use of surveys, advisory
committees and planning committees. Using course evaluations, students
and clients are asked to react to the course and suggestions for future course
offerings. Follow-up studies are conducted in cooperation with the associated
academic units. Recently the Applied Information Management Program
conducted an extensive program review including follow-up evaluation of
alumni. These forms of assessment help in the planning of future programs
by identifying areas that are effective and others that need improvement.
These strategies provide the units with the information they need to
anticipate customer demand and to identify the post-secondary needs of
Oregon adults who use continuing education services. The data from these
need assessments enable the university to meet its mission of establishing a
framework for lifelong learning by identifying supplemental and special
educational programs that are of interest to post-secondary adults seeking
part-time educational offerings from the university.
The UO's continuing education programs are very client-oriented. As
self-support programs, they strive to deliver responsive programs that cater to
the continuing education and research needs of non-traditional learners. The
budgets, staff and programs offered by the units that provide these continuing
education services are very sensitive to and dependent upon client feedback.
Standard VI
278
*1. UO Continuation Center organization chart
2. Continuation Center Self-Study Notebook (contains advertising and
promotional materials, approval forms, follow-up studies,
guidelines for credit, etc.)
Standard VI
3. Summer Session 1997 Bulletin and Time Schedule
4. Summer Session Bulletins, 1994, 1995
279
5. Labor Education and Resource Center self-study
6. Office of International Education and Exchange self-study and brochures
7. Career Center self-study
9. Self-study materials from some academic departments offering
continuing education opportunities
8. Museum of Art 1996 Annual Report
10. Self-study materials from centers and institutes offering continuing
education opportunities
Continuing Education and Special Instructional ActivitiesContinuing Education and Special Instructional Activities
When academic credit workshops are one-day, course instructors require that
the number of hours in class (10) be met by having discussions related to the
workshop topic and by meeting with credit participants for extended sessions
after the workshop. When extended sessions are not possible, an additional
assignment, requiring some interaction among participants is required to
ensure that the 10 hours of in-class time is met. To meet the 20 hours of
outside time, reading and assignment (written papers, implementing
workshop information in classrooms, projects, etc.) are designed.
C. Supporting Docum~ntationfor Standard VI: Continuing Education
B. 20. Review the awarding of credit for time-shortened offerings. What
requirements are there to ensure that the content is comparable to the
standard of 1 quarter hour of credit for 30 hours or 1 semester hour of credit
for 45 hours of student involvement?
student transcript and counts toward the full time status of the student for
purposes of financial aid, visa, etc. However, these credits do not apply to the
graduation requirements for a bachelor's degree.
Students are informed through a variety of sources: e.g., Faculty Advising;
UO Undergraduate and Graduate Bulletin; The Green Book and course
syllabi.
B. 19. Evaluate the record keeping' and reporting system for non-credit
courses and programs. Is the cumulative record system for the students in
such programs satisfactory?
The Continuation Center maintains student records for all fee paying
participants. Individuals pursuing certificates are monitored for satisfactory
course completion and the passing of proficiency exams. The system IS
adequate at this time.
Several agencies have indicated that record keeping and reporting for
non-credit courses is an area of weakness. Several programs maintain a list of
non-credit course participants in certificate programs for various periods of
time. Programs which offer non-credit courses not a part of certificate
programs do not maintain student records since course offerings are tailored
to the needs of sub-sets of clientele.
Standard VI
Standard vn
STANDAROVll
INSTRUCTIONAL STAFF
Instructional Staff
As recognized in the university's charter, the faculty playa fundamental role
at the University of Oregon. The quality of its educational; research and
service activities depends primarily on the quality of the people who conduct
these activities. Consequently, the selection, development and retention of
the highest quality faculty are of paramount importance. This chapter
describes how faculty are selected, how they are encouraged to develop
professionally, how they participate in governance of the institution and how
they are evaluated. Since the last accreditation review, the university has
improved in all these areas.
Documents VTI-1 and VTI-2 requested by the Commission on Colleges are
presented at the end of this subsection and provide the institutional faculty
profile and educational summary.
281
A. 1. Institutional Faculty Profile and Educational Summary
A. Description of Instructional Faculty
The University of Oregon's policies and procedures are geared toward
identifying, recruiting and retaining the most qualified faculty, and creating
and maintaining an atmosphere conducive to excellence in teaching and
research. The university has been very successful in these endavors. During
the past 10 years the university has attracted a significant number of world-
class scholars to its already distinguished faculty. The UO is the only
university in the nation with two holders of American Cancer Society
Research Career professorships. The faculty includes 14 Presidential Young
Investigators, nine National Young Investigators, four receipients of NSF
Career Awards, seven members of the National Academy and Sciences, seven
members of the National Academy of Arts and Sciences, 37 Guggenheim
Fellows and 132 Fulbright Fellows.
At the time of the last accreditation (1987), the university had 631 tenure-
related faculty; at present there are 637. This seemingly low rate of growth
must be placed within the context of events affecting the university during
the past decade. Foremost among these was Ballot Measure 5 which resulted
in the closure of schools and programs described in the introduction. Sixty
eight tenure-related facuty were affected by the Measure 5 cuts. When viewed
in this light, the university has in recent years been able to regain the number
of faculty lost during the first half of the decade.
280
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Since the last accreditation, the university has instituted a number of new
programs and strengthened existing programs designed to aid in the
professional development of faculty.
2. Co The Office of Human Resources offers each year a comprehensive
program of employee training and development workshops on many topics,
many of which are useful to teaching faculty.
Standard vn
B. 1. Study specific assignments of responsibilities that exist for identifying,
appraising, negotiating with, and selecting new faculty members. What
changes, if any, are indicated?
Major responsibilities for hiring involve the department heads, who identify
needs within fields, and in negotiation with deans, identify the
appropriateness of a search. Normally, deans must identify salary funding
within budgets. Extraordinary costs, such as set-up funding for research, are
negotiated through the provost and the vice provost for research and
graduate education. Necessarily, considerable consultation with
administration occurs in identifying hiring needs.
Additionally, considerable faculty consultation occurs before and after the
decision to search. Most information regarding the area of need originates
with the faculty of individual departments. The search committee
membership is drawn primarily from department faculty. Most schools have
formalized the methods of choosing additional committee members from
other departments that represent broader faculty interests. Additionally,
some member of the committee or the department chair acts as the liaison
with the affirmative action office.
283
Currently, salaries are negotiated by the dean and department head. Salaries
are, to a large part, set by market forces such as perceived competition and by
fund availability. A strategic planning Task Force on Faculty Hiring and
Retention concluded in May 1991 that the university should study the
development of a salary plan. (Report available in accreditation resource
room.) Recommendations included: attention to issues of fairness and
equity; establishment of minimums across disciplines; and establishment of
goals for departments to attain, or at least strive for, and to use to track
progress. After looking at faculty salary conditions, a task force member wrote
B. Analysis and Appraisal
Additional information about professional staff development initiatives for
instructional staff is provided in the analysis section II below.
2. i. One means by which faculty can develop new courses of especially
exploratory nature is through the Freshman Seminars, referred to in
Standard V, A.8.
2. h. Summer Research awards provide small stipends for instigating
research or changing research directions by faculty.
2. g. Teaching awards reinforce excellence in teaching. The stipends attached
to several of these awards are given as recurring salary enhancements over
the award recipient's remaining teaching career at the DO.
Instructional StaffInstructional Staff
A. 2. Provisions for Professional Staff Development
2. a. All new faculty are invited to participate in a new faculty orientation
session held in conjunction with the opening of each fall term. Tenure-track
faculty receive additional work sessions at this time on the university's
criteria and processes for promotion and tenure review.
2. d Faculty are eligible for sabbatical leaves every seven years, and most
avail themselves of this opportunity to increase their professional experience,
the effectiveness of their research, and knowledge base for their teaching.
Faculty are eligible to apply for a sabbatical leave after six years of full-time
service on a basis of 60 percent of full pay for a three-term leave, 75 percent for
a two-term leave and 85 percent pay for a one-term leave. The School of Law,
which is on a semester system, has a different scale which provides for 50
percent pay for the academic year and 100 percent for one semester.
2. h All new faculty who do not have existing grant support are eligible for
the New Faculty Award Program. The purpose of this award is to assist
beginning faculty members who do not have other support in establishing
their research activities. The award provides a summer period stipend of
$3000 in salary support and $1000 for research related expenses.
Standard VII
2. e. Numerous workshops and seminars are presented throughout the year
by the Teaching Effectiveness Program (TEP), by the library and by the
computing center. The TEP publishes a monthly brochure and on-line
publication of ideas and information about instructional strategies, materials
and activities related to effective teaching.
2. f. Another helpful area for improvement of teaching is the midterm
analysis of teaching, (MAT) program. Individual instructors can have
students interviewed, classes polled anonymously, and even have their
lectures video taped. Then, sitting down with a member of teaching
effectiveness program, or alone, if they wish, they can review the teaching
impact that they are having on a particular class. This analysis is purposely
not made part of an instructor's record, so that it may be used freely to
improve teaching effectiveness. .
'284
All faculty searches have an affirmative action component. The search
procedures are designed to notify as broad a pool of applicants as possible,
including women and minorities. Search committees that review applicants
usually have women and minority representation, in addition to seeking
representation from outside of the discipline. A representative of the
affirmative action office attends the organizing meeting of the search
committee to discuss affirmative action procedures with committee
members.
a provocative memorandum that was cited in the report: Are There Two
Universities of Oregon? (Document Vll-6 available in resource room.) This
report points out salary disparities existing between disciplines. Some salary
disparities are to be expected as individual deans optimize the effectiveness of
their budgets, and because there are different markets for different disciplines.
No systematic studies are available that address whether hiring offers in some
disciplines are consistently not competitive (for example, not being able to
hire one of the top three candidates from a nationwide pool of applicants).
Standard vn
B. 2. Analyze the criteria used in evaluating prospective faculty members.
How could they be improved?
The UO studied faculty recruitment and selection policies in 1990-1991 as part
of its strategic planning process. The recommendations of the May 1991 Task
Force on Faculty Recruitment and Retention are discussed elsewhere in this
chapter. One of the outcomes of this study was the adoption of the
"Guidelines for Evaluating and Rewarding Teaching" in the early 1990's.
(available in the accreditation resource room).
B.3. How has the institution periodically evaluated its faculty recruitment
and selection policies and procedures?
Given the increased emphasis on high quality teaching, the evaluation of
prospective faculty members might be improved by encouraging departments
to include in their interview procedures opportunities for candidates to
present formal pedagogy colloquia or seminars in addition to the traditional
research presentations.
285
At the behest of the Faculty Advisory Committee and the Faculty Personnel
Committee, a Commission on Faculty Rewards and Development was
formed in 1993. Their report (available' in accreditation resource room)
pointed out several, areas for improvement in the university's criteria for
Each search endeavors to obtain the most highly qualified person available to
fill a vacancy in a particular discipline. University personnel policy, (3.140:
Personnel Practices: Family Recruitment Section, available in the
accreditation resource room) states that the final hiring decision is made as
follows: ''If there are minorities or women included [among the top
candidates], then the best qualified of them shall be chosen, unless it is
determined that some other candidate is demonstratively better qualified".
This policy is consistent with the statement on diversity incorporated in the
mission statement. The university has been successful in recruiting and
hiring talented junior faculty members using these procedures.
Except for cases of temporary employment, the criteria for selection of faculty
are driven by the assumption that the hire will be a permanent or tenured
faculty member. Thus, for tenure track faculty, the potential for
demonstrating significant teaching and research accomplishments at the time
of the tenure decision must be present at the time of hiring. These criteria are
outlined in A Faculty Guide to Promotion and Tenure at the University of
Oregon (available in the accreditation resource room). All tenure-track
searches select candidates from a national pool. For the positions of
instructor and senior instructor that are non-tenure-track, appointments can
be made after conducting a regional search. Otherwise, search procedures and
selection criteria follow those for other tenure-track appointments. ,
Instructional StaffInstructional StaffStandard vn
A new program, known as the Underrepresented Minority Recruitment Plan,
is designed to increase the hiring of minority faculty and enhance the
development of sucJt faculty. This plan provides schools or colleges with up
to $30,000 per year or a total of $90,000, to encourage departments to hire
underrepresented minorities to fill existing, tenure-related faculty lines. A
strength of this plan is that it allows departments to: 1) enhance their offers to
minority candidates by providing them with suplemental funds, and 2)
improve retention and support for minority faculty by funding activities
resulting in increased faculty development (e.g., research expenses,
equipment funds, summer salary, etc.).
The same 1991 task force identified problems associated with hiring one or
both members of a dual career couple. For example, while 67 percent of
faculty in a national sample were satisfied with opportunities for spousal
employment, locally, only 32 percent were satisfied. The local problem has
been partially alleviated by a growing local economy (with capitalization
increases in software, manufacturing, legal services, arts and entertainment).
This problem has been recognized by the Office of Academic Affairs, which
now assists with finding opportimities for spousal hires. Funded jointly by
the provost and the host department, the Faculty Fellowship Program is
meant to provide an initial "landing site" for the "trailing spouse", allowing
time for the individual to seek employment in the local area. In 1988, Oregon
State University established a network of public and private sector employers
in the Willamette Valley. The University of Oregon is a member of this
Family Employment Network. The coordinator of this program is an Oregon
State University employee, working through the UO Office of Human
Resources.
286
The University Senate has since reviewed and passed a statement on family
support, and language on the university's family support policy and
compliance with the federal Family and Medical Leave Act has been added to
the UO Faculty Handbook (available in accreditation resource room).
The university must continue in its efforts to bring more women and
minorities into the faculty. Aside from constant efforts to improve
affirmative action aspects of recruiting, no changes are recommended in the
ways in which faculty are selected.
B. 4. Study the provisions that are made for faculty involvement in the
formulation of fundamental instructional policies. Comment on their
adequacy and make suggestions for improvement where indicated.
Faculty at the UO have been involved in the formulation of fundamental
instructional policies from the beginnings of the university. A state statute
dated October 28, 1876, commonly referred to as the University Charter, states
that the president and the professors constitute the University Faculty and
that this faculty has the "immediate government" of the institution. The
statute further states that the "The faculty shall also have power, subject to
the supervision of the State Board of Higher Education, to prescribe the
course of study to be pursued in the University, and the text books to be
used." (Section 14)
Standard VIIInstructional Staff
conversion of most courses from 3 to 4 credits. The Undergraduate and
Graduate Councils are charged with reviewing and evaluating the quality and
scope of academic programs at the UO. Important tasks of these faculty
councils are to identify opportunities to create new programs, suggest
appropriate curricular changes, monitor academic policies, and to develop
and advocate new and revised policies as appropriate. Faculty approval for all
matters related to the curriculum lies with the University Senate. The senate
meets monthly and considers recommendations from the Curriculum
Committee once per academic term.
The 1987 Accreditation Evaluation Committee deemed "it essential that the
university and the System's administrative leaders continue to seek
improved salary support to appropriately compensate the faculty for the
B.S. What evidence is there to show that adequate teacher security is
provided through competitive salaries and benefits, and retention of faculty
members?
287
In addition to the faculty committees described above, the university benefits
from a broad range of committees, whose members are drawn primarily from
the faculty (See Standard Vill, governance). The majority of faculty serve on
committees voluntarily, although tenured associate professors are expected to
demonstrate a'level of service to the university as a component of their case
for promotion to full professor. In the past five years, the UO has witnessed a
decline in the number of faculty volunteering to serve on university
committees. There is concern that many younger members of the faculty do
not see university service as important. As some of the older members of the
facul ty used to devoting. considerable time and effort to service retire, other
faculty, especially at the associate and full professor ranks, do not volunteer to
take their places. The 1995-96 report of the Committee on Committees
(available in the accreditation resource room) cites several significant
disincentives for committee service, especially among junior faculty,
including: 1) Faculty are overburdened with other duties related to teaching,
research and departmental responsibilities; 2) Committee service is generally
unrecognized and unrewarded, (i.e., committee service is not perceived as a
"profitable" use of one's time, and hours put into committee service are more
profitably spent on teaching and research, especially for junior faculty). Both
the senate and the administration are currently interested in the problem of
committee service, and it is anticipated that some proposals will be coming
from the administration in this regard. The administration needs to make it
clear that committee service will be rewarded, and the senate needs to make it
clear that it supports tangible rewards for service to the university
community. Finally, the senate needs to make clear recommendations both
about the committee recruitment process, and about how service is handled.
If changes are not made, non-participation could force a change in the
amount of authority given to university committees.
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Instructional Staff
Virtually all aspects of the curriculum are determined with faculty approval
(see also Standard V). At the lower and intermediate levels, participation is
primarily accompUshed through departmental and school I college
curriculum committees. At the university level, the responsibility of
developing, approving and evaluating instructional policies and programs is
shared among four important faculty bodies: the University Curriculum
Committee, the Undergraduate Education and Policy Coordinating Council
(Undergraduate Council), the Graduate Council and the University Senate.
In recent years the Curriculum Committee has been primarily involved with
issues related to development of new courses and modification of existing
ones. The input of this committee was especially important during the recent
appointments. A mission statement for each unit was identified as critical.
Demonstrated accomplishment in teaching was identified as necessary.
Additionally, elected membership of the Faculty Personnel Committee
should be by vote of tenured faculty only. In a subsection regarding
affirmative action, the commission recommended that: mission statements
include affirmative action goals; the unevenness of informal networks be
compensated; the university increase monitoring of individual units along
with providing additional support; the university provide faculty with help
in meeting their family responsibilities; and that the university and its units
address issues of climate and fairness.
Standard VII
288
(More complete data describing salaries relative to AAV institutions for all
ranks in each of the schools and colleges are available in the accreditation
resource room.)
Faculty Rank 1985 1992 1995
Assistant Professor 86% 89% 91%
Associate Professor 88% 92% 88%
Full Professor 80% 85% 84%
All Faculty 80% 85% 84%
Standard VII
AAV Universities in terms of retirement benefits (most of the AAV
institutions offer retirement contributions near 10 percent). If retirement
benefits are included with salary the UO moves up to 29th in the AAU
ranking and its total average compensation for all faculty rises to 87 percent of
the AAV average. Incorportion of retirement benefits for assistant professors
raises their compensation to 94 percent of the AAV average. Salaries for
beginning assistant professors are sufficient to enable the UO to continue to
recruit highly qualified new faculty.
289
Instructional Staff
The extent to which UO's faculty salaries affect its ability to retain faculty
members can be seen, in part, through two surveys which asked va faculty to
respond to questions related to job satisfaction issues. In its 1991 report, the
Task Force of Faculty Recruitment and Retention produced data from a 1987
survey (National Center for Educational Statistics). This survey reports the
An area where enormous progress has been made is the private funding of
endowed chairs. At the time of its last accreditation, the UO had only nine
privately endowed chairs or professorships. By 1991 the number had grown
to 27, and by the summer of 1996, it had increased to 55. In the fall of 1996 the
UO received, from alumnus Philip Knight, the largest private gift ever given
to an educational institution in the Northwest. This gift includes $15 million
for endowed chairs and professorships and has been called "transforming" for
the university. The policies adopted by the administration for this gift should
maximize the impact on the university through attracting and retaining
faculty of extraordinary academic status and achievement in a broad
distribution of fields across the university. The Knight chairs are to be
distributed by the central administration in ways that will further the
university's strategic priorities. When these funds are combined with
matching funds and gifts from other donors more than 30 new endowed
positions will be created, thus nearly doubling the number of fully funded
endowed chairs. Placed in the perspective of this review, the va has
increased the number of endowed chairs and professorships from nine to 55
during the past ten years, and potentially to more than 85 when the Knight
positions are fully filled. Thus, the potential exists for 35 percent of VO's full
professors to receive the recognition and salary enhancements associated with
an endowed chair or professorship.
The university also provides a range of major medical insurance plans for
faculty and their families under which the entire cost is paid by the employer.
Other plans are available under which employees pay a small portion of the
cost of family coverage. Dental insurance for employees is also fully paid and
provides partial coverage for dependents. Disability and life insurance are
available at group rates, and all employees are covered by the state's worker's
compensation plan. In addition, all faculty accrue eight hours of sick leave
per month and may take up to three months of sick leave regardless of the
amount of sick leave accrued.
Instructional Staff
The 1995 AAV salary data show that average salaries for tenured and tenure-
track faculty at the UO were 16 percent below the AAV average. This placed
the UO last in terms of average salary for the 30 AAV public universities,
and 112 out of 131 public doctorate granting universities. The relative
comparison of 1995 UO salaries with AAU averages varies a~ong di~ciplines
from a low of 75 percent (Law) to high of 96 percent (Journahsm), With most
schools/colleges falling between 80 percent and 90 percent of the AAV
average. The salary discrepancy is greatest at the full professor level.
Faculty received a 3 percent pay raise in 1995, and in February of 1997 (January
for 12-month employees) received a significant and much needed increase of
6 percent. The Chronicle of Higher Education (11-26-96) reports that the 1995-
96 average salary increase for faculty at comprehensive public institutions was
2.3 percent. The 1997 average salary increase of 6 percent will result in further
narrowing of the gap between the va and its peer institutions.
Although va facultY salaries are low relative to peers, faculty benefits are
higher than those of comparable institutions. The va. participates. in t~e
Public Employees Retirement System (PERS), to WhiCh the umverslty
currently contributes 14.6 percent of salaries (six percent in lieu of employee's
and an 8.6 percent employer contribution). A successful ballot measure that
would have required employees to pay the 6 percent contribution was
fortunately overturned by the Oregon Supreme Court. The 1996 AAUDE
Survey of Benefits Programs shows that the UO ranks fourth out of the 30
Standard VII
current and developing productivity demands." At that time, and largely
because of a long recession in the state, the average va sal~y was 20 percent
below that of the average of AAU institutions. As shown m the table below,
the average salary for tenure-related UO faculty relative to the average of
.AAV institutions improved during the first half of the past decade.
Implementation of Measure 5, however, resulted in some loss of ground for
tenured faculty relative to the 1992 salaries.
Oregon Average Salary Expressed as a Percentage of AAU Average Salaries
290
proportion of faculty respondents who indicated they were "satisfied" or
"very satisfied" with a number of variables. Relevant portions of this survey
are reported below:
In spite of concerns over salary expressed in these surveys, the actual number
of tenure-related faculty resigning from the VO is relatively small. The
following table shows the number of tenured and tenure-track faculty
resigning their positions at the VO: (see Table next page)
Standard vn
2.09
1.87
2.43
2.02
1.35
% of Total Faculty
14
12
16
13
9
:# of Resignations
291
The Oregon State Board of Higher Education has promulgated the following
administrative rule (OAR) outlining the rights and responsibilities related to
Academic Freedom (OAR 580-22-005). This language is published in the UO
Faculty Handbook and provided to new faculty during new faculty
orientation.
"(1) All teachers in OSBHE institutions are entitled to freedom in the
classroom in discussing subjects, but they should be careful not to
introduce into their teaching controversial matter that has no relation to
the subject.
(2) As a matter of policy the Board does not attempt to control or sway the
personal opinion of any person on the faculty or otherwise on the
payroll of any of the institutions or divisions, nor the public expression
of that opinion. In the exercise of this freedom of expression, faculty
members should manifest appropriate restraint, should show respect for
the opinions of others, and should make every effort to indicate that
they are not institutional spokesmen."
The rule is short and simple and leaves many questions unanswered. What
kinds of things have no relation to the subject? What kinds of behavior
show disrespect for the opinions of others? What are the exceptions to the
B. 6. Has the institution adopted a statement of principles of academic
freedom to ensure freedom of teaching, investigation and learning? If not,
what is the official position of the institution?
In conclusion, the quality of academic life at the VO seems to remain
sufficiently important to its faculty that they choose to remain in spite of the
relatively low, but improving, salaries.
Year
91-92
92-93
93-94
94-95
95-96
Instructional Staff
It is encouraging that the number of faculty resignations has not significantly
increased as a result of budgetary constraints imposed by Measure 5. It is true
that the institution has lost some talented faculty, many of them at the
associate and full professor level. Creation of the new Knight endowed chairs
should significantly enhance the VO's ability to retain the very best of its
senior faculty.
60.0
77.1
87.1
83.5
67.7
85.2
% National
% National
satisfied or
very satisfied
Instructional Staff
20.6
79.6
72.9
84.7
33.4
81.2
%UO
%UO
satisfied or
very satisfied
Variable
Standard vn
The item in this survey with the highest percentage of satisfaction is the
"quality of the faculty". This is what draws faculty to the VO and keeps them
here. These statistics reflect faculty attitudes prior to the implementation of
Measure 5. A more recent, post-Measure 5, survey was conducted in 1995 by
the Higher Education Research Institute. Results of this similar survey are
reported below. Again, the survey reports the proportion of faculty
respondents who indicated they were "satisfied" or "very satisfied" with a
number of variables.
Variable
Salary
Benefits
Job Security
Quality of the Faculty
Salary and fringe benefits
Job Security
It is important to note that the 1995 HER! survey combined salary with fringe
benefits, so a direct comparison with the earlier survey is not possible. Given
the below-average salaries, it is not surprising that only 33 percent of VO
faculty are satisfied with their salaries.
292
The state board rule does not speak to freedom in research. However the uni-
versity faculty has addressed itself to this issue with long-standing practices of
not conducting classified research on university property or with university
facilities. This position has been adopted in order to promote the free
exchange of ideas essential to the missions of universities.
Many departments en~ourage faculty members to arrange their course loads
so as to increase their research time in a given term. Some departments have
a work load equalization process for assigning teaching loads, allowing faculty
with heavy research commitments slightly lighter course loads than those for
faculty members less involved in research. The university administration
has encouraged such variable teaching loads, but this system has not met with
uniform approval by the faculty.
Standard VII
• Each tenure-track faculty member shall have at least one course
evaluated by a faculty peer during each of the three years preceding the
faculty member's promotion/tenure review.
• Each tenured faculty member with rank of associate professor shall
have at least one course evaluated by a faculty peer every other year
until promotion to full professor.
293
• Quantitative questionnaires are used to evaluate all courses taught by
tenured or tenure-track faculty with enrollments greater than 10
students.
• The statistical analysis of course evaluations include the mean raw
scores for all questions relevant to teaching and learning. The reports
also include raw mean scores for the faculty member and the
department, as well as valid mechanisms which compare each course
and/or instructor to composite scores of the entire department.
• Written comments are solicited from students in all courses,
regardless of enrollment size.
Prior to 1996, each faculty member was reqUired to have two courses per year
evaluated by students. Peer evaluations were typically conducted prior to
promotion and tenure reviews. In the spring of 1996, the University Senate
passed legislation which significantly enhances the evaluation of teaching
and learning. Key components of the new system include the following:
B. 8. How is the teaching performance of the individual faculty member
evaluated? What evidence is there to show that the criteria used are known
and accepted by both the evaluating officials and the faculty?
Revision of the procedures regarding the evaluation of teaching was
developed with considerable input from both faculty and the
administration. The new system received support from the Faculty
Advisory Council, the Faculty Personnel Committee, the Academic
Council of Deans and the University Senate. The broad support for the
8. b. Peer Evaluations
As outlined in the Faculty Handbook and the in Faculty Guide to Promotion
and Tenure at the University of Oregon, the university has a long tradition
of evaluating teaching through a combination of student- and peer-
evaluative mechanisms. Poor teachers will not receive contract renewals and
will not be promoted and tenured.
8. a. Student Evaluations
Instructional StaffInstructional Staff
rules? The best guidance is that of the senior faculty in the discipline, but of-
ten issues of academic freedom come into an instructional context in ways
that are not planned. World events may have little to do with algebra, but
such topics may come up and challenge even the most experienced teachers.
Good judgment about proper behavior before a practically captive audience,
and a willingness to discuss less related subjects with students outside the
dass will usually satisfy the responsibilities imposed by the rule.
Standard VII
B. 7. What evidence is there to show that teaching loads are equitable and
reasonably determined?
Teaching loads are primarily determined at the departmental level, and they
vary greatly from department to department. In some departments, teaching
loads and methods to achieve equitable distribution of teaching assignments
are a topic of faculty discussion. As a general rule, teaching loads in the
sciences and other departments in which research is conducted in laboratory
or clinical environments, are three to four courses per year. In the
humanities, social sciences and most professional schools, teaching loads
range up to 5-6 courses per year. Faculty in foreign languages, mathematics
and in design areas such as fine arts and architecture tend to carry more
contact hours than do other faculty. Faculty in the School of Music who
provide private lessons and tutorials typically have up to 18 contact hours per
week. Inequity of teaching loads, particularly in the humanities and social
sciences, was an important issue five years ago. The recent conversion of
courses from 3 to 4 credits had the effect of changing the teaching loads of
many faculty from six, 3-credit courses per year to five, 4-credit courses. It is
too early to determine if this change has indeed altered the perceptions of
many faculty members. Note, however, that the 1995 Higher Education
Research Institute Survey shows that 69 percent of the faculty view their
current teaching loads as very satisfactory or satisfactory.
294
9. a. The quality of teaching is evaluated through:
new system is evidence of its acceptance by both faculty and evaluating
officials.
Standard vn
• departmental administration and curriculum, personnel, and policy
committees or activities;
• college or school administration and committees or activities;
• university or state system administration and committees or activities.
• participation in conferences, conventions, seminars, and professional
meetings-reading papers, holding office, serving on committees or on
editorial boards;
• attendance at conferences, conventions, seminars, and professional
meetings;
• awareness of current developments in the faculty member's profession;
• association with organizations and groups that will result in
professional improvement of the participant and bring recognition to
the university;
• professional consultation;
• regular and constructive use of sabbaticals and leaves of absence;
• recognized evidence of scholarliness, such as special awards, scholarly
citations, and the re-publication of work;
• scope and depth of scholarship as revealed in public lectures, book
reviews, and, in special circumstances, discussions;
• works of art, such as painting, sculpture, design, planning, musical
composition, poetry, fiction, drama, dance, photography, and film;
• public performances: musical recitals, concerts, conducting, theater
performance and production, dance performance and production, radio
or television production;
• public recognition: exhibitions, commissions, acceptance of work for
permanent collections, awards.
295
9. c. Leadership in academic and administrative service is evaluated through:
9. d. Service and activities on behalf of the larger community (local, state,
national, and international governmental bodies, etc.) are evaluated
through:
Instructional Staff
• academic contributions to community activities, either as an
individual or as a representative of the university;
• academic service on behalf of public bodies.
The Commission on Faculty Rewards and Development undertook a
thorough review of the criteria and procedures for promotion. The
commission concluded that the current. policies appear to function to the
general satisfaction of faculty and administrators. In general, faculty appear to
Instructional Staff
9. b. Professional growth, scholarly activities, creative and artistic
achievement are evaluated through:
• classroom instruction, including careful presentation of course
material and effectiveness of presentation;
• academic advising, consultation, and informal teaching;
• stimulation of student interest in doing high-quality work;
• supervision of student research;
• revision of courses to keep them updated;
• maintenance of appropriate standards of student performance
• evaluation of student performance;
• interest in effective teaching techniques;
• defining educational objectives and developing teaching and
evaluative materials reflecting current scholarship in the discipline
and in educational theory.
• publications of significance and quality;
• research in progress and substantially planned work;
B. 9. If faculty rank is employed, what criteria have been adopted and used for
promotion? Is there evidence to show that the promotion system has a
positive influence upon the morale and professional development of the
faculty?
Standard vn
The criteria for teaching-faculty evaluation, listed below, apply to all faculty
members involved in teaching and research at the University of Oregon.
Depending on the faculty member's particular assignment, some criteria will
be emphasized and others may not be applicable. Regular faculty members
with tenured and tenure-related appointments are expected to excel in all the
areas listed below. Research faculty members will be evaluated on their
performance relative to the research criteria. Members of the teaching faculty
not on tenure-related appointments are evaluated on their performance
relative to the teaching-related criteria. Even for tenured and tenure-related
faculty appointments, every criterion is not given the same weight. For
example, performance in university service is more important for tenured
faculty members than for those on probationary service.
296
understand and accept the criteria. The commission did recommend that the
current policies be improved by having each department develop a mission
statement setting out clear, detailed criteria and procedures for promoting,
developing and rewarding faculty in the individual units. . To date, this
recommendation has not been implemented. Departments are being urged to
implement this policy as soon as possible.
B. 10. What procedures are followed in selecting department and/or division
chairs? Do the procedures produce department and/or division harmony?
The procedures for choosing department heads at the UO is typified by the
procedures used in the College of Arts and Sciences, the largest of the schools
and colleges on campus. It's "Owner's Manual" (available in the
accreditation resource room) states:
Standard vn
Tenured faculty members are expected to maintain a consistently satisfactory
level of performance in the essential areas of teaching, research, professional
The analysis provided above in section B8 and B9 explains the processes and
criteria used by the University of Oregon in evaluating its instructional
faculty. These criteria are implemented in the recruitment and evaluation of
prospective faculty, the design of professional development opportunities to
enhance faculty's teaching and research skills, the regular evaluation of
faculty's teaching, research and service performance, and the periodic review
of tenure-track and tenured faculty for promotion.
Policy Statement # 26: The Continuing Evaluation of Faculty
Instructional Staff
297
One aspect of faculty development that is viewed by many faculty to be in
need of improvement is financial support for travel to professional meetings,
especially those held overseas. The limited funds available typically fall far
short of what is needed, and of what other similar institutions seem to be able
to provide.
11. e. All new faculty who do not have existing grant support are eligible for
the New Faculty Award Program. The purpose of this award is to assist
beginning faculty members who do not have other support in establishing
their research activities. The award provides a summer period stipend of
$3000 in salary support and $1000 for research related expenses.
11. d. The Midterm Analysis of Teaching Program assists in the development
of teaching expertise. Most of the instructors who participate in this program
find it helpful, and it has found a very favorable reception among faculty.
11. c. In the summer of 1996, the Office of Academic Affairs sponsored a two-
week workshop to introduce selected faculty to varied aspects of instructional
technology. This workshop was successful. It is recommended that the
administration continue to offer such training opportunities for the faculty.
11. h Academic Support Accounts (ASA) were introduced during the former
president's tenure as a means of providing basic support for both teaching and
research. Many faculty use this money to keep current with hardware and
software technologies in their profession.
11. a. Several academic units (e.g., architecture) have developed effective
mentoring programs for junior faculty. In addition, informal groups such as
the Women Faculty Resource Network counsel and mentor faculty.
11. f. As the number of endowed chairs increases, the UO will be able to
reward more fully the research, teaching, and service accomplishments of its
senior faculty.
Instructional Staff
liTo initiate the selection of a department head, the dean and appropriate
associate dean meet with the department faculty. After this meeting, a
departmental committee (typically the standing personnel or executive
committee, but this varies according to department policies and traditions)
solicits names of faculty interested in serving as the department head, surveys
faculty sentiments, and presents a written summary of the results to both the
dean and the department faculty. At this point, faculty members are invited
to write directly to the dean concerning their views and recommendations.
(In small departments, or other instances where this procedure is
inappropriate or cumbersome, the department should discuss possible
alternative selection procedures with the dean.)
IIAfter receiving the departmental committee report and advice of individual
faculty, the dean usually interviews more than one candidate. In all cases, the
final decision regarding the department head is made by the dean, in
consultation with the provost and president. The opportunities for faculty
input during the screening and selection process almost always result in
selection of a department head who has broad support from the constituent
faculty."
B. 11. Analyze and appraise the prOVIsIons for professional staff
development. What ar~ the strengths and weaknesses of the system?
Section A describes many of the professional development opportunities that
are available to UO instructional staff. In the past five years, increased
emphasis has been placed on faculty development. Recent initiatives
include, but are not limited to the following:
Standard vn
298
"'I. Document VII-I: Instructional Faculty Profile.
"'4. Document VII-4: Average Credit Hours Taught by Rank by Division
Standard VII
299
9. Gwdelines for Evaluating and Rewarding Teaching at the University of
Oregon ijanuary, 1995 draft)
12. "Owners' Manual", College of Arts and Sciences.
11. Report on the Commission on Faculty Rewards and Development,
October, 1994.
10. AAU Salary
8. University Policy 3.140 Personnel Practices: Faculty Recruitment,
Selection
Instructional StaffInstructional Staff
c. Supporting Documents for Standard VII: Instructional Staff
"'2. Document VII-2: Number of UO Faculty Degrees by Institution of
Origin
"'3. Document VII-3: Fall 1995 Minimum, Average and Maximum Credit
Hours Taught by Rank by Division
6. "Are There Two Universities of Oregon? -An Examination of the
Data", 1991 memorandum by Scott Kerlin
7. A Facility Guide to Promotion and Tenure at the University of Oregon,
1994.
5. Task Force on Facility Hiring and Retention, May 1991 Final Report
growth, leadership, and service. In order to assure that tenured faculty
members are aware of their contributions to the institution and how their
careers are progressing, the university has developed a program of post-
tenure review. It is recommended that full-time, tenured faculty members
holding the rank of associate professor be evaluated every three years and full
professors be evaluated every five years. In the post-tenure review, the record
of performance is subjected to a thorough examination of peer
reviewintended to encourage faculty development and to identify faculty
members who merit special recognition or need special assistance. The
process, to a large extent, mirrors that for promotion and tenure. The same
criteria are used, with the differences being that the case is developed by a
departmental committee on post-tenure review, external reviews are typically
not solicited, and the file is not submitted to the Faculty Personnel
Committee. However, the dean and the provost review the case and may
comment on it.
These procedures assure that all instructional facility are continuously
evaluated. through the joint efforts of faculty and administration. The
procedures have been developed by the faculty and are implemented in a
collegial fashion. The feedback provided to faculty at all stages of these
reviews, coupled with the professional development opportunities available,
assure that faculty have opportunities to improve their performance and to
remediate deficiencies. These processes also assure that the instructional
faculty at the University of Oregon are aware of and prepared to carry out the
instructional mission of the institution.
Standard VII
01/13/97 Document VII-l Institutional Faculty Profile
.--
RK FUL.L.TlME PARTTIME BACH DOCT MAST LAW NONE L1CS . MIN SALARY AVG SALARY MAX SALARY MIN YEARS AVG YEARS MAX YEARS
.•.. ____ . _ .•.•_ ..... __ .__ •. ~ .,.. .0._
. _... - ...- ." ...... ~ . - . _. _. - - .. '--"- .._---_..._- _.'- .- CJ)
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A 21 6 1 8 18 0 0 0 42,623 57,720 87,550 10 23 34 =:s0.B 28 7 1 12 20 2 0 0 34,074 42,321 60,711 2 14 33 elC , 18 7 2 7 16 0 0 0 21,000 33,456 43,775 1 4 14 0.
D , 2 0 1 0 1 0 0 0 28,038 32,354 36,669 4 13 22
E 2 6 3 0 5 0 0 0 25,029 29,031 38,110 2 5 7 <:
J 2 1 2 0 1 0 0 0 30,091 34,939 39,008 5 10 14 =K 0 1 0 0 1 0 0 0 33,232 33,232 33,232 . 9 9 9
L 1 2 2 0 1 0 0 0 18,000 22,823 28,840 1 3 4
V 1 3 1 0 3 0 0 0 25,200 28,194 31,833 3 6 11
X 0 25 4 1 19 1 0 0 24,000 30,967 42,400 1 5 19
HUM
A 32 7 0 35 4 0 0 0 43,604 54,882 94,916 2 19 40
B 31 10 0 40 0 1 0 0 34,582 42,340 51,711 2 16 38
C 34 3 2 34 1 0 0 0 30,751 35,163 39,140 1 3 7
D 12 6 1 5 12 0 0 0 20,259 25,645 37,080 1 13 30
E 23 16 7 13 19 0 0 0 19,669 22,739 28,644 1 4 9
J 0 1 0 1 0 0 0 0 35,000 35,000 35,000 11 11 11
w L 1 2 1 1 1 0 0 0 14,853 16,739 18,368 2 6 12
OV 7 6 0 9 3 1 0 0 20,600 29,221 42,000 1 3 13
OX 1 1 0 1 1 0 0 0 23,175 28,764 34,354 5 8 12
Information relative to GTFs included in separate report.
Rank codes as follows: A=Prof, B=Assoc Prof, C=Asst Prof, D=Sr Instructor
E=lnstructor, J=Rsrch Assoc, K=Sr. Rsrch Asst, L=Rsrch Asst, V=Visi!ing,
X=Adjunct.
All years (min, average and max) refer to years at University of Oregon.
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E=lnstructor, J=Rsrch Assoc, K=Sr. Rsrch Asst, L=Rsrch Asst, V=Visiting,
X=Adjunct.
All years (min, average and max) refer to years at University of Oregon.
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Rank codes as follows: A=Prof, B=Assoc Prof, C=Asst Prof, D=Sr Instructor
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X=Adjunct.
All years (min, average and max) refer to years at University of Oregon.
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LAW
A
B
C
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BUSINESS
A
B
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3
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6
9
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2
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2
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4
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10
13
2
2
2
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1
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o
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68,294
50,000
46,350
27,000
40,000
25,876
56,357
35,000
43,545
55,280
52,391
42,095
24,735
45,000
22,779
85,597
65,245
59,365
33,965
42,000
25,876
56,357
35,000
75,771
61,584
62,034
43,621
41,753
61,200
33,177
113,300
74,769
70,143
44,290
44,000
25,876
56,357
35,000
108,150
72,549
75,000
45,147
60,000
76,000
40,320
10
1
2
1
1
20
2
2
2
1
1
11
1
1
1
20
8
5
2
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Information relative to GTFs included in separate report.
Rank codes as follows: A=Prof, B=Assoc Prof. C=Asst Prof, D=Sr Instructor
E=lnstructor, J=Rsrch Assoc, K=Sr. Rsrch Asst, L=Rsrch Asst, V=Visiting,
X=Adjunct.
All years (min, average and max) refer to years at University of Oregon.
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A 8 3 0 9 2 0 0 0 41,439 57,642 90,699 4 25B 21 3 1 12 10 0 1 0 33,323 39,536 45,548 1 11C 7 1 0 3 5 0 0 0 27,810 31,413 39,140 1 50 2 0 0 0 1 0 1 0 31,250 32,420 33,590 15 18E 7 1 3 1 2 0 0 2 20,293 27,428 39,000 1 8V 3 1 0 2 2 0 0 0 30,000 31,750 35,000 1 1X 1 10 5 2 4 0 0 0 18,500 23,662 33,280 1 8
01/13/97
---·R~-FDLCTTME.~~~ff[~~-~~~~R::~~boc}~~_--:-~~§'f LAW .NONE' L1CS MIN SALARY AvcfsALAfh,'MAXSA-CARY MIN YEARS - AVG YEARS
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20
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Information relative to GTFs included in separate report.
Rank codes as follows: A=Prof, B=Assoc Prof, C=Asst Prof, D=Sr Instructor
E=lnstructor, J=Rsrch Assoc, K=Sr. Rsrch Asst, L=Rsrch Asst, V=Visiting,
X=Adjunct.
All years (min, average and max) refer to years at University of Oregon.
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UO Accreditation 1997
min avg max min avg max min avg max min avq max min avg max
Architecture and Allied Arts 3 8,27 17 4 10.26 22 2 7.60 18 14 14.00 14 2 4.00 8
Education 2 3.44 6 2 3.13 8 1 3.80 7 13 11.00 15 3 1.67 4
Journalism 3 5.67 8 4 8.00 12 3 5.78 13 4 4.00 4
Law** 3 5.00 7 4 4.00 4 3 4.00 6 2 4.67 6
Lundquist College of Business 3 4.90 8 3 4.43 8 4 7.67 12 4 4.00 4 3 5.10 8
Music 2 14.67 32 3 15.18 33 3 10.09 33 7 7.00 7 2 8.93 23
CAS, Humanities 3 8.73 16 3 8.62 16 4 8.64 45 4 10.75 16 3 11.28 29
CAS, Natural Science 2 5.86 16 1 5.12 13 2 5.42 10 3 5.43 10 2 6.45 24
CAS, Social Science 1 5.79 13 4 7.38 16 2 7.38 16 4 4.80 8
Avg Credit Hrs, All Diy 6.74 8.28 7.14 8.77 8.34
Document VII-l Institutional Faculty Profile: Credit Hours by Rank by Division
Fall 1995 Minimum, Average, and Maximum Credit Hours Taught by Rank by Division *
Professor Associate Prof Assistant Prof Senior Instructor Instructor
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min avg max min avg max min avg max min avg max min avg max
Architecture and Allied Arts 6.00 6.00 6.00 1 3.91 6 2 2.00 2
Education 2 4.43 9 3 3.00 3 2 2.00 2
Journalism 4 4.00 4
Law**
Lundquist College of Business , 4 4.80 8
Music 1 3.53 13
CAS. Humanities 7 7.00 7 3 3.98 10
CAS. Natural Science 4 4.00 4 3 4.13 8 2 3.00 4
CAS, Social Science 4 4.00 4
Ayg Credit Hrs, All Diy 4.67 6.00 3.99 2.67 2.00
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'Does not include credit hours for open-ended courses such as thesis, research, dissertation, reading and conference, etc.
Also does not include non-credit courses such as discussion or laboratory.
"Law is reported in quarter hours. Starting with the rank of Professor, the equivalent credits in semester hours would be 7.5, 6.0, 6.0, and 7.0
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ORM H:\analysts\accred\FINALCR.XLS
1
3
2
2
1
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4
46
2
9
a
17
2
6
1
8
1
2
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20
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2
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5
5
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32
1
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Standard VII
2
3
4
1
1
3
1
1
2
1
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1
1
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3
23
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6
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1
2
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35
2
9
7
15
2
6
1
8
307
Number oj UO Faculty Degrees by Institution of Od
Instructional Staff
ALFRED UNIVERSITY
ARIZONA STATE UNIVERSITY
ARIZONA,UNIVERSITY OF
BOSTON UNIVERSITY
BOWLING GRN ST U MAIN CAM
BRANDEIS UNIVERSITY
BROWN UNIVERSITY
CAL BERKELEY,U OF
CAL DAVIS,U OF
CAL INST OF TECHNOLOGY
CAL IRVINE,U OF
CAL LOS ANGELES,U OF
CAL RIVERSIDE,U OF
CAL SAN DIEGO,U OF
CAL SAN FRANCISCO, U OF
CAL SANTA BARBARA,U OF
CAL STATE UNIV-FULLERTON
CARNEGIE-MELLON U
CASE WESTERN RESERVE U
CHICAGO,UNIVERSITY OF
CLAREMONT GRADUATE SCHOOL
COLO CENTRAL OFFICE,U OF
COLORADO AT BOULDER U OF
COLORADO STATE UNIVERSITY
COLUMBIA U CENTRAL OFF
COLUMBIA U MAIN DIVISION
CORNELL U CENTRAL OFFICE
CORNELL U ENDOWED COLLEGE
CRANBROOK ACADEMY OF ART
CURTIS INSTITUTE OF MUSIC
DENVER,UNIVERSITY OF
DUKE UNIVERSITY
EMORY UNIVERSITY
FLORIDA STATE UNIVERSITY
FOREIGN INSTITUTION
GEORGE PEABODY C TEACHERS
GEORGE WASH UNIVERSITY
GEORGETOWN UNIVERSITY
GEORGIA,UNIVERSITY OF
HARVARD UNIVERSITY
ILL URBANA CAMPUS,U OF
ILLINOIS CENTRAL OFF,U OF
INDIANA STATE U MAIN CAM
INDIANA U BLOOMINGTON
INDIANA U CENTRAL ADMIN
INDIANA UNIVERSITY EAST
IOWA,UNIVERSITY OF
JOHNS HOPKINS UNIVERSITY
JUILLIARD SCHOOL,THE
KANSAS MAIN CAMPUS, U OF
LOYOLA U OF LOS ANGELES
MARYLAND SYSTEM OFF,U OF
MASS INST OF TECHNOLOGY
Instructional Staff
306
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Standard VII
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309
8 535 77 10
*Includes only faculty with tenure related appointments. Does not include facuhy in Administration, Continuing Education,
LERC, Research, Student Academic Affairs, or Student Life.
Standard VII
MICHIGAN CEN OFFICE,U OF
MICHIGAN STATE UNIVERSITY
MICHIGAN-ANN ARBOR,U
MICHIGAN-FLINT, U OF
MILLS COLLEGE
MINN MNPLS SNT PAUL,U OF
MINNESOTA CEN OFFICE,U OF
NC AT CHAPEL HILL,U OF
NC AT GREENSBORO,U OF
NC GEN ADMIN CEN OFF,U OF
NEBRASKA-L1NCOLN,U OF
NEW YORK LAW SCHOOL
NEW YORK UNIVERSITY
NM MAIN CAMPUS,U OF
NORTH TEXAS ST UNIVERSITY
NORTHERN COLORADO,U OF
NORTHWESTERN UNIVERSITY
OHIO STATE U CENTRAL OFF
OHIO STATE U MAIN CAMPUS
OHIO U MAIN CAMPUS
OREGON STATE UNIVERSITY
OREGON,UNIVERSITY OF
PA STATE U MAIN CAMPUS
PENNSYLVANIA,U OF
PITTSBG MAIN CAMPUS,U OF
PORTLAND STATE UNIVERSITY
PRINCETON UNIVERSITY
PURDUE U CENTRAL OFFICE
PURDUE U MAIN CAMPUS
RHODE ISLAND,U OF
RICE UNIVERSITY
ROCHESTER,UNIVERSITY OF
SAN DIEGO ST UNIVERSITY
SAN FRANCISCO STATE U
SAN FRANCISCO,U OF
SD CENTRAL OFFICE,U OF
SOUTHERN CALIFORNIA,U OF
STANFORD UNIVERSITY
STATE U NEW YORK SYS OFF
SUNY COLLEGE AT BUFFALO
SUNY DOWNSTATE MEDL CTR
SUNY STATE U BINGHAMTON
SYRACUSE U CENTRAL OFFICE
SYRACUSE U MAIN CAMPUS
TEMPLE UNIVERSITY
TEX AT AUSTIN MAIN CAM,U
TEXAS A&M U MAIN CAMPUS
TEXAS SYSTEM OFFICE,U OF
TULANE U OF LOUISIANA
UTAH,UNIVERSITY OF
VANDERBILT UNIVERSITY
VIRGINIA MAIN CAMPUS,U OF
WASHINGTON ST UNIVERSITY
WASHINGTON UNIVERSITY
WASHINGTON,UNIVERSITY OF
WESTERN MICH UNIVERSITY
6
5
10
1
2
11
4
1
3
1
2
3
2
5
2
48
5
7
1
7
4
1
1
1
3
1
1
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32
1
2
1
1
1
1
2
8
1
1
1
3
2
3
4
4
20
308
11
3
2
1
Instructional Staff
2
7
6
12
1
1
2
11
5
1
3
1
1
1
1
2
1
3
3
5
1
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60
5
11
1
1
8
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34
1
2
1
1
1
1
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1
1
1
3
2
3
5
4
22
1
Instructional Staff
WISCONSIN CEN OFFICE,U OF
WISCONSIN MADISON,U OF
WYOMING,UNIVERSITY OF
YALE UNIVERSITY
INSTITUTION UNKNOWN
UO Accreditaiton 1997
10
20
15
2
1
4
2
Standard VII
7
10
23
1
21
2
637 .
310
1. f. Any important details of administrative controls not included in the
above information.
1. b. What, if any, contractual, employment, or personal financial interest in
the institution does each board member have?
Standard VIII
3 11
2. e. How is the institution organized so that faculty, students, administrators
and board members are involved in the formulation of institutional policy?
The institutional administrative structure is organized under three vice
presidents and an academic council of deans who with the president are
collectively responsible for coordinating the university's resources to
accomplish effectively the goals expressed in the mission statement. A
current organization chart will be found at the conclusion of this standard.
b. Campus Administration
2. f. Are administrative officers given academic status? If so, explain the plan.
Diane Christopher, Medford, (1999)
Rob Miller, Salem (1996)
Gail McAllister, Burns (1999)
Esther Puentes, Beaverton (1996)
Mark Rhinard, Eugene (1996)
Les M. Swanson, Jr., Portland (1997)
April Waddy, Portland (1997)
Jim Whittaker, Pilot Rock, (2000)
Jim Willis, Salem (1997)
Phyllis Wustenberg, Bay City, (2000)
Brief biographical information on these board members is available in the
resource room.
2. d. Explain any provisions made for administrative council or advisory
council if not included in "C".
A.2. Provide the following information on the administrative organization:
2. a. The organization chart which shows the complete administrative
structure of the institution.
2. b. The names, titles, professional training, experience, length of service,
duties, and authority of the principal administrative officers.
2. c. List the faculty committees, indicating which are appointed and which
are elected.
The University of Oregon reports to the Oregon State Board of Higher
Education through the chancellor's office of the Oregon State System of
Higher Education. The university president, al?ng with the presiden~s of the
other OSSHE institutions, meets regularly WIth the OSHBE but IS not a
member of the board.
AdministrationAdministration
STANDARD VIII
ADMINISTRAnON
A. Description of Administration
A. 1. Provide the following information on the governing board:
Herbert Ashkenasy, president, Albany (1997)
Tom Imeson, vice president, Portland (1999)
Standard VIII
The Oregon State Board of Higher Education (OSBHE) is the governing
authority of the Oregon State System of Higher Education. The State System
of Higher Education (OSSHE) is a department within the executive branch of
the State of Oregon.
The State Board of Higher Education is made up of 11 citizen members who
are appointed by the governor with confirmation by the Oregon Senate.
Board members serve four-year terms except for student members who serve
two-year terms. Under state law, no employee of any state system institution
may serve on the board. Contractual or other conflicts of interest are
governed by state law and administrative rules. The names of the members
and expiration of their terms follow:
1. a. Names of board members, how selected and for what te,rms, occupations
represented, and compensation, if any.
1. d. The constitutional organization. of the board. How frequent are the
meetings? What are recent activities and significant accomplishments of the
board?
1. c. The relation of the president of the institution to the board, Le., is the
president an ex-officio member, and does the president have voting power on
the board?
1. e. To what higher administrative authority is the board responsible? What
is its power to review and reverse the actions of the board?
• The President
312
• The Provost and Vice President for Academic Affairs
Standard VITIAdminis tra tion
313
The university's public relations and fund-raising programs constitute the
major responsibilities of the vice president for public affairs and
development. The university's fund-raising activities are supported through
the University of Oregon Foundation. Alumni relations, publications, and
communications are coordinated by this vice president. See organization
chart at the end of this chapter.
• Vice President for Public Affairs and Development
c. Faculty Governance
• The University Assembly
A strong and continuing tradition of faculty governance at the University of
Oregon was established with the university's charter. Today the charter
continues in effect as state law and specifies that the president and the
professors constitute the university faculty and that this faculty should "have
the immediate government" of the institution in all matters of academic
policy and student discipline.
The vice president for administration is directly responsible to the president
of the University of Oregon and has responsibility for all administrative
offices at the University of Oregon. He supervises the directors of athletics,
budget office, business affairs, housing, human resources, physical plant,
Planning Office, Public Safety and Student Health Services. The Vice
President works with the directors to plan, implement, and evaluate
programs and to allocate resources to meet the mission and purpose of the
University of Oregon. He is responsible for advising the president on all
university matters, especially those concerned with the general
administration of the university. He acts as the university's primary
representative to the Oregon State Dept of Higher Education Vice Chancellor
for Administration and Vice Chancellor for· Facilities Planning. He is the
university contract officer and is delegated authority for promulgation of all
State of Oregon Administrative rules. The vice president is responsible for
business relationships with the City of Eugene and local governmental
agencies and neighborhood associations. Responsibility for campus security,
fire protection and traffic safety are placed with this vice president.
The faculty at the University of Oregon had traditionally governed the
institution through the University Assembly, a town-hall form of
government in which all full-time faculty members have a vote. In 1995,
following completion of a faculty led major study of institutional governance
structure, the faculty passed legislation altering the institution's governance
structure to make the University Senate' the sole governing body of the
university in all matters of faculty governance. The Assembly, convening
Administration
The provost and vice president for academic affairs administers the planning,
direction and personnel matters for all of the university's schools and
colleges.
The provost and vice president for academic affairs is the senior vice
president of the university and the officer called upon first to act as president
in the president's absence. The provost's range of responsibilities is supported
by staff organized into several broad areas, each headed by a senior
administrator. These administrators include the vice provost for academic
affairs; the vice provost for research and dean of the graduate school; and the
vice provost for resource management, each of whom, along with the
provost, serve as members of the President's Executive Staff. In addition the
provost is supported directly by the vice provost for international affairs, the
associate vice president for student academic affairs, and the academic council
of deans. For further, information on provost's office, see the organization
chart appended to this standard.
The operational responsibility for the university is vested in the president
and the vice presidents. The president, selected by the OSHBE through a
search process, is ultimately responsible for the operation of the university.
The university has three vice presidents who are also appointed by the board
on the recommendation of the president of the university.
• Vice President for Administration_
In September of 1994, upon completing its analysis of the University of
Oregon, the Pappas Group issued a report characterizing the UO as "lean
administratively," and confirming that the institution had achieved
administrative cost reductions totalling $7.7 million in what are referred to as
"phase one" administrative savings.
The university's administrative structure has recently been reviewed
independently by The Pappas Consulting Group of New York City, an alliance
firm of KPMG-Peat Marwick. This comprehensive and careful review was
ordered by the 1991 Oregon State Legislature in response to the passage of
Ballot Measure 5, the property tax limitation measure. The purpose of this
review was to discover and achieve any potential administrative efficiencies
and savings. The consulting firm involved significant representative
segments of the university administration and faculty in analyzing the
university's operations and processes.
Standard VITI
314
• Committee Structure
Except for five major committees for which members are elected,
membership on faculty committees is designated by the university
Committee on Committees and subsequently approved by the senate and
Standard vm
Staff Supporting Vice Presidents
President's Small Executive Staff
315
d. Other Administrative and Advisory Councils
At the center of the administrative structure introduced by President Dave
Frohnmayer in June of 1994 is the President's Small Executive Staff, a small
council of central administrators who meet on a weekly basis. PSES is
comprised of the president, the three vice presidents, the vice provost for
academic affairs, the vice provost for research, the vice provost for resource
management, the special counsel to the president and the executive assistant
to the president.
The vice provosts who report directly to the provost comprise the academic
affairs staff. This group assembles on a regular monthly basis. Each vice
president assures opportunities for coordination and communication
through regular staff meetings with unit directors and support staff. For
instance, the vice provosts and directors who report to the provost comprise
the academic affairs staff, who meet twice a month. The vice president for
administration meets on a monthly basis with his directors. The position of
vice president for development is currently vacant, but the assistant directors
and support staff meet together regularly under the leadership of the senior
staff.
Administration
Student Government
appointed by the president. The Committee on Committees itself is chosen
directly by the senate.
Membership on administrative committees is suggested by the Committee on
Committees and subsequently directly approved and appointed by the
president. For a complete listing of the 25 faculty committees and the 15
administrative committees, as well as their current charges and their
legislative/administrative heritage, see the material on university
committees in the resource room or on the Committees Web Page.
(http://darkwing.uoregon.edu/ -committees/).
The students of the university are represented by officers of the Associated
Students of the University of Oregon. Information on the constitution and
operating procedures of ASUO is included in the discussion of Standard IX
and in the resource room.
Administration
• Faculty Advisory Council
The primary mechanism for provision of faculty ~dvice and ~onsuI~ation
directly to the president is through the Faculty AdvIsory COunCIl. ThIs 10-
member elected body meets regularly-generally weekly-with the president
and other administrators that the president may wish to include. The Faculty
Advisory Council may consider items either on its own initiative or through
referral from the President.
Faculty and students participate in administration of the university through
standing committee membership. These standing committees are of two
types: faculty committees and administrative committees. . Faculty
committees, created by either the Assembly or the Senate, report dIrectly to
the University Senate. Administrative committees report to the relevant
administrator. Administrative committees are typically created at the request
of the president or ,a vice president who seeks on-going advice about a
particular area of administrative concern or who is establishing such a
committee to meet externally imposed guidelines, e.g., the Safety Advisory
Committee.
• The University Senate
The University Senate consists of forty-eight senate seats distributed among
officers of instruction, librarians, officers of administration and students.
Thirty seven of the senators are officers of in~truc~ion who represent .specific
academic constituencies, two senators are lIbranans, three are offIcers of
administration and five are students chosen by the nine ASUO (Associated
Students University of Oregon) academic student senators.
The University Senate is the main legislative body o~ the univ~rsity..During
the academic year, the University Senate elects a presIdent, a ':Ice Rresldent, a
secretary and other officers it deems necessary. The .Umverslty .Senate
president serves ex-officio as a member of the Faculty AdvIsory CouncIl.
two or three times each academic year, continues to be a communications
mechanism for governance as a forum in which the president of the
university delivers a state-of-the-university address each fall. Further, the
Assembly may, by a majority vote, refer Senate legislation back to the Senate
for reconsideration.
Standard VIII
f. Academic Status for Administrative Officers.
316
Oregon Administrative Rules
Standard VIII
317
A. 4. Provide information as indicated on the administration of the physical
plant:
The director of campus operations reports directly to the vice president for
administration.
A.3. Administration of the Financial Program:
4. a. Is the control and maintenance of the physical plant concentrated in one
person? If so, to whom is the person responsible?
4. b. Does this person have full responsibility for plant maintenance
including repairs? Does he/she have other responsibilities? If so, explain.
Administration of the Physical Plant:
Administrative officers at the University of Oregon are appointed according
to procedures established in UO Policy 3.400. These policies are currently
being revised to recognize the recent merger of officers of administration and
management service employees. Most officers of administration currently
hold dual titles, an administrative title designating the area of administrative
responsibility and usually an academic rank. Currently, the president, the
vice president for academic affairs, and the academic deans are all both
officers of administration and tenured members of the teaching faculty
within a school or department.
The physical plant is under the direction of one person whose title is director
of campus operations. The unit's name has recently been changed to office of
campus operations, and physical plant management is now called facilities
services (see organization chart) .
The UO's financial program is managed according to policies and procedures
emerging from Oregon statutes and admnistrative rules, OSSHE board and
staff directives, and internal policies. The university's chief financial officer is
the vice provost for resource management who reports to the provost.
Administrative practices are described in the chapter on Standard II.
The director of campus operations has full responsibility for plant
maintenance, including repairs. In addition to directing Facilities Services,
the director of campus operations is also responsible for the Office of Public
Safety (campus security) and for the Office of Environmental Health and
Safety.
AdministrationAdministration
University of Oregon Policies and Procedures:
Rulemaking within the institution follows procedures specified by the
Oregon Secretary of State's office. These procedures prescribe significant and
ample mechanisms for consultation and community discussion.
e. Formulation and Promulgation of Policies Procedures and Rules
In addition, this Academic Council of Deans engages in regular extended
strategic planning meetings including an annual retreat.
Policy Statements, upon approval of the PSES, are distributed to all Deans,
Directors and Department Heads.
In addition to Oregon Administrative Rules, the institution is governed
through Policy StateI11:ents. Policy Statements are issued by the president or
by the president's designee after a process of extensive consultation with the
Academic Deans Council, the Faculty Advisory Council and the President's
Small Executive Staff.
The University of Oregon is governed according to Oregon Administrative
Rules. These OARs are of two types: 1) OAR Chapter 580 rules that apply to
the entire Oregon State System of Higher Education and 2) OAR Chapter 571
rules that apply uniquely to the University of Oregon.
The Administrative Rules and policy statements that guide the functioning
of the university are widely promulgated as they are introduced and are
highlighted in relevant publications on a regular basis.
To ensure a team approach to the academic matters of the university, the
provost meets on a weekly basis with the deans of the colleges and schools.
This group includes the three divisional associate deans from the College of
Arts and Sciences. On a monthly basis the president joins this council for
discussion and consultation.
The seven schools and colleges of the university are each individually led by
a dean who reports directly to the provost. The College of Arts and Sciences,
the largest of these units, is led by a dean and three associate deans
representing the divisions of humanities, social sciences and physical
sciences.
The Academic Deans Council
Standard VIII
318
4. f. Include an organizational chart to show the assignment of duties in the
administration of the plant.
4. e. Explain procedures for planning further developments in the physical
plant.
Standard VIII
319
Merchandising of products with institutional insignia has become a
significant activity involving outlet sales at the athletic department facilities,
the UO bookstore, and the Portland Center.
The Alumni Association is active in programming and communication
activities on behalf of the institution's graduates.
The Office of Communications, reporting to the vice president for public
affairs and development, coordinates relationships with media and plays a
major role in shaping the message sent through the university's own
publications, which now include the internet. University publications now
include an extensive list of annual publications that target an international as
well as national audience of prospective and admitted students, alumni,
legislative and business leaders, local residents, faculty, donors and visitors.
5. a. To what particular public or publics does the institution direct its appeal?
Relationships with state and local governments are coordinated through the
provost's office through the assistant vice president for federal relations and
the office of legislative relations.
A.5. The Public Relations Program:
5. b. Explain briefly the personnel and procedures included in the program.
As an AAU member institution with a national profile and as the flagship
institution within the Oregon State System of Higher Education, the
University of Oregon has multiple publics and makes its appeal accordingly.
Alumni and donors, citizens of the state, prospective and currently enrolled
students, members of the legislature, and educational colleagues are among
the constituents with whom the UO stays in close touch. Over the past
decade, the university has expanded its initiatives with these external publics
and devoted increasing staff resources to answering questions and meeting
their information needs. The university's past and current president have
spent an increasing amount of time with representatives of the Oregon
legislature and Oregon business interests, and have been involved in
professional and legislative activities on a national as well as a state level.
Alumni and donor relations have expanded under both presidents, and the
current fundraising initiatives of the UO Capital Campaign have expanded
the public's awareness of the institutions' programs and faculty. The deans
and other senior administrative officers play an important role in these
communication activities, and the office of communications works closely
with media representatives to provide current news features about the UO
community to national and local audiences.
AdministrationAdministration
The assignment of duties in the administration of the physical plant are
explained in the orgat:lization chart appended to this chapter and in the
analysis and appraisal of facilities and services in sections C and D of
Standard ill.
4. d. Who is responsible for the selection and supervision of workers in the
physical plant?
The director of campus operations is responsible for hiring and supervising
workers in the physical plant. Such hiring and supervision is subject to state
civil service rules and various union contracts.
The university's campus planning procedures are described in detail in
Standard ill. The facilities needs of the campus are identified biennially by
the deans, directors and department heads. Identified needs are researched
and quantified by the university planning office and prioritized for funding
by the provost and the vice president for administration. Funded projects are
designed according to the campus planning principles and procedures that are
described in Standard III. Please refer to the discussion of Standard III for
additional information on these procedures.
4. c. Is this person authorized to make direct purchases of supplies and repair
materials required for the maintenance of the physical plant? If so, are there
any limitations? If not, what approval is required for authorizing purchases
recommended by himlher?
The director of campus operations is authorized to make direct purchases of
supplies and materials required for the fulfillment of job obligations. There
are limitations imposed on this authority, those imposed by state purchasing
regulations on all state agencies. The 1995-96 legislature passed a bill called
the Higher Education Efficiency Act which, among other things, gave the
authority to promulgate purchasing regulations to the State Board of Higher
Education. For the time being, the system is still operating under the old state
rules while new system rules are beingdeveloped.
Standard VIII
320
B. Analysis and Appraisal:
Analyze the administration against the standard.
B. 1. Assess the attitude of the faculty toward the administration of the
institution
Standard VIIIAdministration
The World Wide Web is a new and increasingly important medium of
communication with the university community on governance issues. The
initiative led by the Committee on Committees to reform and re-energize the
faculty and administrative committee structure was supported by a Web Page
made available to all faculty. Further; all Univers,ity Senate business,
including the documents that support or clarify possible legislation, is
B. 2. Study the measures taken to acquaint all faculty members with the
overall organization plan and the provisions which affect them. Indicate
apparent strengths and weaknesses.
2. a. Faculty Handbook
The principle mechanism for informing faculty concerning the university's
organization and the rules and regulations that affect faculty is the Faculty
Handbook, which is revised and reissued in odd-numbered years.
Administrators under the leadership of the vice provost for academic affairs
conscientiously accumulate and incorporate suggestions from faculty into the
revision process. A similar document exists for the faculty in the College of
Arts and Sciences, who can consult the CAS Owners' Manual. The UO's
annual bulletin and telephone directory are also important organizational
references for faculty.
321
2. b. Faculty Orientation
The vice provost for academic affairs coordinates a special orientation session
for new faculty each September before the new academic year begins. The
orientation focuses on information regarding teaching effectiveness,
promotion and tenure, affirmative action and university policies and
procedures that affect faculty work as members of the academy. Further, each
fall, the Graduate School, in coordination with the university's Teaching
Effectiveness Program, provides an orientation to all new Graduate Teaching
Fellows. All new UO employees are invited to regular new employee
orientation sessions developed by the Office of Human Resources. These
sessions acquaint new faculty with the UO's mission, organization, resources
and expectations for employees.
2. c. Administrative Retreats and Colloquia
Reflecting a team approach to administration, President Frohnmayer and
Provost Moseley have established a pattern in their two and one-half years of
leadership of retreats and colloquia that are designed to provide two-way
communication. The pattern includes a retreat of the President's Executive
Staff in early summer; a subsequent retreat of the provost's and academic
affairs staff; a retreat of deans with the president and provost followed by a
half day meeting/retreat of all department heads with the president and
provost. Typically each of the colleges follows these up with a retreat of their
department heads in the early fall.
Administration
During the transition in 1994 from the presidency of Myles Brand to that of
Dave Frohnmayer, the incoming president established transition teams
comprised primarily of faculty to guide the formation of his administration.
President Frohnmayer continues to make substantial use of faculty dialogue
and guidance through the Faculty Advisory Council which he regards as one
of his most import':lnt sources of counsel.
Faculty attitudes toward administration and administrative structure have
been discussed in a substantial manner during planning and analysis
initiatives in recent years. These initiatives include a "Campus Climate
Study" conducted in 1991, as well as studies conducted by the Academic
Affairs Reduction Team and by the Administrative Review Committee in
1993.
Because of a tradition of faculty governance and significant faculty
involvement in the selection of top administrators, regular and additional
mechanisms exist for direct faculty influence on directions of administration.
For example, during faculty debates that led to a substantial restructuring of
the University Senate, public discussions focused in part on how best to
structure the interactions of the president and provost with this governing
structure.
Development activities are coordinated through the office of public affairs
and development and supported by development directors hired by the
schools and colleges and by some administrative units to assist with
promotion and fundraising activities on behalf of the university.
The university's activities in Portland are coordinated by the associate vice
president for educational services who plays in alead role in program
development at the Portland Center.
Standard VITI
322
B.3. Analyze and appraise the measure taken to develop and implement a
program of equal opportunity, including actions to place women and
members of ethnic minorities in appropriate faculty and staff positions.
These venues provide for significant communication within the leadership
and set a pattern for further dissemination throughout the department
structures of the colleges and schools.
Other mechanisms for communicating with faculty about organizational
changes include the campus publication "News and Views", periodic
assembly meetings, letters of aculty or to deans, directors and department
heads from senior administrators, and very occasional use of the audix voice
mail system.
Standard VIIIAdministration
B. 6. Evaluate the operating staff for the physical plant with respect to
adequacy, competency and stability.
323
The 1995 Oregon Legislature passed S.B. 271, a Higher Education Efficiency Act
designed to streamline and simplify processes of procurement and
expenditure. The sweeping reforms simplify and localize higher education
procedures for travel, purchasing and contracting. Not only have these
simplified procedures been positively received by faculty and staff, they are
bringing about significant savings and economies. The institution is in the
process of initiating new decentralized administrative practices for a variety
of tasks, including procedures for hiring classified employees, airline ticket
reservations and travel scheduling, and the use of credit cards for some
purchasing.
B. 5. Study existing controls over purchases and expenditures. Are they
considered unduly restrictive by those involved?
B. 4. What is the evidence to show that budgetary allocations are based upon
objective data.
B. 7. Analyze comparative studies made of costs of building and
maintenance.
In making budgetary allocations the provost's office relies on objective data
that are widely known and openly discussed. The provost and deans all have
access to a notebook of Performance Indicators. In addition, the provost will
discuss other relevant data and information with the deans during the
process of making budget allocations.
This is discussed in detail in the chapter devoted to Standard III.
B. 9. Evaluate the strengths and weaknesses of the public relations program.
This is discussed in detail in the chapter devoted to Standard III.
B. 8. Assess the frequency and adequacy of plant utilization studies.
This is discussed in detail in the chapter devoted to Standard Ill.
The clearest objective indicator of the strength of the university's public
relations program was the study conducted by Grenzebach and Glier
Consultants in preparation for the university to launch the largest capital
campaign in the history of the state.
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The university h8:s an effective program in place to ensure equal
opportunities in faculty and staff positions. These efforts are coordinated by
the Office of Mfirmative Action and Equal Opportunity. During the last three
or four years the office has become highly respected for interacting very
constructively with departmental search processes and serving as a valued
resource for those who confront inequities. This office, reporting to the
director of human resources, develops the university's Affirmative Action
Plan that is embraced philosophically by the campus and has been officially
approved by the Equal Employment Opportunities Commission.
available on the a Senate
(http://darkwing.uoregon.edu/ ....uosenate.html.
During the last five years, initiatives to diversify faculty and staff have been
effective. Under leadership of the provost and coordinated in large part by the
vice provost for academic affairs an Underrepresented Minority Recruitment
Plan was implemented in November of 1994 as a successor to what had been
called the Target of Opportunities Program. The new plan provides direct and
substantial supplemental financial support to departments or administrative
units that make a minority hire. The funds allow for development of
attractive compensation and support packages. These efforts have led to an
increase of 10 faculty members of color in 1994 and 1995.
Leadership on matters of diversity and equity comes from the highest levels
of the administration. President Frohnmayer has publically affirmed that·
continued progress in these areas is the direct responsibility of every unit and
administrator at the institution. Following his designation as president, Dave
Frohnmayer established transition teams on critical matters that he would be
addressing in his new role. One of these teams was specifically charged with
consideration of racial issues. This team provided valued guidance and is the
one team that continues to work in what is now called the President's
Council on Race.
Standard VITI
324
"'1. Organization Charts
2. Oregon State Board of Higher Education Materials
Standard VIn
325
3. Resumes and curriculum vitae: selected senior administrative officers
4. University Charter, Senate Enabling Legislation and By-Laws (1996)
5. University Committees: List and Description
7. ASUO Reference Guide
6. Committee on Committees 1995-1996 Report the "Eisen" report)
8. Selected Oregon Administrative Rules; UO Policy Statements
9. Administrative Review Committee - Peat Marwick Report 1993
10. New Faculty Orientation Notebook
11. GTFF Handbook
12. New Employee Orientation Packet
14. UO Affirmative Action Plan
13. News & Views - sample of campus newsletter
15. Underrepresented Minority Recruitment Plan 1994
16. Grenzebach and Glier Report
AdministrationAdministration
C. Supporting Documentation for Standard VIII: Administration
B. 10. In what respects, if any, is it believed that the board of control might be
strengthened or its activities made more constructive in the development of
the institution?
The UO continues to work aggressively to counteract some loss of public
confidence in the OSSHE institutions as a consequence of the funding losses
associated with Ballot Measure 5. Some negative repercussions for the
recruitment of resident students have been offset in the last few years by
successful communications about the UO's continuing strength in
undergraduate education.
The position of vice president for public affairs and development is currently
vacant. It is anticipated that the current national search will result in the
selection of a new vice president by the end of this academic year. This
vacancy has not affected the success of The Oregon Campaign or the
institution's other public relations initiatives.
The Oregon State Board of Higher Education is of most direct assistance to the
University of Oregon when, in its actions, it recognizes the distinctive nature
and unique missions of the individual institutions that comprise the Oregon
State System of Higher Education. The University of Oregon, as a nationally
recognized AAU in~titution and the state system's "flagship liberal arts
research university," benefits from a governance structure that allows it the
flexibility to fulfill its unique mission.
The study concluded that the university was projecting a clear message and
that there was strong support for the institution in the state. Based on these
findings the university administration launched a $150 million campaign in
1994. The effort was immediately so successful that the initial goal was met
two years ahead of schedule; further studies indicated that the goal should be
increased to $200 million. The goal has been increased accordingly. More
information on the capital campaign can be found in Standard II.
Other indicators of strong public relations programs are in the success of the
universitys out-of-state recruitment activities. The University is viewed,
accurately, as a vibrant combination of the best attributes of an AAU quality
research university with the best attributes of a liberal arts college-a research
university "that you can get your hands around."
Standard VIII
III
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Document VIII-l University of Oregon
w
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OFFICE OF THE PROVOST AND VICE
ACADEMIC AFFAIRS PRESIDENT FOR ACADEMIC AFFAIRS ACADEMIC SERVICES
Executive Asst. for Executive Asst.
Academic Affairs to the Provost
I I 1
Assistant Vice Provost
Assistant Vice President Associate Vice Provost for Development Director
for Federal Relations Student Academic Services
I I I ACADEMIC PROGRAMS I IVice Provost for Associate
Vice Provost
Vice Provost Associate College of Resource Vice President
Director,
for Research ~
Vice Provost Graduate Student
for Interna- VPfor for Academic Arts &
Management & for Student
& Graduate School -
f-- r--
tional Affairs Academic Affairs Sciences
Chief Financial Academic Academic
Education Affairs Officer Affairs
Progress
Humanities Multi-
Associate VP Budgets &Assistant Admissions Cultural
Vice Provost for Statewide Lundquist
Financial
Architecture Affairs
Assistant
"'""' for Research Educational -
"'""'
LERC College of r-- - & Allied Arts
Planning
..... Vice & Graduate Services Business Social Academic Learning
Provost Education 1
I
Sciences Institutional Advising Icommunities
Research
Assistant Vice ,l Summer Museum'
..... of Natural
I
_ Provost for I Session f- Music I--~ Law Registrar Academic 1 International
OIEE
History Natural Learning Student
>-- Research & I
Faculty
Sciences Services I Services
Legislative
Development l C . . Museum Relations Career Ionttnumg
Education - - of Art
Center
--_-I
Centers & Journalism &
I
~
>-- CAPS Institutes Communication - f--
Education Assistant Financial
Academic
Director,
I Military University
AidLegislative
Learning 1--'-
I Science
Computing
~ Research Services
Relations
I Services &L Area Studies & Administration Library
International
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Administration
328
Document VIII-l University of Oregon
Standard VIII
President
Dave Frohnmayer
Vice President for Adm in istration
Dan Williams
Assistant to the Vice President I
Connie Kentta
I Assistant Vice President for Institutional Affairs
Jan Oliver -Office Support
Debbie Eldredge
Intercollegiate Athletics
~Director, Bill Moos
Telecommunications Business Affairs
Dave Barta Director, Sherri McDowell -
Business Office '-- Erb Memorial Union
Director, Dusty Miller -
Printing & Mailing
J.R. Gaddis I-- Office of Student Life
Dean, Wes Morrill ~
University Counseling Center
-Director, Wes Morrill
Facilities Services -- Campus Operations
-Director, George Hecht
Public Safety
- Physical Activity and Recreation ServicesStan Reeves Director, Karla Rice -
Environmental Health
-
Kay Coots Planning and University Architect ~
Director, Chris Ramey
Student Health Center
Director, Gerald Fleischli ~
Affirmative Action Human Resources
Ken Lehrman III -- "-Director, Linda King
Childcare
Karen Logvin - University Housing
Director, Mike Eyster ~
330
A. 1. The Mission of Student Services
A. Overview and Institutional Description
STANDARD IX
STUDENTS
INTRODUCTION TO STUDENT SERVICES AT THE
UNIVERSITY OF OREGON
Standard IX
A. 2. Program Functions and Purposes
A.3. Organizational Approaches to Student Services
331
The four primary objectives for UO's student services programs are: "1) to
help students clarify their educational goals and abilities; 2) to advise students
toward an integrated course of instruction; 3) to' aid in the creation of a
campus environment that encourages student sense of community; and 4) to
provide essential administrative services with tact, efficiency and poise."
(1988 Student Affairs Long Range Planning Document). Unit self-studies
describe current program functions and describe changes recently made or
anticipated in them. See Section D below for summary material.
Students
The University of Oregon's current mISSIon statement emphasizes the
institution's commitment to the academic experience of its undergraduate
and graduate students. Other sections of the statement reinforce the
importance of developmental experiences for students such as establishing a
framework for lifelong learning; assuring equality of opportunity, freedom
from unfair discrimination, and acceptance of true diversity; the
development of a student body capable of participating effectively in a global
society; and the cultivation of citizenship.
Long-range planning documents developed by student affairs offices in 1988
describe as the mission of student affairs the provision of "an array of services
and programs to help students benefit more fully from their educational
programs." Each unit has developed a mission statement that extends this
commitment to its particular programs and functions.
In the past 10 years, the university has frequently reshaped its organizational
approach to student services. It is useful to describe these changes in some
detail because they reflect changes in the faculty's educational priorities as
well as changes in the services that students identify as most essential to their
educational advancement and personal development. Initiatives that have
shaped the structure of student services include the development of
computer-supported admissions, financial aid, business, registrar and course
registration processes; new opportunities in international education; the
extension of personal counseling services; renewed student recognition and
award activities; increased emphasis on student retention and other
enrollment management activities; and, most recently, a refocusing of
student academic support services. Students have been very influential in
shaping the institutional priorities in student services and have supported
important student service priorities with self-assessed fees. These fees
augment career, counseling, and day care services, fund a wide range of
student organizations and activities; support student athletics; protect the
environment through contributions to recycling; and provide services and
facilities that make the campus more safe for its student body.
....' ...
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Students
A review of the university's current and former mission statements confirms
the prime significance of the student experience to the inst~tution's sens.e of
its educational mission. The mission statement used until 1995 contamed
specific language describing the institution's expectations for students: This
statement read, "The 'university is guided by the principle that it shall make
available educational opportunities of high quality to help students acquire
the knowledge, skills, and wisdom for personal development and
enrichment; an understanding of science and technology; an understanding
of other peoples and cultures as well as its own; and responsible participation
in a democratic society." (1994 UO Bulletin)
Approach and Philosophy to Student Services
Student services at the University of Oregon have, over the past 10 years,
have changed significantly in their organizational structures, their service
priorities, and their resource base. They have maintained a central role. in
carrying out the institution's educational mission and have be~n adaptive
and resourceful in devising new ways to assess and address emergmg student
needs. Essential characteristics of UO's student services include advocacy for
the centrality of student learning and student development to the
university's mission and a strong commitment to student involvement and
student voice in university governance, and in the delivery of student
services.
Note: Each student services unit has prepared a self-study that provides
additional descriptive and evaluative material as well as unit brochures and
vitae for key administrative personnel. These materials are available in t~e
resource room for the accreditation team visitors to review. The self-studIes
provide statistical data on service usage, student satisfaction data, and
additional information requested in the accreditation handbook for the
various student services units.
Standard IX
332
In 1994 the university responded to increasing economic and political
pressures for greater institutional productivity by developing a productivity
plan. This plan called for greater student recruitment, increased student
The university was engaged during the end of the 1980s and early years of the
1990s in a strategic planning process that identified a number of key
institutional priorities for which student affairs units would playa central
role. Among them was the "Oregon Model" for undergraduate education,
which called for increased numbers of learning communities, international
initiatives, a renewed commitment to cultural diversity, and an alliance of
student services with students' academic goals.
Standard IXStudents
This latest reorganization is only a year old, which makes it premature to
evaluate the effectiveness of this configuration of services. Evaluation of
how the 1995 reorganization affected the delivery of services to students is
mentioned in many of the unit self-studies as an important topic for the
institution to address in the next couple of years. The discussion in Section C
of future issues identifies some questions for further review as the institution
acquires more experience with this organizational model.
A. 4. Procedures for Policy Development: Assuring Student Participation
and Student Voice.
retention to graduation, the development of technology enhancements,
expanded learning communities and participatory learning opportunities,
more emphasis on assessment, and' a sharpening of the focus of support
services on the academic mission of the university. In 1995 student affairs
offices were again realigned in support of these objectives. This alignment
was influenced in part by personnel changes in student affairs leadership that
created an opportunity for a more radical restructuring of services. Student
affairs units formerly reporting to the provost/vice president for academic
affairs were redistributed between this vice president and the vice president
for administration. Units moving to the vice president for administration
were aligned more closely with other administrative units with similar
missions of providing residential life experiences, emergency response
services, support to special populations, food services, and student activities.
Those units remaining in academic affairs were organized under a new
division called student academic affairs that combined enrollment
management and administrative services with program and service
initiatives linked to the academic goals of the productivity plan.
333
A characteristic of the University of Oregon is its long tradition of student
activism, student participation, and student governance. The Associated
Students of the University of Oregon (ASUO) is a student government
organization that has received national recognition for its political and social
activism, its history of successful independent fiscal management, and its
participatory governance traditions. Students at the University of Oregon are
members of key faculty governance groups such as the University Senate and
the University Assembly, and they serve on almost all academic and
administrative committees. The senior administration consults widely with
student groups through standing and ad-hoc advisory groups.
Student services policies are developed in accordance with state laws and
administrative regulations and in response to changing student trends,
emerging student needs, and evolving statutory and case law. Policy
development, review, and revision procedures are informed by staffs
experiences in working with students and by perspectives and experiences of
students and faculty. A strength of UO student services has been the close
Students
The passage of Ballot Measure 5 brought new challenges for funding and
organizational efficiency to all administrative offices, including those
providing student services. The state system's administrative review
committee's recommendations for streamlining and downsizing
administrative costs and services, plus Ballot Measure 5-related cuts to
budgets in the office of academic affairs, resulted in significant fund losses for
student services and f\lrther reductions in student services personnel. The
position of vice provost for information resources was eliminated, and the
director of admissions assumed added responsibilities for enrollment
management and administrative services in the registrar and financial aid
offices.
Ten years ago, many student services were organized under a vice provost for
student affairs, who reported to the provost and vice president for academic
affairs. With the exception of housing, academic learning services, public
safety, and the Student Health Center, most student services were located
under this vice provost. In 1986 the vice provost for student affairs joined the
president's staff as a member of the executive staff. As the need to advance
administrative computing services became more pressing, the office of
academic affairs created a position for a vice provost for information and
computing services and relocated under this vice provost several key
administrative services that needed to re-engineer their data-processing
systems. The offices of admissions, financial aid and the registrar were
moved to this vice provost.
At about the same time, the institution's emphasis on internationalism
resulted in the creation of a vice provost for international affairs. The Office
of International Student Services was renamed the Office of International
Education and Exchange, and its reporting line moved to this vice provost.
During this time, an organizational realignment gave the Office of
Multicultural Affairs (formerly called the Council for Minority Education) a
dual reporting line to both the provost and the vice provost for student
affairs.
Standard IX
,334
A. 5. Services to Special Populations
association of faculty members, students, and student affairs staff who have
served together on advisory councils to provide guidance and feedback on the
effectiveness of services and emerging needs of enrolled students. Each unit's
self-study identifies the role played by these advisory councils in policy
development and review. Proposed policy changes that require revisions to
Oregon Administrative Rules are reviewed through hearing procedures.
Policy changes related to curriculum and conduct are reviewed by the
University Senate. Policy changes related to student government are subject
to a detailed review and hearings procedure described in ASUO governance
documents. The university's policies and procedures manuals indicate the
final review and approval procedures and governance processes that must be
followed by various offices and services and specify hearing and appeal
processes.
Standard IX
For a discussion of how the university provides special opportunities for
gifted and talented students, see Standard V.
335
transgender students are supported through staff and programming in the
Office of Student Life.
Commuter students and students who attend classes primarily during
evenings and weekends are accommodated in registration and advising
schedules, but only a few offices have attempted to stagger office hours to
accommodate students with these attendance patterns. Most offices have not
yet determined how to support students enrolled in distance learning
programs off-site, though the Continuation Center has some active programs
in the Portland area (see Standard VI).
Students
Specialized advising services are provided by the Office of Academic Advising
and Student Services for pre-professional students in programs such as
pre-health sciences, pre-teacher education, pre-law, and pre-MBA. This office
also provides advising for all undergraduates who have not designated a
major and have undeclared status.
Student services offices collaborate to serve populations that are "special"
because of issues related to their enrollment status. First-term students are
served through publications, mandated initial advising services coordinated
by the Office of Academic Advising and Student Services, and summer and
new student week orientation programming, as well as through learning
communities that are described in Standard V. Transfer students receive
special advising and orientation services and benefit from special course
evaluation and transcript procedures. There are not specific programs or
services targeting students in enrollment transitions, concurrent registration,
or part-time enrollment, but retention initiatives have focused on strategies
for encouraging these students to stay enrolled and to complete their degrees.
Similarly, there are not special services for non-resident students, but they are
welcomed through admissions and orientation programs and supported with
information about residency rules, tuition structures, and opportunities for
their parents. Students who are studying away from campus in study abroad
or national student exchange programs are supported by the offices that
manage these programs.
Other population groups within the current student body are served in a
more decentralized way through a variety of student services. For example,
older students or returning students are special constituencies for service
offices such as the Women's Center, child care program offices, the Office of
Student Financial Aid, and the Career Center. Women students are served
no~ ,!~y through the Women's Center, but through special support group
activitles offered through the Counseling Center, the Unwanted Sexual
Behavior Task Force, and the ASUO-funded Saferide program. Students in
Students
The 17,269 students enrolled at the University of Oregon represent students
with increasing diversity in their academic preparation, pre-matriculation
experiences, family and cultural background, economic resources,
psychological profiles, expectations, and support needs. Administrative
offices providing services to students monitor the changing demographics
and support needs of these students and identify resources, programs and
opportunities to support them. Standard V describes the academic support
services available to various special populations at the University of Oregon.
This standard describes some of the other support activities for various
subgroups within the student body.
Some students self-identify or affiliate in groups that are recognized in
programs and services as special populations. Among these are students who
are veterans, international students, students with disabilities, student
athletes, and students of color. There are some offices and services whose
particular objective is to serve these special populations, though many other
offices also provide services for them as well. For example, the registrar's
office is charged with veterans' services; the Office of Academic Advising and
Student Services coordinates services to students with disabilities; the Office
of International Education and Exchange is charged with services to
international students , and the Office of Multicultural Affairs provides
resource support to, students of color. First-generation students from
socio-economic backgrounds that have precluded college experience are
served through federal grant supported programs in the Center for Academic
Learning Services. Student athletes are supported both by the athletic
department's comprehensive program of services and by the special academic
support services of the counselors for student athletes who are part of the
Office of Academic Advising and Student Services. Athletes' enrollment
history and academic progress are monitored by registrar's office staff
responsible for NCAA records compliance. Gay, lesbian, bisexual, and
Standard IX
336
A.6. Evaluation Procedures
academic difficulty or students needing remediation, while not usually
defined as a special population, are targeted for special support opportunities
through such programs as Summer Start, the academi: learning .services
tutoring programs, special classes offered through the Office of Multicultural
Affairs, and advising through the Office of Academic Advising and Student
Services. Students with addictions are another special population not
specifically identified but who can find special support services through the
Office of Student Life, the counseling center, and the health center.
Student services offices are staffed by student services professionals, who in
most cases serve as officers of administration and are considered members of
the university's faculty. Support personnel include both classified a~d
management service staff. The latter group has recently been merged WIth
officers of administration to form a new employee group. Student workers
include graduate teaching fellows, student interns, work-study students, and
student volunteers. Student service offices follow evaluation procedures
established for each of these employee groups in the university's personnel
policies and procedures in conformance with O~egon Administrative ~ules
and state laws. Directors of each unit are responsIble for regular evaluatIon of
employees and provide feedback and professional deve~~pment
opportunities. Historically, professional.staff develop~ent .0pportumtIes and
promotion and review procedures, whIch are descrIbed m the UO faculty
handbook, have paralleled those available for teaching faculty. Some of th~se
guidelines have not been a good fit for the distinctive. work of n~n-t~achmg
faculty, and a university task force is currently p~oposmg new. gUldehn~s.for
professional development, performance eva~~atlon, and .ment re:~gmtIOn.
These guidelines should increase opportumt.les for ~ent .recogmtIOn .a~d
promotion and help professional student serVIces staff Identify opportumtIes
for career development.
Program evaluation and follow-up studies are conducted in various formats
and on various schedules by each student services unit. Units in their
self-studies describe their program review procedures and attach sample
documents. These program evaluations in the past have been shared with
university administrators such as those in the Office of Academic Affairs, the
vice president for ,administration, and the council of ~eans. ~acuI~y
committees and ad-hoc task forces use these reports for mformatIOn In
conjunction with new programming initiatives, budget a~d resou.rce
allocation reviews, or for various accreditation and strategIC planmng
initiatives. Directors are now working with the Office of Institutional
Research staff to identify where more comprehensive program assessment
may be needed. These evaluations guide student service units' long-range
program planning as well as stimulate continual small program
modifications.
Standard IX
A. 7. Statistical Data
The results of these surveys have informed student services departments and
the campus administration about students' satisfaction with academic
experiences, campus life, student services, and the University of Oregon in
general. These assessment activities have supplemented the continuous
program evaluation activities conducted with student customers and have
helped student services identify emerging student needs and the over-all
impact of student programs. New staff and program direction for the Office of
Institutional Research should help student services conduct student
satisfaction research on an ongoing basis and increase the usefulness of
survey results.
A. 8. Student Satisfaction Data
Each unit maintains data on the number of clients served, frequency and type
of usage by various kinds of students, and changes in patterns of usage. These
data are cited in self-studies and referenced in Table B of the analysis section.
The enrollment data and summaries of student characteristics listed as
documentation in Section E provide faculty-ta-student ratios and
demographic data for the UO student body. Usage data are collected as
requested by accrediting agencies, to comply with state and federal regulations,
and for use as documentation in grant proposals.
337
Student services office, in collaboration with staff members from the Office of
Institutional Research and the University's Oregon Survey Research
Laboratory (OSRL), have for many years conducted surveys to learn more
about student attitudes, student practices, student experiences, and student
satisfaction. Some of these surveys have been designed and administered by
graduate students in education and social science programs. Others have
been surveys administered in conjunction with national efforts to learn more
about the nature of college life, the attitudes and predisposition of entering
freshmen classes, and the learning outcomes of undergraduates. Surveys
administered in the last 10 years include assessments of entering students
such as the fall 1995 Astin group's Cooperative Interinstitutional Research
Project and surveys in 1994 and 1995 of currently enrolled students about a
variety of issues related to student satisfaction and learning outcomes.
Student services offices have surveyed international graduate students,
students of color, and gay, lesbian, bi-sexual, and transgender students about
campus climate issues. They have conducted numerous surveys on special
topics, including time to degree and academic progress barriers, use of
advising services, use of alcohol and illegal drugs, and experiences with
sexual assault, stress, eating disorders, and other quality of life and
relationships issues.
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338
A. 9 Physical Facilities for Student Services
The counseling center's location in space formerly used as a health center
infirmary reduces Jhe accessibility of this space for students and creates
serious limitations for office, group, and program rooms.
Standard IX
339
A. 10. Fiscal Management and Monitoring Procedures
Renovation and expansion of the Erb Memorial Union has been on the
OSSHE capital projects list for many years. State funding for these
remodeling projects will soon emerge at the top of this list, and the university
anticipates an improved student union facility by August of 1998. In the past
two years, this building has been able to rearrange existing space to
accommodate some new programs and services.
The space allocations and building usage patterns of Oregon Hall limit the
options available to offices in student academic affairs and student life from
rearranging programs and services to improve students' access. Discussions
of how programs and services could be better linked focus more on program
than physical space modifications.
Offices such as international education and exchange and multicultural
affairs have recently benefitted from some space adjustments in Oregon Hall
that have allowed staff to expand and new equipment to be placed in staff
offices.
Most of the student services offices described in this discussion rely on state
funds for their central programs. A number of these offices also have income
University Housing has recently razed and remodeled what was formerly
called Amazon Housing to provide almost 300 new units of family housing.
The housing office is struggling with limited strategies to make out-of-date
residence hall facilities for single students more attractive to incoming
students and is pondering whether construction of new residence hall
facilities would be cost-effective. The dilemmas are both financial and
programmatic. New construction would place the cost of new residential
facilities beyond the budgets of university students. Existing facilities are not
compatible with the expectations and life styles of today's student body.
Within these limitations, housing has successfully upgraded its wiring and
telecommunications services and improved furnishings and suite
accommodations, as well as established more state-of-the art dining facilities
and food options.
A success story in facilities improvement is the new Vivian Olum Child
Development Center, funded with private donations and built at an
accelerated pace through the cooperative efforts of the university's Facilities
Services/Physical Plant and local builders. A potential facilities
improvement is the decision by students in the spring of 1995 to assess
themselves additional student fees toward a new state-of-the art fitness
center. The university has pledged matching funds, an architect has been
hired, and a September 1997 groundbreaking is anticipated.
StudentsStudents
The physical facilities for student services offices and programs are
characterized by many of the limitations described in the section of this report
that addresses Standard ill: Physical Plant, Materials and Equipment. Office
configurations and space allocations preclude units from offering students
integrated services that ideally would link space and staff resources for
coordinated programming and efficient student referral. Many units have
outgrown the space available to them and have resorted to "triage" methods
of subdividing existing space and making do with sequential and overlapping
programming. In many cases, the age and design of buildings limit the ability
of the programs to use state-of-the-art computer equipment and to
reconfigure the space to improve cost-effectiveness or to enhance personnel
and program resources.
A few examples: The Career Center has serious space limitations in the
Hendricks Hall offices they share with numerous other building users.
Students recently passed a ballot measure to assess themselves additional fees
that can allow funds to accrue toward the construction of a new Career Center
facility.
The Center for Academic Learning Services has drastically outgrown its
Prince Lucien Campbell (PLC) Hall facilities for writing and mathematics labs,
the Teaching Effectiveness Program, and the Educational Opportunities
Program. The university has not been able to free up additional space in PLC
for this program, and further expansion of these important services is 0 n
hold until additional space can be located.
Future goals for student services assessment include working with faculty
members and students to identify learning outcomes gained from academic
and co-curricular programs and learning more about how these experiences
reinforce each other. The Career Center has taken a leadership role in
working with student activities to make more explicit what kinds of
educational opportunities accompany involvement in campus organizations.
Student services staff will continue to work with the Office of Institutional
Research staff and the OSSHE Interinstitutional Assessment Council on
strategies for understanding and documenting when and how student
learning and student development occur during the years students are
enrolled at the university. The challenges include moving assessment
strategies from program-specific evaluations to more comprehensive
information about campus educational experiences and then finding ways to
share this information with the campus communitr·
Standard IX
340
A.11 Composite Staff Profile
The institution's accounting procedures for student financial aid are also
described in Standard II.
I
I
Standard IX
341
B. Analysis and Appraisal
Student services professionals believe that students' achievement of their
educational goals can be most successfully realized when support is provi~ed
to the cultural, social, ethical, intellectual, aesthetic, emotional, and phySIcal
development of students as well as to their academic progress. The
institution has recognized the importance of developmental experiences that
educate lithe whole student" in its Oregon Model for undergraduate
education and in the retention and support initiatives of its productivity
plan.
B. 2. Contribution the unit(s) make to students and to the educational
program of the institution, and the use of programs and services by students
The contributions made by student service units to the university's
educational programs and the educational experiences of its students can be
summarized as a) increasing students' access to education; b) minimizing
obstacles and enhancing opportunities for students; c) conducting assessments
of students' needs and experiences; and d) supporting, recording, and
celebrating students' accomplishments. These contributions are detailed in
the units' self-studies.
B.1. How student services programs relate to the institution's missions and
goals.
Student services offices work closely with faculty and administrators to assess
and communicate the needs of a changing student body and to ensure that
students can access the educational programs and opportunities described in
the institution's mission statement.
Table A highlights a few of these contributions by identifying student
services programs that help meet the educational objectives of the
university's Oregon Model and academic productivity plan.
This section provides analysis and appraisal of' topics identified in the
accreditation handbook and of other issues and concerns in student services
identified in the study process. Additional topics identified as needing future
study and analysis are described in Section C: Recommendations Related to
Future Trends and Emerging Priorities.
A. 12 Supporting Documentation - see Section E
ethnicity, years of experience, and degree data for staff who report to the
student academic affairs and student life divisions. These data have not been
collected from the various other academic and administrative department
offices whose staff provide some support services to students.
StudentsStudents
UO Foundation funds support a few designated programs in student services,
such as new student orientation, the faculty firesides program, and student
scholarships. These funds are managed according to UO Foundation
guidelines and procedures that are described in Standard II, Finance.
The enclosed student affairs staff profile, modeled after Table # 2, page 88 of
the Commission on Colleges' Accreditation Handbook, provides gender,
A few of the offices, notably the University Counseling Center, Career Center,
and Greek life, have budgets that are supplemented by student fees.
Accounting for these student fees is managed jointly by the university's
business affairs office and the Associated Students of the University of Oregon
(ASUO) incidental fee process.
Auxiliary services such as housing, the student union, and the health center
manage their fiscal affairs according to established guidelines. Their practices
include annual reports prepared according to state guidelines that are
available for review by the accreditation site visitors. See Standard II, Finance
for additional information.
Standard IX
accounts into which receipts for fees for special services are deposited. The
fiscal management and monitoring procedures for these funds are described
in the section on Standard II, Finance.
Student incidental fees are collected and managed by the ASUO according to
state statutes and Oregon Administrative Rules, and through accounting
procedures established by the ASUO constitution, by-laws and activity
reference guide. The seven student members of the ASUO Programs Finance
Committee act on matters related to the allocation and appropriation of
incidental fees to ASUO programs and recommend a budget to the Student
Senate. The ASUO Executive submits its recommendation on each program
budget to the Programs Finance Committee. After public hearings on these
budget proposals, the committee presents its recommendations to the Student
Senate. The Student Senate votes to approve or deny these budget
recommendations and forwards the final fee recommendation to the ASUO
executive and the president of the university. The final incidental fee budget
is approved by the Oregon State Board of Higher Education.
The athletic department's fiscal guidelines are managed in accordance with
NCAA and PAC-l0 conference regulations and are described in that unit's self
study, found in the resource room.
342
B.3. How effectively the programs meet the goals and needs of students.
Table B provides a few illustrative usage statistics collected from the units'
self-studies.
Standard IX
343
TABLE k CONTRIBUTIONS TO ACADEMIC PRODUCfIVITY AND THE
"OREGON MODEL"
StudentsStudents
Table D summarizes some comments related to students' experiences with
student services collected in the Oregon Survey Research Lab's 1995
undergraduate student satisfaction survey.
Table C illustrates the relationship between selected student services
programs and the mission statement.
One way to assess the effectiveness of student services program is to look at
how these services extend and support what the institution's mission
statement says about goals for students. Another method of analyzing
effectiveness is to review what students say about the value of these services
by looking at student satisfaction data collected through assessment surveys.
Standard IX
345
TABLE C: STUDENT SERVICES THAT ENHANCE THE UO's MISSION
STATEMENT
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344
Standard IX
346
Standard IX
B.4. Financial Support: Staffing, Facilities, and Equipment
Resources for student services have stabilized in the past 18 months as
budgets were reviewed after the reorganization and realignment of primary
services. Staffing, facilities, and equipment pressures continue, however, as
students' and parents' expectations for services of high quality accelerate and
state budget uncertainties continue.
The decline in state support for student services is related to the severe
financial challenges to Oregon's state funding levels for higher education.
Cutbacks in administrative service budgets have from time to time required
cost-cutting measures in most of the university's student services. Through
creative management, student fees, limited legislative action to restore
funding for key student support services, and the growth of enrollment and
tuition revenues, the institution has been able to offset or restore these losses
in administrative resources.
347
Resources for student servi!=es at the University of Oregon come from state
funds, from student fees, and from auxiliary services. Since the last
accreditation self-study, several circumstances have increased pressures on
these resources. The number of undergraduate students has increased over
the past few years, as have students' expectations for or need of support
services. Growth in the university's national reputation for quality, in the
number and quality of applicants, and in the cost of education has been
accompanied by greater expectations from enrolled students (and their
parents) for high-quality, personalized, and responsive student services.
These pressures have challenged offices that provide individualized services
(counseling, health services, advising, testing, tutoring, etc.) as well as those
that provide more system-level support (registrar's, admissions, computing,
housing etc.). These pressures have been both exacerbated and ameliorated by
the advantages of technology and the disadvantages of budget reduction.
Administrative offices have scrambled to put into place updated
administrative computing support systems while maintaining a
customer-oriented, responsive, service-oriented profile. Computer
technology has helped, but not resolved these challenges, and provides some
challenge of its own as staff struggle to balance personalized service with
greater office efficiencies. It has been difficult for many offices to provide an
increasingly high level of service and to maintain high office morale in the
face of these simultaneous pressures of growth in business, changes in the
conduct of business, and decline in actual resources to support services to
students.
Students
(from 1995 OSRL Student Satisfaction Survey)
Students
Table D: STUDENTS' COMMENTS: SATISFICATION WITH
SERVICES
44%
38%
27%
Standard IX
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77% had generally positive' feeHngs··toward'·the·,(fnlversIiyo'{··orego·rt'·,·,·,·,·,.,.,,:.,.,.,.,
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42% said cost increases were a major concern in completing their degree
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"Note: advising services are important in helping students
understand and make selections from these major programs
25% said getting academic advising services was a major concern (down
from 28% in 1994)
30% were very satisfied with the advising services they received (up from
26% in 1994)
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learning
volunteer or intern off campus; 21 % volunteer or intern on campus
are employed for pay on campus
are in student activities; 33% in sports activities
348
B. 5. Equal opportunity for, access to, and use of services by various groups of
students
Initiatives such as the race task force, gay, lesbian, bi-sexual and transgender
support services, services to students with disabilities, and advising services
for special populations are described in Section D.
Standard IXStudents
349
Additional questions concern whether student services should provide more
fOf special categories of continuing students, such as sophomore
undergraduates or students in their senior year, as well as whether enough is
done for students who transfer to the institution or have intermittent
registration patterns. Faculty members and student services staff have put
together a comprehensive set of learning community course experiences for
the freshman year, but little structure exists to assure similar learning
experiences in the sophomore year. The Career Center is playing an earlier
and increasingly more active role in students' undergraduate years, and
students have recently voted to support this center with increased student
career service fees as well as through the mentoring program. However,
there is not yet any institutional initiative to bring focused senior-year
experiences or exit experiences to undergraduates in their last year(s) of study,
other than what their major programs may provide.
housing, and fees or limited use for services in. career and personal
counseling. Matching resources to students' needs takes a constant shuffling
of available resources. It may sometimes seem as though the
disproportionately needy or particularly eager students consume more than
their share of staff and program time, leaving the rest of the student body to
compete for the remainder of the resource.
Another access question that the institution continues to address is related to
the pricing of education and support services and the ability of admitted
students to pay for tuition, fees, room, board, and support services. The rising
cost of tuition and room and board, the scarcity of alternative housing, the
A continuing question for student services is what proportion of scarce
staffing and programming resources should be devoted to special
populations. This question is particularly critical for services to the rapidly
expanding population of students with disabilities who have complex
support needs that are individualized and expensive to provide. The
institution's strong commitment to increasing the diversity of its campus
community also brings into question what level of resources can and should
be committed to recruiting and retaining students of color. Another resource
question related to serving special populations is what the level of obligation
and appropriate commitment of resources should there be for students who
have significant social or psychological issues that impede their academic
success and are costly to support with psychological and intervention services.
Several university committees and task forces such as the counseling center
task force; the gay, lesbian, bisexual task force; and the currently active race
task force have discussed these questions. The differences of opinion about
how much service the university should be providing for these special
populations, and consensus that additional funding for any increase in
service level is hard to identify, suggest that these discussions will continue to
be difficult and controversial ones.
Students
The university has excellent programs of orientation and advising for
students who first come to the university. Prospective and first-term students
are able to access admissions and financial aid services, orientation, and
initial advising services without difficulty. Resources seem to be adequate,
and staff members are experienced and positive in their attention to the needs
of these incoming students.
Usage patterns and program statistics for key student services do not suggest
that SUbgroups are underserved or marginally supported by student services.
This success is the result of careful attention to special populations, efforts to
meet "the traffic at the door" with consistently high-quality customer
services, and outreach efforts to encourage all students to seek appropriate
student services. What is of more concern is whether some types of student
experiences are not sufficiently supported. For example, do current service
levels adequately support students who are academically at risk, those who
can be called "the best and brightest," or those identified as intermittent
students Could the institution be more innovative in reaching returning
students, parent students, and those with a commuting or distance-learning
relationship to the campus?
The University of Oregon's commitment in its mission statement to equal
opportunity and freedom from unfair discrimination is embraced in the
philosophy and program priorities of UO student services. Resource
enhancements and program innovations in student services over the past 10
years have prioritized offices and activities that increase access and promote a
welcoming and supportive climate for all members of the campus
community.
It is more difficult, however, for the university to assure equally high usage
rates or caliber of services for continuing students. Although the services
exist, the opportunity to use them is not orchestrated as comprehensively,
thus placing greater responsibility with the students to seek out the services.
Students who wish additional academic advising must seek out their faculty
adviser or the other advising resources of their major department, or use the
services for undeclared students available through the Office of Academic
Advising and Student Services. Students seeking advising, counseling, or
tutoring services may encounter waiting lists or limited resources, Of, in the
case of faculty-delivered advising, some unevenness in the knowledge base or
availability of the faculty resource. There can be wait lists for child care Of for
Standard IX
350
The University of Oregon meets or exceeds all expectations for student
services described in Standard IX.
6. c. Policies for acceptance of transfer and experiential credit are clearly
defined. However, new questions relating to these policies will emerge as
Oregon high schools move toward outcomes based secondary education. The
institution is working with the state system to implement the
Proficiency-Based Admissions Standards "PASS" project in anticipation of the
need for new policies related to admission and transfer credit when Oregon
high schools fUlly implement this new secondary curriculum.
6. d. There is a clearly defined policy for the readmission of students, and a
committee review process (Scholastic Review Committee) that assures
faculty participation in readmission decisions.
Standard IXStudents
351
6. e. Student records and registration services are well managed in support of
the academic endeavors of the institution. The recent automation of student
academic histories, course registration procedures, student financial aid
records, classroom scheduling, degree analyses, transcripting services and
student accounts has brought new efficiency to these processes and made
information available to faculty and students in very convenient ways. The
Steering Committee notes that the long lines that used to form for class
registration and course changes, financial aid, and accounts payable have
almost disappeared.
6. f. The financial aid program has managed to serve an increasing number of
student applicants while continuing its record of timely notice in making
financial aid awards. This program is to be commended for its leadership in
the direct student loan program and for the excellent institutional record of
low default on student loans. The committee is concerned about the
increasing gap between demonstrated financial need and the financial aid
package that the institution is able to award to its most financially needy
students, particularly those who apply from out-of-state, but recognizes the
limited resources available for student financial aid.
6. h. Counseling and testing services related to career planning have greatly
expanded in response to strong student interest for early and low-cost career
assessment services. These services are delivered as part of the curriculum
and as co-curricular activities and make innovative use of technology.
6. g. New student orientation programs are highly praised by students, their
parents, and participating faculty and staff. These programs have been
responsive to emerging needs of special populations such as international
students, students of color, and transfer students. They have added new
academic components and diversity awareness sessions and been very
resourceful in scheduling advising opportunities for all new incoming
students. The current academic orientation and registration process uses
automation in a model that is being adopted by other medium size public
institutions in the country.
6. i. Academic advising programs are mandatory for every incoming student.
The Office of Academic Advising and Student provides faculty and students
with resource materials and training to prepare them for advising. New
technology has enabled the registrar's office to provide timely degree analyses
and advising transcripts. There are plans to provide increased services to
faculty and students through the World Wide Web.
The Oregon Model, Academic Productivity Plan, Undergraduate Education
Philosophy Statement, and the university's criteria for faculty evaluation
incorporate the expectation that advising is central to the mission of
undergraduate education and the retention and academic progress of
Students
6. a. The student admission policy is appropriate for the institution's
programs, represents and furthers the University's mission, and is adhered to
in admission practices. The admission's office is responsive to the
enrollment goals of the academic productivity and business plans and is
consultative with other institutions providing publicly funded education.
6. b. Institutional placement procedures for writing, mathematics and foreign
language are used to place incoming students in appropriate courses and
programs. Students with advanced placement or transfer credit are
appropriately advanced to higher level coursework. The fact that only 3.1
percent of the grades earned by fall 1995 freshmen were "F", and only 4.7
percent were liD", suggests some success in this placement.
growing gap between established financial need and what the financial aid
office can package in an award, and the strategy of placing some student
services on a fee-paying basis can have the cumulative effect of reducing
students' access to education and to support services. Continuing efforts must
be made to reduce the rate of tuition increases, to increase endowment funds
that support scholarships, to extend opportunities for students to work while
in college, and to monitor and set some limits on the proliferation of fees for
essential support services. (The legislature is currently reviewing the
governor's budget recommendation that resident tuition levels be frozen.)
Recent surveys of undergraduate students indicate an increase in the average
number of hours per week that students work while enrolled in classes. This
information raises some concerns about students' ability to make academic
progress and earn a degree on time when their academic time is so
compromised by work responsibilities.
B. 6. How well the University of Oregon meets Standard IX requirements.
Summary statement.
Standard IX
352
6. 1. The VO's physical and mental health services are fully accredited,
effectively managed, and provide a comprehensive array of no- or low-cost
services for students, with education and prevention as well as treatment
components.
6. o. The institution has a commendable array of co-curricular activities and
programs, many of which are funded and managed by students under clear
guidelines and procedures. Building improvements have enhanced access
for students with disabilities. Most of these programs seem to be planned
around the traditional age, residential student. Although the mean age of VO
students. The delivery of advising in major departments varies as to format
and effectiveness. In a 1995 undergraduate student survey, 25 percent of the
respondents identified getting academic advising services as a major concern.
The institution needs to continue its dialogues on how to improve advising
services for continuing students and on whether more advising should be
mandated.
Standard IX
353
6. u. Alumni association maintains updated alumni records and encourages
current student and alumni support of the institution.
6. p. The relationship between student government and the institution, .and
delegation of authority for student fee management are clearly defmed
according to Oregon statutes and administrative rules.
6. q. Student media are organized independently from any university
sponsorship or affiliation. With the exception of the independent campus
newspaper, the Oregon Daily Emerald, they apply annually for support
through the student fee funding process. A written stat~ment of the
institution's relationship to student publications and other medIa such as the
student radio station is included in the mission statements of these
organizations that are presented in conjunction with their funding requests.
6. I. An adequate number of recreational sports for both men and women are
available through university facilities and student funded programs, but
there is a need for expanded facilities. The planned fitness center will relieve
some of the facilities pressures, but playing field space will still be at a
premium.
6. s. The institution's intercollegiate athletics programs is managed according
to NCAA and conference regulations, with appropriate faculty oversight and
frequently reviewed written policies. The university is attentive to aca~~mic
support and graduation rate issues for its student athletes and has stablhzed
budget support for these programs. Private donations are supporti~g
improved facilities for major women and men's sports. The Athletic
Department coordinates its grant-in-aid awards and notifications to students
with the university's director of financial aid.
6. 1. Campus bookstore provides appropriate stock levels for courses and
provides excellent support for the educational program through its
responsive management, innovations in customer service and
communications with faculty. Students and faculty are involved in policy
development through the bookstore board.
students is not changing significantly, fewer than 20 percent of today's
students are housed on campus. Increased attention should be paid to the
needs of older, evening, part-time, and commuter students in planning
future co-curricular activities and facilities.
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6. j. There is not a formal assessment component built into the university's
advising activities. However, advising serves as a primary method for
receiving feedback from students about the quality of instruction, the climate
of the campus, student satisfaction with curricular and co-curricular
programs, and student needs. The institution needs to find more ways to
move this information among the faculty and staff who can use it to make
improvements.
6. k. The Career Center collects information on campus and community
part-time work opportunities and offers career information and planning,
career advising, placement and follow-up opportunities. A post-graduate
survey conducted every two years yields valuable information from recent
graduates on their perceptions of skills learned at college that have helped
them secure and succeed in employment opportunities.
6. m. Student housing embraces a mISSIon statement that includes
enhancement of the learning environment as well as provision of safe,
appropriately-staffed, resident-managed housing. Resources for family
housing have recently been augmented by new construction and renovation.
There are questions to be resolved about cost-effective ways to remodel aging
facilities and the feasibility of new residence hall construction, given the
dynamics of the community rental market.
6. n. Students have opportunities for reasonably priced food services through
residence halls and the student union. Both auxiliary enterprises are
responsive and inI10vative in menu variety, delivery style, nutrition
information, hours, and pricing. EMU's plans for facilities remodeling and
new vendors should make its food services more competitive.
354
C. 1. Meeting Changing and Conflicting Constituent Expectations.
C. 2. Inclusive and Collegial Policy Development and Review.
C.3. Responding to Changing Social and Environmental Demographics and
Shifting Enrollment Patterns.
Standard IXStudents
355
C. 5. Supporting Education Without Borders.
To stay responsive, student services units need to become increasingly
collaborative and strategic in their design, implementation, and use of
assessment. Although all offices conduct ongoing program and needs
assessments, units need to work more collaboratively with the data and to
initiate regular campus-wide assessment initiatives.
C. 4. More Comprehensive Assessment Strategies.
C. 6. Support to Distance-Learners.
A particular challenge to student services comes with the UO's increased
commitment to offering students an "education without borders." As more
students seek study abroad and national student exchange opportunities, or
supplement classroom instruction with internships and other work-site based
applied learning opportunities, the university must determine what the
appropriate level of support for these off-site students should be.
residency, leisure and career interests of student constituents will require
student services to continue its tradition of highly responsive services and
continual needs assessment and program evaluation. New concerns about
students' behavior and civility, health and addictions, safety and security,
psychological and family profiles, career opportunities and constraints,
learning styles and learning preparation will tax the resourcefulness of
student services personnel.
An increasing number of students may seek affiliation with the university
through distance learning strategies. Distance learning presents unique policy
and support. service ~~estions. Many traditional student services are designed
for reSIdentIal, tradItional age students and will need adaptation for the
telecommuting learner. Staff will be challenged by the limitations as well as
the opportunities for assuring equal opportunity and access to services for
distance learners.
C. 7. Continued Dialogue on Organizational Issues.
Mte.r ~ore. experience with the current reconfiguration of student services,
the instItutIon may want to revisit this organizational structure to assess how
changes have affected the delivery of services to students.
C. 8. Giving Voice to the Student Learning Experience.
~inall~, stu?ent affairs staff need to continue recognizing and incorporating
In theIr philosophy and approach to student services the institution's new
attentiveness to student learning. The mission statement, instructional
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This section makes recommendations concerning emerging issues related to
student services that the University of Oregon will need to address in the next
few years.
c. Recommendations Related to Future Trends and Emerging
Priorities
Changes in student demographics and enrollment patterns will require
student services continually to assess the support needs of incoming and
continuing students and to revise programs and resources accordingly. Rapid
changes in matriculation patterns, age, ethnic and cultural diversity,
The university's constituencies continue to identify new and often conflicting
expectations for what support services the university should be providing to
students and to the general community. As the community and the student
body continue to diversify, student services will experience increasing
pressures to be "all things to all people" and will need to make choices either
to expand its jurisdiction and scope of services or to make some difficult
decisions about services that cannot be provided. Examples include the
increasing neighborhood expectations that the university will assist with
community policing and current initiatives to extend the student conduct
code to new scenarios and locations where sexual misconduct can occur.
These pressures increase the demand for expanded, more personalized,
responsive services at the very time when resource constraints and
technological advances influence services to become more group-delivered,
automated, and standardized, and at a time when the university's strategic
planning has emphasized resource allocation for the academic experiences of
students.
Student services programs have a tradition of involvement and collegiality
among faculty, administrators and students in the design and delivery of
services to students. The UO's traditions of governance, student activism and
of granting faculty status to professional student affairs staff have created a
modus operandi that has linked faculty and student perspectives to student
affairs programming. As faculty portfolios become more complex,
enrollment growth continues, employee groups are realigned, and technology
is used to streamline services, the campus must be attentive to mechanisms
that assure campus-wide awareness and responsibility for determining how
best to support students in their educational and developmental goals.
Standard IX
D.1. Student Academic Affairs
356
1. a. Office of Admissions.
Standard IXStudents
1. b. Office of Student Financial Aid.
The primary function of the Office of Student Financial Aid is to ensure,
within given financial limitation constraints, that no students who have the
motivation and potential to attend the University of Oregon have their
opportunity limited by the fact that they or their parents cannot afford to buy
their education. This office was selected as one of the first 104 schools in the
country to implement the new Federal Direct Student Loan Program, which
has brought more efficient and timely financial aid services to students and
their families.
357
The Office of Student Orientation coordinates programs which improve the
quality of the new student experience by providing assistance with academic,
social, and personal adjustment to the university. Programs include
summer, fall and mid-year orientation programs that provide registration
and advising, and telephone calling projects to recently admitted and newly
enrolled students. Future challenges for this office include examination of its
fee structure, exploration of new orientation strategies for a more diverse
student population, and program adaptations to changes in registration and
advising processes.
1. c. Orientation Services.
1. d. Advising Services.
The Office of Academic Advising and Student Services coordinates academic
advising of all the University of Oregon's undergraduates. Through a variety
of support programs for students and faculty, this office promotes a quality
advising experience for a significant percentage of students from entry
through graduation. Programs include advising for undeclared students,
outreach to students with particular professional objectives, special services to
students with disabilities, exit interview programs, short term advising and
counseling assistance, training for peer advisers, and coordination of the
Freshman Interest Group and the National Student Exchange programs.
The office is currently participating in an external program review of advising
services and anticipates future work with faculty on changing expectations for
advising linked to the productivity plan, emerging student needs and
changing nature of the professoriate.
The Office of Student Academic Progress helps students move successfully
toward their educational, career and life goals by providing necessary
information and creating an academic environment that fosters active
student participation. The office was newly created to coordinate the
academic programs of the former Dean of Students Office and some from the
1. e. Office of Student Academic Progress.
Students
programs, and resources of the institution are focusing more strategically on
quality instruction, life-long learning, effective curriculum, learning
outcomes, and the integration of classroom learning and professional
research. Student services programs need to articulate and support
developmental experiences for students that enhance opportunities for
learning, as well as identify the parallel developmental experiences that
inform and link students' classroom experiences with their out-of-classroom
campus experiences.
D. Description of Current Student Services Units
At the University of Oregon, a number of student services provided in the
past through the division of student affairs were in 1995 reorganized under
two vice presidents. The Division of Student Academic Affairs, under the
vice president for academic affairs, provides a cluster of services related to the
academic support and academic success of students, primarily
undergraduates. The Office of Student Life, under the vice president for
administration, provides other support services to undergraduate and
graduate students in conjunction with auxiliary services that report to this
vice president. There are in addition a number of student services provided
through academic departments or other administrative units, and still other
services provided to students through student fees collected and overseen by
student organizations.
The following descriptive material identifies the various administrative
units responsible for planning and implementing student support and
development services and summarizes recent program changes or future
issues.
Academic support units that report to the associate vice president in the
Division of Student Academic Affairs include the Career Center and the
Offices of Academic Advising and Student Services, Admissions, Student
Financial Aid, Multicultural Affairs, Orientation, the Registrar, and Student
Academic Progress.
Standard IX
The Office of Admissions assumes primary responsibility for new student
recruitment, admission counseling, education records evaluation, and initial
creation of student records systems. It leads policy coordination with high
school, community college and other post-secondary institutions. Recent
reorganization, computer technology enhancements, office growth, and
customer service are among this office's current changes and challenges.
1. f. Career Center.
358
1. g. Office of Multicultural Affairs.
Standard IX
2. b. Problem Solving and Conflict Resolution.
359
The Office of Student Life works to ensure that all students are supported and
accepted by encouraging a caring and supportive atmosphere on campus, and
promoting a campus climate that respects the needs and fosters the
understanding of diverse and healthy social, physical and cultural lifestyles.
2. c. Social Issues.
The Mediation Program provides confidential mediation services jointly
funded by the Office of Student Life and Associated Students of the University
of Oregon that are offered free to students and to faculty and staff members.
The Conduct Program's purpose is to enforce the Student Conduct Code and
its subsidiary regulations.
2. Office of Student Life
data, such as the 1995 graduation survey of students' satisfaction with the UO
education experience.
The Office of Student Life helps students derive full benefit from their
University of Oregon experience by assessing and communicating the needs
of a changing student body, providing education and support programs and
services, working to ensure that all students are supported and accepted,
minimizing the obstacles to student success, and celebrating the
accomplishments of individuals and the campus community.
Recent reorganization of student affairs services brought changes in reporting
lines, titles and personnel. The title of dean of students was changed to dean
of student life, with a reporting line to the vice president for administration
rather than to the provost and vice president for academic affairs. The scope
of the office was changed, with Greek Life moving to the Erb Memorial
Union, and orientation programs and the freshman group courses moving to
the new unit called Student Academic Progress. The remaining roles
outlined below are now covered by a much smaller staff. Since the new
configuration is barely a year old, it may be too early to draw conclusions
about the impact of the reorganization, but several outstanding questions are
addressed in the analysis and appraisal section of this self-study.
The key initiatives undertaken by the Office of Student Life include:
2. a. Assessment and Interpretation of Student Needs: Focus Groups and
Other Assessment Strategies.
Activities focus on soliciting students' perspectives and voices on their
campus experience.
StudentsStudents
The Career Center contributes to the University's mission by helping students
establish fulfilling careers, contribute to society, and adapt to the increasing
complexity of life and work in the 21st century. It provides students with
comprehensive services and information resources for career decisions and
job searches, helps students identify their work related strengths and interests,
prepares students for finding suitable employment, and fosters relationships
with the employer community. The Career Center anticipates future
program expansion and adaptation related to technological innovations in
program delivery and to recent student body decisions to dedicate additional
student incidental fees for Career Center services.
The Office of Multicultural Affairs is dedicated to empowering students of
color to complete their University of Oregon educational experience by
helping them achieve academic success, facilitating student retention to
graduation, assisting the campus and local community with issues of racial
and ethnic diversity, and recruiting students of color to the University The
office's current challenges include legal challenges to "affirmative action"
programs, increased service pressures from a growing number of students of
color, developing new strategies for specific racial groups, and supporting
students interested in graduate education.
Standard IX
Offices of Multicultural Affairs and Academic Advising. Programs include
Freshman Seminars, Faculty Firesides, on-campus internship program, a new
Summer Start Program, promoting and expanding learning communities.
Definition of its mission and work, coordinating students' academic
experiences with residence life and faculty who teach in learning
communities, and improving persistence rates are among future challenges.
This office is responsible for multiple activities related to student records and
registration services, including coordination of registration, classroom
scheduling, publication of the Schedule of Classes, grade processing,
certification of ge~eral education requirements, maintenance of academic
history and transcripts, enrollment verification of current and former
students, and services to veterans. Office staff provide support to various
university committees and publish the profile of students. Recent changes
and priorities for this office include improved computing support and
automation, particularly the successful implementation of the Banner
Student Information System and the recent implementation of a new data
warehouse. This office helps the university collect and interpret assessment
1. h. Registrar's Office.
360
2. d. Gay, Lesbian, Bisexual Education and Support.
The Office of Student Ufe provides staff and program support to activities
designed to create a welcoming environment for gay, lesbian, bisexual and
transgendered people.
Current social issues include: drug and alcohol abuse prevention, sexual
assault prevention and advocacy for the promotion of positive race relations
by supporting the University's Race Task Force. This group's purpose is to
create a fair, respectful, and humane campus environment which is free of
racial discrimination through educational outreach on issues related to race;
and provides referral, support and advocacy for those who experience racial
harassment, intimidation, and/or discrimination. .
Standard IX
The associate deans of the College of Arts and Sciences share responsibility
for identifying and responding to student services issues and for providing
liaison with the deans' council, provost's office, faculty committees, and
academic departments in policy discussions relating to student service
policies. For example, recently the associate dean for humanities took a
leadership role in working with residence hall staff on strategies for
integrating academic and residential experiences and bringing advising
information into the halls prior to registration periods. This administrator
also worked with the Student Conduct Committee on strategies for curbing
academic dishonesty and served on the provost's task force on teaching and
learning.
4. a. College of Arts and Sciences.
4. School and College Services to Students
The Office of International Education and Exchange has two major areas of
responsibility: 1) services for international students and faculty, and 2) the
administration of and related student advising for study abroad and exchange
programs. The office supports more than 1600 international students each
year, hosts scholars and visiting faculty from abroad, and sends students on
UO-sponsored overseas study programs.
361
Other student service activities in the College of Arts and Sciences are
decentralized to academic departments and include advising services
provided by faculty, professional advisers, or peer advising departments,
coordination of the mentorship programs with the Career Center, workshops,
3. b. International Education & Exchange.
The Academic Learning Services office provides a variety of learning support
services to assist in the academic success of university students from their
orientation experience through graduate level work. These services are
discussed in Standard V. Academic Learning Services also administers the
federally grant-funded Educational Opportunities program that supports
non-traditional students.
2. g. Parent Programs.
3. a. Academic Learning Services.
3. Office of Academic Affairs: Other Student Services
An additional constituency served by the Office of Student Ufe is the parents
of currently enrolled students, who benefit from two parents' weekend
programs and a periodic parents' newsletter.
StudentsStudents
2. e. Emergency Services.
The Office of Student Life assists with or coordinates a variety of emergency
services for students, including emergency response, drop-in services, the
university's crisis center, and the institution's crisis response planning. These
cases often involve complex and confidential personal and social issues, take
a significant amount of staff time, and require close coordination wit~ the
Office of Public Safety, the University Counseling Center, and the Office of
Academic Advising and Student Services.
The Crisis Center is an emergency telephone line that provides emergency
counseling when other university and ASUO facilities are unavailable. The
program is supervised by the counseling center, supported with student fees,
and staffed entirely by students. In the spring of 1996, the Office of Student
Ufe also assumed responsibility for developing an institutional crisis
management plan and team. A university crisis response policy committee
was appointed to advise the office in preparing a response plan outline
currently being reviewed by campus administrators.
2. f. Campus Celebrations and Ceremonies.
The responsibilities of the Office of Student Life include coordination of
several university campus celebrations and ceremonies. Office of Student
Life staff are responsible for planning and staging two large commencement
ceremonies each year in June and in August, as well as annually coordinating
student, faculty and staff volunteers who donate a day in the spring to
beautification and renewal of the campus grounds and facilities. Student's
scholastic and leadership accomplishments are recognized and celebrated
through a series of honors and awards programs and organizations staffed.
and supported by the Office of Student Ufe.
Standard IX
362
4. b. Professional Schools and Colleges.
5. University Administration: Other Student Services Units
internships, and practica that link classroom and career opportunities, referral
services for students with emergencies or crises, participation in orientation
activities, transfer student course evaluation, commencement program
planning, and the myriad of activities related to supporting students in their
classroom experiences.
Standard IX
The primary function and purpose of the Greek Life Office is to support the
educational mission of the university by providing services, advice, and
educational opportunities for members of the fraternity and sorority
community, their alumni and parents. Greek life services have recently been
relocated in the student union adjacent to student offices. The university has
increased its financial support for these services, which in the past were
partially funded by local Greek chapters, and plans to build additional space
for the support office. Future goals include strengthening chapters'
membership, academic performance, residential property management, and
continued initiatives in Greek social policy and behavioral expectations.
5. c. Greek Life
Counseling Center also supervises the university's testing and placement
center.
5. b. Housing
University residence hall housing exists for the purpose of enhancing the
education of residence hall students and augmenting the educational mission
of the university. The primary client of university housing is the entering
student. Approximately 3,200 students are housed in facilities that offer
students in most cases a multiple occupancy residential unit. Efforts are made
to bring educational opportunities as well as a variety of support and
recreational activities through academic. and co-curricular programming.
Dining and campus-wide catering services, family housing, conference
housing, and conference planning services are also provided. Housing
generates more than $15 million annually through its programmatic and
entrepreneurial efforts.
363
Initiatives in the past few years include encouraging increased involvement
of faculty and academic programming in the residence halls, removal and
demotion of unsafe family housing units, and construction of new family
housing units to be completed in the fall of 1997. The decision to replace
unsafe family housing was challenged by activists in the community and has
been costly and time-consuming to manage. Other initiatives include
installing a campus-wide infrastructure for cable TV service and
communications support that has enhanced students' use of computer
technology. University Housing staff initiated annual goal-setting and
benchmarking in 1992-1993 and uses surveys, newsletters with comment
cards, and audits to assess customer satisfaction and program needs. Areas of
focus in the future include addressing student conduct policies and
procedures, recognizing conflicting expectations of various stakeholders
regarding the role and function of university housing, and continuing
initiatives to link academic and residential experiences and to provide a
welcoming environment for students.
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5. a. Counseling Center
The Counseling Center provides psychological services for the student
population through walk-in crisis intervention, telephone crisis counseling,
on-going one-on-one counseling, a variety of support and personal
development groups, and professional consultation with other campus
departments. Staff teach academic courses and provide consultation to
sororities, fraternities, residence halls, student unions, and faculty.
Challenges for the center in the past 10 years have included successful
application for APA accreditation as a training and research site for graduate
students, strategies to accommodate a growing number of students seeking
counseling services for complex personal issues in a time of resource changes,
and new emphases on multicultural perspectives in serving clients. The
The administrative structure and student service programs that support
students seeking degrees in the professional schools and colleges vary among
the professional schools and colleges. In some of the schools, such as music
and architecture, much of the instruction is delivered individually or in
studio and performance review structures that permit considerable
mentoring and support directly by faculty to individual students. Students in
some of the larger professional programs, such as in the Lundquist College of
Business and the School of Journalism and Communication, begin their
affiliation with these schools as "pre-majors" and are often supported by a full
time undergraduate academic adviser. The professional schools provide
career components through internships, mentorship programs, group
projects, and placement services, as well as opportunities to be active in
campus affairs and agencies. Most of them have honor societies and some
scholarship awards that provide recognition opportunities for meritorious
students. Students have professional development opportunities such as
music performance recitals, affiliation with publications, art and studio
exhibits, and student teaching opportunities. Almost all of the professional
schools have admission, progress, and performance evaluation methods that
enable them to assess student's achievement at the point of admission,
through standardized testing prior to admission to upper division work, and
in the final year of academic work. These assessment methodologies are
discussed in Standard V.
Standard IX
364
5. e. Erb Memorial Union Program
The Associated Students of the University of Oregon (ASUO) is the
recognized representative organization of students. This student
organization has a long tradition of strong student government that manages
through its seven branches a network of agencies, activities, and programs
designed to serve student needs and interests. Its purpose is to give students
the opportunity to plan and direct their own programs, to become involved
with every aspect of university life, and to influence the decisions that affect
the quality of education and student life at the university.
Standard IX
Intercollegiate athletics at the University of Oregon is an integral part of the
institution, with rich traditions in both men's and women's sports. The
university fields seven sports for men and eight for women. Men's sports are
basketball, cross-country, football, golf, tennis, track and field, and wrestling.
Women's sports are basketball, cross-country, golf, softball, tennis, track and
field, soccer, and volleyball. Women's intercollegiate athletics, organized in
1973, has been a part of the Department of Intercollegiate Athletics since 1977.
The University of Oregon belongs to Division of the NCAA, and to the
Pacific-10 Conference, and monitors carefully its compliance with PAC-10 and
NCAA rules and regulations and with policies recommended by these
authorities.
The staff of the Department of Intercollegiate Athletics includes an academic
support coordinator who works closely with student-athletes and their
coaches to assure that athletic team responsibilities do not conflict with
students' academic progress and degree attainment. In addition, the
university provides through the Office of Academic Advising and Student
Services a special academic advising and counseling support unit located in
McArthur Court.
365
The faculty member currently charged with oversight for institutional NCAA
compliance as the University's Faculty Athletics Representative is a member
of the law faculty. He is assisted by support staff in the university's Registrar's
Office and by compliance staff with the Department of Intercollegiate
Athletics. Faculty oversight is supported by an academic Committee for
Intercollegiate Athletics comprised of nine members of the faculty, three
senior administrators, one of whom is the athletic director, and five student
members.
5. g. Athletics
these programs function with significant accountability and responsiveness to
changing student needs.
The Physical Activity and Recreation Services (PARS) unit attempts to
enhance the quality of life for all students by providing instructional physical
activity programs and non-instructional recreation services that focus on
health and fitness, outdoor pursuits, aquatics, sports, structured intramurals
and open recreation. The recreational programs offered by this unit provide a
range of extracurricular recreational opportunities managed by a staff that
includes significant student representation. Recent passage of a student fee
initiative to provide matching funds for a state-of-the art fitness center will
enable the program to benefit from both remodeled and additional new
facili ty enhancements.
5. f. Physical Activity and Recreation Services
StudentsStudents
5. d. Student Government
The Erb Memorial Union as a student union provides a combination of
programs, services and facilities that enrich the educational, cultural and
recreational opportunities in the university community and help make
students' extracurricular activities an integral part of their education. The
building provides group-meeting rooms, a variety of food service options,
lounges, a recreation center, and a staff of program consultants to help groups
and individuals plan programs. Student government and activities offices
are located throughout the EMU. The EMU Board of Directors, made-up of
elected students, appointed students, and appointed faculty members, is
responsible for making general policy decisions and long-range plans for the
union, and advises EMU staff members on matters of day-to-day
management and administration.
Programs located within the student union building include: Childcare and
Development Centers, Club Sports, the Craft Center, the Cultural Forum,
Outdoor Program, Recreation Center, the Student Activities Resource Office,
the Women's Center, the Greek Life Office, and the Multicultural Center.
Ethnic student unions and student media offices also have office space in the
student union. These programs offer resources and activities in a responsive
manner for users who are diverse in age and cultural background. The
dependence of these program budgets on student incidental fees assures that
ASUO's Executive, Student Senate and Finance Committee are responsible
for the oversight of a $ 2,319,228 incidental fee budget that is a self-imposed
tax by which students finance nonacademic activities. The incidental fee
budget process managed by the ASUO Finance Committees and Student
Senate assures that all programs and services receiving student fee support
annually review their program goals and assess program effectiveness as they
apply and compete for student fee funding. Additional information on this
process and these programs is available in the resource room and in ASUO
offices.
Standard IX
5. h. Health Center
366
The Student Health Center operates as an auxiliary service supported by
mandatory health fees assessed to all currently enrolled students. The center
provides basic nursing care at no charge and only a nominal fee for office
visits with a staff physician, dentist, psychiatrist or nurse practitioner. The
center charges for laboratory tests, x-rays, medications and prescriptions,
immunizations and other special services and supplies.
Standard IX
5. i The Office of Public Safety
367
The VO's Alumni Association's support services for currently enrolled
students include the mentor program, through which the association works
with the Career Center to match students with alumni for career mentoring.
The association makes four annual awards to currently enrolled students,
including the Paul Olum Award to a graduating senior. The Student Alumni
Association (SAA) has been in existence for 19 years as a community service
opportunity for students who support campus programming for
homecoming, parents weekends, senior send-off and the Take a Duck to
6. Other Student Services
6. a. VO Bookstore
6. b. Alumni Association
The Office of Public Safety is responsible for the general safety of the campus
24 hours a day, seven days a week. Services provided by this office to
university students include bicycle and car registration, parking permits,
management of the Lane Transit District Ridership Program, crime
prevention (including security training sessions for students) crime
notification and investigation, security training sessions and emergency
response. This office cooperates with the Office of Student Life, the Office of
Human Resources, the Student Health Center, the University Counseling
Center, and community resources to identify support services for the
victim-survivor of crimes on campus. It maintains and distributes data
regarding crime, campus safety and the security of students and their property
as required by federal law.
Significant changes over the past few years include an "early Duck" book
pre-ordering program for students, innovations in computer, United Parcel,
fax, and film services, and a T.D.D. telephone for the hearing impaired. The
bookstore is currently developing a homepage on the World Wide Web that
will include a merchandise catalog and the store's book inventory.
Assessment activities include suggestion boxes, surveys for faculty about
needed services and customer satisfaction, and a customer-oriented board and
management staff. A modern elevator that meets all ADA requirements is
being installed next year.
The University Bookstore is a non-profit corporation that has existed since
1920 in an independent status as the university's bookstore. All members of
the university community have membership status with this corporation
and are entitled to a point-of-sale discount on books. The corporation is
managed by a board of directors that includes faculty and student members.
StudentsStudents
The Health Center is engaged in ongoing study and evaluation of the
populations it serves, the services it offers, ways to stabi~ize the .financi~~.of
its health services, the quality of its staff, the adequacy of ItS phySIcal facIlItIes,
innovations in information technology to improve care, and institutional
and community relationships. The center is advised by a Student Health
Advisory Committee whose members include students, staff and faculty. The
center administers patient satisfaction surveys and regularly reports on
trends in student usage of health center services.
Significant changes for the health center in the past few years include
revision of the co~position and role of the student health advisory
committee, implementation of an electronic medical record system, revisions
to the student health insurance program, expanded computer systems and
equipment, implementation of an after-hours telephone nurse triage
program, the small occupational health program, and implementation of the
state's mandated measles booster requirement. Future challenges include
exploring and upgrading computer and other electronic technology, exploring
mandatory student health insurance, and developing creative staffing
approaches to cover expanding and diversifying student population.
The primary mISSIOn of the Student Health Center is to enhance the
educational process by minimizing health-related barriers to personal
development and learning. Additional roles for the health center are to
provide prevention, health promotion and education services that enable
students to take full advantage of their academic experience, and to serve as
the health and medical resource for the university community. The Health
Center is accredited by the Accreditation Association for Ambulatory Health
Care.
Significant changes in the University's Intercollegiate Athletics Program in
the past few years include renovations to facilities, the initiation of an
innovative academic counseling program called "SOAR", and
improvements in Title IX compliance, including the addition of a new
women's sport. Assessment strategies are driven by win-loss records, cost
containment issues, and objectives of strengthening student athlete
graduation rates.
Standard IX
368
6. c. Library and Computing Services
In the years since the last VO accreditation self study and visit, both the DO
library system and the VO Computing Center have been innovative in
extending user support services to university students. For further
information and discussion of these support services, see Standard IV.
Standard IX
369
7. Student Profiles, 1994, 1995, 1996
4. Selected Policies and Procedures
5. Admissions Data, Fall 1994, 1995, 1996
3. Student Handbooks
*1. Organization Charts
6! Enrollment Data
- Basic Institutional Data Form
-Retention and Graduation Data 1993, 1994, 1995
*2. Composite Staff Profile
9. Brief Professional Resumes (selected)
8. Student Financial Aid Data
10. Selected documents on student services (from the list in the handbook)
E. Data Checklist and Supporting Documentation for Standard IX: Students
Materials marked with an asterisk (*) will be included with copies of the
self-study report mailed to the visiting evaluation committee and to the
Commission office. Other items are available in the resource room or
elsewhere on campus.
Students
-------------------- ----------
Students
Lunch programs. The Alumni Association's strategic plan includes
continued solicitation of student suggestions for how the make the
association responsive to currently enrolled students, expanded use of SAA
students as university ambassadors to university constituents, and expanded
programming for juniors, seniors and recent graduates.
Standard IX
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Document IX-l
University of Oregon
Office ofStudent Life
Organizational Chart, 1995-96
r ViCe President for Administration I
Dan Williams
r
r Dean of Student Life I
Weston Morrill
I
Associate Dean of Student Life Associate Dean of Student Life
Laura Blake lones and Student Conduct CoordinatorIMicrocomputing Systems Manager I
Elaine GreenLi Wang
I Office Manager I
Educational andI Pat LeeProject Coordinator
Support Services CoordinatorUJ Linda Devine HOffice SpecialistJReception , Stephanie Carnahan.....,J
. Brenda Tuomi
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I Accounting TechnicianISel f Defense Instructor I Sharon Winn
r Focus Areas INadia Telsey I H CARE Instructor I
Ginny Ehrlich Gay, Lesbian, and Bisexual Issues I Student Conduct II Foc~sAreas '1 I ' Emergencies II Internal Coordination ~----i Grants II Crisis Plan II Commencement r fSexual Assault Prevention II Parents' Issues f--
I Honors and Awards H Drug and Alcohol I. Abuse PreventionI Race Task Force
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OFFICE OF THE PROVOST AND VICE
ACADEMIC AFFAIRS PRESIDENT FOR ACADEMIC AFFAIRS ACADEM
Executive Ass!. for Executive Ass!.
Academic Affairs to the Provost
I I
Assistant Vice Provost Assistant Vice President Associate Vice Provost for Development Directorfor Federal Relations Student Academic Services
I I i I ACADEMIC PROGRAMS I I
Vice Provost Vice Provost for AssociateVice Provost Associate Vice Provost College of Resource Vice President Director,for Research - Graduatefor Interna- VPfor for Academic Arts & Management & for Student Student& Graduate School I--~ -tional Affairs Academic Affairs Sciences Chief Financial Academic AcademicEducation Affairs Officer Affairs Progress
Humanities Multi-Assistant Associate VP Budgets & Admissions CulturalVice Provost for Statewide Lundquist FinancialArchitecture AffairsAssistant I- for Research Educational LERC College of I--~ Planning~ L & Allied Arts~ Vice & Graduate Services Business Social Academic LearningProvost Education I
I Sciences Institutional Advising K:ommunitiesResearch
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Faculty Sciences Services I Services
Development l C . , Legislative Career Ionllnumg Museum Relations
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376
• In biology, Michael Lynch is program director of the graduate research
training group in genetic mechanisms and evolution, one of the first of its
kind awarded by NSF.
• Two fellow physicists, Jack Overley and Harlan Lefevre, head up a project,
funded by the Federal Aviation Administration, on the detection of
explosives through fast-neutron time-of-flight attenuation measurements
that could advance the detection of explosives in airline luggage.
Standard X
• In the Computational Intelligence Research Lab scientists perform research
on basic questions in artificial intelligence: search, knowledge representation,
and reasoning. Emphasis is on planning, constraint satisfaction, and
commonsense reasoning. A recent grant from the Advanced Research
Projects Agency and headed by Matt Ginsberg, funds research focused on a
comprehensive approach to planning and scheduling. Among other results,
377
to interdisciplinary training, exemplary service/model development,
technical assistance and dissemination, which seeks to improve the quality of
life for these individuals and their families within community settings.
• The Computational Science Institute was established in September 1995.
Computational science is the study and application of computation methods
to models simulating such diverse phenomena as superconductivity, species
extinction, molecular dynamics, gene expression, and seismic tomography.
During its first year of operation, the CSI has been awarded several grants. An
award from the NSF's Academic Research Infrastructure program is enabling
the institute to develop a high speed computational, networking and graphics
infrastructure that will allow for the rapid visualization and representation of
large data sets.
• An award to Edward Weeks, planning, public policy and management,
from the W.K. Kellogg Foundation is entitled, "Building Leadership through
Democratic Dialogue," a project to document, disseminate, and extend
citizens' involvement in the deliberative process of policy making.
• In the School of Architecture and Allied Arts, G.Z. Brown, architecture,
headed up UO's collaboration with The Florida Solar Energy Center and the
University of Central Florida on energy efficient industrialized housing
project which develops demonstration houses, energy monitoring, and the
demonstration of panelized construction processes.
• In the School of Law, Richard Hildreth and Jon Jacobson were awarded a
NOAA Sea Grant to investigate the legal framework relevant to the recovery
of weak coastal coho salmon stocks and their habitat.
Scholarship and Research
• Three new interdisciplinary research institutes were formed in the last five
years: the Institute for a Sustainable Environment (ISE); the Computational
Science Institute (CSI); and the Computational Intelligence Research Lab
(CIRL). The focus of the ISE is long-term sustainability of the earth's major
environmental systems. A current collaborative project with Oregon State
University headed by David Hulse at the UO is part of the follow-up to the
President's Forest Conference in the Pacific Northwest. The goal of this
EPA-funded work is to contribute to the ecological understanding and
approaches needed by federal, state, tribal, and local government to
implement ecosystem management effectively in the Pacific Northwest.
Scholarship and Research
• The NSF and USDA are funding projects in geography that study climatic
change; a project headed by Patrick Bartlein focuses on testing earth system
models with Paleoenvironmental observations. Cathy Whitlock is studying
the Paleoclimatic history of the Pacific Northwest during the last 150,000 years
and is examining the causes of past climatic change.
• Among the many projects underway in computer and information science
are a new software engineering center and a project headed by Zary Segall and
Steve Fickas on the architecture, design and implementation of mobile
computers.
• In the College of Education some notable awards that focus on improving
learning and living skills for individuals with developmental disabilities
include a rehabilitation, research and training center on positive behavior
support headed by Rob Horner; a national institute to improve the tools of
technology, educational media, and materials (Douglas Carnine and Edward
Kameenui); and the University Affiliated Program, a programmatic approach
• In geological sciences, Douglas Toomey received an award from the U.S.
Geological Survey and the state of Oregon that provides resources to
accomplish seismic monitoring in Oregon to improve the understanding of
the nature of earthquake and volcanic hazards in the Pacific Northwest. Also
of significance is an award from the W.M. Keck Foundation and the NSF to
equip an optical mi~roscope and scanning electron microscope-based image
facility to be used in earth and materials science.
anthropology. The National Science Foundation awarded five Young
Investigator Awards and three Career Awards. The cms awarded more than
20 Fulbright Fellowships.
• Within the College of Arts and Sciences, physics professor Russell Donnelly
will establish a National Turbulence Center with funds from the NSF, which
will provide the resources to achieve state-of-the-art results in the
experimental study of convection and turbulence and will provide the
highest quality operation in flow tunnels and tow tanks of practical scale. The
concept may change future research on turbulent flows and revolutionize the
way submarines and surface ships are tested.
Standard X
378
The University of Oregon has been an international pioneer in development
of interdisciplinary research centers in the sciences, social sciences, and
humanities. Twenty-two interdisciplinary institutes and centers provide
opportunities for graduate training and research in addition to those offered
A. 3. In regard to facilities:
3. a. specialized research facilities
3. b. unique and sophisticated equipment
3. c. research centers and institutes
3. d. specialized laboratories, collections, museums, herbaria,
experimental areas
the work should lead to significant advances in both the theory and the
practice of military and industrial scheduling.
• The Institute of Molecular Biology conducts research directed toward
understanding basic cellular mechanisms, including control of gene
expression and development, genetic recombination, replication and
transcription of DNA. In 1994 Carlos Bustamonte (chemistry) joined fellow
institute member Brian Matthews (physics) when he also was selected as a
Howard Hughes Medical Institute Investigator. A part of Dr. Bustamonte's
work is a series of experiments designed to investigate the response of DNA,
proteins, and their complexes when subjected to mechanical stress.
• In the Institute of Cognitive and Decision Sciences, Michael Posner,
psychology, has been awarded a grant from the McDonnell Foundation on the
cognitive neuroscience of attention.
• In the Institute of Neuroscience, the renovation and upgrading of the
zebrafish facility is about to become a realized goal. The UO is the birthplace
of the establishment of the zebrafish as a vertebrate model for research. A
core of internationally recognized neuroscientists has been successful in
garnering funds from NID, NSF, and the W.M. Keck Foundation to
completely renovate and expand the zebrafish facility and to complete the
development of an international research database on zebrafish. It now
seems possible that within a few years neuroscientists will unravel how the
vertebrate nervous system develops as well as the underlying causes of many
developmental defects. Insights gained from studies of the e~bryo.nic
zebrafish will have profound implications for all vertebrates, mcludmg
contributing fundamental insights into human health and disease.
• During the past five years, the university's centers and institutes have
competed successfully for six NSF Academic Research Infrastructure grants,
two for facilities and four for equipment benefiting the Computations Science
Institute, Materials Science Institute, Institute of Neuroscience and the
Institute of Molecular Biology.
Standard X
Center for Advanced Technology in Education
The mission of the Center for Advanced Technology in Education (CATE) is
to investigate and promote the use of advanced technology in education.
CATE has identified four organizational goals. They are to promote and
support: 1) efficient world-wide exchange of information on current topics
related to the use of advanced technology in education; 2) the generation and
dissemination of media and materials that enhance understanding about
current and future applications of advanced technology in education; 3)
research on issues and interventions related to the use of advanced
technology in education; and 4) training and outreach efforts designed to
enhance the knowledge and skills of educators, students, and parents about
the use of advanced technology in education.
Institute for the Development of Educational Achievement
The Institute for the Development of Educational Achievement (IDEA) was
established in the College of Education by OSSHE in 1984. IDEA's major foc;:us
is to serve as the primary unit within the college for promoting and
managing research and outreach activities related to the academic
achievement of children and young adults. The objectives are: 1) to establish,
promote and sustain a culture and community of scholarship and
collaboration, in the state of Oregon that has as its primary focus, improving
the academic achievement of children and young adults; 2) to develop the
organizational capacity to serve as primary resource to the university
community, local school districts, educational agencies and people of Oregon
on matters related to the academic achievement of children and young adults;
379
Center on Human Development
The Center on Human Development (CHD) is the operational entity of the
University of Oregon's University Affiliated Program (UAP), one of a
network of more than 60 such programs nationally. The CHD was established
in 1971 and the first UAP core grant award was received in 1972. The mission
of the CHD is to improve the quality of life of individuals with disabilities
and their families. The UAP and the CHD have four primary objectives that
are jointly pursued: 1) the interdisciplinary training of professionals; 2)
research, development and demonstration of exemplary, model programs; 3)
technical assistance; and 4) dissemination of state-of-the-art knowledge and
best practices. The CHD is comprised of 10 programmatic units or clusters of
individuals that collectively address these four objectives.
by schools and departments. Members of centers and institutes hold faculty
positions in related academic departments. Graduate students who intend to
do thesis or dissertation research work in one of the institutes must satisfy the
graduate requirements of the related department through which they will
receive their degree. The following list describes centers and institutes which
are officially recognized by the Oregon State System of Higher Education, and
subsequently established by statute:
Scholarship and Research,aOI ..
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Scholarship and ResearchStandard X
380
Center for Asian and Pacific Studies
The Center for Asian and Pacific Studies facilitates the coordination of
undergraduate and graduate academic programs in Asian studies, East Asian
languages and literatures, international business, international studies, Pacific
Islands studies, and Southeast Asian studies. The center's associates include
approximately 100 faculty members teaching and doing research in the
humanities, social sciences, and sciences as well as in the DO professional
schools and colleges.
3) to serve as the primary research administrative unit in the College of
Education for managing and promoting external and internal research, grant
awards related to research on academic achievement of children and young
adults; 4) to serve as the primary administrative unit in the College of
Education for the managing and promoting outreach and service activities
related to the academic achievement of children and young adults; and to
produce, collect, synthesize, and disseminate information related to the
academic achievement of children and young adults.
Standard X
381
Chemical Physics Institute
The Chemical Physics Institute promotes fundamental research in atomic and
molecular systems. A combination of concepts and techniques from
traditional chemistry and physics disciplines offers a unique approach to this
work. The main thrust of the institute is research on isolated atomic and
molecular processes and their relation to condensed phase and interfacial
phenomena. The institute also participates in the Optical Science Center of
Excellence, one of five DO Centers of Excellence in Advanced Science and
Technology approved by the 1985 Oregon Legislative Assembly.
Institute on Violence and Destructive Behavior
Approved by OSSHE in February 1995, the Institute on Violence and
Destructive Behavior studies the conditions and factors related to the
development and prevention of violence among children and adolescents.
The Substance Abuse Prevention Program and the Peace Studies Program are
affiliated with the institute. The institute provides an opportunity for
students to connect their academic course work with research and
community action.
Humanities Center
The Humanities Center stimulates, supports, and disseminates humanistic
research, teaching, and public outreach. Representative disciplines include
literature; philosophy; history; the study of languages; linguistics; religion;
ethics; jurisprudence; archaeology; history, theory, and criticism of the arts;
and historical, interpretive, conceptual, and normative aspects of the social
and natural sciences and the professions. In addition, the center seeks to
explore the relations of the humanities to other disciplines and to question
traditionally accepted disciplinary boundaries and self-understandings.
Scholarship and Research
Institute for a Sustainable Environment
The Institute for a Sustainable Environment was established to address the
issue of the long-term sustainability of the earth's major environmental
systems. The goal of the institute is to foster research and education on
environmental issues at the University of Oregon, and institute programs
encompassing environmental themes in the natural sciences, social sciences,
policy studies, humanities, and the professional fields. Student research and
work opportunities are available through institute projects.
The Computational Intelligence Research Laboratory
The Computational Intelligence Research Laboratory (CIRL) performs
research on basic questions in artificial intelligence: search, knowledge
representation, and reasoning. Emphasis is on planning, constraint
satisfaction, and reasoning about action and physical devices. The laboratory
fosters an intimate relationship among a small group of researchers working
in Closely related areas and the graduate students they supervise.
Scholarship and Research
Center for the Study of Women in Society
The Center for the Study of Women in Society is committed to generating,
supporting, and disseminating research on women and gender. The center
fosters collaboration and interchange among researchers interested in
questions about women; the intersection of gender, race, and class; and
feminist scholarship. Visiting scholars, seminars, conferences, and lecture
series are part of the program. The center also provides grants and
fellowships to faculty members and graduate students and supports efforts of
collaborative research groups to secure external grants.
Center for the Study of Work, Economy, and Community
The Center for the Study of Work, Economy, and Community provides a
facilitating structure for interdisciplinary research on issues of work and work
organizations, labor force and labor market, and the economy and links to the
community. The center has hosted visiting American and international
scholars and conducts forums, conferences, and seminars as part of its
programs. Research opportunities are available for graduate and
undergraduate students.
Center for Housing Innovation
The purpose of the Center for Housing Innovation is to advance the state of
knowledge and professional expertise related to the planning, design,
construction, and manufacture of housing in North America, especially the
Pacific Northwest. Center members are experts in housing production and
manufacture, energy-related issues in housing, regulatory issues such as
zoning and building codes, housing design, and user participation in housing
and community design. Innovative use of wood products is a particular
concern of the center.
Standard X
382
Institute of Industrial Relations
The goal of the Institute of Industrial Relations is to stimulate research and
education about human resource management and industrial relations. The
institute offers an integrated interdisciplinary program leading to either a
master of science or a master of arts degree in industrial relations. Details of
the degree program appear in the Lundquist College of Business report in
Section C of Standard V.
Institute for Community Arts Studies
Founded in 1965 by a gift from Lila A. Wallace, the Institute for Community
Arts Studies promotes and implements research, professional education, and
community service programs that cultivate a public understanding of the arts
in a broad context. The institute draws its participating faculty from the Arts
and Administration Program and its associates from UO museums and the
School of Music.
Standard X
Institute of Neuroscience
The focus of the institute is on experimental neuroscience, with the goal of
understanding relationships between behavior and the chemical,
morphological, and physiological functions of nervous systems. A special
aspect of the program is an effective interdisciplinary approach to problems,
brought about by the collaboration of scientists from various disciplines who
have differing viewpoints about neuroscience. Within the program, a group
of developmental neurobiologists is pursuing questions concerning the
establishment of nervous-system patterns during growth. Additional
research programs focus on the neuronal and neuroendocrine control of
behavior, visual neurobiology, molecular neurogenetics, membrane
biophysics, eNS regeneration, and proprioceptive mechanisms in humans.
The institute provides a graduate curriculum in neuroscience that receives
integrated input from participating faculty members.
383
Institute of Theoretical Science
The Institute of Theoretical Science provides a center for interdisciplinary
research in overlapping areas of theoretical physics, theoretical chemistry, and
mathematics. Research focuses on the areas of statistical mechanics, chemical
physics, theory of solids and liquids, nuclear theory, elementary particle
theory, accelerators, x-ray and lasers, astrophysics, general relativity, and
applied mathematics. Graduate students with adequate preparation in one of
the science departments may do thesis or dissertation research in the
institute. The institute also sponsors postdoctoral research associateships and
visiting professorships, usually funded by the United States Department of
Energy and the National Science Foundation.
Materials Science Institute
The Materials Science Institute fosters research and education in the structure
and properties of materials by encouraging collaboration among scientists in
chemistry, geological sciences, and physics. Research topics include synthesis
and characterization of novel metastable materials and optical materials;
characterization of heterostructure and amorphous materials, interfaces, and
devices; surfaces, surface-reaction dynamics, and interface formation; limited
dimensionality; organic conductors and polymer science; ion-modification
and ion probes for materials; and biotechnological materials. Close
coordination is also maintained with materials and device colleagues at
nearby Oregon State University and with the state's microelectronics
industry.
Scholarship and Research
Oregon ~stituteof Marine Biology
The Oregon Institute of Marine Biology is situated on 107 acres of coastal
property along Coos Bay on the southern Oregon Coast. Research focuses on
invertebrate physiology and biochemistry, larval biology, wetlands ecology,
coastal ecology, marine snow, and on ecology and physiology of marine
Scholarship and Research
Institute of Molecular Biology
The Institute of Molecular Biology fosters research and training in
contemporary biology at the molecular level by bringing togethe~ scientists
from various disciplines in a common intellectual and phYSICal space.
Current research is directed toward understanding basic cellular mechanisms
in both eukaryotes and prokaryotes, including control of gene expression and
development, genetic recombination, replication and transcription of DNA,
translocation and folding of proteins and cellular signaling mechanisms. A
more fundamental understanding is developed through studies of
DNA-protein interactions as the basis for control of gene expression,
macromolecular structure using imaging microscopies, x-ray crystallography
and nuclear magnetic resonance, and structure-function relationships in
proteins and in membranes. Along with the Institute of Neuroscience and
the Department of Biology's Cell Biology Program, the Institute of Molecular
Biology is part of the Biotechnology Center of Excellence at the University of
Oregon. The institute includes the Center for Macromolecular Assemblies,
funded by a grant from the Lucille P. Markey Charitable Trust.
Institute of Cognitive and Decision Sciences
The Institute of Cognitive and Decision Sciences, established in 1987,
promotes the study of intelligent systems. Research projects include ~ork on
human-computer interaction, computer instruction, the perception and
comprehension of language, semantics, attention, motor skills, visual
cognition, memory, computer models of sensory and cognitive processes,
neuropsychology of cognition and emotion, linguistic and conceptual
development, social categories and prejudice, deception, social dilemmas,
negotiation, decision theory, expert systems, and risk assessment. Courses,
seminars, and research projects allow graduate and undergraduate students to
participate actively in the institute.
Standard X
384
College of Arts and Sciences:
Electron Microscope Facility
InfoGraphics Lab. Department of Geography
Instrumentation Neotectonics Laboratory
Center for the Cognitive Neurocience of Attention
Parallel Computing
phytoplankton. The institute facilitates graduate resea:ch on a range of
related subjects, and offers summer, fall, and sprm.g programs. for
undergraduate and graduate biology students and students In general sCience
and environmental studies. Courses include marine ecology, invertebrate
zoology, vertebrate biology, marine birds and mammals, algae, and biological
oceanography. Students have the opportunity to conduct research projects in
these areas. Facilities for individual research are available throughout the
year.
Oregon Survey Research Laboratory
The Oregon Survey Research Laboratory serves as a resource and an
intellectual home for faculty, staff members and s.tudents involved in
survey-related research. The laboratory offers a complete range of
survey-related services to nonacademic clientele in~lud!ng local, state, an~
federal government agencies; other research orgamzatlons; and nonprofIt
organizations. The laboratory provides training and instruction f~r students
in survey methods, and it conducts and promotes research In survey
methodology.
Standard X
Pine Mountain Observatory:
Scholarship and Research
School of Architecture & Allied Arts
Regional Daylighting Center
Energy Studies in Buildings Laboratory
Institute of Recreation Research and Service
School of Music
Concert pipe organ by Jurgen Ahrend of East Friesland, Germany
Future Music Oregon (electronic music studio)
Gamelan Suranadi Sari Indra Putra (note: The UO School of Music is
the only institution in the nation to include an ensemble of this
kind as an integral part of its curriculum.
Kammerer Microcomputer Lab
Research Facilities and Programs in Professional Schools (examples)
385
College of Education
Center for Advanced Technology in Education
Center on Human Development
Child Development and Rehabilitation Center
Early Childhood Care and Parent and Child Education
Specialized Training Program
Speech-Language-Hearing Center
Western Regional Resource Center
DeBusk Memorial Center
ERIC Clearinghouse on Educational Management
International Society for Technology in Education
Oregon and National Career Information Systems
Oregon School Study Council
Talented and Gifted Institute for the Development of Educational
Achievement
Technology Education Center
Lundquist College of Business
Charles H. Lundquist Center for Entrepreneurship
James H. Warsaw Sports Marketing Center
Lundquist College Technology Lab
A.4. In regard to faculty
4. a. Explain how faculty scholarship and research are encouraged.
The University of Oregon encourages faculty scholarship and research
through policies, programs, and support offices. Examples of policies that
Scholarship and ResearchStandard X
Solar Energy Center . .
The Solar Energy Center emphasizes a regional appr?ach to r~search In us~ng
the sun's radiant energy for heating water; for lightIng, heatIng, and coohng
buildings; and for generating electricity. The center's efforts include the
development and distribution of information; the development of needed
technology and the· facilitation of its application; and the study of legal,
economic, and subsequent technical problems that accompany solar energy
development in this region. University research personnel in the ~reas of
architecture, planning, and physics are active in the center. Courses m solar
energy are offered in the architecture; planning, public policy and
management; and physics departments. The center sponsors frequent
seminars attended by university and community people involved in various
aspects of solar energy use.
Specialized Laboratories and Research Facilities
Space does not permit full description of the UO's many specialized
laboratories and departmental research facilities, services, and programs. For
further information, please refer to the General Bulletin or to departmental
web sites. Examples follow:
386
4. b. Explain the part scholarship and research play in promotions.
encourage faculty participation in research include those which provide
replacement salary and benefit support to awardees of prestigious fellowships,
and award amounts equal to the National Endowment for the Humanities
Summer Stipend to campus nominees for that program. Campus-wide, a
portion of indirect costs received in support of extramural awards is returned
to the generating unit to support expenditures that are research related.
The Office of Research and Faculty Development and the Office of Research
Services and Administration also provide faculty an array of services to assist
in getting projects underway. These include development of a research
agenda, identification of funding sources, critiquing of drafts, and
development of budgets. In addition, staff review each project proposal to
assure compliance with applicable guidelines, laws, regulations, and rules and
ensure that all required authorizations are in place.
Standard XScholarship and Research
A. 5. Indicate the approximate total of research funds for each of the past five
years and the principal source of those funds.
build a convincing record of these achievements. A detailed list of scholarly
activities which are considered as evidence for meeting these standards is
outlined in the University of Oregon Faculty Handbook, Chapter VI, "Special
Conditions of Employment of Teaching Faculty...Criteria for Teaching-Faculty
Evaluation." Further detail is provided at the college, school, and department
levels.
Faculty at the UO participate in the development and monitoring of research
policies in a numbers of ways. They serve on committees such as the
Committee for Protection of Human Subjects, the Institutional Animal Care
and Use Committee, and the Biohazards Safety Committee. Faculty also
participate in the writing of research compliance assurances and policies
designed to satisfy such requirements, e.g., conflict of interest policy and
research misconduct policy. Campuswide, information and discussion
forums are held when the UO is required to respond to areas requiring
development of new policy and procedure; input from all faculty are
welcome and expected at these sessions. A faculty research advisory council
meets with the vice provost for research and graduate education to discuss
and advise on policies related to institutional procedures affecting contracts,
grants, development of indirect cost budgets, etc. The vice provost for
research also meets quarterly with the directors of research centers and
institutes to develop strategies, budgets, and policies affecting operation and
growth of these centers and institutes. This year, the vice provost is
convening a Planning for Excellence faculty group to advise on priorities for
research directions, targets for current and future resources, and fundraising
goals in support of university research programs.
387
4. Co Describe faculty participation in developing and monitoring research
policies and practices.
Extramural support received by the University of Oregon in the form of
grants, contracts, and awards for research and scholarly activity totaled $46.2
Million in Fiscal Year 1995-96. This is nearly double the amount received ten
years ago. About 82 percent of support comes from Federal agencies. The
three top funding agencies for the University of Oregon are the U.S.
Department of Health and Human Services, the U.S. Department of
Education, and the National Science Foundation. Support for research is also
received from foundations and corporations, state and local government, and
other public and private sources.
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Scholarship and Research
The spirit of the university's expectations regarding faculty scholarship and
research are perhaps best described in the Faculty Guide to Promotions and
Tenure, pg. 4/ which states, "To hold a tenured position at the University of
Oregon, faculty members are expected to excel in teaching and service. But
what distinguishes a research university - and an AAU member in particular
- from other institutions of higher learning is its advancement of a discipline
or profession by the contribution of new knowledge. What justifies the
teaching load and research resources on this campus is the steady, regular
expenditure of time and effort in research and creativity in the various
disciplines. Thus your accomplishments in your discipline over the course of
each year are a primary basis for evaluation and promotion and tenure."
Faculty who are successful in meeting promotion and tenure standards must
steadily conceive and pursue significant areas of new research, production, or
performance, establish a respected reputation in their respective field, and
The Office of Research and Faculty Development administers the New
Faculty Award program, which assists beginning tenure-track faculty
members with a summer stipend and flexible spending account and the
competitive Summer Research Award, for which all tenure-track faculty are
eligible. Additional assistance is provided in the form of proposal
development funds and research-related travel assistance. Additional
intramural programs include fellowships and grants which release a faculty
member from teaching responsibilities for a term (Oregon Humanities Center
Fellowship), and grants to support research on gender-related topics in any
discipline (the Center for the Study of Women and Society), as well as the
Junior Faculty Award which supports outstanding scholars and researchers in
the College of Arts and Sciences. All tenure-track faculty are awarded
annually an Academic Support Account, to be spent in support of
professional activities.
Standard X
388
B. 2. How do faculty scholarship and research policies and practices relate to
and support the institution's mission?
The University of Oregon places a strong emphasis on research programs in
the most advanced areas of scholarship, many of which have special
applicability to high-tech industry. Its international programs facilitate
research and exchange of students and faculty with other countries.
B. Analysis and Appraisal: Analyze the institution against the standard for
scholarship and research.
B. 1. What evidence is there to show that faculty scholarship and research
have enhanced the educational effectiveness of the academic programs?
Standard X
389
The University of Oregon also is a member of the Association of Research
Libraries, an association of the largest research libraries in the country.
B. 3. Analyze the advantages, if any, that have accrued to the institution from
research conducted in recent years. What have been the disadvantages, if
any?
The university is guided by the principle that it shall make available
educational opportunities of high quality to enable students to acquire
knowledge, skills and wisdom for personal development and enrichment; an
understanding of science and technology; an understanding of other peoples
and cultures, as well as our own; and responsible participation in a
democratic society. Fundamental to the success of the university's
educational mission, is the preservation and encouragement of an
atmosphere of intellectual freedom, of which research is a major part.
Scholarship and Research
Central to the University of Oregon's mISSIon is the characterization of the
institution as a comprehensive research university. Research pervades all of
the university's scholastic activities.
Within this setting, students at the University of Oregon have access to the
most current knowledge in classrooms, laboratories, and seminars conducted
by active researchers. In turn, by sharing their research through teaching,
faculty members are better able to articulate their findings and integrate their
specialized studies with broader areas of knowledge. Their students learn that
knowledge is a vital and changing commodity and that learning should be a
lifelong activity.
In the past year, faculty members and students engaged in active research
programs have brought the university more than $49 million in research
grants, primarily from federal agencies. University of Oregon science
departments receive national attention for their work in such areas as
computer science, genetics, materials sciences, optics, and neuroscience.
Seven university faculty members belong to the prestigious American
Academy of Arts and Sciences, and three faculty members are 'current
members of the National Academy of Sciences.
It is a belief widely accepted at the University of Oregon that the faculty
member most active in research is generally the best teacher. The excellence
of our graduate programs depends upon the faculty remaining current with
the latest developments in their disciplines. Every doctoral program requires
students to produce a significant piece of original scholarship. Those charged
with supervision of such undertakings must be in a position to recognize the
quality of students' research efforts. How better to do this than to be active in
research themselves?
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$46.4
$46.4
$43.1
$49.3
$46.2
Total (each in
Millions)
Scholarship and Research
$12.2
$8.5
$9.5
$8.7
$8.0
FederalNon
$34.2
$37.9
$33.6
$40.6
$38.2
92
93
94
95
96
Federal
The University of Oregon is a comprehensive research university and the
only Oregon member of the Association of American Universities. Its
programs of instruction are designed to provide the opportunity for students
to obtain a high-quality education in liberal arts and sciences, as well as
professional preparation.
Fiscal Year
It is the policy of the University of Oregon that all research conducted on
campus will have instructional and/or training relevance. It is also the policy
of the university that whenever possible, research projects will create
employment and training opportunities for students at all levels. The UO is
the recipient of a number of graduate level training grants that provide a
stipend and/or tuition support for students in areas such as special and
rehabilitative education, psychology, developmental biology, chemistry,
physics, and ecology and evolution. These grants are dependent on the high
quality research programs being conducted by the faculty and funded through
external sources. Another example is research experiences for
undergraduates. These awards, which provide research positions in labs, are
funded by the National Science Foundation and only faculty with research
projects funded by the NSF may apply. Students are thus provided with
research and training opportunities and financial support that would not be
possible without an active and successful extramural research component.
The University believes that such policy and practice greatly enhance the
value of the education students receive at its campus.
Standard X
1991
1992
1993
1994
1995
390
Teaching at the undergraduate level also has its benefits. Recipients of the
two prestigious teaching prizes the university awards annually are often
among those faculty most active in research.
While recognizing that there are significant costs associated with an emphasis
on research, this institution has decided that there are few, if any,
disadvantages to it. There are some members of the faculty who believe that
the importance of research may be emphasized to an unhealthy degree over
the university's commitment to excellence in teaching and public service.
Students also occasionally voice this concern. Research productivity may be
easier to assess than is quality teaching or service, and personnel decisions can
Standard XScholarship and Research
Another disadvantage is the pressure on the faculty to juggle many
responsibilities at once, with the potential to reduce the amount of time that a
faculty member has available for other areas of university responsibility.
B.S. Analyze the workload of the faculty and institutional support in relation
to opportunities for scholarship and research, including teaching loads and
leave policy.
391
B.4. What proposals have been presented for improving faculty scholarship
and research at the institution?
rely too heavily on this single component. To the extent that this is so, a high
priority placed on research can work to the university's disadvantage.
Many departments encourage faculty members to arrange their course loads
to increase their research time in a given term. Some departments have a
work load equalization process for assigning teaching loads, allowing faculty
with heavy research commitments slightly lighter course loads than faculty
members less involved in research. The university administration has
encouraged such variable teaching loads.
Teaching loads are not uniform across the university, varying depending on
the discipline and other factors. To this extent, they are highly influenced by
national and local tradition. Thus, teaching loads are lighter (generally about
three courses per year) in the natural sciences and in a few other departments
in which research is done in laboratory or clinical situations, while in the
humanities and social sciences and in most professional schools the typical
course load is six courses per academic year. Faculty in foreign languages,
mathematics, and in design areas such as fine art and architecture tend to
carry more contact hours than do other faculty.
Each year, University of Oregon faculty members submit scores of proposals
to federal and state agencies, to charitable trusts and foundations, and to
businesses and industry seeking funds to advance their research. Many of
these proposals require matching financial commitments from the university
and/or cost sharing commitments of time, facilities, equipment, or other
material. Each such commitment is negotiated by faculty members and the
VO Office of Research prior to submission of the proposal to the granting
agency. These commitments also entail a review of the research being
proposed and an assessment of the relevancy of such research to the existing
instructional and research programs of the university. The sum total of this
activity results in millions of dollars of direct and indirect financial support
for research contributed by the institution. Because the university prides
itself on the strength of its interdisciplinary connections, interdisciplinarity of
research is often a priority in determining the extent and duration of
matching or cost sharing support.
Scholarship and Research
A major service this university provides to our state and beyond is the
production of new knowledge. Research at the University of Oregon
contributes to the understanding of scientific, social and cultural problems
and relationships, and thereby directly supports our society's attempts to
improve the quality of life.
The University of Oregon sees the primary advantage of an active research
program in the quality of the faculty that active research requires. That
requirement brings to the university many who are active contributors to
their fields of scholarship. This leads to a general campus atmosphere of
participation in learning and contribution to knowledge, which would not be
the case if research were not performed. Research conducted in recent years
has led to an increased visibility for the institution, as well as to the above
mentioned financial advantages. The ability to attract scholars from around
the world is clearly an advantage, as it provides an opportunity for
undergraduate and graduate students to engage in research with leading
scholars.
In accepting characterization as a comprehensive research university, the
University of Oregon takes on the responsibility to society to generate new
knowledge. Our faculty members, urged to articulate in basic and applied
research, lay the groundwork for technological and social advances and a
higher level of cultural awareness. After our mission of providing
educational opportunity for Oregon's college students, this is our most
important public service.
Standard X
Another advantage of a research emphasis is the fundamental role research
plays in graduate education. The university takes great pride in the quality of
its graduate programs. In addition, the research program is playing an
increasing role in the economic development efforts of the state. The
. economic development aspects of research not only bring the concepts of
research and community service closer together, but also tend to raise interest
among the state's cit~ens in the university's activities generally.
392
c. Supporting Documentation for Standard X: Scholarship and Research
B. 6. In what areas does and should the institution make significant
contributions through research?
1. Principal Investigator's Manual: A Handbook for Proposal
Development and Award Administration
Standard XI
A. Description for self-study
A. 2. State the objectives of the graduate program
393
~r. Upham earned his Ph.D. in anthropology from Arizona State University
In 1980 and has held tenured faculty 'positions at New Mexico State
University (1981-1989) and the University of Oregon (1990-1996). Dr. Upham
In 1994, following an administrative audit of the university by Peat Marwick
(see Standard VITI), the position of vice president for research was eliminated,
and responsibilities for supervision of the office of research and the indirect
cost budget were shifted to the portfolio of the vice provost and dean of the
graduate school. The current organizational chart accurately reflects the
present structure of this office.
STANDARD XI
GRADUATE PROGRAM
On file in the accreditation resource room.
A. 1. Provide a current copy of the institution's graduate school bulletin or
catalog and other printed material that describe pertinent phases of the
graduate program.
Graduate Program
The chief academic administrator for graduate education at the University of
Oregon is the vice provost for research and dean of the graduate school. This
po~t is. cw:rently held by Dr. Steadman Upham, who was joined the
umversIty In 1990. He has held the post of vice provost and dean of the
Graduate School since that time.
A. 3. Explain the organization of the graduate school, indicating:
3. a. The selection, tenure and background of the chief academic administrator
for graduate education, hislher duties and responsibilities, and to whom
he/she is responsible.
The major purpose of graduate education at the University of Oregon is to
instill in each student an understanding of and capacity for scholarship,
independent judgment, academic rigor, and intellectual honesty. It is the
joint responsibility of faculty members and graduate students to work
together to foster these ends through relationships that encourage freedom of
inquiry, demonstrate personal and professional integrity, and foster mutual
respect.
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Scholarship and Research
The University of Oregon recently established membership in the National
Faculty Exchange. This helps bring outside visitors to this campus and also
makes it possible for our faculty to spend all or part of a year at another
institution for purposes of professional development.
The university makes significant contributions through research in all areas
in which it has graduate programs, and has earned a reputation for excellence
in its research. The university is able to provide a wide array of advanced
teaching and research environments where graduate students are stimulated
to excel in discovery and scholarship-discovery and scholarship of the
highest quality being the guiding principle.
The university also has been very liberal in granting leaves without pay to
faculty members who request them. Faculty who can obtain full funding for
leaves from extra-university sources and who have good professional reasons
for taking leave, are encouraged to do so. Naturally, this system is not used as
often as the sabbatical system.
The university also has a well-established sabbatical program which aids
faculty members to attain scholarship and research goals. The Oregon State
Board of Higher Education in 1984 improved the university's sabbatical leave
program through a general increase in benefits, and thereby gave positive
encouragement to faculty to apply for sabbatical leaves. A sabbatical is
available after six years of full-time service on a basis of 60 percent of full pay
for a three-term leave, 75 percent for a two-term leave, or 85 percent for a
one-term leave.
Standard X
394
currently holds the rank of professor, and his academic and administrative
accomplishments are summarized on his curriculum vitae.
The vice provost for research and dean of the graduate school is a member of
the president's executive staff and the provost's executive staff. This
individual serves as a member of the Academic Council of Deans and the
Two faculty councils advise the vice provost for research and dean of the
graduate school. The Graduate Council, one of the oldest elected faculty
bodies in the univex:sity, meets monthly to discuss issues affecting graduate
education and to provide advice and set policy for the administration of
graduate programs. The Research Advisory Council is a group of appointed
faculty members that meets quarterly to advise the vice provost on matters
affecting research and administration of the indirect cost budget.
Standard XIGraduate Program
395
3 b. the makeup of the Graduate Council or comparable body, how members
are selected, the academic areas represented, and whether or not the council is
a policy-forming body.
3 c. the selection of graduate faculty, their functions and responsibilities,
graduate faculty meetings, and the role of the graduate faculty in formulating
graduate policy;
The formal processes that govern the selection of the Graduate Council and
detail the council's roles and responsibilities are described in the official
record of the University Senate (adopted 2/28/94). This document is on file
in the resource room.
For fiscal year 1996, the number of full-time faculty members at the
University of Oregon was 795. For fiscal year 1996 the number of part-time
faculty members at the University of Oregon was 421, with an FTE of 196.74.
4. a. the number of full-time faculty members; number and FfE of part-time
faculty members;
4. Indicate for the graduate faculty of each graduate program:
4. b. earned degrees, when and where obtained, and specializations;
The University of Oregon does not have a regularly constituted graduate
faculty. Instead, all members of the facility who hold regular academic
appointments at the rank of assistant professor or above and have the highest
earned research degree, usually interpreted to mean the Ph.D., are eligible to
serve on graduate committees and to chair doctoral dissertation committees.
The Graduate School maintains an active roster of these individuals and
monitors their participation on graduate committees.
OSSHE Graduate Deans' Council. Dr. Upham is active nationally and is
currently a member of the board of directors of the Council of Graduate
Schools (CGS), and sits on the executive committee of the Association of
Graduate Schools of the Association of American Universities (AAU). Dr.
Upham has also served on the executive committee of the Western
Association of Graduate Schools, serving as the organization's president in
1994.
A complete listing of faculty members, their specializations, and places and.
dates of degrees can be found in the University of Oregon Bulletin. Table 2,
Standard VII lists current UO faculty members and their degrees by
institution of origin.
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•
• •
• •
• •
-
•
• •
... •
Graduate Program
The vice provost maintains active relations with the University of Oregon
Foundation, and is currently working with foundation trustees to create an
administrative framework within the foundation to support research and
technology transfer. In addition, the vice provost is the university's chief
research officer and is responsible for managing development activities in the
Riverfront Research Park, a cooperative venture with the City of Eugene that
is intended to bring knowledge-based industries to the doorstep of the
university.
The vice provost for research and dean of the graduate school reports to the
provost and has primary responsibility for administration of the research
program of the university and supervision of graduate education. In this
capacity, the vice provost administers a research budget of approximately $48
million annually and an indirect cost budget in excess of $9 million. Directors
of the 22 interdisciplinary centers and institutes at the University of Oregon
report to the vice provost for research, and the vice provost is responsible for
managing the Office of Research Services and Administration, the Office of
Research Compliance, and the Office of Technology Transfer. The vice
provost is also responsible for insuring institution-wide standards for
graduate education, providing a quality control function for the academic
departments, and administering the office of the graduate school.
A primary responsibility of the vice provost is to stimulate, facilitate, and
encourage high-quality research in support of graduate education, especially
the support of graduate students. The vice provost is responsible for the
university's relationship with the Graduate Teaching Fellows Federation, a
union local of AFf and AFL-eIO, which is the bargaining unit for graduate
assistants. Collective bargaining agreements with the GTFF are negotiated
biennially and involve all of the conditions of employment, the setting of
wages and other benefits, and the management of the insurance agreement
for health, dental, and vision coverage.
Standard XI
396
Grants and Other Funding
4. d. sabbaticals and other leaves taken during the past three years;
Standard XI
397
Dianne Dugaw, English, received a $10,000 Rippey Award to develop an
innovative model bringing an interdisciplinary, cross-cultural, and historical
perspective to the introductory literature course, English 104.
Stephen Durrant, Asian and Pacific studies, and Steven Shankman,
Humanities Center and English, have received a $160,000 grant from the
National Endowment for the Humanities, one of just two awarded this year
for collaborative projects. They will write a book, "The Siren and the Sage:
Knowledge and Wisdom in Ancient Greece and China." The book will
Russell J. Donnelly, Physics, has received a $5 million National Science
Foundation grant to test, with colleagues from Yale University, the central
questions of physics related to intense convection and turbulence.
Stephen Durrant, Asian studies, and Richard Steers, international affairs,
received $101,163 in U.S. Department of Education funding for
"Understanding Asian Markets and Business Practices: Integrated Faculty and
Curriculum Development at the UO." They also received The Freeman
Foundation funding totaling $145,000 for Asian student scholarships, faculty
fellowships, and faculty lecture series. Stephen Durrant also received $138,377
in Ford Foundation funding for the UO and Lewis & Clark joint program to
integrate and enhance programs in Asian studies.
Cynthea J. Bogel, art history, received a Getty Fellowship for research during
1995-96 for a book on eighth- and ninth-century Japanese Buddhist sculptural
history. Last summer, she was visiting international professor at Meiji
University, Tokyo, where she presented a series of lectures on "New
Approaches to the Study of Art and Culture."
Kathie L. Carpenter and Stephen Branchflower, Southeast Asian Studies,
received United States-Indonesia funding for "Architecture of Indonesia" and
Asia Society funding for "Teach Asia: An Emergency Technology Project 0 n
Japan and Thailand." Professor Carpenter also received U.S. Department of
Education funding for "Using Authentic Texts to Teach Reading in Thai" and
for the 1996-98 summer programs in advanced Indonesian language study.
Four faculty members have been awarded Freeman Faculty Fellowships for
new and innovative research on Asia-related topics during 1996. They are
Bruce Blonigen, economics; Mike Hibbard, planning, public policy and
management; Glenn May, history; and Sandra Morgen, sociology and Center
for the Study of Women in Society. The Center for Asian and Pacific Studies
also has allocated Freeman Foundation funds to supplement a new U.S.
Department of Education grant that will help business faculty members learn
about Asia and integrate Asia-related materials into their curricula.
Graduate ProgramGraduate Program
4. c. professional experience, research and publications;
4. f. special and noteworthy external recognition of faculty during recent
years;
4. e. current membership in professional societies; attendance and
presentation of research papers at professional meetings during the past three
years;
Document 2 at the end of this chapter lists sabbatical leaves and other leaves
taken during 1993 through 1996.
As mentioned in "c" above, the complete program review files contain
detailed information on individual faculty members. These files are
available in the Graduate School.
Three Specialized Training Program faculty-Rick Albin, Dan Baker and Phil
Ferguson-have received highly competitive one-year fellowship awards
worth $40,000 each from the National Institute on Disability and
Rehabilitation Research. Their awards represent 30 percent of all of these
prestigious national awards given in 1996.
Most individual colleges and schools maintain records of faculty publications,
professional involvement, and external recognition. These records are also a
part of the program review files (which are available in the Graduate School).
Although the university does not maintain a centralized record of all the
varied activities for every faculty member, it does publish the Directory of
Expert Resources (on file in the resource room) and maintains a Web site
with this information (http/ /:darkwing.uoregon.edu/ -uocomm/
experts/faculty.cgi). Individual departments and/or schools and colleges also
report on current activities in their newsletters and annual reports.
The following is not an exhaustive list of external recognition, but rather a
sample of some of the more recent accomplishments of our faculty. Within
each of the general categories of accomplishments, the entries are presented
alphabetically by the last name of the first faculty member mentioned. Other
examples of recognition can be found in the chapter devoted to Standard X.
Standard XI
William Ayres, anthropology, was awarded L.J. and Mary C. Skaggs
Foundation funding for archaeology and site conservation, Nan Madol,
Pohnpei, Micronesia. He also has received Easter Island Foundation support
for a student from Easter Island to attend UO.
398
Robert Hill Long, creative writing, received a $3,000 grant from the Oregon
Arts Commission.
Sandy Harvey, anthropology, received W.K. Kellogg Foundation/La Clinical
del Carino funding for "La Communidad Sana" ("The Healthy Community").
Standard XIGraduate Program
of $250,000 will support Stahl's yeast cell division research that may lead
some day to fuller understanding of human cancer.
Three biology faculty members-Philip J. DeVries, Russell Lande and Janis C
Weeks-are among 158 artists, scholars anq scientists selected as 1996
Guggenheim Fellows for their "unusually distinguished achievement in the
past and exceptional promise for future accomplishment."
Terry Takahashi, biology, received a three-year $150,000 award to continue his
research into the link between perception and attention. The McKnight
Investigator Award from the McKnight Endowment Fund for Neuroscience
supports and stimulates innovative research pertaining to memory and
diseases affecting memory.
Recognition of Research or Perfonnance
399
Carlos Bustamante, chemistry, and four physics faculty members-Rudy
H~a, .Stephen Kevan, Tom Mossberg, and George Rayfield-were among 180
saentists recently elected fellows of the American Physical Society.
The University of Oregon has two Howard Hughes Medical Institute Senior
Investigators: Carlos Bustamante, chemistry, and Brian Matthews, physics.
Richard W. Castenholz, biology, recently was elected a fellow of the American
Academy of Microbiology for his outstanding contributions to the science and
profession.
Joan Acker, sociology, was awarded the American Sociological Association's
Career of Distinguished Scholarship Award in 1993. This award has been
given to fewer than 25 sociologists ever.
Jerry Williams, theater arts, received a $3,000 grant from the Oregon Arts
Commission.
C. Melvin Aikens, anthropology, is the 1995 recipient of the $10,000 High
Desert Museum's Earle A. Chiles Award in high desert natural resource
management. The award honors his three decades of landmark research and
scholarly activities in environmental archaeology.
Mark Beudert, music, made his Italian debut at the Teatro Reggio in Torino,
Italy, in Kurt Weill's opera, "Street Scene." A leading tenor with major opera
companies around the world, he sang the role of Sam Kaplan, a part he also
sang for premieres in England, Scotland, and Portugal.
Graduate Program
John Lukacs, anthropology, has received a National Geographic Society
research grant for "Bioarchaeology of Mesolithic North India: Chronology,
Demography and Subsistence." From the University of Allahabad, h~ will
collect samples at archaeological sites and analyze evidence of diet and dlsease
in ancient human remains.
Priscilla Southwell, political science, was granted $21,600 from the National
Science Foundation to research the mail-in ballot used to fill Bob Packwood's
vacant senate seat.
Peter Sercel, physics, has been named recipient of an Army Research Office
Young Investigator Award. Worth $50,000 a year for three years, the award
will help fund Sercel's research on "Optical Spectroscopy of Quantum Dots."
Sercel, has also been awarded the Physics and Materials Science Presidential
Early Career Award for Scientists and Engineers. The $500,000 grant is to help
fund research on techniques for fabricating nanoscale devices such as
semiconductor microlasers one-tenth the width of a human hair.
Molecular biologist Frank Stahl, a national leader in DNA research, has been
re-named the American Cancer Society's Research Professor of Molecular
Genetics, the society's most prestigious research honor. The five-year award
The National Science Foundation has selected two UO faculty members to
receive Faculty Early Career Development Program grants. Michael M. ~~~y,
Chemistry, will receive $195,000 to conduct research and develop actIvltIes
aimed at providing undergraduate and graduate students with "ha~ds-o~"
learning in their study of chemistry. Elizabeth Housworth, mathematIcs, wlll
receive $51,000 to conduct research in mathematics and improving
mathematics education.
explore both the similarities and the differences between the Greek classics
and the literature and language of China.
Jon Erlandson, anthropology, has received an Oregon Parks and Recreation
Department grant for archaeological evaluation of Yachats Trail 804, Lincoln
County, Oregon.
Andrew Goble, history, has received a Japan Foundation grant to hold a
bi-national conference, "Tools of Culture: Japan's Technological, Medical,
and Intellectual Contacts in East Asia, 1100-1600."
Standard XI
400
Provost John Moseley, physics, has been elected a fellow of the American
Association for the Advancement of Science.
James Mohr, history, received the Norman Brown Award for excellence in
scholarship and teaching.
Standard XIGraduate Program
401
A. 5. Describe the steps and procedures in implementing new advanced
degrees, graduate courses, and curricula, and the role the graduate school
plays in the process.
Document 3 at the end of the chapter displays this information for 1993-1996.
American Cancer Distinguished Research Professors are as follows: Peter von
Hippel, chemistry, and Frank Stahl, biology.
Recipients of National Institute of Mental Health Merit Awards are as
follows: Mary Rothbart, Lew Goldberg, Don Tucker, all in psychology.
Zary Segall, computer and information science, has been elected a fellow of
the Institute of Electrical and Electronics Engineers, Inc., "for contributions in
the fields of performance visualization and dependability evaluation of
parallel and distributed systems."
Kathleen Rowe, English, has won the Emily Toth Award for the best
single-authored feminist study of popular culture/American culture from the
Popular Culture Association/American Culture Association for her book,
The Unruly Woman: Gender and Genres in Laughter.
4. g. proportion of graduate course offerings taught by full-time faculty
members during each of the previous three years;
4. h. proportion of graduate course offerings taught by faculty whose main
activity is outside the classroom;
Michael Posner, psychology, received the 11th annual Charles A. Dana Award
for Pioneering Achievements in Health and Education. The award carries a
$50,000 prize. Posner and his collaborator Dr. Marcus E. Raichle were
honored for their use of neuroimaging and its development into a credible,
versatile tool for understanding human cognition and solving clinical
problems.
Members of the National Academy of Science are as follows: Frank Stahl,
biology; Brian Matthews, physics; Michael Posner, psychology; and Peter von
Hippel, chemistry.
The handbook, Procedures for the Inauguration of a New Graduate Degree 0 r
a New Graduate Program Leading to a Degree or Certificate, detailing the
entire procedure to follow is available in the resource room. However,
proposers take the following steps, essentially in the following order:
See Document 3.
Graduate Program
Garrett Hongo, creative writing, received the Frances Fuller Victor Award for
best literary nonfiction of 1996 for his memoir, "Volcano.
Chang-rae Lee, creative writing, has been named winner of the 1995
PEN/Hemingway Award for his widely acclaimed "Native Speaker." He also
is recipient of the 1995 Barnes & Noble Inc. Discover Great New Writers
Award which recognizes the finest work by a first-time American novelist
featured in the bookstore chain's 1995 Discover program. Further, Professor
Lee wrote an essay published in The New Yorker that was picked for "The
Best American Essays 1996."
Brent Mallinckrodt, counseling psychology, received the 1996 Distinguished
Early Career Award by the Society for Psychotherapy Research.
Physics faculty members to be selected fellows of the American Physical
Society are as follows: Rudolph Hwa, Stephen Kevan, Thomas Mossberg,
George Rayfield. Selected from Chemistry is Carlos Bustamante.
Jeff Ostler, history, received the 1996 Carstensen Award for his article, "The
Rhetoric of Conspiracy and the Formation of Kansas Populism," published in
Agricultural History, vol. 69.
Stephen Ponder, jm.irnalism and communication, is co-winner of the
American Journalism Historians Association's outstanding research award
for the best paper presented during the group's annual conference at the
University of Western Ontario. He has been invited to submit his paper,
"That Delightful Relationship: Presidents and White House Correspondents
in the 1920s," to the AJHA journal, American Journalism.
Russell J. Donnelly, physics, is the 1996 recipient of the Lars Onsager Medal
from Trondheim University in Norway for his 40-year research in
low-temperature physics.
Standard XI
Mary Lawrence, law, is the first recipient of the Award for Distinguished
Service to the Profession from the Association of American Law Schools
Section on Legal Writing, Research and Reasoning. Creator of the nationally
recognized UO course on legal research and writing, she will be honored
during the AALS annual meeting in 1997.
402
• The proposal is presented to the Oregon State Board of Higher Education for
final consideration.
• All graduate degree or program proposals must be submitted to the
Graduate Council for approval.
Standard XI
A. 6. Indicate for each graduate program:
Graduate Program
403
6. c. by degree level, the attrition rates.
See Document 5., Degrees and Certificates Awarded 1995-1996, 1985-1995,
loctaed at the end of this chapter
6. b. by degree level, the number of master's and doctoral degrees conferred
for each of the past five years;
See Document 6, Graduate Degree Process 1991-92 to 1995-96, located at the
end of this chapter.
A. 7. Indicate the placement patterns and other measures of success of each
program's graduates.
6. a. enrollment by degree level, the number of degree students for the fall
term of each of the past five years. Indicate what fraction is part time;
See Document 4, Graduate Student Enrollments, 1990, 1993, 1996, located at
the end of this chapter.
The Graduate School conducts exit surveys of all graduating students and
administers the Survey of Earned Doctorates to all graduating Ph.D. students.
Data from the Graduate School's exit survey are summarized annually and
contain information about students' experience and progress through the
various graduate programs at the university and information on first job
placements following conferral of the degree. These data are available in the
resource room.
A. 8. Indicate for the current year and each of the past three years the amount
of library and information resources funds made available for materials
aimed at graduate study, teaching and research.
While faculty members and graduate students benefit from the library's
general resources, e.g newspapers, electronic databases, etc., a percentage of
the budget is used to purchase materials that are used primarily (if not
exclusively) for research and graduate study. These are the categories listed in
this report. These figures are broken out of the total acquisition budget and
will not necessarily correspond with expenditure statistics published
elsewhere (ARL, etc.). Note also that this reflects library expenditures only
and does not include any additional expenditures made by schools, colleges,
or departments in support of discipline-specific labs.
Graduate Program
• The proposers consult with the Office of Academic Advising to determine
the demand for the new program and its impact on student schedules.
• Proposers return the proposal to the provost, who will take it, as
appropriate, to the chancellor's office for staff review.
• Proposers consult with and seek approval of the college or school dean and
appropriate faculty of the college or professional school housing the new
degree program. This consultation might take place with a revi~w committee
or with a meeting of interested faculty. They then consult with other schools
or colleges that might be affected by the proposed degree or program and with
the university librarian to determine the extent of existing library resources
supporting the proposed program. Estimates of new costs should also be
provided.
• With the dean of the Graduate School, proposers bring the proposal to the
Office of the Provost for a preliminary discussion on the question of funding,
institutional priorities, the wisdom of seeking support from other
institutions within the state, and other matters as deemed appropriate.
• The proposers hold an open faculty forum to allow as many interested
faculty members as possible to express their opinions.
• Prior to preparing a formal proposal, faculty members proposing a new
degree or certificate program should meet with the dean of the Graduate
School to discuss the merits of the new initiative. With the dean's
permission, the proposers shall prepare the OSSHE proposal for the initiation
of a new instructional program. Following approval of the OSSHE prepoposal
by the Academic Council, the proposers may proceed to develop a formal
program proposal.
• Proposers then prepare responses to the appropriate forms supplied by the
Oregon State Board of Higher Education. These responses should be used as
the basis for all future communication.
Standard XI
• H approved, the proposal is submitted to the University Committee on the
Curriculum for inclusion in the report of the committee to the University
Senate.
404
9. a. number of graduate assistants by discipline;
Library and Information Resources Used Primarily for Graduate Study
Standard XIGraduate Program
405
Admission procedures for UO graduate programs are described in the va
Graduate Admission Bulletin, pp 42-48, available in the resource room.
Additional information is available in each school or college dean's office.
See Document 8, Mean and Minimum GRE Scores for Admitted and Enrolled
Students 1993-1995, located at the end of the chapter for the following:
A. 10. Provide the following admissions information for each graduate
program for fall term for the past three years:
A. 11. Examine graduation requirements by describing:
9. c. percentage of graduate-degree students holding graduate appointments;
9. d. other types of financial aid.
A. 12. Summarize the strengths and weaknesses noted in any external or
internal reviews conducted of any graduate degree programs during the past
five years.
The UO's graduate school policies on residency, degree credit hour
requirements, granting of credit and accepting of transfer credits are described
on pages 42-48 of the UO Graduate Admission Bulletin, available in the
reosurce room.
Individual summaries of academic program reviews conducted by the
Graduate School are presented as memoranda of understanding. Samples of
these memoranda are available in the resource room. In general, the
program review process at the University of Oregon provides an effective way
to assess the academic strengths and weaknesses of degree-granting units. In
addition, and perhaps more importantly, it"provides a way for the university,
the college administration, and the department to set short-term and
10. b. minimum aptitude (e.g., GRE) and language test (e.g., TOEFL) scores of
applicants accepted and enrolled students;
10. d. admissions procedures.
10. c. mean undergraduate GPA of entering graduate students;
10. a. mean aptitude test scores of applicants accepted and enrolled students;
11. b. policies with regard to granting credit and accepting transfer credits.
11. a. policies relative to the standard including residency requirements and
credit hours;
Graduate Program
FY95-96
total 95-96
FY92-93
FY93-94
(monographic firm orders)
(new serial orders)
(existing serial!standing orders)
(specialized approval plans)
(income from gifts and grants)
total 94-95
FY 94-95
total 92-93
total 93-94
(monographic firm orders)
(new serial orders)
(existing serial!standing orders)
(specialized approval plans)
(income from Hts and rants)
(monographic firm orders)
(new serial orders)
(existing serial / standing orders)
(specialized approval plans)
(income from gifts and grants)
(monographic firm orders)
(new serial orders)
(existing serial/standing orders)
(specialized approval plans)
(income from gifts and grants)
$ 412,538
$ 20,000
$1,351,000
$ 193,000
$ 75,000
$1,983,059
$2,122,500
$1,916,977
$2,051,538
$ 427,500
$ 20,000
$1,400,000
$ 200,000
$ 75,000
$ 398,099
$ 20,000
$1,303,715
$ 186,245
$ 75,000
$ 384,165
$ 20,000
$1,258,085
$ 179,726
$ 75,000
A. 9. Indicate for each program the amount of graduate student support:
9. b. number of fellowships and traineeships, including federal programs,
institutional, foundations, and other sources;
Standard XI
See Document(s) 7 for the following information on graduate study support:
General Discussion
406
long-term goals and to identify priorities in planning and staffing. The
format of the review is especially useful in identifying the accomplishments
of the faculty and students in teaching, research, and service.
Standard XI
If there is reason for optimism about improving the quality of graduate
education at UO, it resides in the commitment and productivity of faculty.
Among the faculty, graduate education remains a high priority, and faculty
dedication to graduate teaching and the supervision of graduate students
reflects well on the institution. Graduate education helps to define the
university as research-intensive, a designation that is extremely meaningful
to the faculty.
Support for graduate students remains a problem. Stipends for teaching
assistants remain low relative to the national average, although the full
waiver of tuition and the provision of health insurance to GTFs make a
positive difference in UO's ability to recruit students to campus. Dramatic
increases in the level of stipend support are unlikely, given constraints of the
university budget and the funding for higher education in Oregon. The
Graduate School and the Graduate Council are working with the University
of Oregon Foundation to attract private donations for graduate student
support through the current capital campaign.
A strength of graduate education at the University of Oregon is the emphasis
placed on interdisciplinary research. Interdisciplinary research reaches its
highest expression in the centers and institutes. The UO has 22 centers and
institutes devoted to interdisciplinary scholarly inquiry and research.
Graduate students are encouraged to become involved in institute activities,
and UO faculty members participate in one or more institutes. In the
sciences, where the institute structure is most highly developed, significant
federal support for graduate education is obtained by institute faculty. In the
humanities, centers such as the Oregon Humanities Center provide
opportunity and small amounts of funding to support and encourage
outstanding graduate students. Activities in the institutes are complemented
by the specialized research facilities, studios, laboratories, galleries, and
museums that support research and scholarship at the University of Oregon.
Graduate students are recruited aggressively by the academic departments and
come from throughout the nation and indeed from much of the developed
and developing world. The quality of graduate students is high, with data
from the AAU Study on Doctoral Education indicating that UO graduate
students rank near the average of graduate students at other AAU
institutions on the Graduate Record Exam.
407
are made. Having said this, however, it is worth noting that several of the
University of Oregon's graduate programs are indeed highly ranked.
Graduate ProgramGraduate Program
The strength of the graduate program at the University of Oregon is directly
linked to the strength of the research enterprise at the university. In the
sciences and some of the social sciences, research is underwritten by federal
support obtained through competitive research grants and contracts. In the
humanities and fine arts and in the professional schools, federal support is
generally not available to underwrite the costs of research. Consequently, the
institution plays a much larger role in seeding and supporting research
activities in these latter areas.
Federal support for research and graduate education is one of the principal
reasons for the strength of Oregon's current graduate programs. At the same
time, dwindling federal support for basic research because of budget pressure
in Washington, D.C., coupled with an ambivalent attitude within the state
toward graduate education and research suggests that challenges lie ahead in
maintaining the current degree of quality in graduate programs.
Compared to the very best graduate programs in the country, the University
of Oregon's graduate programs are small in size with fewer faculty members
and fewer students, yet Oregon's faculty is extremely productive. On a per
capita basis, Oregon's faculty ranks fourth nationally in grant-getting and total
federal support for research. But as several studies have shown, the high
ranking of graduate programs is directly related to the size of the faculty.
Consequently, it is unlikely that Oregon's graduate programs will ever rank
in the top 10 percent unless significant investments of new faculty members
A major limitation for all academic units at the University of Oregon is the
fiscal environment in which the university has operated since 1991 when
Measure 5 was enacted. Resource constraints prevent reinvestment in the
university's infrastructure and impede the university's ability to take
advantage of all opportunities in academic units. In many cases, relatively
minor reinvestments in areas with academic potential could make major
differences in advancing academic quality. Generally, such reinvestments fall
into three categories: (1) investments in facilities and equipment; (2) funding
for outstanding graduate students; and (3) funding for new faculty positions.
Because one purpose of the University of Oregon's academic program review
process is to identify ways for academic units to advance in quality, resource
limitations have been especially frustrating. Despite this fact, many of UO's
academic units rank in the top one-half of departments nationally (NRC
Study of the Research Doctorate) and several rank among the very highest.
Standard XI
408
B.1. To what extent can the objectives of the Graduate School be achieved
under the present graduate program, facilities, organization and resources?
Since the arrival of a new graduate dean in 1990, it has been possible for the
Graduate School to implement a number of programs and services that
enhance the intellectual offerings available to graduate students and support
them financially and emotionally.
In addition to expanding the entries on graduate programs in the UO
Undergraduate and Graduate Bulletin, an entirely new publication, the
Graduate Admission Bulletin, has been created for use in recruiting and
publicity. A graduate newsletter, KIOSK, is now produced at least twice per
Standard XI
year, each issue featuring the research of a recent UO graduate. It is
distributed to all graduate students and includes information on fellowships,
workshops, and other professional development opportunities.
Graduate Program
409
Graduate School staff regularly provide or participate collaboratively in local
workshops on topics related to the academic and professional life of graduate
students. Such offerings include regular workshops dealing with graduate
funding, strategies for getting to and surviving the oral dissertation defense,
preparation of a curriculum vitae, job search strategies, and interviewing
skills. Also, there have been one-time workshops on such topics as careers in
science.
In general, the quality of facilities and specialized resources that support
research and graduate education depend on the availability, amount, and
duration of financial support. During the last 10 years, significant increases
in federal and foundation support have been made. Projections based on
current research activity indicate that the UO will exceed $50 million in
research grants and contracts for the first time in 1996-97. We believe this is a
significant achievement given the current climate for federal research
funding, the size of our faculty, and the fact that UO has neither a medical nor
engineering school. This increase in funding has enabled continuous
improvement in the quality of research and in the graduate program, albeit in
areas in which research funding is most available.
In recent years, the Graduate School leadership has played an active part in
regional and national professional organizations. The dean served one term
as president of the Western Association of Graduate Schools and is currently
on the executive committee and board of directors of the Council of Graduate
Schools, the Association of Graduate Schools, and the Council on Research
Policy and Graduate Education. Graduate School senior staff members have
participated actively in the development of workshop programs for the
Western Association of Graduate Schools, in editing the proceedings, and in
hosting the regional meeting.
In addition, two special facilities dedicated to graduate education have been
created within the physical space occupied by the Graduate School. The Leona
Tyler Conference Room was created as a location for oral defenses of theses
and dissertations as well as other meetings <e.g., Graduate Council) that
pertain to graduate issues. The adjacent Graduate Funding library houses
documents, publications, and a database of information on scholarships,
fellowships, and research funding for graduate students and postdoctoral
fellows. In addition to the documents themselves, assistance is made
available to graduate students who are preparing applications and need
advice or editing suggestions.
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Graduate Program
The individual programs are reviewed internally in their home departments
or schools. University-wide review is conducted on a ID-year rolling basis.
This assessment activity has been discussed in response to question A.5.
Graduate School policies and procedures have evolved over time in response
to the changing needs of programs, the faculty, and students. Since the
Graduate School "umbrella" covers such a wide ~ variety of individual
programs, it is not surprising that there is occasional dissatisfaction with the
application of a general rule to particular circumstances. In such instances,
the Graduate School makes an effort to accommodate variation in practice
while adhering to the standards of quality demanded by the faculty. The
overall policies of the Graduate School serve the individual degree programs
and the university as a whole well. Changes in policy follow a framework for
consultation that begins with the elected Graduate Council, the heads of
affected departments, deans, and central administrators.
B. Analysis and Appraisal
The objectives of the Graduate School are to ensure that research and
teaching at the highest levels of knowledge and learning are part of each
graduate program, and that the administration of graduate education
provides for equitable and ethical treatment of students and faculty within
the academic process. These ideals have guided graduate education for a long
time at the UO and have been recently s1,lmmarized in the publication
Guidelines for Good Practice in Graduate Education, appended to this chapter,
which was endorsed by the University Senate as a statement of the UO faculty
on May 24, 1995. The Graduate School and the Graduate Council, the
policy-making bodies governing graduate education, are charged with
administrative oversight of UO's graduate programs. The Graduate School
also exercises a quality-control function by monitoring compliance with
university policies and through the petition and waiver process. Each field of
study or disciplinary specialization also has its own policies and guidelines.
All of these programs, however, share a common administrative structure
administered through the Graduate School.
Standard XI
410
Finally, throughout this document, there have been many reference~ to t~e
effects of Measure 5 and the expected effects of Measure 47 on UniVersIty
affairs. The graduate program is no exception, despite the dramatic increases
in funding for R&D. Specific examples of facilities and resources that would
improve the various graduate programs are discussed under numbers 3, 4,
and 5, below and will not be previewed here.
B.2. What are considered to be the strengths and weaknesses of the graduate
faculty?
As has been previously stated, the University of Oregon has no graduate
faculty per se (See A.3.c., above). The faculty as a whole co.ns~sts.of just ~ess
than 800 individuals, exhibiting a wide variety of specIalIzatIOns: skIlls,
talents and accomplishments. UO faculty members are hard workmg and
dedica~ed individuals. Most of them meet or exceed university expectations
for teaching and research, and they help the Univer.sity .of Oregon maintain
its excellent reputation as a major AAU research UniVersIty.
The Ph.D. and many M.S. and M.A. degrees are research degrees.. Thus, the
research interests of the faculty influence directly the educatIon of the
graduate students who study with them. The research strengths of the
university translate directly into strengths of the graduate programs. On the
other hand, most professional graduate degrees (M.B.A., ~.Arch., J.D., ~tc.)
are practice-oriented but incorporate research and scholarshIp from the fIeld.
Consequently, both the preparation for practice and the research strengths of
the faculty in professional programs are important.
The UO's reputation as a research university has been built on. the
accomplishments of senior faculty ~emb~rs . who have estabhshed
reputations for quality and excellence m then fIelds. T~ese facul~ are
productive in grant-getting and have contributed to the h~gh stand~ng.of
many UO graduate programs. There is every reason to beh:ve that Junl?r
faculty members, especially those hired during the last fIve ye~s, ~111
continue to add luster to UO's reputation as a research UniVersIty.
Outstanding. additions to the faculty in the departments of psycholo~y,
chemistry, English, physics, anthropology, political scie~ce, economics, .and In
several of the professional schools provides the best eVIdence for conhnuous
improvement of the faculty.
A continuing weakness of graduate programs at th~ University of ~eg~~ is
that many are relatively small relative to other major research. u~u~erslhes.
Some graduate programs do not cover specific subareas of the ~lsaphne. For
example: the research program in the Department of Ch~mlstry d~es n~t
include a specialty in analytical chemistry; although analytical chemIstry IS
taught at the undergraduate level, because the department does. not sup~ort
the specialization with faculty lines, one cannot earn a Ph.D. m analytIcal
41 I
B.3. What are considered to be the weaknesses of the library and information
resources for graduate work in each of the graduate degree programs in terms
of holdings and facilities?
Standard XIGraduate Program
Each decennial program review requires that the library survey the holdings
and provide commentary on the coverage of disciplinary resources which
support the instructional programs of the unit. Should lacunae be identified,
they are addressed in the memorandum of understanding for that review.
(See Standard IV for an analysis of library resources.)
chemistry at UO; anthropological linguistics is not represented among the
specialties offered in the Department of Anthropology, rather, graduate
students learn the necessary skills through coursework in the Department of
Linguistics.
Some graduate programs have more graduate advisees than they can easily
handle, and many graduate programs require additional financial support to
attract and retain the best graduate students (see B. 4. below). Finally, funding
for specialized equipment and facilities is almost entirely dependent on
federal or foundation grant support, although UO contributes significant
matching dollars from the indirect cost budget (generally 30 to 50 percent of
total dollars) to underwrite the success of these proposals. Importantly, UO
has enjoyed uncommon success in obtaining such funding for major
facilities, renovations, and instrumentation.
Because of the relatively small size of the university's graduate programs,
national rankings that draw heavily on size-related factors (e.g., number of
faculty) result in an underestimation of the quality of some of our programs.
When programs are evaluated using measures less sensitive to size (e.g.,
grant funding per capita), our programs receive higher rankings. Several UO
graduate programs are, in fact, highly ranked. More detailed information on
program rankings can be found in the National Research Council's (NRC)
Rankings of Graduate Programs, and the OSSHE Ranking of Graduate
Programs (both available in the resource room).
Holdings that support graduate programs are adequate for all current degree
offerings. As a matter of policy, each time a new graduate major, certificate,
or degree is proposed, the library is charged with conducting a review of
current holdings in the target area and reporting to the dean of the Graduate
School (See A.5. above). If additional library resources are required to develop
the program, a budget for such items must be included with the proposal for
the new program.
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Graduate ProgramStandard XI
412
B. 4. What major facilities and services are needed, if any, to provide a more
effective graduate program? If there are any, what efforts are being made to
provide these facilities and services?
Graduate assistant stipends are not competitive with comparator institutions,
although provision of a full tuition waiver, the graduate teaching fellow
(GTF) health insurance plan, and a reduction in student fees have helped to
make recruiting packages relatively attractive. Moreover, progress has been
made during the last 10 years to improve the competitiveness of GTF salaries.
But more funds for graduate teaching assistantships are needed if UO expects
to recruit increased numbers of outstanding graduate students (see question 5,
In addition, since the time of the last accreditation report, the university has
made a serious effort to increase its private fund-raising. As far as facilities
are concerned, this effort has resulted in a significant library expansion and
total library renovation (Knight Library), a new building for the Charles H.
Lundquist College of Business, a center for child care and the study of child
development, a new Museum of Natural History, and a new facility (the
Bowerman Family Building) that houses the International Institute for Sport
and Human Performance.
Standard XIGraduate Program
413
• Sports Lottery fellowships
• University of Oregon Doctoral Research Awards
• Graduate Research Awards for travel or research
• Laurel Awards
• Fighting Fund Awards
• Target of Opportunity Laurel Award~
• OSSHE Diversity funds
below). Funding for more competitive stipends and for additional GTFs
would also improve undergraduate education by enabling a reduction in the
size of sections (or the offering of more sections) taught by GTFs.
It should be noted that because the graduate teaching fellows at the University
of Oregon are unionized, there have been some unique challenges as well as
opportunities to improve and structure the role of these student employees.
Through the collective bargaining process of the most recent three contracts
(two-years each), the university has been able to provide modest salary
increases, a reduction in non-instructional fees, payment of the full premium
for health insurance coverage, and substantial improvements in working
conditions (e.g, provision of telephones, adequate office space, and special
workshops). As mentioned above, salaries are not yet fully competitive with
those in many of our peer institutions; however, the overall package (which
has always included waiver of instructional fees) provides UO graduate
students with substantially improved compensation.
• An Evening with the Filmmaker Allie Light
• USSA Legislative Conference
• Fascism(s)
• The Politics of Sustainable Agriculture
• The 1996 Ethics After the Holocaust Conference
The Graduate School maintains a fund to assist graduate students who need
to travel to remote libraries or other locations in connection with research for
their theses and dissertations. Efforts are underway through the capital
campaign (a potential target for donors) to increase funding to support
graduate students. Students leverage additional travel funds with granting
agencies and foundations to enhance the quality of their research. The
Graduate School also has encouraged and contributed financially to a number
of presentations by invited speakers and conferences designed and
coordinated primarily by graduate students. These include:
Fellowship programs created and/or maintained during the past seven years
include:
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Additional opportunities to address some of the deficiencies in facilities will
be presented to the university during the next two years, as new buildings are
constructed and older ones are renovated. More space for academic programs
will result from the aggressive building campaign the UO has undertaken,
and a significant amount of new and remodeled space will be devoted to
research and to graduate programs. The construction of a new law school is
an example of a building project that will not only enhance the facilities for
this graduate program but will free up classroom space in the former law
school facility for other classes. The space needs of the campus are still large,
but the university is ~orking hard to meet them. (See Standard ill, B.4.)
Despite the significant improvements in the size and quality of UO's physical
plant during the last 10 years, space remains a problem in some programs.
Classroom space, office space for graduate students and teaching assistants,
and laboratory space in selected departments are all in short supply. Several
departments feel the lack of a common room where graduate students can
meet informally among themselves and with faculty. This would both help
increase the esprit de corps within the departments and improve the
educational opportunities for the students.
As detailed in Standard ill, a number of significant additions were made to
the science complex. These additions dramatically improved laboratory,
office, and classroom space. A unique feature of these improvements is the
way they accomodate both departments and interdisciplinary institutes, thus
facilitating research and graduate training.
Standard XI
414
One measure of graduate student quality is the entrance credentials of the
students who are accepted to the various graduate programs and matriculate.
B.S. How effective have the financial aid programs been in attracting good
graduate students to each of the graduate degree programs? Please provide
sufficient detailed infonnation as a basis for your answer.
The university also is raising funds in the current capital campaign for
graduate fellowships. Success here is incremental, and the university is
currently behind its fund-raising schedule for this target. Meanwhile, the
science departments and institutes have been quite successful in supporting
graduate students as research assistants funded by research grants.
Standard XI
• Ninety-three percent of the respondents are employed full-time,
and 77 percent have jobs directly related to their degree.
Yet another measure of quality is revealed in the 1200 GTFs who teach or
conduct research under federal grants each year at the UO. Teaching
evaluations of GTFs routinely reveal them to be prepared, highly motivated,
and enthusiastic practitioners of their discipline. Undergraduate students
reap enormous benefits from their interaction with GTFs.
Data pertaining to entrance requirements are discussed under question A.10
below.
•. Ninety-six percent of the employed respondents, hold positions in
high-prestige managerial and professional specialty occupations.
415
Graduate Program
• National Science Foundation
• Fulbright (lIE)
• Ford Foundation
• Deutscher Akademischer Austausch Dienst (DAAD)
These data suggest that the quality of UO students is recognized in the
workplace after graduation. Selected placement data from some academic
departments (decennial review documents) also show a strong record of
academic placements in colleges and universities for doctoral recipients.
Another method for assessing student quality is to examine the performance
of UO graduate students in national competitions. In recent award
competitions for example, UO students have won competitions (e.g., music:
Metropolitan Opera District Competition, law: Louis M. Brown Award in the
International Client Counseling Competition), had their work selected for
performance (e.g., International Computer Music Conference), or received
fellowships from the following agencies or foundations:
A recent telephone survey of 1,236 (412 from UO) graduate degree recipients
five to 10 years out from their degrees (OSSHE Survey of Graduate Degree
Recipients) reveals that among UO graduates:
Another measure of graduate student quality is found in the research
accomplishments of the different departments that offer the doctoral degree,
since graduate students are intimately involved in the university's research
effort. Continued growth in research funding, students' involvement in
publication and the development of intellectual property, and their
participation in national and international scholarly meetings signal the level
of quality and accomplishment of UO's graduate students.
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• Women in Physical Sciences Scholarships
Standard XI
All of the awards listed above are based primarily on academic merit and the
promise of future academic success. The funding mechanisms, however,
have allowed the Graduate School the flexibility to target specific disciplines,
academic levels, and activities for support. In some cases, especially in
disciplines where there is lack of equitable representation of genders or
individuals of color, it has been appropriate to offer financial support and
mentoring programs to advanced undergraduate students to encourage them
to continue on to graduate school. From 1991 to-date, more than 562 graduate
students and 139 undergraduate students have benefited from these
programs.
As noted earlier in this document, stipend levels for University of Oregon
graduate assistants lag behind those paid by comparator institutions. One
effect of these lower salaries is that the University of Oregon is at a
disadvantage when competing for the very best students in some disciplinary
areas. Data from the AAU/ AGS Study of Doctoral Education indicate that in
such departments, GRE scores are below the AAU average for entering
graduate students (see Document 8 at the end of this chapter). Mitigating the
effects of low GTF salaries, however, is the quality of the graduate program
and the national ranking of the department. In two of UO's most highly
ranked programs for example, psychology and molecular biology, the GRE
scores of entering graduate students exceed the AAU average, indicating that
the perceived reputation of the faculty and the department's program have
positively influenced the highest quality graduate students to enroll at the
University of Oregon. These data indicate that attention to issues of quality
and faculty accomplishment can do as much to improve the quality of the
graduate student population as increased financial aid and GTF support.
B.6. What evidence is there to show the quality of graduate students in each
of the graduate degree programs?
416
• Programs that are sub-specialties within a more general field (e.g.,
decision sciences in the Lundquist College of Business).
In general, those graduate programs with a relatively small number of
graduate students, compared to other UO programs, tend to fall into one of
the following categories.
Standard XI
Previously discussed are general issues associated with funding and resources.
In part, problems in funding and other resources are endemic to higher
education. In Oregon, they also arise from revisions to tax laws that are
peculiar to the state. Each graduate program also has its own sets of problems,
challenges, and opportunities. Distinguished scholars leave or retire.
Promising new faculty members are hired, and subject areas change in their
emphasis and methods. But the most daunting challenges faced by graduate
programs at the university have arisen because of Measure 5.
• Programs that are small by design due to the limited placement
opportunities for graduates (Ph.D. program in art history).
Elsewhere in this document there are descriptions of the processes the
university used to address the budget shortfall caused by Measure 5. Actions
taken by the university significantly affected graduate education. The College
of Human Development and Performance was closed, eliminating graduate
programs in physical education, community health, leisure studies and
services, human services, gerontology, and corrections. The speech
department was dosed and the telecommunications faculty was transferred to
the School of Journalism and Communication. Finally, teacher education
programs were eliminated at the University of Oregon, including curriculum
and instruction (the va's largest graduate program). These closures resulted
in a loss of more than 400 graduate students from the university. The
university is still trying to build back this graduate enrollment by enhancing
enrollments in other graduate programs.
417
B. 8. What are considered to be the especially noteworthy or deficient aspects
of each graduate program? What improvements, if any, are underway or are
being contemplated?
An external factor that could have an impact on small-enrollment graduate
programs is the Oregon State System of Higher Education proposed Review
Criteria for Targeted Investment, available in the resource room. Among the
various "Standards of Viability" it suggests for evaluating graduate programs
are four that relate to the issue of program size: 1) number of graduates in a
five-year period; 2) number of currently active students; 3) number of faculty;
and 4) provision of essential resources. The Graduate School and Graduate
Council will be monitoring this OSSHE initiative and working actively with
the directors of graduate programs so that the university can provide the
appropriate data when issues of investment or disinvestment are raised.
Graduate Program
It is also important to note that some new graduate programs (e.g., Ph.D. in
journalism and mass communication, pending Ph.D. in environmental
science, studies, and policy) may currently be small simply due to their recent
adoption.
Graduate ProgramStandard XI
Graduate students from many programs also regularly participate in academic
conferences. In many cases they present papers reflecting their scholarly work
(e.g., in the history department students average about 10 scholarly papers per
year). The competitive acceptance of those papers is a powerful recognition of
the quality of the training they receive here.
• Programs that have an interdisciplinary component (e.g., folklore,
historic preservation, interdisciplinary studies: individualized
program) and depend on course offerings in other units. Some
lower demand language programs (e.g., Russian, East Asian
languages and literatures), although not interdisciplinary
themselves, playa critical role in support of other degree programs
(e.g., comparative literature).
• Jacob Javits Fellowships
• Patricia Roberts Harris Fellowships
• Social Science Research Council Fellowships
• James Madison Fellowships
• WICHE Minority Doctoral Fellowships.
• International Trade and Development Graduate Fellowships Award
(Nippon Foundation)
• University Club Foundation Awards
B.7. Is the enrollment in each graduate-degree program of sufficient size to
offer an effective curriculum? In your response, please provide detailed
analysis for low enrollment programs.
While some graduate programs have a relatively small number of graduate
students, it is important to remember that the university took the
opportunity in 1991 to assess critically its total degree portfolio in the wake of
Measure 5. The current mix of programs represents what the faculty and
administration believe to be the minimum set of graduate offerings required
of an AAV research university. In addition, an ongoing assessment of the
quality and viability of all graduate programs takes place on a regular nO-year)
cycle.
418
The School of Law is accredited by the professional accrediting organization of
the legal profession, The American Bar Association. The most recent
accreditation site visit report, dated 1993, is available in the resource room.
For example, as mentioned earlier, the new Ph.D. program in journalism and
communication has resulted from the fusion of the telecommunications
faculty from the old speech department into the School of Journalism. This
Standard XI
program, although small, is flourishing and strong. Similarly, the
university's old program in art education h~s. bec~me a m?re broadly based
interdisciplinary program in arts and admm~stratlOn, whIch ~aws on the
strength of faculty in the School of ArchItecture ~d A:Ihed Arts, the
Lundquist College of Business, and the School of MUSIC. Fmally, ~adu~te
programs in the College of Education have been rethought at the umverslty
and are now being reconstituted in a smaller and more focused format.
Oregon's Teacher Standards an~ Practices C~mmi~sion has recently approved
the expansion of teacher education at the Umverslty of Oregon.
The greatest lacunae in graduate programs continue to result from the loss of
programs in the College of Human Development ~nd Performance. Large
graduate service programs in school and commun.lty health,. gerontology,
corrections leisure studies and services, and phYSICal educahon have not
been repl;ced. These programs connected the university to its ~any
communities in the state and nation in important way~ and p~ovld~d
opportunities for the training and educatio.n that no longe~ eXISt. Havmg saId
this, however, it is important to recogmze that followmg the Measure 5
program closures, the university is more. ~cade~ically f~cused around the
College of Arts and Sciences and the remalmng SIX professIonal schools.
E. Supporting Documentation for Standard XI: Graduate Program
1. Guidelines for Good Practice in Graduate Education
11. University Senate, February 28, 1994 motion re Graduate Council
8. Document XI-7: Graduate Student Support
9. Document XI-8: Mean and Minimum GRE Scores for Admitted and
Enrolled Students 1993-1995
419
12. UO Expert Resource Directory
2. Document XI-I: Full/Part-Time Faculty by College, Fiscal Year 1994-96
3. Document XI-2: Headcount of LWOP and Sabbatical Leaves, 1993-96
4. Document X1-3: Proportion of Graduate Course Offerings Taught by
Regular Faculty, 1993-1996
5. Document XI-4: Graduate Student Enrollments 1990, 1993, 1996
6. Document XI-5: Degrees and Certificates Awarded 1985-1996
7. Document XI-6: Graduate Degree Process 1991-1996
Graduate ProgramGraduate Program
This is an appropriate place to mention the School of Law. The School of Law
differs from the other professional schools at the University of Oregon in that
it has no undergraduate programs. It is solely a graduate, professional
program; it awards the J.D. degree, a degree for legal practitioners. In addition
the Graduate School has no oversight responsibilities for the School of Law.
However, a representative from the School is an ex-officio member of the
Graduate Council.
Because of the unique nature of the law school, a section on the School of
Law has been included in Standard V, even though Standard V is concerned
primarily with undergraduate programs. It is thought that the discussion of
the law school belongs at the same place in this document as the discussions
of the other professional schools and colleges. Furthermore, the tables
included in this and other sections of the Accreditation Self Study include law
school data as an integral part of their content.
The Measure 5 program closures necessitated extraordinary actions by the
Graduate School to ensure that students enrolled in these subject areas were
able to complete their degrees or leave the university in an orderly manner so
they could transfer into programs at other universities. Program
realignments and 'Consolidations also required specific academic units to
incorporate new faculty members and to revise their curriculum and degree
offerings. In the wake of such extreme changes, the university's institutional
integrity was demonstrated by the efforts it made to honor its commitments
to both students and faculty.
Standard XI
The School of Law is distinct from the rest of the university in some respects.
It is on an early semester system, while the rest of the university is on the
quarter system; thus its starting and ending dates differ. On the other hand,
many law faculty take an active part in the governance of the university, and
law students involve themselves in university wide student activities. In
addition, the School of Law offers two "concurrent degree programs./I The
J.D./M.B.A. degree prepares students to use their legal skills in fields that
require understanding of business principles, finance, accounting, and
corporate management. The J.D./M.S. is a concurrent degree program with
Interdisciplinary Studies: Individualized Program. This degree leads to a
doctor of jurisprudence and a master of science with a specialty in
environmental studies.
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Full/Part Time Faculty by
Fiscal Year 1994-96
FY 1994 FY 1995 FY 1996
FULL TIME PART TIME FULL TIME PART TIME FULL TIME PART TIME
NUMBER NUMBER FTE NUMBER NUMBER FTE NUMBER NUMBER FTE CJ
AAA tenure 71 9 5.09 AAA tenure 70 12 6.68 AAA tenure 70 12 I 5.41 0;~
AAAother 8 18 7.88 AAAother 9 18 8.25 AAAother 3 16 7.67 0..
CPS tenure 345 36 22.06 CAS tenure 334 41 22.3\ CAS tenure 361 43 21.09 ~
CAS other 110 123 54.91 CAS other 84 143 59.65 CAS other 94 145 60,35 (i)
EDUCtenur 35 7 4.00 EDUCtenur 30 5 2.13 EDUC tenur 27 9 3.40 'i:l
32 89 47.92 35 106 60.62 32 102
0;
EDUCother EDUCother EDUC other 57,34 0
HDP tenure I 0 0.00 HDP tenure 0 0 0.00 HDP tenure 0 0 0.00 ~
HDP other 0 0 0.00 HDP other 0 0 0.00 HDP other 0 0 0.00 S
jOURN tenu 22 2 1.27 JOURN tenu 24 0 0.00 JOURN tenu 23 I 0.67
jOURN othe 0 I 0.33 jOURN othe 0 1 0.13 jOURN othe 0 1 0.13
LAW tenure 25 3 1.35 LAW tenure 25 2 1.25 LAW tenure 25 2 1.25
LAW other 2 3 2.05 LAW other 2 3 1.94 LAW other 5 2 1.19
LCB tenure 32 5 3.39 LCB tenure 32 4 2.19 LCB tenure 31 4 2.56
LCB other 4 3 0.48 LCB other 4 1 0.56 LCB other 8 4 1.03
MUSICtenur 38 0 0.00 MUSICtenur 36 3 1.56 MUSICtenur 36 I 0,33
MUSIC other 7 5 1.91 MUSIC other 4 2 0.62 MUSIC other 7 7 1.62
+:>- RSH tenure 0 0 0.00 RSH tenure 0 0 0.00 RSH tenure 1 0 0.00
tv RSH other 64 46 24.14 RSH other 57 69 35.78 RSH other 72 72 32.70
......
TOTAL . 795 421 196.74 TOTAL 746 410 203.67 TOTAL 795 421 196.74
TOTAL HEADCOUNT 1216 TOTAL HEADCOUNT 1156 TOTAL HEADCOUNT 1216
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These data include teaching faculty who have taken a leave without payor a sabbatical
in the following schools and colleges during FY 1993-94, 94-95, and 95-96.
Document XI-2 Headcount of LWOP and Sabbatical Leaves, 1993-96
423
88%
99%
97%
99%
93%
90%
94%
86%
99%
98%
95%
96%
92%
93%
86%
98%
97%
99%
94%
92%
93%
% COURSES
TAUGHT BY
REGULAR
FACULTY
% COURSES
TAUGHT BY
REGULAR
FACULTY
% COURSES
TAUGHT BY
REGULAR
FACULTY
800
2963
649
312
236
143
415
803
2721
570
396
224
162
419
757
2625
604
328
188
167
367
TOTAL
COURSES
TOTAL
COURSES
TOTAL
COURSES
668
2587
584
324
174
150
346
687
2676
554
392
211
149
388
688
2932
635
296
227
132
384
# COURSES
TAUGHT BY
REGULAR*
FACULTY
# COURSES
TAUGHT BY
REGULAR*
FACULTY
# COURSES
TAUGHT BY
REGULAR*
FACULTY
Standard XI
Proportion of Graduate Course Offerings Taught by
Regular Faculty, 1993-96
116
45
16
4
13
13
31
112
31
14
16
9
11
31
89
38
20
4
14
17
21
# COURSES
TAUGHT BY
ADJUNCT
FACULTY
# COURSES
TAUGHT BY
ADJUNCT
FACULTY
# COURSES
TAUGHT BY
ADJUNCT
FACULTY
AAA
CAS
EDUC
JOURN
LAW
LCB
MUSIC
DIV
* Regular faculty includes courtesy, visiting, and emeritus teaching faculty.
Research (601), Dissertation (603), Reading and Conference (605), and
Terminal Projects (609) courses were only taught by regular faculty for all divisions.
YEAR 95-96
DIV
DIV
AAA
CAS
EDUC
JOURN
LAW
LCB
MUSIC
YEAR 94-95
AAA
CAS
EDUC
JOURN
LAW
LCB
MUSIC
YEAR 93-94
Graduate Program
Document XI-3
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Graduate Program
SABBATICAL
8
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14
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4
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2
57
SABBATICAL
5
2
10
18
13
5
1
4
2
60
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SABBATICAL
6
3
12
11
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2
1
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Standard XI
FY 1995-96
AAA
Business
CAS-Humanities
CAS-Natural Sciences
CAS-Social Sciences
Education
Journalism
Law
Music
TOTAL
AAA
Business
CAS-Humanities
CAS-Natural Sciences
CAS-Social Sciences
Education
Journalism
Law
Music
TOTAL
FY 1994-95
FY 1993-94
AAA
Business
CAS-Humanities
CAS-Natural Sciences
CAS-Social Sciences
Education
Journalism
Law
Music
TOTAL
+::-.
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Document XI-4 Graduate Student Enrollments
1990,1993,1996
Masters Doctoral Other
Major Part Full Total Part Full Total Part Full. Total Total All
SCHOOL OF ARCHITECTURE & ALLIED ARTS
Architecture
1990 0 127 127 0 0 0 0 1 1 128
1993 15 135 150 0 0 0 0 2 2 152
1996 10 166 176 0 0 0 0 3 3 179
Arts and Administration Program I
1996 3 29 32 0 0 0 0 0 0 32
Art Education
1990 0 41 41 0 16 16 0 1 11 58
Art History
1990 0 28 28 0 4 4 0 1 1 33
1993 7 24 31 4 0 4 0 1 1 36
1996 6 19 25 3 0 3 0 0 0 28
Community & Regional Planning
1996 11 45 56 0 0 0 1 0 1 57
Fine & Applied Arts
1990 0 46 46 0 0 0 0 0 0 46
1993 4 41 45 0 0 0 a 0 a 45
1996 2 42 44 0 0 0 0 0 a 44
Historic Preservation
--
1990 0 10 10 0 0 0 0 0 0' 10
1993 4 9 13 0 0 0 0 0
1__.____
01 13
1996 6 18 24 0 0 0 0 0
-4-----2iLandscape Architecture
1990 0 32 32 0 0 0 0 0 0 32
1993 7 55 62 0 0 0 0 0 O( 62
1996 11 41 52 0 0 0 0 0 01 52
Leisure Studies & Services
I
--1____
1990 0 36 36 0 24 24 0 0 01 60
1993 1 2 3 3 4 7 0 0 01· 10~------
Interior Architecture I
1990 0 19 19 0 0 0 0 0 0 19
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Fall: 1990, 1993, 1996
Masters Doctoral Other
Major Part Full Total Part Full Total Part Full Total I Total All C)
Public Affairs "'tI\)
1990 0 45 45 0 0 0 0 0 0 45 0..~1993 11 26 37 0 0 0 0 0 0 37 I\)
.....
1996 12 29 41 0 0 0 0 0 0 41 l'll
PPPM: Undesignated I-d
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01990 0 1 1 0 0 0 0 0 0 1 ~Urban & Regional Planning S1990
I
0 49 49 0 0 0 0 1 1 50
1993 9 44 53 0 0 0 0 0 0 53
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Graduate Student Enrollments
Fall: 1990, 1993, 1996
Maior
COLLEGE OF ARTS &SCIENCES
Anthropology
1990
1993
1996
Masters
Part Full
01 22
51 24
2\ 20
Total
22
29
22
Doctoral
Part Full
01 36
161 17
131 24
Total
36
33
37
Part
o
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Other
Full
o
o
Total I Total All
11 59
01 62
01 59
eng
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Asain Studies
1990
1993
1996
o
5
2
18
26
17
18
31
19
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
19
31
19
Biology
1990
1993
1996
o
7
4
21
12
12
21
19
16
o
3
5
65
58
60
65
61
65
o
o
o
2
2
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21 83
1990
59
01 83
~I 74
o 98
2
a
o
o
a
a
o
71
22
97
79
22
77
96
71
2
a
o
4
1
36
o
4
36
o
o
o
1993
Chemistry
~ I 1996
0\ Computer & Information Science
1990
1993 9 30 39 3 26 29 a 2 2 70
1996 4 31 35 28 29 a 65
1990
1993
1996
L;omparative Literature
o
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4
2
5
4
2
6
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01 4
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1990 a 27 27 a 16 16 a a\ a: 43 CJ
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1993 4 21 25 1 23 24 a 0 I aI 49 ~
1996 0 6 6 7 23 30 0 11- 1] 37 ~
East Asian Languages T T it
1996 2 24 26 0 3 3 0 0I aI 29 ~
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Fall: 1990, 1993, 1996
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Maior Part Full Total Part Full Total Part Full Total Total All
Economics
1990 a 15 15 a 31 31 a 4 4 50
1993 3 21 24 4 29 33 a 2 2 59
1996 4 14 18 a 26 26 a 1 1 45
Exercise and Movement Science
1993 9 44 53 3 19 22 a 2 2 77
1996 5 69 74 4 16 20 a 1 1 95
Creative Writing
1996 a 21 21 a 0 0 a 0 a 21
English &Creative Writing
1990 a 65 65 a 73 73 a 4 4 142
English
1993 3 26 29 9 86 95 a 8 8 132
1996 - a 5 5 12 79 91 a a 0 96
Folklore
1996 a 11 11 0 a 0 a a a
11
Folklore &Ethnic Studies
1993 a 2 2 0 a a a a a 2
Geography
1990 a 15 15 a 12 12 a 1 1
28
1993 3 14 17 3 11 14 a a a
31
1996 2 19 21 4 15 19 0 0 a 40
Geological Sciences
1993 6 7 13 4 26 30 1 1 2
45
1996 3 9 12 4 23 27 0 1 1
40
Geology
1990 0 15 15 0 24 24 a 0 0
39
Germanic Languages &Literatures
1990· a 18 18 a 7 7 0 a a 25
1993 0 11 11 1 9 10 0 a a
21
1996 1 11 12 2 9 11 a a a
23
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Major Part Full Total Part Full Total Part Full Total Total All
History ,
1990 0 28 28 0 20 20 0 5 5 53
1993 8 25 33 9 12 21 0 2 2 56
1996 2 26 28 9 15 24 1 0 1 53
International Studies
1990 0 51 51 0 0 0 0 2 2 53
1993 13 32 45 0 0 0 1 0 1 46
1996 9 38 47 0 0 0 0 0 0 47
Linguistics
1990 0 22 22 0 7 7 0 3 3 32
--
--------1----- 1-------
1993 5 26 31 2 13 15 0 0 o 46
1996 5 13 18 5 11 16 0 0 0 34
Mathematics
1990 0, 33 33 0 41 _ 41 0 0 0 74
1993 4 27 31 2 30 32 1 0 r-------U- 641996 3 -----1 4 5 42 45 0 1 1 51
Philosophy
1990 0 6 6 0 28 28 0 2 2 36
1993 2 3 5 7 21 28 0 0 0 33
1996 1 2 3 7 30 37 0 0 0 40
Physics
-------------1 -- ----1990 0 37 37 0 111 111 0 4 4 152
1993 1 13 14 9 100 109 0 3 3 126
--
1996 1 3 4 5 77 82 0 1 1 87
Political Science I
1990 0 13 13 0 23 23 0 0 ---....Qj-----~
1993 2 8 10 8 27 35 0 0 ...QJ 45
1996 -1-- 4 5 5 26 31 0 0 0 1 36I
Psychology I
1990 0 9 9 0 56 56 0 2 21 67
1993 3 8 11 7 52 59 0 1 11 71I
1996 2 13 15 10 48 58 0 3 31 76
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Masters Doctoral I Other IIMajor Part Full Total Part Full Total Part Full Total Total AllRomance Languages +--29 23;----1990 29 0 23 0 0 0 521993 2 40 42 3 19 22 0 0 0 64f--- 1996 1 40 41 1 10 11 0 0 0 52--Russian
1990 0 16 16 0 0 0 0 0 0 16--t---1993 2 3 5 0 0 0 0 0 0 51996 1 5 6 0 0 0 0 0 0 6Sociology
1990 0 0 0 0 42 42 0 0 0 421993 0 0 0 12 30 42 0 0 0 421996 0 0 0 5 34 39 0 0 0 39Speech: Theater Arts
~-
24 521990 24 52 0 2 2 781L- --f---
--1993 11 1_~ 1 14 15 0 0 0 27t---1996 0 6 6 1 9 10 0 0 0 16~
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Fall: 1990, 1993. 1996
Masters Doctoral Other
Major Part Full Total Part Full Total Part Full Total Total All
LUNDQUIST COLLEGE OF BUSINESS
Accounting
1990 0 2 2 0 11 11 0 0 0 13
.- -- ------_·-----1993 - .---- - - ----~-_.._--~-_ ..._----_.- ------- --~.._--- ._--_.--=- .------- --------------- .... _----- ---_.._--0 0 0 2 6 8 0 0 0 8
1996 0 0 0 1 8 9 0 0 0 9
Decision Sciences
1990 0 9 9 0 5 5 0 1 1 15
1993 0 1 1 0 7 7 0 0 0 8
1996 0 0 0 2 4 6 0 0 0 6
Finance
1990 0 26 26 0 10 10 0 1 1 37
1993 0 0 0 1 7 8 0 0 0 8
1996 0 0 0 1 5 6 0 0 0 6
IS: Industry & Labor Relations (Human Resources & Industrial Relations)
------1--._-.----1990 0 28 28 0 0 0 o-------f 1 29
1993 10 26 36 0 0 0 1 0 1 37
1996 2 25 27 0 0 0 0 0 0 27
Management
1990 0 146 146 0 17 17 0 6 6 169
1993 23 134 157 1 10 11 0 0 0 -168
1996 43 183 226 2 5 7 0 4 4 237
---Marketing, Trans & Business Envir
._--- -- _._.---- - ..- f-----._--- f-------- -- _.._---_._ .. -
---------gr- ------- --- - .. _-_. _.._----- _....- .._._ ...__.- . _..._-- ---1990 0 18 18 . 0 9 0 0 0 27
1993 0 1 1 0 6 6 0 0 0 7
1996 0 2 2 1 5 6 0 0 0 8
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Maior Part Full Total Part Full Total Part Full Total Total All
COLLEGE OF EDUCATION
Communication Disorders & Sciences
1993 3 33 36 0 4 4 0 0 0 40
1996 6 28 34 2 3 5 0 3 3 42
IS: Teaching
1990 0 23 23 0 0 0 0 0 0 23
1993 2 9 11 0 0 0 0 0 0 11
1996 3 16 19 0 0 o· 0 0 0 19
Counseling Psychology
1990 0 49 49 0 38 38 0 4 4 91
1993 0 25 25 8 11 19 1 0 1 45
1996 4 13 17 9 21 30 0 1 1 48
Curriculum & Instruction
1993 1 0 1 0 1 1 2 0 2 4
Educational Policy & Management
-- ---.------- f--'--
1990 0 51 51 0 103 103 0 4 4 158
1993 47 15 62 53 34 87 0 0 0 149
1996 59 18 77 40 39 79 0 0 0 156
EducationalPsych~ogy
1990 0 2 2 0 16 16 0 1 1 19
School Psychology
1990 0 6 6 0 30 30 0 0 0 36
1993 2 4 6 9 21 30 0 0 0 36
1996 0 6 6 6 29 35 0 0 0 41
Special Education
1990 0 56 56 0 35 35 0 10 10 101
1993 50 52 102 11 48 59 5 2 7 168
1996 39 71 110 6 38 44 5 2 7
1
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--
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1990 0 33 33 0 2 2 0 11 11 36
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Fall: 1990, 1993, 1996
Masters Doctoral Other
Maior Part Full Total Part Full Total Part Full Total Total All
Speech Pathology & Audiology I
1990 0 23 23 0 4 4 0 4 4 31
1993 0 0 0 0
1996 0 0 0 0
Teacher Education
1990 0 207 207 0 103 103 0 24 24[ 334
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-- --_.-----_.------
I Total AllMajor Part Full Total Part Full Total Part Full Total
GRADUATE SCHOOL
._-_._-
IS: Applied Information Mgmt
1996 28 5 33 0 0 0 0 0 0 33
IS: Corrections
1990 0 16 16 0 0 0 0 0 0 16
IS: Environmental Studies
1993 7 22 29 0 0 0 0 0 0 29
1996 4 22 26 0 0 0 0 0 0 26
Health Education
1993 1 0 1 0 0 0 0 0 0 1
IS: Individual Program
1990 0 67 67 0 0 0 0 0 67
1993 4 11 15 0 0 0 0 0 0 15
1996 3 9 12 0 0 0 0 0 0 12
Professional Schools: Community Education
1990 1 0 0 0 0 0 0 0 325 325 3251993 287 0 287 0 0 0 2 0 2 289
1996 458 0 458 0 0 0 0 0 0 458
HUMAN DEV & PERFORMANCE
PE & Human Mov. Studies
--
- - ._-_._,,- -,-._-_._--
1990 0 66 66 0 32 32 0 15 15 113
School & Community Health
1990 0 42 42 0 21 21 0 0 0 63
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Fall: 1990. 1993, 1996
Masters Doctoral Other
Major Part Full Total Part Full Total Part Full Total Total All
SCHOOL OF JOURNALISM
1990 0 31 31 0 0 0 0 1 1 32
1993 5 29 34 0 0 0 0 1 1 35
1996 , 8 29 37 0 1 1 0 0 0 38
Communication & Society
1996 1 0 1 2 9 11 0 0 0 12
Telecommunication & Film
1993 0 1 1 5 5 10 0 0 0 11
1996 2 0 2 0 0 0 0 0 0 2
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Maior I Part Full Total Part Full Total Part Full I Total Total All CJ
SCHOOL OF MUSIC
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1990 0 44 44 0 42 42 0 5 5 91 0..~
1993 8 38 46 13 35 48 0 2 2 96 ~....
1996 12 48 60 10 45 55 2 4 6 121
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Fall: 1990, 1993, 1996
Masters Doctoral Other
Maior Part Full Total Part Full Total Part Full Total Total All
SCHOOL OF LAW
1990 0 0 0 0 497 497 0 0 0 497
1993 0 0 0 8 407 415 0 0 0 415
1996 0 0 0 4 502 506 0 0/ 01 506
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Document XI-5 Degrees and Certificates Awarded 1985-1996
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Degrees and Certificates Awarded
TEN- (1995-96)
1985·86 1986·87 1987·88 1988-89 1989-90 1990-91 1991·92 1992-93 1993-94 1994-95 YEAR Fa/l19~5 +
TOTAL Winter 1996
Baccalaureate Degrees
B.A. . 656 753 900 1081 1189 1278 1398 1420 1348 1352 11375
B.S. 1394 1360 1388 1426 1410 1375 1385 1344 1364 1455 13901
B.Arch. 75 82 74 59 70 67 62 68 75 56 688
B.B.A. 14 13 0 0 0 0 0 0 0 0 27
B.Ed. 4 8 9 13 8 7 2 3 0 1 55
B.F.A. 25 32 28 27 31 34 29 20 29 40 295
BJ.Arch. 20 16 11 12 16 18 14 19 11 13 150
B.LArch. 31 29 26 22 18 17 23 30 20 23 239
B.Mus. 26 27 29 26 23 21 18 29 28 26 253
B.P.E. 0 1 1 2 0 0 0 1 0 0 5
TOTAL 2245 2321 2466 2668 2765 2817 2931 2934 2875 2966 26988
Advanced Degrees
.M.A. 131 141 153 123 128 168 185 152 170 143 1494
v'M.S. 346 380 332 388 437 409 428 342 322 352 3736
vM.Arch. 28 29 30 40 31 37 36 42 37 50 360
\..M.B.A. 84 88 104 122 125 111 117 133 118 110 1112
IM.C.RP. 0 0 0 0 0 0 0 0 0 25 25
"'M.Ed. 84 77 104 106 70 85 84 30 23 12 675
11M.FA 28 27 31 35 28 28 25 35 29 33 299
\/M.I.Arch. 1 3 4 2 5 7 5 6 5 5 43
\'-M.l.Arch. 4 7 10 5 10 4 .. 3 6 9 13 71
vM.Mus.· 26 . 25 24 20 31 17 18 16 12 22 211
I.M.U.P. 11 14 7 13 17 14 22 29 20 0 147
vPh.D. 179 130 170 183 173 187 230 257 169 172 1850
D.A. 0 1 0 0 0 0 0 0 0 0 1
O.Ed. 4 17 12 4 5 7 1 2 0 0 52
O.M.A. 2 2 5 3 7 3 3 6 5 10 46
vJ.D. 145 144 139 164 155 155 156 165 115 133 1471
TOTAL 1073 1085 1125 1208 1222 1232 1313 1221 1034 1080 11593
TOTAL DEGREES 3318 3406 3591 3876 3987 4049 4244 4155 3909 . 4046 38581 ..
CERTIFICATES 33 22 15 9 6 12 14 28 14 9 162 I
NOTE: Beginning 1990-91, fall became the first term in the academic year (prior to 1990-91, summer was the first term in the academic
year). The values for each year in this table have been recalculated for the sake of consistency.
SOURCE: Winter 1996 Degrees Report and November 1995 Profile of Students
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438
Graduate Student Retention and Attrition
Standard XI
439
GRADUATE DEGREE PROGRESS
Graduate Program
COLLEGE (All) University Totals
Sum of NUMBER OUTCOME
ADMISSIO TYPE CONT GRAD INACT LEFT Grand Total
1991 D 56 174 8 49 287
M 17 440 6 77 540
1991 Total 73 614 14 126 827
1992 D 82 172 8 39 301
M 67 354 21 87 529
1992 Total 149 526 29 126 830
1993 ID 214 28 14 31 287
M 122 257 52 50 481
1993 Total 336 285 66 81 768
1994 D 258 5 26 8 297
M 431 66 76 18 591
1994 Total 689 71 102 26 888
1995 D 298 0 12 0 310
M 372 0 27 0 399
1995 Total 670 0 39 0 709
Grand Total 1917 1496 250 359 4022
COLLEGE I (All) University Total
Sum of NUMBER OUTCOME
ADMISSIo TYPE CONT GRAD INACT LEFT Grand Total
1991 D 20% 61% 3% 17% 100%
M 3% 81% 1% 14% 100%
1991 Total 9% 74% 2% 15% 100%
1992 D 27% 57% 3% 13% 100%
-
M 13% 67% 4% 16% 100%
1992 Total 18% 63% 3% 15% 100%
1993 D 75% 10% 5% 11% 100%
M 25% 53% 11% 10% 100%
1993 Total 44% 37% 9% 11% 100%
1994 D 87% 2% 9% 3% 100%
M 73% 11% 13% 3% 100%
1994 Total 78% 8% 11% 3% 100%
1995 D 96% 0% 4% 0% 100%
M 93% 0% 7% . 0% 100%
1995 Total 94% 0% 6% 0% 100%
Grand Total 48% 37% 6% 9% 100%
Graduate Program
Graduate Degree Process 1991-1996Document XI-6
Standard XI
Type. Based on first type ofgraduate admission granted to students. The choice ofcodes at first
admission depend on rules set within departments or colleges. M refers to students initially
accepted as masters degree students, even ifthey subsequently are admitted to doctoral degree
program. D refers to students initially accepted as doctoral students.
The attached tables summarize available data on retention and attrition ofgraduate students
beginning with those admitted to university programs during the 1991-92 academic year. Data
are summarized by college and for the university as a whole.
Admission year. Students are grouped according to year ofadmission. Year refers to beginning
ofacademic year, so 1991 refers to academic year 1991-92 and 1995 represents most recent
academic year (1995-96).
Numbers vs Percents. Top chart shows numbers ofgraduate students. Bottom chart shows
percentages.
Outcome. "Cont" means student was actively enrolled spring term of academic year 1995-96.
"Grad" means student received a graduate degree. No distinction is made between masters
degrees and doctoral degrees.
"Inact" means student has requested and received on-leave (inactive student) status.
"Left" means student was not enrolled or on inactive status in any term during the 1995-96
academic year (this is the attrition statistic requested in the standard.)
Standard XI
GRADUATE DEGREE PROGRESS
COLLEGE CAll \ University Totals
Sum of NUMBER OUTCOME
ADMISSIO TYPE CONT GRAD INACT LEFT Grand Total1991 D 56 174 8 49 287M 17 440 6 77 5401991 Total 73 614 14 126 8271992 D 82 172 8 39 301
M 67 354 21 87 5291992 Total 149 526 29 126 8301993 D 214 28 14 31 287M 122 257 52 50 4811993 Total 336 285 66 81 7681994 D 258 5 26 8 297M 431 66 76 18 5911994 Total 689 71 102 26 8881995 D 298 a 12 a 310M 372 a 27 a 3991995 Total 670 a 39 a 709Grand Total 1917 1496 250 359 4022
COLLEGE CAll ) University Total
Sum of NUMBER OUTCOME
ADMISSIO TYPE CONT GRAD INACT LEFT Grand Total1991 D 20% 61% 3% 17% 100%M 3% 81% 1% 14% 100\1991 Total 9% 74% 2% 15% 100%1992 D 27% 57% 3% 13% 100%M 13% 67% 4% 16% 100%1992 Total 18\ 63% 3% 15% 100\1993 D 75% 10% 5% 11% 100%M 25% 53% 11% 10% 100\1993 Total 44% 37% 9% 11% 100%1994 D 87% 2\ 9% 3% 100%M 73% 11% 13% 3\ 100%1994 Total 78% 8% 11% 3% 100%1995 D 96% 0\ 4% 0% 100\M 93% 0% 7% 0% 100%1995 Total 94% 0% 6% 0% 100%Grand Total 48% 37\ 6% 9% 100%
440
Graduate Program Graduate Program
GRADUATE DEGREE PROGRESS
COLLEGE BA Lundquist Colle e of Business
Sum of NUMBER OUTCOME
ADMISSIO TYPE CONT GRAD INACT LEFT Grand Total
1991 D 4 5 a 1 10
M 2 117 a 9 128
1991 Total 6 122 a 10 138
1992 D 6 1 a a 7
M 1 91 a 11 103
1992 Total 7 92 a 11 110
1993 D 3 2 a a 5
M 6 94 1 4 105
1993 Total 9 96 1 4 110
1994 D 7 0 1 a 8
M 85 21 5 2 113
1994 Total 92 21 6 2 121
1995 D 4 0 a a 4
M 74 a a a 74
1995 Total 78 a 0 a 78
Grand Total 192 331 7 27 557
COLLEGE BA Lundquist Co11ece of Business
Sum of NUMBER OUTCOME
ADMISSIO TYPE CONT GRAD INACT LEFT Grand Total
1991 D 40% 50% 0% 10% 100%
M 2% 91% 0\ 7% 100\
1991 Total 4% 88% 0% 7% 100\
1992 D 86% 14% 0% 0% 100\
M 1% 88% 0% 11% 100%
1992 Total 6% 84% 0% 10% 100%
1993 D 60% 40% 0\ 0% 100%
M 6% 90% 1% 4% 100%
1993 Total 8% 87\ 1% 4\ 100%
1994 D 88% 0% 13% 0% 100%
M 75\ 19% 4% 2% 100%
1994 Total 76% 17% 5% 2% 100%
1995 D 100% 0% 0% 0% 100%
1M 100% 0% 0% 0% 100%
1995 Total 100% 0% 0% 0% 100%
Grand Total 34% 59% 1% 5% 100%
441
Standard XI
Standard XI
GRADUATE DEGREE PROGRESS
COLLEGE AA Architecture and Allied Arts I
I
Sum of NUMBER OUTCOME
ADMISSIO TYPE CONT GRAD INACT LEFT Grand Total
1991 D 1 1 0 0 2
M 6 82 1 14 103
1991 Total 7 83 1 14 105
1992 D 1 0 0 0 1
M 30 78 10 20 138
1992 Total 31 78 10 20 139
1993 M 28 36 8 8 80
1993 Total 28 36 8 8 80
1994 D 1 0 0 0 1
M 135 1 13 6 155
1994 Total 136 1 13 6 156
1995 1M 80 0 3 0 83
1995 Total 80 0 3 0 83
Grand Total 282 198 35 48 563
COLLEGE AA Architecture and Allied Arts
Sum of NUMBER OUTCOME
ADMISSIO TYPE CONT GRAD INACT LEFT Grand Total
1991 D 50% 50% 0% 0% 100%
M 6% 80% 1% 14% 100%
1991 Total 7% 79% 1% 13% 100%
1992 D 100% 0% 0% 0% 100%
M 22% 57% 7% 14% 100%
1992 Total 22% 56% 7% .14% 100%
1993 M 35% 45% 10% 10% 100%
1993 Total 35% 45% 10% 10% 100%
1994 D 100% 0% 0% 0% 100%
M 87% 1% 8% 4% 100%
1994 Total 87% 1% 8% 4% 100%
1995 M 96% 0% 4% 0% 100%
1995 Total 96% 0% 4% 0% 100%
Grand Total 50% 35% 6% 9% 100%
442
Graduate Program
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GRADUATE DEGREE PROGRESS
COLLEGE AS Colleqe of Arts and Sciences
Sum of NUMBER OUTCOME
ADMISSIO TYPE CONT GRAD INACT LEFT Grand Total
1991 D 46 56 7 24 133
M 7 136 1 28 172
1991 Total 53 192 8 52 305
1992 D 60 25 .5 21 111
1M 25 104 5 33 167
1992 Total 85 129 10 54 278
1993 D 71 19 6 16 112
M 64 65 10 22 161
1993 Total 135 84 16 38 273
1994 D 79 5 14 3 101
M 133 18 19 8 178
1994 Total 212 23 33 11 279
1995 D 102 a 5 0 107
M 141 a 7 0 148
1995 Total 243 a 12 0 255
Grand Total 728 428 79 155 1390
COLLEGE AS Colleqe of Arts and Sciences
Sum of NUMBER OUTCOME
ADMISSIO TYPE CONT GRAD INACT LEFT Grand Total
1991 D 35% 42% 5% 18% 100%
M 4% 79% 1% 16% 100%
1991 Total 17% 63% 3% 17% 100%
1992 D 54% 23% 5% 19% 100%
M 15% 62% 3% 20% 100%
1992 Total 31% 46% 4\ 19% 100%
1993 D 63% 17% 5% 14% 100%
M 40% 40% 6% 14% 100%
1993 Total 49% 31% 6% 14% 100%
1994 D 78% 5% 14% 3% 100%
M 75% 10% 11% 4% 100%
1994 Total 76% 8% 12% 4% 100%
1995 D 95% 0% 5% 0% 100%
M 95% 0% 5% O%. 100%
1995 Total 95% 0% 5% 0% 100%
Grand Total 52% 31% 6% 11% 100%
443
Standard XI
Standard XI
GRADUATE DEGREE PROGRESS
COLLEGE ED Colleqe of Education
Sum of NUMBER OUTCOME
ADMISSIO TYPE CONT GRAD INACT LEFT Grand Total
1991 D 5 5 a 2 12
M 2 68 4 18 92
1991 Total 7 73 4 20 104
1992 D 11 6 2 1 20
M 6 43 3 12 64
1992 Total 17 49 5 13 84
1993 D 15 1 3 1 20
M 10 40 22 10 82
1993 Total 25 41 25 11 102
1994 D 22 a 2 2 26
M 37 18 29 1 85
1994 Total 59 18 31 3 III
1995 D 16 a a a 16
M 44 a 12 a 56
1995 Total 60 a 12 a 72
Grand Total 168 181 77 47 473
COLLEGE ED Colleae of Education
Sum of NUMBER OUTCOME
ADMISSIO TYPE CONT GRAD INACT LEFT Grand Total
1991 D 42% 42% 0% 17% 100%
M 2% 74% 4% 20% 100%
1991 Total 7% 70% 4% 19% 100%
1992 D 55% 30% 10% 5% 100%
M 9% 67% 5% 19% 100%
1992 Total 20% 58% 6% 15% 100%
1993 D 75% 5% 15% 5% 100%
M 12% 49% 27% 12% 100%
1993 Total 25% 40% 25% 11% 100%
1994 D 85% 0% 8% 8% 100%
M 44% 21% 34% 1% 100%
1994 Total 53% 16% 28% 3% 100%
1995 D 100% 0% 0% 0% 100%
M 79% 0% 21% 0% 100%
1995 Total 83% 0% 17% 0% 100%
Grand Total 36% 38% 16% 10% 100%
444
Graduate Program Graduate Program
GRADUATE DEGREE PROGRESS
COLLEGE GR Interdisciplinarv Grad
Sum of NUMBER OUTCOME
ADMISSIO TYPE CONT GRAD INACT LEFT Grand Total
1991 M a 32 a 3 35
1991 Total a 32 a 3 35
1992 M 2 26 3 8 39
1992 Total 2 26 3 8 39
1993 M 8 17 9 5 39
1993 Total 8 17 9 5 39
1994 M 30 7 8 1 46
1994 Total 30 7 8 1 46
1995 M 20 a 5 a 25
1995 Total 20 a 5 a 25
Grand Total 60 82 25 17 184
COLLEGE GR Interdisciplianry Grad
Sum of NUMBER OUTCOME
ADMISSIOITYPE CQNT GRAD INACT LEFT Grand Total
1991 M 0% 91% 0% 9% 100%
1991 Total 0% 91% 0% 9% 100%
1992 M 5% 67% 8% 21% 100%
1992 Total 5% 67% 8% 21% 100%
1993 M 21% 44% 23% 13% 100%
1993 Total 21% 44% 23% 13% 100%
1994 M 65% 15% 17% 2% 100%
1994 Total 65% 15% 17% 2% 100%
1995 M 80% 0% 20% 0% 100%
1995 Total 80% 0% 20% 0% 100%
Grand Total 33% 45% 14% 9% 100%
445
Standard XI
COLLEGE HD Colleae of Human Development
Sum of NUMBER OUTCOME
ADMISSIO TYPE GRAD LEFT Grand Total
1991 M 1 1 2
1991 Total 1 1 2
1992 M 2 1 3
1992 Total 2 1 3
Grand Total 3 2 5
COLLEGE HD Colleqe of Human Development
Sum of NUMBER OUTCOME
ADMISSIO TYPE GRAD LEFT Grand Total
1991 M 50% 50% 100%
1991 Total 50% 50% 100%
1992 M 67% 33% 100%
1992 Total 67% 33% 100%
Grand· Total 60% 40% 100%
Standard XI
GRADUATE DEGREE PROGRESS
446
Graduate Program Graduate Program
GRADUATE DEGREE PROGRESS
COLLEGE JO School of Journalism
Sum of NUMBER OUTCOME
ADMISSIO TYPE CONT GRAD INACT LEFT Grand Total
1991 M 0 2 0 a 2
1991 Total a 2 a a 2
1992 M a 6 a 2 8
1992 Total a 6 a 2 8
1993 M 3 3 2 1 9
1993 Total 3 3 2 1 9
1994 D 3 a a a 3
M 6 a 1 a 7
1994 Total 9 a 1. a 10
1995 D 4 a 1 a 5
M 9 a a a 9
1995 Total 13 a 1 a 14
Grand Total 25 11 4 3 43
COLLEGE JO School of Journalism
Sum of NUMBER OUTCOME
ADMISSIO TYPE CONT GRAD INACT LEFT Grand Total
1991 M 0% 100% 0% 0% 100%
1991 Total 0% 100% 0% 0% 100%
1992 M 0% 75% 0% 25% 100%
1992 Total 0% 75% 0% 25% 100%
1993 M 33% 33% 22% 11% 100%
1993 Total 33% 33% 22% 11% 100%
1994 D 100% 0% 0% 0% 100%
M 86% 0% 14% 0% 100%
1994 Total 90% 0% 10% 0% 100%
1995 D 80% 0% 20% 0% 100%
1M 100% 0% 0% 0% 100%
1995 Total 93% 0% 7% 0% 100%
Grand Total 58% 26% 9% 7% 100%
447
Standard XI
Standard XI
GRADUATE DEGREE PROGRESS
COLLEGE LW School of Law
Sum of NUMBER OUTCOME
ADMISSIO TYPE CONT GRAD INACT LEFT Grand Total
1991 D a 107 1 22 130
1991 Total a 107 1 22 130
1992 D 4 140 1 17 162
1992 Total 4 140 1 17 162
1993 D 125 6 5 14 150
1993 Total 125 6 5 14 150
1994 D 146 a 9 3 158
1994 Total 146 a 9 3 158
1995 D 172 a 6 a 178
1995 Total 172 a 6 a 178
Grand Total 447 253 22 56 778
COLLEGE LW School of Law
Sum of NUMBER OUTCOME
ADMISSIO TYPE CONT GRAD INACT LEFT Grand Total
1991 D 0% 82% 1% 17% 100%
1991 Total 0% 82% 1% 17% 100%
1992 D 2% 86% 1% 10% 100%
1992 Total 2% 86% 1% 10% 100%
1993 D 83% 4% 3% 9% 100%
1993 Total 83% 4% 3% 9% 100%
1994 D 92% 0% 6% 2% 100%
1994 Total 92% 0% 6% 2% 100%
1995 D 97% 0% 3% 0% 100%
1995 Total 97% 0% 3% 0% 100%
Grand Total 57% 33% 3% 7% 100\
448
Graduate Program
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GRADUATE DEGREE PROGRESS
COLLEGE MU school of Music
Sum of NUMBER OUTCOME
ADMISSIO TYPE CONT GRAD INACT LEFT Grand Total
1991 M a 2 a 4 6
1991 Total a 2 a 4 6
1992 M 3 4 a a 7
1992 Total 3 4 a a 7
1993 M 3 2 a a 5
1993 Total 3 2 a a 5
1994 M 5 1 1 a 7
1994 Total 5 1 1 a 7
1995 1M 4 a a a 4
1995 Total 4 a a a 4
Grand Total 15 9 1 4 29
COLLEGE MU School of Music
Sum of NUMBER OUTCOME
ADMISSIO TYPE CONT GRAD INACT LEFT Grand Total
1991 M 0% 33\ 0% 67% 100%
1991 Total 0% 33\ 0% 67% 100%
1992 M 43% 57% 0\ 0\ 100%
1992 Total 43% 57% 0% 0% 100%
1993 M 60% 40% 0% 0% 100%
1993 Total 60% 4,0% 0% 0% 100%
1994 M 71% 14% 14% 0% 100%
1994 Total 71% 14% 14% 0% 100%
1995 M 100% 0% 0% 0% 100%
1995 Total 100% 0% 0% 0% 100%
Grand Total 52% 3,1% 3% 14% 100%
449
Standard XI
Standard XI
451
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Deoartment GTFCount
Geography 25
Historv 21
International Studies 8
Political Science 25
Sociology 26
Southeast Asian Studies 3
Women's Studies 5
Education 59
Center on Human Devt. 2
DABCs 24
DELTA 21
DSECR 12
Journalism 29
Law 16
Business 53
Music 68
Dance 9
Music 59
Administrative Offices 82
Academic Advising 5
Academic Learnina Services 1
American Enalish Institute 5
Career Center 3
CIRL 3
Communications 1
Counselina Center 3
EMU 1
Graduate School 4
Health Center 4
LERC 2
Librarv 3
International Education 8
Survey Research Lab 2
PARS 20
Social Science Data Lab 3
Student Life 4
Student Academic Proaress 3
Technology Transfer 1
Computina Center 3
Yamada Center 3
TOTAL 1224
Graduate Program
Graduate Student Support
450
Document XI-7
Standard XI
Deoartment GTFCount
Architecture 98
AM 5
Architeetu re 37
Art History 9
Arts & Administration 5
Fine Arts 20
Historic Preservation 1
Landscape Architecture 5
Planning, Public Policv & Mgt. 16
Humanities 266
Classics 6
Comparative Literature 10
Creative Writing 14
East Asian Lanauaaes & Literatu 33
Enalish 86
German 22
Honors College 1
Linguistics 7
Philosophy 18
Religious Studies 3
Romance Languaaes 51
Russian 2
Theatre Arts 13
Natural SCiences 377
Bioloav 20
Chemistry 48
Computer & Information Science 40
Ecoloav 11
Exercise & Movement Science 32
General Science 2
Geology 25
Marine Bioloay 3
Mathematics 43
Molecular Bioloay 35
Neuroscience 5
Physics 65
Psycholoay 45
Theoretical Science 3
Social SCiences 176
Asian Studies 1
Anthropology 16
CAPS 7
Economics 24
Environmental Studies 13
Ethnic Studies 2
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Mean and Minimum GRE Scores for Admitted and Enrolled Students, 1993 - 95
1993-94
Mem Minimum
UndelJRd TOEFL
Code Major GRE Scores of Accepted ADDlicants GRE Scores of Enrolled ADDlicants GPAof Score of
Mem Minimum Mem Minimum Enrolled Enrolled
V Q A T V Q A T V Q A T V Q A T Students Students
sex: Sociology 578 538 537 520 360 360 3.61
TA Theater Arts
Charles H. Lundquist College of Business
ACfG Accounting
DSC DecisIon Sciences
DSCB DecisIon Sciences: Business Statistics
DSCP Decision Sciences: Production &: Operations Mgml
FIN Finance
HRIR Human Resources &: Industrial Relations
IIR Industrial Relations
MGMT Management
MGB Manajtell\ent: General Business
MKTG Marketing
College of Education
ca; Communication DIsorders &: Sciences (masters)
Communication Disorders &: Sciences (Ph.D.)
COON Cotmseling
cpsy COtmsellng Psychology 603 594 3.34
EDPM Educational PolicY &: Management
spsy School PsycholOStV 466 513 573 3.51
SPED ISpecial Education
SPEI pedal Education: Early intervention
SPDD pedal Education: Developmental Disabilities
SPEL pedal Education: Exceptional Leamer
SPRH pedal Education: Rehabilitation
Graduate School
UP Individualized Program
IAIM IS: Applied Information Management
lENV IS: Environmental Studies
IFLR IS: Folldore
m Teaching One Subject
School of Journalism &: Communication 1740 1360 3.43 «fJ
JCS Communication &: Society
J Journalism
JAD Journalism: Advertising
JEM Journalism: Electronic Media
]MAG Journalism: MaJr,aZine
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Code Malor GRE Scores of Acceoted Aoolicants GRE Scores of Enrolled Applicants GPAof Score of
Mem Minimum Mem Minimum Enrolled Enrolled
V Q A T V Q A T V Q A T ·V Q A T Students Students
JNE Journalism: News - Editorial
JPR Journalism: Public Relations
School of Music
DANC Dance 3.79
MCOM Music Composition
ME Music Education
MHIS Music History
MUP Music Performance
MTHE Music Theory
MCND Music ConductinR:
MPP Music Piano PedaJl:ogy
Law 160(1SATI 3.51
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Mean Minimum
Undergrad TOEFL
Code Major GRE Scores of Accepted APJ)licants GRE Scores of Enrolled Applicants GPA Score
Mean Minimum Mean Minimum Enrolled Enrolled
V Q A T V Q A T V Q A T V Q A T Students Students
College of Architecture and Allied Arts
ARm Architecture 1798 1130 1750 1130 3.19 (Inc.) 575
ARH Art History
AMGT Arts Management 3:0
CRP Community &c Regl.o~ Planning
FAA Fine &c Applied Arts 3.51
HP Historic Preservation 1755 1580 3.49
lARC Interior Architecture
LA Landscape Architecture
PUB Public Mairs
College of Arts and Sciences
AN11i Anthropology
AST Asian Studies 613 595 588 480 400 410 547 483 507 480 400 410 3.39 570
BI Biology- 570 655 670 3.33
CH ChemisW 590 670 720 3
CLAS Classics 500 493 463 3.38
COLT Comparative literature 587
CIS Computer &c Information Science 547 710 632 210 570 420 3.45 550
CWR Creative WritinJl:
EALL East AsianLan~~&: literatures not a ~licable not a ~licable 3.6 601
Economics· <Ph.D) 530 670 670 550 650 650
EC Economics· (Masters) 430 670 550 440 710 585
ENG EnKlish
EMS Exercise &c Movement Science 523 615 621 430 490 430 3.21 583
GEOC Geography 560 603 612 410 420 390 3.65 none
GEOL Geol~calSciences
GER German
HISf History 641 581 646 550 360 450 3.71
INTL International Studies 3.25 s.c
LING Un2Uistlcs ,
MATIi Mathematics 625 650 590 410 650 590 3.49 543
PHIL Philosophy
PHYS Physics
PS Political Science 1294 1110 1265 1110 597
PSY Psychology 674 684 709 3.58 575 (req)
RL Romance Languages
RUg; Russian
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Mean Minimum
Undergrad TOEFL
Code Major GRE Scores of Accepted APJ)licants GRE Scores of Enrolled Applicants GPA Score
Mean Minimum Mean Minimum Enrolled Enrolled
V Q A T V Q A T V Q A T V Q A T Students Students
SOC SociolOlty 588 578 603 460 460 530 3.68
TA Theater Arts
Charles H. Lundquist College of Business
Acre; Accounting
DSC Decision Sciences
DSCB Decision Sciences: Business Statistics
DSCP Decision Sciences: Production &c Operations MKD\t.
AN Finance
HRIR Human Resources &c Industrial Relations
IlR Industrial Relations
MGMT Manasrement
MGB Manasrement: General Business
MKTG MarketinK
College of Education
CC6 Communication Disorders &c Sciences (mastEl'S) 530 528 591 3.62
Communication Disorders &c Sciences (Ph.D.) 530 550 580 4.5
COUN Cmmse1lnK
cpsy ColUlse1lnK Psychology 511 569 543 3.44
EDPM Educational Poliey &c Management
SPSY School Psychology 531 540 606 3.61
SPED ;peaaj Education
SPEI iPedal Education: Early Intervention
SPDD· ipedal Education: Developmental Disabilities
SPEL jpedal Education: Exceptional Leamer
SPRH jpedal Education: Rehabilitation
Graduate School
lIP Individualized Pr093'am
IAIM IS: Applied Information Management
IENV IS: Environmental Studies
IFLR IS: Folklore
m Teachin~One Subject
School of Journalism ~ Communication 1750 1440 3.6 613
JCS Communication &c Society
J Journalism
JAD Journalism: Advertising
JEM Journalism: Electronic Media
IMAG Journalism: MaltllZine
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1994-95
Mean Minimum
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Code Major GRE Scorn of Acceoted ADDlicants GRE Scorn of Enrolled Aoolicants GPA Score
Mean Minimum Mean Minimum Enrolled Enrolled
V Q A T V Q A T V Q A T V Q A T Students Students
JNE Journalism: News - Editorial
JPR Journalism: Public Relations
School of Music
DANC Dance 3.24
MCOM Music Composition
ME Music Education
MHIS Music History
MUP Music Performance
MTHE Music Theory
MCND Music Conducting
MPP Music Piano Pedagogy
Law 161 (lSATI 3.5
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Mean Minimum
Undergrad TOEFLCode Major GRE Scores of Acceoted ADOlicanu GRE Scores of Enrolled Aoolicanb GPAof Score of
Mean Minimum Mean Minimum Enrolled Enrolled
V Q A T V Q A T V Q A T V Q A T Studenb Studenb
Colle2e of Architecture and Allied Arb
ARCH Architecture 1837 1230 1767 1410 3.42 (inc.) 575ARH Art History
AMGT Arts Mana~ement 3.19CRP Community &t Reifonal Plannin~
FAA fine &t Applied Arts 3.45HP Historic Preservation 1634 1260 3.25IARC Interior Architecture
LA Landscape Architecture
PUB Public Affairs
Colle2e of Arb and Sciencn
ANTH AnthropolO2V
AST Asian Studies 591 618 629 480 430 420 500 580 550 490 550 520 3.49 577BI Biology" 610 660 675 3.47CH Chemistry" 590 670 665 3.4CLAS Classics 655 500 570 370 360 300 3.4COLT Comparative Uterature 637CIS CompUter &t Information Science 520 712 661 280 520 320 3.45 553CWR Creative Writin~
EALL East Asian Lan~~&t Utera tures not applicable not applicable 3.5 632Economics· (Ph.D) 550 670 650 550 660 690
EC Economics· (Masters) 425 650 525 450 710 560
ENG En~sh
EMS Exercise &t Movement Science 518 597 626 440 480 450 3.28 540GEOC IGeoJuaphy 539 624 564 410 380 420 3.43 647GOOL Geological Sciences
GER German
HIST History 645 606 589 340 450 430 3.56INTL International Studies 3.38 577LING Linguistics
MArn Mathematics 609 752 664 330 600 340 3.6 577PHIL Philosophy
PHYS Physics
PS Political Science 1279 840 1322 1030 610PSY PsycholOltV 590 637 650 3.6 575 <rea)RL ROInance Lan~~es
RUSS Russian
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1995-96
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Code
soc
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DSC
DSCB
DSCP
FIN
HRiR
IIR
MGMT
MGB
MKTG
CO:;
COUN
cpsy
EDPM
SPSY
SPED
SPEI
SPDD
SPEL
SPRH
Major
Sociology
TheatEr Arts
Charlet H. Lundquilt College of Businesa
Accounting
Decision Sdences
Decision Sdences: BtEnessStatistics
Decision Sdences: Production & Operations Mgmt.
Finance
Human Resources & industrial Relations
industrial Relations
Management
Management: General Business
Marketing
College of Education
Communication DIsorders & Sdences (masters)
Communication DIsorders & Sdences (Ph.D.)
CO\D\seling
CO\D\seling Psychology
Educational Policy & Management
School Psychology
1Speda1 Education
1Speda1 Education: Early intervention
[SpecIal Education: Developmental Disabilities
1Speda1 Education: Exceptional Leamer
1Speda1 Education: Rehabilitation
GRE Scora of AcceDted Aoo1icaDes
Mean I Minimum
v I Q I A I T I V I Q I A I T
GRE Scora of Enrolled ApplicaDts
Mean I Minimum
VIQIAITIVIQIAIT
5761 5SS1 6451 1 4301 4201 500
593/ 5921 670
4851 5181 541
Mean
Undergrad
GPAof
Enrolled
Students
3.59
3.52
3.25
Minimum
TOEFL
Score of
Enrolled
Students
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individualized Program
IS: Applied information Management
IS: Environmental Studies
IS: Folldore
Teaching One Subject
School of JournaUsm &t Communication
Communication & Society
Journalism
Journalism: Advertising
Journalism: Electronic Media
Journalism: Ma~e
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Mean Minimum
Undergrad TOEFLCode Major GRE Scora of Accepted Aoo1icaDts GRE Scora of Enrolled AODlicants GPAof Score ofMean Minimum Mean Minimum Enrolled EnrolledV Q A T V Q A T V Q A T V Q A T Students StudentsJNE Journalism: News - Editorial
JPR Journalism: Public Relations
School of Muttc
DANC Dance
3.26MCOM Music Composition
ME Music Education
MHIS Music History
MUP Music PErformance
MTHE Music Theory
MCND Music: Conducting
MPP Music: Piano Pedagojty
Law 159 (LSATI 3.5I
• These departments submitted percentile GRE scores instead of I
the raw scores for these departments were calculated.
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of Oregon Senate on Mil,' 2-1, 1995,
Document XI-
UNIVERSITY OF OREGON
GUIDELINES FOR GOOD PRACTICE IN GRADUATE EDUCATION'
I
I
J
Standard XI
To this end, it is important that graduate
students:
• devotf an appropriate aillOll11t of time and en-
ergy toward achieI)ing amdemic excellence and
.COn1illlT the adval1ced de\!ree.
l) l>
" be aware of time co11strail1ts al1d other df111l1nds
imposcd on ji7culty members al1d program sta}f.
•• 11l1Vf aclear understanding with graduate
students about their spec~fic resfarch responsibili-
ties, iIlcludi ng ti 111e lines for c0111plftion of research
and the thesis or dissertation .
•• provide verbal or written C011l111ents and evalu-
ation of students' work in a timely mal111el~
•• discuss laboratory, studio, or departmental
authorship policy with graduate students in ad-
vance of filtering into collaborative projects.
•• refrain Fom requesting students to do personal
work (mowing lawns, baby-sitting, typing papers,
etc.) without appropriate compensation.
•• familiarize themselves with policies that affect
their graduate students.
Graduate education is structured around the
transmission of knowledge at the highest level.
In many cases, graduate students depend on
faculty advisors to assist them in identifying
and gaining access to financial and/or intellec-
tual resources which support their graduate
programs.
In ~ome academic units, the student's specific
advisor may change during the course of the
student's program. The role of advising may
also change and become a mentoring relation-
ship.
The reward of finding a faculty mentor implies
that the student has achieved a level of excel-
lence and sophistication in the field, or exhib-
its sufficient pronl.ise to merit the more inten-
sive interest, instruction, and counsel of fac-
ulty.
Graduate Program
461
It is also imperative that faculty:
•• interact with students in a professional and
civil manner in accordance with University
policies governing nondiscrimination and sexual
harassment.
•• impartially evaluate student performance
regardless of religion, race, gender, sexual orien-
tation, nationality, or other criteria that are not
germane to academic evaluation.
•• serve on graduate student committees with-
out regard to the race, gendel: sexual orientation,
or national origin of the graduate student candi-
date.
•• prevent personal rivalries with colleagues
from inte1jering with their duties as graduate
'advisors, committee members, or colleagues.
•• excuse themselves from serving 011 graduate
committees when therf is an amorous, familial,
or other relationship betweell the faculty membfr
and the student that could result ill a conflict of
interfst.
•• acknowledge studel1t contributions to re-
seorch presented at cOl1ferences, in professiol1al
publications, or in applications for copyrights
l11zd patents.
•• not impede a graduate student's progress
toward the degree in order to benefit.t1'o111 the
student's proficienc.lj 175 a teachil1g or research
assistant.
... crmte in the classroolll, lab, or studio super-
uisol1j relations with students that stimulate al1d
encol'lra(Te students trlCl7n1 crmtiucllj 1711d il1de-a .
pendflltly.
prior to presentation or p~lblication, i~1 .accor-
dance with existing practIces and poliCIes of the
discipline.
• take primary responsibility to inform them-
selves of regulations and policies governing their
graduate studies.
Graduate Program
achieved when both faculty and students are
highly motivated, possess the academic and
professional backgrounds necessary to per-
form at the highest level, and are sincere in
their desire to see each other succeed.
To this end, it is essential that graduate
students:
• conduct themselves in a mature, professional,
and civil manner in all interactions with faculty
and staff.
• recogllize that the faculty advisor provides the
intellectual alld instructional environment ill
which the student conducts research, and may,
through access to teaching alld research funds,
also provide the student with financial support.
• recognize that faculty have broad discretion to
allocate their own time and other resources in
ways 'which are academically productive.
• recognize that the faculty advisor is responsible
for m01zitoring the accuracy, validity, and integ-
rity of the student's research. Careful, well-
conceived research reflects favorably all the
student, thf faculty advis01: and the Univfrsity.
• exercise thf highest integrity in taking exami-
nations and ill collecting, analyzing, and pre-
senting research data.
• ackl1oi.uledge the contributiol1s of the faculty
advisor al1d other 11/e111bers of the reseorch team
to the student's work in all publimtiol1s and
conferencf prfselltations.
• maintain the cOllfidcntialit.1f ofthe.{r1Clllty
advisor's pr~t('ssionalactiuities and resCl7rch
Standard XI
FACULTY AND GRADUATE STUDENTS
A major purpose of graduate education at
the University of Oregon is to instill in each
student an understanding of and capacity for
scholarship, independent judgment, aca-
demic rigor, and intellectual honesty. It is the
joint responsibility of faculty and graduate
students to work together to foster these
ends through relationships which encourage
freedom of inquiry, demonstrate personal
and professional integrity, and foster mutual
respect.
Graduate student progress toward educa-
tional goals at the University of Oregon is
directed and evaluated by an advisor and a
graduate committee. These individuals pro-
vide intellectual guidance in support of the
scholarly and artistic activities of graduate
students. The advisor and the graduate com-
mi ttee are also charged with the responsibil-
ity of evaluating a graduate student's perfor-
mance in research and creative activities. The
graduate student, the advisor, and the gradu-
ate committee, then, comprise a basic unit of
graduate education. It is the quality, breadth,
and depth of interaction in this unit that
largely determines the outcome of the
graduate experience.
High quality graduate education depends
upon the professional and ethical conduct of
the participants. Faculty and graduate stu-
dents have complementary responsibilities in
the maintenance of academic standards and
the creation of high quality graduate pro-
grams. Excellence in. graduate education is
462
Standard XI
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Conclusion
CONCLUSION
Yet, as the report also describes, there is room for improvement. Among the
most strongly felt concerns are the continued need for salary increases;
improvements and innovations in teaching, including ways of fostering a
spirit of independence and inquiry among students; resources for expanding
the use of technology in teaching and research; support for professional
development; additional and improved classroom and office space; and, most
463
The university community has thought broadly and deeply about the
institution's mission and has developed a clear sense of its fundamental
guiding principles. To further that mission, the institution has developed
diverse and new ways of assessing its quality; garnered new resources for
academic, research, and outreach programs; created a state-of-the-art library;
erected new buildings; improved existing classrooms and offices; greatly
increased the number of endowed chairs and professorships for senior faculty
members; and won national awards for its technological infrastructure. The
university has worked hard to become a more caring community that is
attentive to issues of diversity and inclusiveness, to the concerns of the
faculty and staff, and to both the academic and personal needs of
undergraduate and graduate students. Mindful of its unique role as The
University of Oregon, the institution has reaffirmed and strengthened its
commitment to serve the state even while the state has severely reduced its
support of the university.
Under two presidents and drawing on the tradition of faculty governance, the
university managed its most significant event of the decade, the crisis of
Measure 5. Throughout that process, the university's mission and its AAU
status remained paramount. As earlier pages of this report have described,
the loss of millions of dollars in state funding forced the university, while
implementing state system policies, to eliminate or reduce academic
programs, to streamline and restructure its administration, and to raise
tuition drastically. Yet the university survived, even progressed, primarily
through the commitment, creativity, and hard work of the university
community; through the financial sacrifice of students and their families; and
through the generosity of donors.
This self-study report has charted the extraordinary journey of the University
of Oregon during the past 10 years. In this journey, the campus community
faced daunting and painful challenges that tested its spirit, resilience, and
creativity. Now, as that decade closes and a new one emerges, this report
presents a comprehensive picture of a university profoundly changed and
prepared to face the challenges of the future.
1997 AccreditationGraduate Program
•.• s,til1lu~ate in each graduate student an appre-
clatzoll oj teaching.
•• create nil ~th~s o./collegiality so that leamillg
takes place wlthll1 a community ofscholars.
•• prepare st~lde~lts to be competitive for em-
ployme!lt whIch l11c1udes portraying a realistic
v.lew oj the fie~d and the market at any given
tl1ne and ,l7lakl11g usc ofprofessional contacts for
the benefit of their students/ as appropriate.
In academic units/ faculty advisors support
~he ac.ademic promise of graduate students
In t~elr program. In some cases/ academic
adVIsors are as:igned to entering graduate
students to assIst them in academic advising
and other matters. In other cases, students
s~le:t ~aculty adVisors in accordance with
dlsc~p.hna:y inte~est o.r research expertise.
AdVIsmg IS mamfold In its scope and breadth
and may be accomplished in many ways.
A studenfs academic performance and a
fa~ultymem?er/s scholarly interests may
COInCIde dunng the course of instruction and
rese~rch.~s the faCUlty-graduate student
relatIOnshIp matures and intensifies direct
colla.borations may evolve which eniail the
shanng of authorship or rights to intellectual
p~operty developed in research or other cre-
atIve or artistic activity. Such collaborations
are encouraged and are a desired outcome of
the mentoring process.
Faculty advisors, on the other hand
~ocl~ ,
•• provide clear maps of the requirements each
student must meet/ including course work/ lal1-
gua~es/ res~arch tools/ examinations, and thesis0: dIssertatIOn, and delineating the amount of
tIme expected to complete each step.
~. eva:uate ~tudent p.rogress and performance in
7egulm a~d znformatzve ways consistent with
the practIce of the field.
••,.h~/p students develop artisti( interpretiz)e/
W71tl7lg/ .verb~l/ and quantitative skills/ when
appropl~za~e, ~n accordance with the expectations
of the dlSClpll11e.
•• ,a~sistlJ!aduate students to develop grant
wrztl71g skIlls/ where appropriate.
•• take reasonable measures to ensure that each
graduate .student initiates thesis or dissertation
research 111 a timely fashion
•• when a1!P:~priate, encourage graduate Stll-
de7:ts,to part~clpate in professional meetings or
pe7jOl 171 or dIsplay theIr work in public settings,
• take the initiative ;n asking questions that
promote understanding of the academic subjects
and advance the field.
• COllllllUllicate regularly withfiaculty d' ,
. 11 . a VISOIS
especla y 111 matters related to research and /
progress within the graduate program.
464
The University's Sense of Community
broadly, increased financial resources. The twin challenges of quality and
access will continue to permeate the university's future.
The institution's ability to maintain its sense of community also is vulnerable
to the effects of resource limitations. As the university has experienced in the
past decade, pressures created by limited resources can strain the bonds of
Conclusion
465
The university is committed to providing higher education for anyone who
wants it and can meet its admission standards. In this context, the tuition
increases of the past five years have been particularly troublesome. The
drastic plunge in state support since Measure 5 has raised within the
university serious questions concerning the public nature of its enterprise..
The university will need, for example, to weigh market considerations in its
ongoing efforts to improve the curriculum. It also will need continuously to
assess its adherence to the institutional mission as private support increases
and public funding decreases.
In teaching, research, and service, the hallmark of the University of Oregon is
excellence. That hallmark will continue to guide the university in its daily
striving for continuous improvement.
Excellence in All Endeavors
In the years since Measure 5, the university has made a deliberate choice to
reassert the public nature of its mission. It is creating a greater presence
throughout the state, particularly in the Portland metropolitan and Bend
areas. It is committed to providing more, and more diverse, opportunities for
lifelong education. The undergraduate core of the curriculum will remain
residential and liberal-arts based, but through innovative uses of buildings
and other campus resources, the university will serve the public in new ways.
An increased variety and number of summer institutes and workshops are
probable new areas of emphasis. The university also is committed to serving
a broader population through distance education wherever possible and
appropriate. Here the role of technology is essential though still
experimental.
The University of Oregon is a public research university. It plays a central
role in the state through creating and disseminating knowledge, providing
lifelong education, and serving Oregon's people, economy, and culture. As
an AAU institution, the university also is poised to take a central part in the
current national debate over redefining the role of a public research
university.
The Public University
community. The university will continue to confront such challenges to
community in difficult times. For example, as fundraising efforts increase,
the university will need to manage resource disparities that may develop
among units. As changing demographics alter the profile of the student
population and as high tUit~on lea?s stude~ts to expe~ mor~ se~ic~s,.the
university will have to deade which serVIces to provIde WIth Its lImIted
resources.
1997 Accreditation
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1997 Accreditation
Emerging from this self-study are three significant themes that suggest
themselves as the focus of continued study and discussion in the decade to
come: the university's sense of community, the role of the university as a
public institution, and the continued striving for excellence in all of the
university's endeavors. Cutting across these three themes are the
unpredictable forces of technology and funding, with the fiscal implications of
the recently passed Ballot Measure 47 looming large on the university's
immediate horizon.
In the past decade the university has undergone a revolution in its use of
communication technologies such as voice-mail, e-mail, listservs, electronic
bulletin boards, and faxes. The university community has embraced their use
to facilitate communication and to share information more broadly and more
rapidly.
Changes in the past decade, as well as others anticipated in the future, suggest
that the sense of campus community will need careful nurturing and
attention. The celebration of diversity and the maintenance of a welcoming
atmosphere are central to the health of the community. So, too, are
responsible citizenship and service, values that are held high on campus but
require constant reaffirmation.
Conclusion
The mission statement describes the university as "a community of scholars
dedicated to the highest standards of academic inquiry, learning, and service."
Long associated with the University of Oregon is a noteworthy culture of
collegial and interdisciplinary interaction. The size of the institution fosters
these attributes and creates an atmosphere of a liberal-arts college within a
major research university. The mission to provide a residentially based
education lies at the heart of the university's sense of community.
Faculty governance of the university, shared with the administration and in
some cases with students, is a defining characteristic of the institution. Yet as
the faculty attempts to respond to heightened expectations in teaching,
research, service, and administration, there is concern that the faculty has
reached its capacity to absorb more responsibility. Indeed, the strong tradition
of faculty governance may be at risk, as suggested by the diminishing pool of
faculty members willing or able to serve on university committees.
466
Continued excellence in teaching, research, and service will depend on the
institution's ability to secure adequate funding in the future and to build
upon its recognized accomplishments in the use of technology. If the record
of the past decade holds any prophetic potential, the university will succeed.
The university has been tested during the past 10 years and has emerged from
that crucible reaffirmed and strengthened. This is the heart of what the self-
study has revealed: The University of Oregon has solidified the foundation
upon which it stands. With a renewed sense of identity and of mission, it
now embraces the future.
Assessment and Productivity Measurement Group
(APMG),17
educational programs, 122-31
teaching, mid-tenn assessment of, 17
Athletics, 334, 365
facilities, 42, 44
Audit
administrative, 393
Bachelor's degree
requirements, 248
Ballot Measure 5,8, 120,410,417,418,463
Bookstore, University, 353, 367
Budget
computing and networking, 87, 90, 94
continuing education, 266. 272
expenditures, 31
income sources, 30, 34
library, 21-25, 68, 75
preparation and control, 323
process, 21
research, 394
strategic planning, 50
Business, Charles H. Lundquist College of, 205-26
Campus Planning, 38
computing and networking, 49, 88
Computing Center, The, 93
facility projects
anticipated projects, 45-46
Architecture and Allied Arts, School of, 40
athletic facilities, 42
completed projects, 48
current projects, 43
Historic Preservation/Restoration of Deady
and Villard Towers, 41
Knight Library, 40
library, 74
ongoing projects, 49
science buildings, 40
Chemistry Research Lab, 41
Chemistry Teaching Lab, 40
Strategic Network Expansion Project, 41
student housing/services/activities, 41
transportation facilities, 43
universal access, 39, 49
Vivian alum Child Development Center, 41
Yamada Language Center/American English
Institute, 41
Historic Preservation Program, 49
Index
B
c
467
Index
AAU institution, 18
Academic Affairs, Office of, 61, 361, 370, 373
Academic Affairs, Provost and Vice President for,
21, 312, 356, 372-73
Academic program executive summaries, 142-252
Architecture and Allied Arts, School of, 181-205
unit list, 181
Arts and Sciences, College of, 142-81
Humanities Division, 146-57
unit list, 157
Natural Sciences Division, 167-81
unit list, 167
Social Sciences Division, 157-67
Business, Charles H. Lundquist College of. 205-
26
Education, College of, 215-26
Communication Disorders and Sciences, 222-
26
Journalism and Communication, School of,
226-31
Law, School of, 231-36
Music. School of, 236-46
Administration, 310-24
governance structure, 10
organization and structure, 21, 311-16, 324,
326, 370-73
policies and regulations. 316
responsibili ties
administrative officers, 312-16, 317
governing board, 310
supporting documentation, 324
Administration, Vice President for, 312, 356,371-
72
Administrative
comminees, 314
policies, 316
Structure and responsibilities, 312-16
Administrative Services, Department of, 21
Admissions, 350, 356
Affinnative Action and Equal Opportunity, 322
Alumni, 353, 367
American English Institute, 254, 255
Architecture and Allied Arts, School of. 181-205
unit list, 181
Arts and Sciences, College of, 142-81
Humanities Division, 146-57
unit list, 157
Natural Sciences Division, 167-81
unit list, 167
Social Sciences Division, 157-67
AssessmenL See also Evaluation
A
1997 Accreditation1997 AccreditationConclusion
In research, scholarship, and creative and artistic achievement, the university
holds a national and international reputation. The enduring quest to
discover and advance knowledge and to create new expressions of thought is
essential to the intellectual life of the institution. The university's excellence
in these areas shapes the excellence of its teaching, as faculty members infuse
their new knowledge and insights into the classroom and draw graduate and
undergraduate students into the processes, rigors, and joy of academic
inquiry.
In service, the university also strives for excellence. The university works
with businesses, public agencies, nonprofit and professional organizations,
and others in the state, the region, the nation, and around the world. In
doing so, the University of Oregon has made a positive, and in some cases
profound, difference.
In teaching, the university challenges itself every day to become even better.
It has, for example, established a variety of developmental opportunities and
institutional awards to foster outstanding teaching. An excellent education
equips students with the ability and the confidence to create knowledge for
themselves and to improve the lives of others. The University of Oregon
aims to instill in students a lifelong love of learning and, while doing so, to
prepare them for productive careers and leadership in a democratic society.
Index
library, 78
Long Range Campus Development Plan, 1991,
47
Oregon Experiment. The, 38
strategic, 50, Ill, 120, 332
transportation, 50
Catalog, 105, 393
Computing and networking, 80-102, 368
access, 49
budget. 87, 90, 94
CAUSE Award, 1996,80
facilities, 91
faculty and staff, 87, 90, 100
hardware, 83
library
Orbis, 64, 73
Media Center, New, 86
mission, 80
networks, 82
objectives, 81
planning, 88, 93
policies, 87, 92, 101, 102
resources, 82
services, 81, 82, 84
software, 83
supporting documentation, 93
telecommunications, 85
use, 86, 91, 95-99
Conclusion, 463-66
Context
institutional, 9
state, 8
Continuation Center, 256
Continuing education
activities and programs, 254-266
budget. 266, 272
course schedules, 270
facilities, 272
faculty, 267, 273, 274
needs assessment. 269
pay scale, 267
policies and guidelines
control of academic credit. 271, 276, 278
program evaluation, 277
program development. 277
self-support. 273
staf~ 272, 273, 274
student
evaluation, 269, 276
services, 275
supporting documentation, 278
D
Distance-learning, 73, 256, 355, 465
468
1997 Accreditation
E
Education, College of, 215
Communication Disorders and Sciences, 222-26
Educational assessment. 133-39
graduation rates, 138
Teaching Effectiveness Program, 134
Educational programs
academic evaluation, 108
academic planning, 107, 146, 155, 167, 180,
204, 214, 222, 226, 231, 236, 246
assessment, 117, 122-31, 133-39
outcomes, 139, 140, 150-51, 160, 173,
174-75, 186-94, 207-9, 223, 228, 239-
41
costs, 33
curriculum control, 107, 109, 119-22, 131, 276
executive list. 132
general education, 105, Ill, 122-31, 138, 143,
149, 159, 171-72, 184, 207, 217, 227, 238
instructional effectiveness, 145, 152-53, 164-
65, 176-78, 201-2, 211, 220, 225, 229,
234, 243-44, 294
new instructional programs, 249
objectives
course, 151, 161-63, 175, 194, 209, 220,
224, 229, 233, 241
program, 142, 146-48, 157, 168-69, 183,
205, 217, 226, 231, 237
program evaluation, 113, 133-39, 143, 144,
148, 151, 158, 163, 169-71, 176, 184,
197-201, 206,209, 217, 220, 224,227,
229, 232, 237, 242
continuing education, 276
special needs and abilities programs, 113-17
specialized accreditation, 141
student services, 361
supporting documentation, 247
Equipment. 57
Evaluation. See also assessment
criteria for teaching-faculty evaluation, 294
educational mission, 117-19
faculty, 145, 146, 153, 155, 165, 166, 178,
180, 202, 204, 212, 214, 221, 222, 225,
226, 230, 231, 235, 244, 246, 273, 293,
410
peer, 293
student, 293
general education, 122-31
graduate programs, 405, 416-23. See also
Graduate programs
library, 68
physical plant. 52
staff, 100, 273
student. 144, 149-51, 160, 173, 186-94,207,
218-19, 228, 232, 239, 269
student services, 336
1997 Accreditation
F
Facilities, 91. See also Physical plant
athletic, 42, 44
graduate programs, 409, 412
laboratories, 384
library, 74
maintenance, 52
services, 54-57
universal access, 39, 49
Faculty. See also Instructional staff
academic freedom, 291
continuing education, 267
pay scale, 267
effectiveness, 146, 155, 166, 180, 204, 214,
222, 226, 231, 235, 246
evaluation, 145, 153, 165, 178, 202, 212, 221,
225, 230, 235, 244, 293, 410
peer, 293
student, 293
evaluation procedures, 294-96
graduate program, 395
leave policy, 392
orientation, 321
professional growth, 294, 296
recognition and rewards, 396-401
relationship with administration, 320
salaries and benefits, 287-91, 300-304
scholarship and research, 385, 389-92
selection, 283-86
teaching loads, 292, 305-6, 391
training opportunities, 274
Finance, 19-33
administration, 21
budget. 21-25. See also Budget
Budget Allocation System (BAS Model), 22, 27
costs per instructional area, 33
expenditure control, 26
expenditures, 31
Financial Information System (PIS), 82
funds and revenue, 8, 10, 21, 23, 3D, 34, 139,
339
computing and networking, 94
graduate programs, 396, 409, 411, 417
library, 74
Oregon Campaign, The, 24
facilities, new, 24
physical plant. 46
scholarship and research, 387
Oregon Foundation, University of, 24
policy, fmancial, 26
productivity plan, 28
Resource Management, Office of, 21
revenue trends, 27
supporting documentation, 29
Financial
aid, 32, 351
Index
G
Governing board
Higher Education, Oregon State Board of
(OSBHE),31O
Graduate programs, 39~61
administration, 393
admission policies, 405
applicants, 405, 414
evaluation, 405, 416-23
facilities and services, 412
faculty, 410
faculty involvement. 395, 401
faculty productivity, 396
faculty qualifications, 395
fmancial aid, 414
funds and revenue, 396, 409, 411, 417
library resources, 403
Graduate Council, 395
library resources, 411
objectives, 393, 408
policies, 401
recognition and rewards, 396-401, 413, 415
requirements, 405
scholarship and research, 379. See also
Scholarship and research
student assessment. 403, 404, 414
supporting documentation, 419
H
Human Performance and Development. College of, 8
I
Instructional staff, 281-308. See also faculty
academic freedom, 291
degree by institution of origin, 307-8
evaluation of performance, 293
evaluation procedures, 294-96
participation in policy development. 286
professional growth, 282, 294, 296
salaries and benefits: 287-91, 300-304
security provisions, 287-91
selection
policies, 283-86
supporting documentation, 298
teaching loads, 274, 292, 305-6
Instructional technology, 49, 72, 73, 74, 177, 198,
230, 379
International Education and Exchange, Office of
(OIEE),261
469
I
, I
!
Index
J
Journalism and Communication, School of, 226-31
L
Labor Education and Research Center, 257
Laboratories, 384
Law, School of, 231-36, 418
Library, 61-80, 368
and Computing Center, 78
assessment, evaluation
faculty and staff, 69
budget, 21-25, 68, 74, 75
graduate programs, 403
evaluation, 68
facilities, 40, 48, 74
graduate programs, 411
information resources, 63-65, 71
mission, 61
objectives, 62, 69
planning, 78
policies and procedures, 67
purpose, 62
resources
collections, 71, 76
services, 63-65, 72
Information Technology Centers, 74
Instructional Media Center (!MC), 73
Orbis, 64, 73
staff, 71
supporting documentation, 79
use, 76
M
Maintenance and housekeeping, 49, 52, 54
Marine Biology, Oregon Institute of, 35
Mission
computing and networking, 80
Education, College of, 215
institutional, 14-15, 463
assessment, 17
scholarship and research, 388
student services, and. 341, 345
library, 61
student services, 330
undergraduate education, 250-52
Museum
Condon Museum of Geology, 255
Museum of Natural History (MNH), 254, 259,
260, 261, 272
Oregon State Museum of Anthropology, 261
Univezsity of Oregon Museum of Art, The
(UOMA),258
Music, School of, 236-46
470
1997 Accreditation
N
Non-credit, 114, 256, 278
o
Oregon State Board of Higher Education (OSBHE),
291
Oregon State System of Higher Education (OSSHE),
6
Academic Council, 23
p
Physical plant, 54-57, 139. See also Facilities
adequacy, 145, 154, 166, 180, 203, 213, 222,
226, 230, 235, 245, 272, 338, 412
administration, 317
classrooms, 50
equipment, 57
Historic Preservation Program, 49
maintenance, 49, 52, 54-56
plarming, 318. See also campus planning
adequacy,47-48,52
anticipated projects, 45-46
completed projects, 48
current projects, 43
library, 74
ongoing projects, 49
planning Services Department, 47
Riverfront Research Park, 50
staff, 318
supporting documentation, 59
Pine Mountain Observatory, 35
Planning. See Campus planning
President, 14, 23, 312
Probation
probationary service, 294
Promotion and tenure
evaluation criteria. 294
post-tenure review, 298
scholarship and research, 386
Promotional materials, 16, 268, 275
Public affairs, 320, 323
Public Affairs and Development, Vice President for,
313, 373
Public Safety, Office of, 367
R
Recreation
campus, 44, 46, 353, 364, 365
Research. See Scholarship and research
Research, Vice Provost for, 21, 394
1997 Accreditation
Residential living, 41, 352, 363. See also
Students, housing
s
Schedule
academic year, 105
course, 270
of classes, 105
Scholarship and research, 375-92, 465
educational effectiveness, 388
faculty involvement, 386-87, 389-92
graduate programs. 410
institutional mission, 388
interdisciplinary institutes and centers, 379-84
laboratories and research facilities, 384
policies, 387, 388
program descriptions, 375-79
recognition and rewards, 375-79, 389, 396-401
reference, 375
support for, 385, 387
supporting documentation, 392
Self.Study, 7, 10, 11, 13, 266, 463-66
Special needs and abilities programs, 113-17, 334,
348, 359
Student
evaluation, 173, 186-94, 207, 218, 228, 232,
239, 269
Student Life, Office of, 371
Student services, 275, 330-74
Career Center, The, 338, 351, 358
Counseling Center, The, 362
effectiveness, 342
evaluation, 336, 350-53
facilities, 338, 347
fiscal management, 339, 347
goals, 343
Health Center, The 366
mission, 330
objectives, 331
organization, 331
planning for future trends, 354
program descriptions, 356-68
program list, 343, 344, 345
resource allocation, 348
staff, 347, 374
student satisfaction, 346
Supporting documentation, 369
use, 344
Students, 330, 358
academic progress, 357
advisement, 348, 351, 357
alumni, 353, 367
athletics, 334, 353, 365
bookstore, 353, 367
co-curricular activities, 352, 364
counseling, 335, 348, 358, 362
Index
ethnic diversity, 334, 358
financial aid, 347, 351, 357, 405, 414
food services, 352
governance, 314, 315, 333,364
housing, 35, 41, 339, 352, 363
involvement, 333
media. 353
orientation, 351, 357
profile, 6, 337
records, 358
satisfaction, 337, 346
services and needs, 330-74
with disabilities, 334, 349
Supplementary English Language Training
Program, 255
Supporting documentation, 29, 59, 79, 93, 247,
278, 298, 324, 369, 392, 419
T
Teaching Effectiveness Program, 17
Technology enhanced instruction, 49, 72, 73, 74,
177, 198, 230, 379
Tenure. See also Promotion and tenure
continuing education, 273
post-tenure review, 298
scholarship and research, 386
Transfer credit, 350
Tuition, 23
continuing education, 268
w
Web sites, 85, 87, 90, 315, 322, 375
471
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