Please send your comments to either of us (gbhers@cats.ucsc.edu, msmangel@cats.ucsc.edu) or to the committee as a whole (millcom@cats.ucsc.edu).

Introduction

An Overall Vision for UCSC

What We Do: The Engagement of Undergraduate Education

What We Do: The Engagement of Graduate Education

What We Do: The Production of Knowledge

What We Do: The Application of Knowledge

How We Work

Implementation

Works Cited

Building on a foundation of excellence in research and dedication to undergraduate education, UCSC has the opportunity to become an outstanding research university that engages people across the liberal arts, sciences, and professions, while maintaining an uncommon commitment to teaching and a unique system of residential colleges.

A number of circumstances provide this opportunity. They include the budget crisis and recovery in California in the 1990s and the general erosion of state funding for universities, which led to a fundamental (and most likely permanent) change in the way in which the University of California is funded so that UCSC now only receives about 40% of its funding from the state; the changing nature of federal support; the changing demography (age, life course and cultural background) of the students whom we serve; the uncapping of mandatory retirement age; the confirmation that UCSC will grow to 15,000 students to accommodate the baby-boom echo and immigration to California; and new technologies for the creation, presentation, and dissemination of knowledge. We do not know what the future holds, only that it will be different and that we must be able to intervene in its course on our own behalf. Change will occur; we must exploit the opportunities presented by these circumstances, rather than see them as threats.

In addition to being outstanding, UCSC must be distinctive. Many of the features of our distinction already are part of our institutional character: the college system, the use of written performance evaluations, the involvement of undergraduates in the creation of knowledge, a faculty that cares deeply about teaching, and a reverence for the character of the site and stewardship of the land. UCSC must become known as the UC campus for both Silicon Valley and Monterey Bay: places of technical excellence and spiritual rejuvenation.

An excellent institution requires superb faculty and student scholarship, coherent vision, and strong enrollments. To achieve this, each university must locate itself along a continuum including general/specialized education; theory/practice; undergraduate studies/graduate studies; local culture/global culture; continuing traditions/new ideas; disciplinary coherence/cross-discipline connections; faculty as teachers/faculty as researchers; quantity of courses taught/quality of courses taught; and producing graduates who can think/credentialing graduates.

In attempting to situate UCSC on this continuum, we have asked difficult questions. We have left little uninvestigated. In many cases, we have found that rhetoric and practice at UCSC diverge, and we try to bring rhetoric in line with practice when the practice is good.

Here, we report on conclusions reached by a planning committee consisting of students, faculty, staff, and members of the senior administration. We consulted broadly (500-600 people), reviewed UCSC's major planning documents and the reports of External Review Committees that periodically evaluate departments and programs, and solicited and received many comments by email. We read extensively about the future (e.g. Gee et al. 1997), the conduct (Kennedy 1997), and the evaluation (e.g. Graham and Diamond 1997) of American research universities.

In consultations, we heard a consistent request to articulate a vision and establish priorities so that UCSC can be well-positioned in a changing world and become a great and mature university. In addition to articulating a vision, we suggest ways to put in place mechanisms for i) keeping the vision in sight and ii) assessing plans as we move forward.

Our vision for UCSC is set within the following guidelines: i) we have not set as priorities things that we have never shown any inclination to do, nor things which we lack competence to do, ii) UCSC must become both outstanding and distinctive -- demonstrably strong and uncommonly committed to our vision, iii) UCSC must be smart, in order to flourish in a system dominated by larger and numerically stronger campuses, and iv) UCSC has special responsibilities of citizenship, broadly defined.

In the next section, we describe an overall vision for UCSC. In subsequent sections, we lay out a series of principles for academic and budgetary planning at UCSC and identify possible mechanisms for their implementation. Some of these mechanisms are potentially contradictory (e.g. involving graduate students more directly in the colleges or establishing a graduate college), but we have included them intentionally, in order to focus campuswide discussion and evaluation before a final decision is made.

• UCSC will be an outstanding research university with an uncommon commitment to high quality undergraduate education.

From its inception, UCSC was envisioned as a major research university for the central California coast region. The original academic plan for UCSC (presented to the Regents on 15 November 1962) called for 27,500 students (including 12,000 graduate students) in 1990, residential colleges, year-round operations, an engineering school starting in1967, a business school starting in 1968, and a school of natural resources and forestry starting in 1968.

Faculty at UCSC are appointed and promoted according to the same standards and criteria as faculty at any other UC campus. From its inception, UCSC was envisioned as the UC campus most clearly dedicated to high quality undergraduate instruction. Indeed, this has worked to our financial detriment, since the balance between undergraduate and graduate students at UCSC favored undergraduates, whereas until recently the funding allocation in the UC system favored graduate students. As of 1997-98, allocations are uniform across student types, with a base that was set at 1990 student levels.

The original vision of UCSC has proved to be unsustainable. For UCSC to maintain a research profile consistent with sister campuses, and to teach all courses in small enrollments or seminar format, would require either per-capita student funding similar to that of the best private research universities (more than twice that of UCSC), or else that students pay more at UCSC than at other UC campuses. Neither is acceptable. What is remarkable is how well we have done under this original mandate. Even under the constraints imposed by a predominantly undergraduate student body, UCSC has achieved considerable fame in research. The recent Graham and Diamond (1997) report measured faculty distinction on a per-capita rather than aggregate basis. Per-capita measures do not penalize smaller universities. According to the Graham-Diamond measures, UCSC is ranked #11 among the top flight public research universities (Graham and Diamond 1997, Table 6.7). The institutions ranked above UCSC are UCB, UCSB and SUNY Stonybrook (tied), UCLA, Universities of Wisconsin and Michigan (tied), University of Illinois Urbana, UCSD and Indiana University (tied), and the University of Colorado.

Achieving the dual goals of excellence as a research university and unwavering commitment to excellent teaching will set UCSC apart from nearly all research universities. A private university that has attempted to achieve this ideal is Princeton University, about which Rhodes (1998, p. 4) writes, "If Princeton has fewer critics than most research universities today, perhaps it is because Princeton has dealt with the issues that critics complain about better than most. Although indisputably among the nation's very best research universities, it has never stopped putting undergraduate education first". Princeton, of course, is old, private, and very well endowed. But we believe that a young, public university can achieve greatness in both research and teaching if we set our goals carefully and pursue them with zeal.

• UCSC will serve the people of the region, the state, and the world by the engagement, development, and application of knowledge.

We particularly choose not to use the phrase "teaching, research and service," but rather use "the engagement, development, and application of knowledge," to stress that the business of the university is knowledge. Teaching and research do not inherently conflict, and in the right setting they reinforce each other. Successful universities in the next century will be the ones that rearrange activities and resources so that knowledge-based activities are reinforcing and so that their programs become more of a collective enterprise.

Our region includes San Mateo, Santa Clara, Santa Cruz, San Benito, and Monterey Counties. All great universities have a regional base and regional connections, and all great regions have an anchor university. Our region includes Silicon Valley and San Jose. Silicon Valley is the technological capital of the world; San Jose is the third largest city in California and the eleventh largest in the country. It is home to the most rapidly growing labor market and in 1992 was 42% minority (mainly Latino and Asian) -- a microcosm of the future of California. Our region also includes Monterey Bay, which is the location for a national experiment in converting from military spending to niche agriculture and enviromentally sensitive business strategies. We are in the center of an exciting and diverse region and will become the anchor university of this region.

UCSC is also situated in a wider global context. Virtually all sectors of American society, and increasingly the American workforce, are influenced by transnational forces. To function successfully as citizens and professionals in the next century, our students will need an understanding of global issues, international events, and foreign cultures, as well as proficiency in other languages. Because international issues are increasingly prominent in most scholarly, commercial, and professional pursuits, new forms of transnational collaboration will be essential between UCSC faculty and foreign scholars and institutions.

Although the location in Santa Cruz will remain central to UCSC, we envision growth of satellite units. These include centers in the Santa Clara Valley and the Monterey Bay Education, Science and Technology (MBEST) Center at the former Fort Ord. The MBEST Center will provide opportunities for our students to work on important problems of environmental science, biotechnology, information science, sustainable regional development, and education. UCSC will become the leader in the Monterey Bay research crescent: a world center for environmental, economic and cultural studies; a national symbol of excellence in research and education, and a community dedicated to preserving and promoting economic, social, and environmental welfare.

• UCSC will teach the skills and knowledge that enable our students to become tomorrow's leaders and lifelong learners.

After one attains a threshold level of skill and knowledge, success in life depends upon how one deals with the unknown. For this reason, we must teach our students how to become lifelong learners. We will seek students who will be tomorrow's leaders -- individuals who will make a difference in a world that is rapidly changing and hard to predict. We will provide them with a core set of transferable skills so that they will be able to make a difference wherever they go.

Consistent with our values we can select students who will be tomorrow's leaders and ensure that the best and brightest receive opportunities that challenge them throughout their undergraduate years. As we become more selective, we must also work hard to encourage applications from the broadest spectrum of society. Part of this outreach will, of course, involve improving UC eligibility. However, UCSC must maintain a commitment to improving K-12 education in California and the nation, not just improving UCSC eligibility.

Rigorous interdisciplinary work will become more important in the future. Rigorous interdisciplinary work is not trivial: it is easy to be rigorous in a discipline and it is easy to be interdisciplinary without rigor, but combining the two is a challenge. We envision that UCSC will provide strong interdisciplinary education, focused on individual themes where students engage in team-based learning and become comfortable with a global perspective. Our students will face a world that does not care about disciplinary purity and individual performance if it is counterproductive to organizational success. This will be a world where crossing into new areas of performance and being able to function at high levels in groups or teams are valued, and where local actions can have global economic, environmental, and cultural effects.

We concur with the Kellogg Commission on the Future of State and Land-Grant Universities that a college education does not end with a degree, that the student experience should not be reserved for the fortunate few between 18 and 25 willing to attend full time, and that the university experience must extend beyond the campus boundaries. Lifelong learning means that our campus is actively engaged in continuing education for all segments of our society. We envision that University Extension (UNEX) will play an important role that complements the campus. This role includes addressing the career needs of adult professionals; enhancing the intellectual and cultural life of all Californians by providing programs in the sciences and liberal and fine arts; expanding awareness and understanding of public issues; assisting people in examining the political, sociological, and psychological dimensions of life; enabling students to make progress toward degrees; and providing students with necessary skills to succeed at the university. Some of these programs will be offered as regular UCSC courses, but at UNEX extensions; others will be offered under the auspices of UNEX.

• UCSC will attract and retain a diverse student body, faculty, and staff from many different communities in the state, nation, and world.

Diversity is a positive value in a university environment because it requires critical and reflective acknowledgment of ongoing differences in our society. Creating a diverse university environment redistributes access to power and knowledge, and at the same time changes the parameters of how power should be exercised and what counts as knowledge.

By the year 2005, every racial and ethnic group in California will be a minority. California will be a microcosm of the world. "Today's students," commented the Western Association of Schools and Colleges in 1991,

The university workforce and the student body will be affected by continuing changes in the gendered division of labor in the workforce and at home, as well as the increase in adult students with jobs and family responsibilities. But if the campus population, including students, faculty, and staff, is to reflect these diverse demographics and serve these diverse communities, the campus must actively cultivate diversity in our recruitment and retention of students, faculty, and staff; in our curricular innovations; in our public policy and public service; and in our scholarly and creative work. The enhancement of diversity in all these realms will require commitment, leadership, and incentives.

Today, one-third of UCSC's faculty are women; since 1990, over 40 percent of the ladder faculty hired have been women. Somewhat less than a quarter of full professors are women. Of current ladder faculty, 22 percent are listed as minority faculty (10 percent Asian and Asian American, 7 percent Hispanic, 4 percent African American, approximately 1 percent American Indian) (CCCC 1997). Yet, as the Committee on Affirmative Action notes, minority faculty and women are underrepresented in various divisions (Committee on Affirmative Action 1998). Much remains to be done to hire and retain a diverse faculty, and new strategies for recruitment will be required in the wake of Proposition 209 and the UC Regents' SP 2. This problem was addressed in a comprehensive manner in the 1997 report of the Chancellor's Commission on a Changing Campus (CCCC 1997), and many of its recommendations are adopted below.

In order to attract and retain top-quality faculty and staff, UCSC must recognize that many employees have partners who also need and want employment. The 1995 survey of Assistant and Associate Professors by the Committee on Affirmative Action, as well as the 1997 Assistant and Associate Professor Survey, indicate that partner employment is a major issue for new faculty, and that it is often determinative in whether a faculty member remains at UCSC or not.

Many faculty also have children, and on-campus childcare is an important need. Child care has been set forth this year as a national and state priority. Providing good child care is a vital element in employee productivity, success, and retention. An on-campus Child Development Facility could meet this need, while also providing valuable observational, teaching, and field placement opportunities for students in psychology and education at both the undergraduate and graduate level. It is an example of how ucsc can use strong and effective cross-divisional partnerships to address space, programmatic, and academic needs.

Mechanisms to implement this principle include:

The academic program:

Build ethnic studies into departmental curricula wherever appropriate, and link these offerings via an interdepartmental program or minor in ethnic studies. CCCC 1997 contains many useful suggestions for evaluating, enhancing, and reorganizing UCSC's offerings in ethnic studies; we recommend that CEP take these up as a leading item on its 1998-99 agenda.

Maintain and enhance departmental and interdisciplinary programs for the study of gender at the undergraduate and graduate levels.

Establish and fund an interdivisional faculty research cluster on race and ethnicity. One possible strategy is to identify faculty across disciplines who are engaged in such research and encourage cooperative research and curricular planning among them.

Restore institutional support for a faculty/graduate student research cluster on gender and sexuality.

Strengthen curricular and extracurricular programs that increase awareness of cultural and ethnic diversity.

Strengthen and make more widely available resources for entering students who must compensate for disadvantaged educational backgrounds. This should include coordination with community colleges, access to writing workshops and tutors, as well as assisted co-curricular study groups such as those developed recently by several of the colleges. UCSC should consider establishing a program similar to that run by Bard College, with intensive three-week writing workshops after Labor Day but before the start of classes.

Evaluate, by department, the advising system with respect to diversity issues, and coordinate more closely with college efforts to advise and assist students. We endorse the CCCC recommendation that each department invite an experienced member of the student affairs staff, possibly a college academic preceptor, to serve as a consultant to the department on matters of student retention.

Campus life:

Work with department chairs and other rotating managers to achieve a consistent and supportive policy concerning diversity.

Encourage and support Women's Center activities for students, staff and faculty.

The student body:

Continue admissions efforts at outreach to communities historically underrepresented on the UCSC campus, at both the undergraduate and graduate level. Many of these efforts are inventoried in CCCC 1997; UCSC should reaffirm its commitment to these initiatives and assure that they are adequately funded and staffed.

Develop partnerships with high schools and their feeder schools. UCSC has made promising initial efforts in identifying and establishing relationships with six high schools in our four-county region, as a means of achieving a demographically diverse student body by increasing academic achievement and developing UC eligibility in students from economically and socially disadvantaged communities. These efforts, and others such as the ongoing work of the Central California Writing Project and the Monterey Bay Area Mathematics Project, should be given high priority and expanded as appropriate.

Increase awareness of student retention issues among faculty and staff, and involve all sectors of the campus community in designing and implementing measures to increase retention rates. Many ongoing retention efforts are listed in CCCC 1997, which especially stresses the need to involve the faculty in retention activities.

Faculty and staff:

Emphasize recruitment of a diverse faculty and staff. Our goal should be to increase representation of all under-represented groups across the disciplines. We could widely circulate the best ideas for faculty recruitment gathered from department affirmative action plans. Each division could co-sponsor with the Committee on Affirmative Action a spring meeting to discuss successful outreach strategies with potential search committee chairs.

A diverse staff, in addition to its many intrinsic benefits, is also key to attracting and retaining a diverse student body. Staff Human Resources is engaged in an effort to increase the effectiveness of staff outreach programs; UCSC should give this effort high priority.

Develop skills in diversity management among faculty and staff. Include ability to encourage and support a diverse working environment (e.g. the classroom, the office) as a criterion in teaching evaluations and administrative performance evaluations.

Provide effective assistance in locating possible employment for partners of university employees, both on-campus and in the wider community.

Create a child development facility on the UCSC campus. Move expeditiously to implement the plan for this facility presented to the academic advisory board for development in 1996.

• UCSC will commit itself to high-quality production and transmission of knowledge across all disciplines.

UCSC is known nationally and internationally for its research in astronomy, biology, earth sciences, environmental studies, marine sciences, the history of consciousness, cultural studies, anthropology, psychology, and other areas. We value contributions across the breadth of intellectual discipline. In the coming period UCSC will:

• enhance the conditions for research and creative activity on campus
• seek expanded funding sources for the production of knowledge
• develop new research partnerships with other educational institutions, industry, and government at various levels
• expand research opportunities for undergraduate students
• promote the development of research that contributes to debates on national, regional, and local issues

These points are elaborated in greater detail below.

• UCSC will plan its growth and development with attention to sustainability and in consultation with the larger external community.

The long range development plan calls for UCSC to grow to 15,000 students. We clearly need to think creatively and innovatively about the mix of students (graduate/undergraduate), classroom space, housing, office space and transportation that such growth requires.

We believe that UCSC should develop its growth plan in collaboration with local community partners in ways that enhance mutual benefit and access by the community and campus. Areas of joint concern include, but are not limited to, transportation, housing, health and safety, child care, and parking. The growth should take place with concepts of sustainability in mind.

People commonly use the term "sustainability" in three different senses: sustainable use, sustainable growth, and sustainable development. When components of ecosystems are used in ways that allow natural processes to replace what is used, the system will renew itself indefinitely and human use will be "sustainable". How modern societies can live and prosper "sustainably" on the planet is one of the greatest challenges facing humankind. UCSC can help to answer this question both through the teaching and research done here and as an exemplar in planning our own growth and development.

Next consider the phrase "sustainable growth". Growth in human population and growth in per capita resource consumption and the associated habitat degradation often happens as if resources were infinite. But long before limits are reached, the environment is likely to be terribly degraded. A basic question concerning "sustainable growth" is whether economic growth and economic well-being can be sustained without growth in consumption of resources or continued destruction of habitat. Once again, research and teaching at UCSC will be able to answer many of the questions associated with sustainable growth.

A common and widely publicized term in contemporary discourse is "sustainable development". Part of the reason for its prevalence is that it can be defined in a variety of ways and, in fact, it is usually undefined. Sustainable development can mean sustainable use, in which case it is an imperative; it can also mean unconstrained growth of population and resource consumption, in which case it is an oxymoron.

The relevance of these ideas for UCSC should be clear. As UCSC physically grows, we will perforce use undeveloped land. We can however, work -- in concert with the city and county -- to recycle water. We can encourage effective means of transportation and show respect and stewardship for the environment when new roads are built. We can fill in existing space in colleges rather than building new colleges and similarly fill in existing space for apartments, offices, and classrooms. Thoughtful development is incumbent upon all of us. It requires open communication, transparent and accountable decision-making, and an understanding and evaluation of the trade-offs involved so that informed decisions can be made. UCSC can lead the way.

• UCSC will be committed to an undergraduate education characterized by disciplinary depth and rigorous breadth with a high level of direct faculty contact.

From its inception UCSC has had a strong commitment to the values of a liberal education. These include disciplinary depth in the subject matter of a student's major, rigorous breadth that provides substantive understanding and proficiency in a different field of academic endeavor and a high level of skill in writing, numeracy and critical thinking. This commitment has never wavered (even when at a national level the primary mission of undergraduate teaching fell into neglect), and appropriately we continue to struggle to find the best ways to deliver high-quality instruction.

Similarly, UCSC has never waivered from the commitment to a high level of faculty involvement in undergraduate education. However, principle and practice often diverge. New budgetary realities and new delivery technologies force us to rethink teaching. Although small seminars are often extremely stimulating for faculty and students, large lectures taught by our very best instructors followed by small sections taught by graduate teaching assistants can also be equally or more effective. It is the appropriate balance that we must achieve, in a way that makes departments accountable for meeting well-defined obligations to the public, the students, and the institution.

It is important to recognize that an educated person will always have gaps in his or her background. An educated person, however, knows how to fill in the gaps; learning is not a spectator sport and independent learners -- as we all must become -- are active, not passive. Undergraduate education at UCSC offers students a variety of opportunities that prepare them for future careers and professional life: engaging in research with faculty, serving as apprentice teachers, participating in internships and field experience, as well as contributing to community service.

An educated person in the next century will require verbal and computer skills, problem-solving skills, and the key ability to deal with the unknown. Rhodes (1994) identified seven attributes essential to balance and breadth in an undergraduate education: the ability to listen, read, and analyze with comprehension and to write and speak with precision and clarity; the ability to reason effectively in quantitative and formal terms; the ability to interact with people of different cultural perspectives; an appreciation of the range of modes of thought and expression found in the academy; sensitivity toward the values that have shaped society; skill and depth in one chosen area of knowledge; and active participation in the life of the campus community. We concur.

Rigorous breadth has implications for both majors and general education. It implies, for example, that only under the rarest circumstances should majors be "pre-professional" and require 14-15 disciplinary courses. It also implies that in addition to having introductory courses in fields outside of a disciplinary major, a student should have some kind of concentration. This could be advanced language training or a concentration of courses within a division outside of the student's major division.

Rigorous breadth includes other aspects of university life and public service. For example, from its inception, UCSC has had a broad range of PE offerings and a strong intramural program (in which about 3500 students participate); in 1980 an intercollegiate athletic program at the NCAA Division III (non-scholarship) level was added. These athletic programs are an integral part of the lives of the students and promote the same values as academics, including persistence, commitment, courage, teamwork, and goal setting. Intercollegiate non-scholarship athletics, which puts UCSC in the same division as Swarthmore, Oberlin, Amherst, and Williams, is consistent with the UCSC educational mission and can reinforce rigorous academics and a sense of community. Division III intercollegiate athletic programs also promote diversity and increase public visibility of the campuses that are involved.

Mechanisms to implement this principle include:

Establish an honors program. This could include seminars for first-year and transfer students as well as research-oriented seminars. Application to the program would be self-selected by ambitious students. Such a program could also include a fourth "honors" course each term, and cooperative research projects in which students work in small groups.

Facilitate and teach more cross-listed courses, in order to emphasize the interdisciplinary nature of much intellectual inquiry and make the broadest possible range of courses available to our students.

Consider switching to a semester system. The quarter system was imposed upon UC by the Regents in the 1960s. However, the semester system is the most consistent with the goals of a UCSC education. There are many costs associated with switching to a semester system, but and we encourage a joint administrative-senate committee to investigate the semester system and to determine if the benefits will outweigh the costs.

Eliminate the 1-3 unit course requirement. These courses contribute neither disciplinary depth nor rigorous breadth and are thus inconsistent with the vision of a UCSC undergraduate education that we articulate.

Expand the number and diversity of offerings in summer session. This has at least two advantages. First, many of our own majors will be able to use the summer to satisfy lower division and entry level upper division prerequisites. Second, students from other universities will be attracted here by the mixture of natural beauty and excellent education; this can generate revenue for departments offering summer courses.

Raise retention and graduation rates to the UC average or better as soon as possible. It is not enough that we grow. We must retain the best students and ensure that students graduate in a timely fashion. We consider it a campuswide responsibility to increase the retention rate of first- and second-year students and to increase graduation rates. One way to do this would be to create a campuswide learning center. This resource would work to ensure the academic success of students, first-year and transfer, who find themselves in need of academic support beyond the classroom. Offerings could include tutorial services, academic skill workshops, computer and technology resources, on-line tutor bulletin boards, career counseling, and resource referrals to campus departments. Existing pockets of campus learning resources could be consolidated into a more efficient, centralized service. The great advantages of putting support services in one location are that students would easily find comprehensive learning assistance, faculty and staff would have a readily identifiable resource for student referral, and administrative costs would not be duplicated.

• UCSC will continue to be committed to written evaluation of student performance with a focus on scholarship, critical thinking, creativity, and diligence. These evaluations, comparable to what one expects in the nonacademic world, will be a component of faculty teaching and graduate student education and training.

In addition to providing letter grades to all students who request them (a policy change implemented in 1997), we reaffirm the commitment of UCSC to written, descriptive evaluations of student performance. These written evaluations are an integral part of teaching at UCSC. The writing of evaluations shapes one's teaching and the way students are regarded, because teaching is not just presenting information and learning is not just acquiring information.

Mechanisms to implement this principle include:

Build adequate time to write evaluations into the academic calendar. It should be standard practice for evaluations to be filed immediately after the close of the quarter.

Adopt adequate provisions for keeping track of and clearing delinquent evaluations and ensure that timeliness of evaluations is considering in personnel actions.

Recognize these as performance evaluations, not mini letters of recommendation. In the nonacademic world, where performance evaluations rather than grades are the rule, such evaluations provide constructive criticism, not just glowing commentary about performance. Ours should do the same.

Emphasize the fact that a passing grade is equivalent to a "C" or better in a letter grade system so that students whose work is marginal but passing in a letter grade system do not pass in our system.

Incorporate +/- into the letter grading system, so that readers of transcripts will know if a "B" student is closer to an "A" or to a "C".

Provide performance evaluations to all students, including those who do not pass the course. The notion that a student does not deserve a performance evaluation in the case of failing performance is ridiculous; feedback in these cases may be even more important than in cases in which students pass.

Establish the practice that the immediate supervisor will write the performance evaluation. In the case of small, faculty-led courses, this means that the faculty member will write the evaluation. In the case of large courses with sections, the faculty member will train section leaders to write the evaluations, which will then be counter-signed by the faculty member. This will prepare the section leaders for life outside of academia, where such evaluations are the norm.

• The integrated learning communities provided by the colleges will be optimized when 1) groups of faculty with common interdisciplinary interests are affiliated with colleges, 2) affiliated college faculty, with cooperation of their departments and under the coordinating leadership of the college provost, offer an intellectually rigorous entry course stressing critical thinking and regular and meaningful interaction with faculty, 3) colleges coordinate delivery of student services that support the educational enterprise; 4) provosts coordinate the intellectual life of the college.

The Kellogg Commission on the Future of State and Land-Grant Universities reaffirmed three broad ideals, with which we concur: our institutions must become genuine learning communities, supporting and inspiring faculty, staff and learners of all kinds; our learning communities should be student-centered, committed to excellence in teaching and to meeting the legitimate needs of learners, wherever they are, whatever they need, whenever they need it; and our learning communities should emphasize the importance of a healthy learning environment that provides students, faculty and staff with the facilities, support, and resources they need to make this vision a reality. These are not unattainable goals; they are firm expectations. At UCSC, the college system already in place puts us ahead of virtually all other universities in achieving these goals. Indeed, Princeton University -- more than 250 years old -- only implemented residential colleges similar to those at UCSC in the 1980s (Rhodes 1998).

The Colleges are an integral part of the physical plant and educational experience at UCSC; they are the natural location for general education and interdisciplinary collaborations and we should make use of them for these purposes.

In our consultations, we discovered general agreement on the following points: the colleges have been very successful at providing a small community within a larger one, in leading students from high school to the university, in developing their basic skills, and in maintaining diversity; faculty involvement in the colleges has generally declined; and the 1-3 unit course requirement is not an effective way to involve faculty in the colleges.

We discovered that the provosts still play a strong intellectual role in the college itself: most obviously in sustaining care and attention to ideas in the core courses and more generally in moving students from office to office to get what they need. We also discovered that with very few resources and no place in the Senate processes of review, the Provost has little coercive or seductive power to encourage faculty to develop academic courses within the College. Some colleges, such as Cowell and Porter (which have special endowments for the purpose) have managed to retain their tradition of faculty involvement; others have not.

We envision a UCSC in which the colleges are strengthened and in which the provosts function as Associate Deans, taking on campus-wide activities. We further envision an alliance between the colleges and divisions. They must cooperate, not compete.

To do this, we recommend that the association of faculty with colleges be reexamined and that groups of faculty, from different departments but with common interdisciplinary interests, be affiliated with colleges. A sensible association of faculty with colleges will give the faculty a reason to be active in the intellectual life of the college. This does not require that faculty have offices in the colleges, since the intellectual community transcends the physical.

We envision that these clusters of faculty, in cooperation with their departments and under the leadership of the provost, will offer an intellectually rigorous entry course that stresses critical thinking and regular and meaningful interaction with the faculty. In some cases, for example those primarily taught by faculty in the humanities and social sciences, such courses might be analogous to the current core courses. In other cases, for example those involving faculty in the natural sciences, new kinds of courses -- stressing quantitative thinking and the scientific method -- may be needed. In all cases, entry-level students (first- year and transfer) must be exposed to the excitement and fascination of investigation at the cutting edge of a discipline or a cluster of disciplines. This, after all, is one of the attractions of undergraduate education at a research university.

Mechanisms to implement this principle include:

Ensure that faculty instruction in the colleges is not an overload but is in response to an interdisciplinary need. Entry course offerings in the colleges should meet the same criteria of strength and coherence as those in departments. Provosts need sufficient resources to compensate departments when ladder-rank faculty are teaching in the colleges.

Ensure that the Provosts have the resources to allow them to be the academic and intellectual leaders of the colleges. The primary responsibility of College Provosts should be the intellectual, cultural, and academic leadership of the college. This requires adequate resources, and the endowments of all colleges should be increased by appeals to alumni and other sources to enable the Provost to provide effective leadership.

Offer general education through the colleges. If faculty with common interdisciplinary interests are co-located in colleges, then the college becomes the natural location for interdepartmental and/or interdivisional general education courses that would not be appropriate offerings in individual departments.

Involve graduate students in college life by creating College Fellowships (analogous to those at Oxford and Cambridge).

Encourage colleges to establish long-term ties to specific business and industrial organizations that would be considered partners or sponsors of the college. This should be a two-way activity, with college students and faculty involved in the outside organizations and the reverse. Similarly, each college should establish long-term ties with one or more K-12 schools in the region, so that college students become involved in the educational life of the schools.

Ensure that each college has a commons room for faculty and graduate students.

• All UCSC graduates will be proficient in oral and written communication, quantitative reasoning, and computer skills.

We are in a skills revolution. Every UCSC undergraduate is entitled to develop skills in writing, language, numeracy, and computation. These should be funded "off the top" by the campus as a whole, even if individual divisions administer the programs.

UCSC has a well-deserved reputation for the quality of its writing program. The 1992, the External Review Committee (ERC) noted that the writing program was unique within the UC system in structural and pedagogical effectiveness. This ERC particularly noted the delivery of Subject A instruction through college core courses, the management of the journalism curriculum, and the support of upper-division writing courses by the assignment of lecturers from the campus writing program to coordinate with faculty teaching the disciplinary subject. Training in the skills of writing--and similar training in oral presentation--must continue.

Financial difficulties in the early 1990s caused some erosion of the writing program, so that it no longer sponsors co-teaching arrangements, although some departments (e.g. Computer Engineering and Environmental Studies) have supported co-teaching within the departmental budget. Writing assistants are no longer offered gratis to the Divisions of Arts, Humanities, or Social Sciences; Natural Sciences pays, from its own budget, for writing assistants.

Mechanisms to implement this portion of the principle include:

Ensure that writing is taught and required at every level of undergraduate education. For example, in addition to core and composition courses at the first-year level, a writing-intensive course taught in the major and required of every student (e.g. by associating writing with the major core course) would provide the mid-level training. In doing this, we might want to investigate using graduate students as teaching assistants in sections and undergraduate course assistants as writing tutors.

Complete the process of creating funding for a stand-alone writing program. UCSC has recognized that no single division should have responsibility for funding the program; funding is a campuswide responsibility.

Involve graduate student teaching assistants in training students to write. Doing this will provide additional support and training for graduate students, and will allow our best writing instructors to influence the training of more individuals.

Our record in training students in the use of quantitative reasoning (e.g. mathematics and statistics) and computer skills (e.g. various types of software) is more spotty. It is reasonable to expect that all UCSC graduates will have proficiency in mathematics, quantitative reasoning, and computer skills. The latter should include reading and creating two-dimensional graphs, using spreadsheets to analyze data, and understanding the use of statistics in illuminating and solving important problems.

Mechanisms to implement this portion of the principle include:

Introduce a "Subject M" examination that mirrors the Subject A examination as a graduation requirement.

Encourage faculty across the divisions to introduce quantitative components in their courses.

Encourage the campus-wide mission of the new department of Applied Mathematics and Statistics in the Baskin School of Engineering.

For many students, English itself is the second language (1997-98 entering class includes native speakers of about 40 first languages). Traditionally universities, including UCSC, teach an "academic" foreign language appropriate for literature or scientific studies. However, internationalization and globalization require what might be called "applied" foreign language that is task-specific (e.g., business, government, scientific, etc.).

It is not clear that all our graduates need to be proficient in a language other than English, because of the ubiquitous quality of English in the electronic/digital revolution and the fact that nearly 90% of all printed materials (books, etc.) are printed in English. Indeed, some UC campus have a language requirement that is fulfilled by the admissions requirement -- thus, any student who is UC-eligible has satisfied, by definition, the campus language requirement. This is hardly proficiency. We do, however, endorse the notion that a year or more of advanced study in a language other than English should be an option for students, and can properly be considered part of a general education requirement. Foreign language study has many benefits, of which we name only two here: the achievement of some degree of fluency, and the opportunity to develop intellectual insights into other cultures from the study of language.

Mechanisms to implement this portion of the principle, based on the External Review of the Language Program, include:

Rethink the language program, with the goal of creating a new unit that provides for a multifaceted approach to the teaching and learning of second languages (English included). This unit should be broad enough to provide for input from a wide cross-section of faculty whose work and interests relate to the use of language in the humanities and social sciences.

Develop an appropriate academic base for the Language Program. We concur with the ERC that the departments of Linguistics and Literature are not appropriate homes.

Investigate novel approaches to classroom instruction and to living-learning environments that are supportive of the languages.

The writing and language programs involve many lecturers, some of whom have Security of Employment (SOE) positions, but most of whom are Unit 18 Employees on renewable three-year contracts. To enhance the role that lecturers play, we encourage investigation of the following mechanisms:

Establish mechanisms for regular input by lecturers to Faculty Senate committees pertaining to undergraduate education.

Involve where appropriate lecturers in training and mentoring graduate teaching assistants.

Finally, it would be disingenuous of us not to address the issue of appointing more Security of Employment lecturers. Simply put, such appointments are the purview of faculty in individual departments. An SOE appointment uses a faculty line that thus becomes unavailable for a professorial appointment. Individual departments may choose to use some of their new resources in this manner, but this should be done through departmental consultation and open searches.

• UCSC undergraduates will continue to participate in high-quality research and the generation of new knowledge.

Undergraduate involvement in research and the generation of new knowledge is something that we already do very well at UCSC. Slovak (1997) studied the winners or honorable mentions (labeled awardees) of NSF Graduate Fellowships in Engineering and Sciences or Mellon Foundation Fellowships in the Humanities for 1996. As with the Graham and Diamond study (1997), Slovak used the per-capita measure of awards/1000 graduates and examined which institutions produced the most awardees and which institutions' graduate programs attracted the most awardees for study. UCSC ranked #1 in per capita production of awardees, followed by Georgia Tech, Cal Tech, University of Chicago, MIT, Reed, Harvey Mudd, Illinois, Wellesley, and Trinity. UCSC ranked #4 among destination schools, preceded by Illinois, Georgia Tech, and Carnegie-Mellon, and ahead of Penn State, North Carolina, MIT, Texas, Rice, and Georgia.

Slovak concluded that among the recipients, besides the famous technical schools, the high rankers are institutions that "are and are known to be focused heavily at the undergraduate level on the pursuit of scholarship in most of the traditional arts and sciences" and that "Institutions that are able to attract awardees at rates higher than predicted from their size and levels of faculty activity are generally those termed 'challengers' by Graham and Diamond. These are institutions which, over the past two decades, have attempted to position themselves so as to join the ranks of their peers who are generally recognized as being the elite of American research universities. Judging by their disproportionately high awardee attraction rates, a number of them have succeeded in achieving that goal."

Furthermore, UCSC already achieves the recommendation of The Kellogg Commission on the Future of State and Land-Grant Universities that students take responsibility for their own learning and that we introduce many more of them to research, as collaborators with faculty and graduate students and as seekers and inventors of new knowledge in their own right. The Chancellor's Undergraduate Internship Program allows students who are interested in public administration to participate in projects at the administrative level within the university and complements more standard research projects.

Even so, we believe that the involvements of UCSC undergraduates in research can be strengthened by the following mechanisms:

Establish an option for supervised research courses in departments that currently do not have one. Provide modest funding for academic undergraduate research projects, e.g. cost of travel and materials.

Encourage and publicize the use of work-study students for research assistance. Eliminate the requirement that faculty provide part of the funding to hire such students from their COR grants.

Create an Undergraduate Research Opportunity Initiative, funded by an endowment and available to students across the divisions. This initiatve would pair students with faculty for compensated work on faculty research projects.

Include in a formal way the supervision of undergraduate research students in the determination of teaching responsibilities. Research supervision at any level requires faculty time and commitment if it is done well. Consequently, the supervision of undergraduate research students should not be considered an add-on to other teaching responsibilities, but should be considered as part of the mixture.

Assess in a formal way the supervision of undergraduate research in the evaluation of teaching. If the supervision of undergraduate research is considered to be part of the teaching mixture of a faculty member, then its evaluation is also important. We encourage individual units and the Committee on Educational Policy to develop effective means to evaluate the supervision of undergraduate research.

• Graduate education at UCSC will serve the public by providing high-quality advanced training, intellectual development, and research methodology for a wide variety of careers.

The University of California was founded in 1868, as a public, State-supported land-grant institution of higher education. The mission of the University is to serve society in a variety of ways, and graduate education is one of them. Graduate education at UCSC developed in a somewhat sporadic and haphazard manner. Indeed, from the inception there were differences of opinion about the appropriateness of graduate education at UCSC. However, Kenneth Thimann (founding provost of Crown College) insisted on a graduate program in biology as a condition for his coming to UCSC. Currently, there are graduate programs in all of the departments in the Division of Natural Sciences, in most of the departments in the Division of Social Sciences, in some of the departments in the Division of Humanities and the Division of Arts.

UCSC has a number of very good or excellent graduate programs, some of which are ranked nationally, and alumni of UCSC graduate programs have moved into positions of leadership in all fields of endeavor, including academia, the arts, business, government, and industry.

Although UCSC draws strength from its regional basis in California, its role in the national and international arenas is also important. As a state institution, our first duty must be to serve the citizens of California. At times this may be best accomplished by training out-of-state and foreign students who remain in the state to contribute to its economic development (examples in our own region include the biotechnology and computer technology industries).

A major portion of the visibility and public recognition that UCSC receives and deserves comes from the research accomplishments of its faculty, which are most often accomplished in conjunction with graduate student training. Such excellence requires that we be able to attract, recruit and retain the best graduate students and faculty, regardless of their ethnic or national backgrounds. The quality of the faculty and graduate students are inexorably linked through the research environment.

Excellence in research, scholarship and graduate education leads to an enhanced reputation for the university, then to increased funding through external sources, endowments, gifts, and enrollments, and to greater resources for research, thus more excellence in research/scholarship, etc. With this loop, we can attract the best undergraduate students and expose them to the most exciting events in their fields. Even though many undergraduates may benefit only indirectly from tutelage by researchers, most of them will benefit indirectly. Their decision to enroll at any particular university is usually more related to the public reputation of the school (not usually related to the excellence of its teachers), a reputation that is derived largely from the research/scholarship accomplishments of its faculty. Anyone who doubts this feedback loop should consider which of the UC campuses are the most oversubscribed for undergraduate enrollments: UCB and UCLA are not renowned for their undergraduate teaching, but they are -- based on numbers of undergraduate applications -- the most attractive of the UC campuses. Without doubt, the feedback between research and teaching contributes to their attractiveness.

Thus, increasing the commitment to graduate education will improve, rather than degrade, the undergraduate experience and the quality of undergraduate education. Further identification and development of "niche programs", areas in which UCSC is uniquely able to build a strong program, is needed. We should focus resources in those areas and build excellence there.

Our current graduate programs do an excellent job of preparing people for academic life, but we must do more than that. Many Ph.D.'s will be employed outside academia (in many fields, they are now) and we must take cognizance of changinging job markets and of the associated need for the campus and Career Center to provide appropriate advice. Every graduate program should identify the core set of transferable skills that will be applicable regardless of where a student ends up working. Although many of our graduate students will follow faculty into the professorial life, many will not. We must create graduate programs for people who do not want an academic career.

Finally, there is a general, but somewhat incorrect, perception across the campus that we are unable to make competitive offers. Top applicants need to be assured of adequate support for the duration of their graduate careers. Most departments at UCSC are reluctant to make multi-year offers to incoming graduate students. Current graduate students tell us that this makes UCSC offers appear less attractive than those of other institutions, even if the UCSC support package turns out to be as good.

Mechanisms to implement this principle include:

Develop means for including graduate students in the colleges so that they feel more connected to the UCSC experience and so that undergraduates have more contact with graduate students.

Make the position of graduate dean a fulltime position devoted to administration and research.

Assure that graduate enrollment growth is accompanied by appropriate resources to provide financial support and research opportunities for added graduate students.

Improve advertising and outreach (web pages, etc.) concerning UCSC graduate programs. An improved image/reputation will also aid in placement of our students as they enter the job market.

Increase graduate fellowship dollars to make it possible to offer fellowships to more students, thus improving our yield on offers to top students and providing better support for all students.

Facilitate multi-year offers to improve yield, possibly without requiring more money up front, but rather by judicious forecasting on the basis of current student/fund ratios.

• UCSC will offer a variety of graduate degree programs at the M.A./M.S. level that complement our Ph.D. programs and are consistent with our educational mission.

The development of graduate education at UCSC has led to an imbalance between the number of Ph.D. programs and the number of M.A./M.S. programs; our ratio is the most lopsided in the UC system. There are probably many causes for this. Two that we discovered are 1) the tendency of both faculty and students to have a narrow view of M.A./M.S. degrees (e.g. thinking that M.A. means M.B.A.) and 2) the tendency of faculty and students to think that M.A./M.S. degrees are somehow "terminal" consolation prizes for students who are unable to achieve the level of a Ph.D.

We recognize the growing importance of professional degrees and advanced training for many members of the community. Many possible M.A./M.S. degrees, including self-supporting ones, are consistent with the educational philosophy at UCSC. Examples include the existing M.S. in Ocean Sciences (an existing and nationally recognized program) and the M.S. in Computer Engineering and possible programs such as the M.S. in Environmental Studies or Environmental Toxicology, the M.A. in Education, the M.A.T. degree in subject matter ranging from literature to history to mathematics for public school teachers, and the M.A. in Public Policy. The engineering school, in particular, will build links between academic research and professional activities, with practical benefits for the community. Professional degree programs could be self-supporting or revenue-generating for UCSC while simultaneously serving an important group of California residents.

Furthermore, as the campus grows, we have an opportunity to achieve a large fraction of that growth in M.A./M.S. students. This has a number of advantages, the most important being that it would more fully utilize resources.

• The opportunity to supervise graduate students will be widely available to faculty.

Interaction with graduate students contributes to the intellectual life of the community, and broad faculty involvement enables graduate students to draw upon a range of resources. If we are to recruit and retain faculty of the highest quality, it will be necessary to provide the opportunity for all faculty to engage in work with graduate students.

Graduate research and training are an essential component of research progress in many fields, but graduate education should be undertaken with a balanced consideration of societal needs and opportunities. At a first-rate research university, every faculty member has the opportunity to sponsor and work with graduate students, although that does not require that every discipline support an individual degree program. Interdisciplinary graduate groups provide many benefits to both faculty and students, and strong interactions among departments have been a hallmark of UCSC. Such groups allow faculty to work with graduate students without having each department start its own graduate program.

We stress, however, that the major resource issue of support for graduate students in graduate groups should be resolved before such groups are instituted.

Intelligent choices about development and demise of graduate programs must be undertaken by the faculty to ensure that we continue to serve our constituents within and beyond the academic community.

As we build out existing programs and consider establishing new ones, the question of program size arises. Without being prescriptive, we acknowledge that the fundamental rule is this: we should never sacrifice quality for size.

• At UCSC, graduate students will learn how to teach effectively.

As part of its commitment to excellence in undergraduate education, UCSC must ensure that its graduate students receive the best possible training in order that they can contribute to this effort. Teacher training not only enhances graduate/undergraduate interactions and improves the undergraduate teaching experience, but it prepares graduate students for future careers in teaching, academia, and business.

We believe that UCSC should strongly and explicitly adopt the goal of training college and university professors for the 21st century. Progress is already being made in this direction, through cooperation among the Dean of Graduate Studies, the Associate Vice Chancellor for Undergraduate Education, and the Director of the Center for Teaching Excellence, to augment UCSC's ability to provide pedagogical training to graduate students.

Mechanisms to implement this principle include:

Expand clinics to teach writing. This training should include learning how to teach writing and how to write performance evaluations. This is not a distraction, but an integral part of graduate training, and consequently departments should set requirements in writing pedagogy that are appropriate to their discipline.

Allow graduate students to develop and teach their own courses. For example, there might be a yearly competition (at the divisional level) in which 3rd- or 4th-year graduate students would propose a new course. Successful students would then receive one term of support when they taught the course in the following year.

• UCSC will foster graduate education via strong financial support and effective graduate student services.

The problem of fostering graduate education is a national one. In recent times, only about 25% of the students who start a Ph.D. finish one, and the median time to completion has risen from about 5 years in 1968 to about 7 years in 1993 (Kennedy 1997). This shift is partly traceable to the change in support patterns for graduate students, and UCSC is no exception.

Graduate students should be supported sufficiently to engage in their research, so that they do not need to hold outside jobs. Stability in graduate student support is crucial, so that students know how they will be supported for a year or more at a time.

Mechanisms to implement this principle include:

Establish a graduate endowment. Endowments that provide the funds necessary to support multi-year offers and fellowships to entering graduate students would introduce greater certainty into the planning process of individual graduate students and their departments, as well as enhance UCSC's competitiveness. Endowments also make it possible for the community to contribute directly to development of graduate programs of particular interest to the region.

Establish and effectively administer multi-year support packages to attract and retain the top graduate students.

Reexamine the TA allocation rules so that work as a TA enhances, rather than overshadows, the process of graduate training.

Improve the utilization of existing services in the graduate division, including providing information and assistance in securing extramural funding for graduate research, information about campus resources for graduate students, and outreach to potential graduate students.

Consider establishing a graduate college. A graduate college or division, led by a full-time provost or dean, would serve several purposes in this overall goal of supporting graduate students. The graduate college could 1) provide greater centralized graduate student services and placement/career counseling; 2) support an office of sponsored projects devoted to graduate student funding opportunities; 3) sponsor workshops and seminars on professional development and specific training; 4) provide a sense of community to UCSC's growing graduate student population.

• Scholarly research activity at UCSC will continue to be a vital component of the university. This research will serve the public through the creation of new knowledge, the enhancement of teaching, technological innovation, policy recommendations, critical analysis and creative work of all sorts, and the raising of important, even uncomfortable, social issues.

Research activity is integral to the mission of the university in service to the people of California and according to the California Master Plan for Higher Education (1960), the University of California is the "primary State-supported academic agency for research." The creation of knowledge makes university life rewarding, pleasurable, challenging, and sometimes difficult. The dissemination of this knowledge makes the university visible and useful, establishing it as a vital presence in local, regional, national, and transnational contexts.

However, decreases in federal and state sources of funding, proliferation of regulations, and the vagaries of the job market for graduates with advanced degrees all profoundly threaten the research environment at the University of California (UCORP 1996; King and Weiss et al 1996; Mitteness and Becker 1997). It is essential that UCSC develop ways to be competitive for sources of funding, be innovative in identifying and securing new sources of funding, and efficient in administering all funds its faculty can attract.

• UCSC will be committed to the development, across the divisions, of top quality, internationally recognized research programs, will encourage faculty initiatives to build and maintain top programs, and will show willingness to take risks when the potential rewards are great.

UCSC has attracted a faculty distinguished by its commitment to high-quality research as well as by its commitment to undergraduate and graduate teaching. UCSC faculty in many disciplines, and at every stage of their academic careers, have made substantial contributions to the production of knowledge. However, infrastructure and support services at UCSC have not kept pace with the changing research needs. In short, UCSC has developed into a research university in a creative but somewhat haphazard fashion, without the facilities, funding, and administrative structures a research university needs. In order to achieve world stature as a research university, UCSC must invest more heavily in infrastructure. We must bring our resources and our self-organization in line with what we have already become, and plan for future growth as well.

Production of knowledge takes place in every discipline, and scholars in every discipline need access to the basic conditions of research: time, funding, and space. At the same time, research requirements vary enormously across the disciplines. For the sciences, facilities, space, and specialized equipment are eternally in short supply. Large research projects require substantial investment and occasional risk, but result in tremendous benefits in external revenue and international recognition. The 1994 WASC Accreditation Report on UCSC noted that "the needs of the humanities and the social sciences, though of far smaller amount than those of the sciences, are in some ways more critical because the external sources are far fewer." Recognition of outstanding research in the humanities, arts, and social sciences is a fundamental part of the research environment of a university such as UCSC.

There is a national trend, and UCSC is no exception (e.g. see Mitteness and Becker 1997), for faculty to see a culture of research dominated by projects that receive large-scale funding. And this occurs in both directions: faculty with funding (typically those in science and engineering) often assert that they are providing opportunity funds for other fields, and faculty without funding (typically those in the arts and humanities) feel pushed aside in the discourse on research. We stress that the quality of research and its importance to the health of the university are not determined by the amount of funding or by the discipline in which research is conducted. We envision a UCSC in which faculty with significant external funds are proud to contribute to a campus society with outstanding scholars in history, philosophy, literature, the arts, and other underfunded areas, and in which faculty in these underfunded areas acknowledge the outstanding research programs that attract external funding.

In our consultations this year, we were asked repeatedly whether we intend to name areas of particular research strength at UCSC, and target them for favorable resource allocation, or whether we intend to endorse all projects indiscriminately. We reject both of these alternatives (indeed, the very way the question is usually posed prefigures only one intelligent answer, a sure sign that the question should be reframed). We recommend, rather, that research priorities be determined by the research community, individually and in groups, and that UCSC should undertake to provide institutional support that enables faculty initiatives. That is, where clusters of researchers come forward to propose projects and programs in research, the university should do its best to provide seed funding for promising ventures and then to match those projects with likely sources of extramural funding, both public and private. By responding to areas in which individuals demonstrate continuing energy and enthusiasm, rather than attempting a priori to favor some areas of research and disenfranchise others, UCSC will ensure itself a vibrant mix of research and creative activity that reflects the talents and interests of the fullest possible range of research community.

Research needs, and the means of meeting them, vary from unit to unit. As a result of our consultations, we conclude that the best research support is provided by those most closely involved with a unit in which the research originates. While we recognize that certain functions (financial reporting; certification that federal requirements have been met) are best performed by a centralized unit such as Sponsored Projects, we recommend that other research support services be located at the divisional level. Details are provided below.

The Academic Senate Committee on Research (COR) is essential for developing a culture of research on the campus. Nearly 50 percent of UCSC faculty receive COR funds for the direct costs of conducting research and COR funding is significant in the arts, humanities, and social sciences, where the national funding climate is more problematic. Enhanced support of faculty through COR will indicate the centrality of the arts, humanities, and social sciences to the university research vision.

Awards are obtained in order for a faculty member to achieve a certain level of intellectual activity. The size of awards varies widely from one discipline to another, even within the sciences. Depending upon the field, a $10,000 award may lead to more intellectual activity than one 10 or 20 times that size; the size of a award is not necessarily a measure of the value of the research. What is important is the external evaluation and the intellectual activity of the faculty member.

Mechanisms for implementing this principle include:

Broaden the mandate of the Committee on Research to include assessing the campus environment for research and identifying areas that need to be strengthened.

Evaluate whether UCSC should follow all other UC campuses by establishing the position of Vice Chancellor for Research with the objectives of:

• Scholarly work is an essential component of faculty activity that enhances the educational environment. UCSC will commit itself to helping faculty members secure the time, financial support, and collaborations to maximize their success in the research and other creative and scholarly activities that provide a vital intellectual life for the university.

Research brings tangible material benefits to UCSC. At present, extramural awards provide almost $30 million a year in direct costs, $6.7 million a year in indirect costs (a major source of discretionary funds), 25 percent of all equipment purchases, and approximately one-third of all graduate student support. Together, these benefits are equivalent to the income from student fees and about one-third of the state operating funds allocated to UCSC.

Research is a fundamental component of what faculty members do. Knowledge--its creation and dissemination--is what attracts most university teachers to the profession. Research is essential to the creation of a vibrant intellectual community, both on the campus and in the wider world. And yet, the daily demands of university teaching and service, most of which have pressing short-term deadlines, make it difficult for faculty to find the time to conduct their research effectively. Research is not a leisure activity, and research time must be protected.

Mechanisms to implement this principle include:

Allow faculty to designate blocks of time for research. Currently, some departments allow faculty to concentrate their teaching in two quarters, leaving the third quarter for research. Other departments forbid this practice. Such quarters are conventionally called "non-teaching quarters," but they are more appropriately thought of as "research quarters," for two reasons: 1) this directs attention to the legitimate duty that faculty are fulfilling during the quarter, rather than the legitimate duty they are not fulfilling, and 2) many faculty are, in fact, supervising graduate and undergraduate students in conducting research during this time. We recommend that wherever possible, departments plan their course offerings so that faculty who need to do so can devote one quarter per year to research and research supervision, while remaining on campus to contribute to other aspects of campus service.

Provide a block of funded research time for untenured faculty well in advance of the tenure review. This opportunity is crucial to the consolidation and presentation or publication of research results. In addition, assistant professors should plan their course load and committee load for the first five years in consultation with their department chair to ensure that they are on track for promotion without compromising their ability to do research. They should be given a clear message about what their accomplishments should be at each review prior to tenure.

Develop an internal fellowship program for faculty. Many leading universities have centers for advanced study, where faculty compete for internally funded fellowships ranging from one quarter to one academic year in length. The fellowships provide salary replacement, and in some cases an office and other facilities, to facilitate work on major research projects. The establishment and funding of such a program at UCSC, with an externally refereed application process, will provide support for faculty at critical junctures in their research careers.

Assure that time spent on teaching and service is allocated in the most useful and productive way. As described above, the 1-3 unit courses should be eliminated. Faculty service on Senate committees should be concentrated on major academic and social issues of concern to the community, and the amount of expected service should be limited. The privilege and duty of campus service should be more equitably distributed among the faculty, with special consideration of the pressures on faculty in small departments and mid-rank faculty.

Provide sufficient staff support. Regardless of division, department, or physical location of their offices, all researchers should have access to staff support from personnel specifically assigned to such tasks as part of their normal workload. Such personnel may include work-study students, where appropriate.

Maintain essential staff support when classes are not in session. Quarter breaks and summers are times when individuals can concentrate on research and prepare for the next quarter's teaching. Sufficient support services should be provided at those times to support these functions. The lengthy campus closure at Christmas and extensive summer furloughs for staff should be reevaluated with this in mind.

Enhance our capacity for efficient grant administration. UCSC must ensure that the following services are provided in a timely and adequately staffed manner:

• access to database of funding information appropriate to work in each discipline.
• assistance with proposal development and budget preparation.
• timely report preparation, involving individual consultation with P.I.'s.
• cooperation with service centers for grant administration.

Increasingly, the production of knowledge across the disciplines requires funding support from external agencies, in an environment of increasing competition and diminishing resources. Individuals at all levels report spending substantial amounts of time crafting and submitting proposals. While conceptualization of such projects will always require personal initiative, a first-rate research university can do a great deal to make the process of grant development easier and to enhance the chances of faculty success. UCSC must develop coordinated and efficient support services that assist faculty in securing funding for research.

We divide mechanisms for achieving these goals into two parts: internal and external funding.

Provide basic services to all faculty. In a 1996 report on the research environment (UCORP 1996), more than two-thirds of the UCSC faculty surveyed reported spending significant amounts of their own money on basic research expenses: telephones, FAX, computer support and software, email and Internet access, secretarial support and general research assistance. Limited amounts of funding should automatically be provided through the divisional budgets for basic services: copy services, postage, telephone, and other expenses associated with research.

Ensure competitive start-up funding. In order to attract a distinctive faculty, UCSC must guarantee adequate start-up funds for all new hires, with particular attention to the needs of untenured faculty and faculty initiating areas of research new to the campus.

Increase Committee on Research funding. Such funds may be regarded as seed money for the development of future research proposals. COR funds should be freed up for the direct support of research projects, rather than the provision of basic services. Wherever possible, restrictions on COR grants should be eliminated, and carryover of remaining balances should be allowed from one fiscal year to the next so that funds can be used as effectively as possible.

Integrate the Committee on Teaching funding to support applications in which teaching and research are integrated in the context of the proposed project.

Set aside venture funding for two kinds of projects:

This venture funding could be evaluated on the basis of 1) its success in helping faculty to launch projects that bring in intellectual and material returns, and 2) its ability to find successful projects in all four academic divisions. Initial funding for this might be obtained from the seed funds sent to the campus by the Office of the President.

Develop matching and transitional funding that can assist faculty whose external grants require matching funds or who need modest amounts of short-term assistance in the transitional period between two grants.

Implement a model for one-stop shopping. It is important to coordinate delivery of support services in identifying funding. For example, we could establish a research office at the level of the division, including the position of divisional (or departmental, in the case of large and heavily funded departments) research officer who reports to the Dean. The research officer would work actively with faculty to identify their research needs, coordinate with the development officers to identify sources of private funding, and coordinate with the Sponsored Projects office to identify sources of government and foundation funding. In addition, the officer would act as a link between the faculty member and the Sponsored Projects Office to facilitate grant administration and reporting requirements, and put faculty in touch with specialists in Sponsored Projects, University Advancement, and the Office of Technology Transfer in Oakland when a faculty invention, gift, or privately funded research project led to complex contract and intellectual property issues.

Direct the incoming Vice Chancellor for University Relations to develop and coordinate relations with industry, in collaboration with the AVC for Research and the divisional Deans. Interactions with industry are an increasingly vital part of many areas of research at UCSC, especially in the new School of Engineering. Recent state initiatives in a numbers of areas provide incentives for university-industry collaborations via matching funds. The Vice Chancellor for University Relations will play an important role in addressing the opportunities and challenges provided by these funds. However, an appropriate balance must be maintained between our efforts to obtain external federal funding and any new initiatives directed at industry.

UCSC will endeavor to provide research space in an efficient and flexible manner across the disciplines for laboratories, studios, and interdisciplinary initiatives. It should be recognized that research space and teaching space are not always identical (e.g. in the arts), and that research space must be enlarged when many graduate students are being trained (e.g. in materials science). Fundraising for the building of adequate research space should be a high priority.

A key component to building successful partnerships beyond the campus, and to garnering support for research on the campus, is the effective and timely publicizing of research interests and initiatives.

All fields of intellectual activity have changed in the last thirty years; scholars working in isolation are hardly to be found anywhere. Although travel to field sites and sources is still essential, travel for collaboration and to attend workshops and conferences is more and more important, because these are important venues for the development of scholarly collaborations. The multi-disciplinary, multi-scholar, team concept of research can only work when excellent means of communication are provided.

Mechanisms to help develop collaborations of all sorts include:

Increase and provide more flexible funding for faculty to attend conferences and workshops. Funds administered through COR currently allow $500 for one conference per year, with many restrictions (and no per diem expenses). Most faculty need to attend multiple conferences to remain current, active, and visible in their fields.

Assign development/outreach officers to work closely with faculty members to target specific, appropriate opportunities to promote individual research and teaching missions. This would include applications for funding, as detailed above, but might also entail carefully planned public lectures or guest editorials on topics that touch upon the research field. Such promotional work will be acknowledged by the university as part of the endeavor of research, as well as a form of service to the community.

Develop adequate outreach and publicity about research initiatives on this campus and how they serve the communities (local, regional, state, and international) of which UCSC is a part.

• UCSC will provide the conditions for intellectual exchange and interdisciplinary practice.

Intellectual exchange and interdisciplinary practice were both hallmarks of the first years of UCSC. At that time the colleges, with cross-disciplinary clusters of faculty and active programs of extracurricular intellectual events, were the centers for this activity. For a variety of reasons (diminished resources for the colleges; increasing engagement of faculty with their own departments and with national and international scholarly communities; the physical move out of the colleges of most faculty in the natural sciences) this is no longer the case and faculty report that they find less regular intellectual interchange with colleagues here than on many other campuses they visit.

In addition to the enhancements of the intellectual role of the colleges recommended in this report, UCSC must also provide other campus venues where intellectual activity across the disciplines can take place. This is important not only for the general environment for intellectual life on this campus, but also because increasingly, scholarly activity has come to depend less on lengthy sabbaticals than on intense moments of interchange and cooperation. Pauline Yu (1997), Dean of Humanities at UCLA, recently echoed David Damrosch's call "for an emergence from the individualist isolation of disciplinary enclaves that have become entrenched since the beginning of this century into a culture of cooperation, a community of small-scale research groups and team-taught courses to overcome the limits of specialization." UCSC must support places where such cooperation is already taking place on campus as well as developing new ones.

Mechanisms for implementing this principle include:

Provide modest resources to encourage scholarly interchange outside of the purview of individual courses, interdisciplinary considerations of important questions (e.g. biology and ethics), and presentation of research results across disciplines, e.g. ongoing faculty seminars and colloquia series. By "interdisciplinary" we mean: crossing disciplinary boundaries, appropriating and adapting modes of inquiry from other disciplines, and rigorous comparisons of disciplinary approaches; the Monterey Bay Regional Studies Training Grant is an example of such an interdisciplinary program.

Establish administrative and funding mechanisms that support cross departmental and cross divisional research and graduate training.

Guarantee stable funding for interdisciplinary centers that support research and scholarly exchange.

Create a place where faculty and staff can gather for intellectual and social interchange.

Expand the operations of the university conference office so that it can 1) assist faculty in hosting funded academic conferences at UCSC by coordinating housing, food services, meeting facilities, and transportation; 2) enable UCSC to host national and international scholarly meetings.

• UCSC will maintain an excellent library and an outstanding information and communication infrastructure.

Imagining the library of the future is a UCSC tradition, but detailed speculation runs the risk of making us look quaint and faintly ridiculous. "A Provisional Academic Plan for the Santa Cruz Campus, 1965-1975," which was presented to the UC Regents in November 1962, imagined that as the UCSC campus grew, a network of pneumatic tubes would be necessary for quick delivery of materials to far corners of the campus. "No pneumatic tubes" has been a shorthand way of reminding ourselves of the dangers of excessive specificity.

Yet even if we do not know with precision what the library of the future will look like, we know that UCSC needs a good one. This is a significant challenge. Over the past decade, the cost of science journals has risen 15-20 percent, while the library budget has increased 2 percent. The library spends $1 million annually for natural science journals, two-thirds of the total serials budget. This has affected the entire collection, not just the sciences. In addition, the process of format substitution (digital for print, CD for audio tape) has been expensive. The volume of information is growing rapidly, but much of it is "published" in ephemeral form, requiring that libraries devise ways to trap it while it is available.

The library remains a fundamental tool for instruction and research. It must provide support for the research needs of the faculty, including access to current journals and on-line services, and training in Web-based research. Acquisition and maintenance of print collections continue to be crucial, although these may be specialized systemwide with easy access across UC campuses. The library must have adequate funding for focused acquisition of materials in conjunction with academic programs. New faculty and new program areas should be provided with startup funding that supports acquisition of serials as well as books.

Faced with explosions in the production of print and electronic material, as well as unstable budgets, it is essential that UCSC continue to push for efficient sharing of resources across the UC system, as well as improvement of access to other systems.

Mechanisms to enhance the operations of the library include:

Examine, as part of the start-up process, the inauguration of new serial subscriptions in competition with existing ones.

Continue and strengthen the role of librarians in instructing faculty and students on changing research tools, particularly on-line tools.

Computing is an essential part of contemporary academic life, and computing equipment is a consumable item that needs to be renewed. All faculty members should be provided with an up-to-date computer, suitable software, network access, and adequate support for set-up, training, maintenance and upgrade services. Computers fulfill both instructional and research needs, and UCSC should strive to support both cutting-edge research needs and basic-level infrastructure. Efficient and effective sharing of high-level computing technology and laboratory facilities should be encouraged across the UC system. Customized training and support services should be made available to faculty who are conducting research.

Mechanisms to enhance computer access for research purposes include:

Consider establishment of a faculty development center for information technology, where high-end resources for research and instructional use that are too expensive for smaller departments to purchase could be shared.

Appoint a development officer whose area of responsibility includes information technology.

Develop a campuswide computing initiative to provide a set amount of funding per faculty member per year for computer upgrades, as recommended in October 1997 by the chairs of COR and CPB. The Committee on Computing, in consultation with CATS, CPB, and COR should define, and periodically review, a baseline amount of funding for computing equipment and upgrades for all faculty.

Ensure that campus computing functions can operate in multiplatform and high-speed network environments.

Develop campus standards for basic functions such as email, web-use, word processing, and spreadsheets.

Clarify the division of labor between CATS and divisional computing units with respect to faculty computing needs to assure that all divisional computing units have the capability to provide faculty with the appropriate range of hardware and software.

• UCSC students, staff and faculty will contribute to society through long-term, engaged partnerships--with elementary and secondary schools, community colleges and universities, business, alumni, government, community, and international organizations.

UCSC affirms its commitment to sustained, engaged service to local, regional, national, and international constituencies. In this context it may be time to reevaluate one of our cherished tropes, that of UCSC as the "City on a Hill." In the Gospel of St. Matthew (5:14) Jesus says to the assembled crowd: "You are the light of the world. A city on a hill cannot be hid"; this follows the Beatitudes in the Sermon on the Mount. Subsequently, the Puritans adopted the phrase "City on a Hill" from a lay-sermon delivered by John Winthrop, first governor of Massachusetts. The Puritan notion was to define their new settlement not in terms of activism and service to the world, but rather as a of utopian example for the rest of the world to look upon and follow. It is, in many ways, a prescription for the ivory tower. However, ivory towers are not likely to thrive in the next century, and we are confident that UCSC should not be one. External service and partnerships must be a key part of our social engagement.

Long-term commitment to such partnerships is essential. Examples of sustained commitment to date include the Monterey Bay Education, Science, and Technology Center (MBEST), and the expansion of University Extension (UNEX) activities on both sides of the Santa Cruz mountains. To strengthen the educational system from kindergarten through college, UCSC has launched two related efforts: the Chancellor's Educational Partnership Advisory Council (CEPAC) coordinates efforts on campus, while the Monterey Bay Educational Consortium (MBEC) brings together all public educational institutions in the Monterey Bay region. Together, CEPAC and MBEC have launched the Passport-to-Education, a major regional effort to increase the diversity of college-eligible students. With its involvement offamilies, schools, businesses government agencies, religious, recreation, and youth organizations, community colleges, and universities, this project provides a model of university-community partnerships.

UCSC should develop and enhance partnerships with San Jose and Silicon Valley. The Valley is one of the nation's most dynamic areas of job growth, technological development, and new forms of business organization. It is also the site of widening inequalities, rapidly changing demographics, and new forms of local solutions to educational and other challenges. It is the center of internet technology, venture capital, and business networking; it is also the site of one of the best job training programs in the country, one of the most admired and forward-looking labor movements, and many dynamic community-based organizations.

UCSC should engage in partnerships with all the relevant constituencies of the Valley, including business and technology through our Engineering School, educational systems through K-12 outreach and coordination with institutions of higher education, and community-based organizations and emerging communities through our faculty research and student field studies/internships.

Some on the UCSC campus express concern that our educational mission will be derailed by extensive involvement with the dominant business culture of theValley. That view neglects the full range of partners with whom we can intersect, and downplays the opportunities to lend our research and public policy expertise to needy and worthwhile enterprises. It also fails to take account of the unique internship and learning opportunities that may be available in business, public, and community sectors.

In our consultations, we frequently heard the opinion that UCSC is misrepresented in the press. Yet we also understand that we can be and should be responsible for our own institutional "spin." We need to publicize our achievements and plans in the community, the state, and the wider international context.

Alumni are a special resource for the campus; they recognize the uniqueness of their experience here, and they view their UCSC education as critical to their success. At the same time, alumni can sometimes resist change on the campus. UCSC is a relatively new and special institution, and some alumni believe that its size, teaching focus, and form of student evaluations must be kept unchanged or the character of the campus will erode. The campus should seek to engage these alumni to support UCSC--and particularly to support the colleges--and should also make them aware of the more recent achievements of UCSC (research profile, expanded regional commitments).

Because international issues are increasingly prominent in most scholarly, commercial, and professional pursuits, new forms of global/international collaaboration will be essential. These include enhanced opportunities for international student and faculty exchange, and transnational partnerships between UCSC faculty and foreign scholars and institutions. The Education Abroad Program (EAP) is a key resource for developing global partnerships for UCSC. Access to and support of EAP functions on the UCSC campus should be an integral part of the academic program.

Mechanisms to enhance the development of partnerships include:

Explore the establishment of a regular two-way bus service between the San Jose metro center and the UCSC campus. This would make the campus more accessible to San Jose students who live at home; it would also allow faculty and students to travel from UCSC to San Jose for meetings, internships, and other activities.

Improve coordination of student internships, and create more such internships. We have a wide variety of field study programs on campus; these should be consistently publicized, and local/regional placements should become even more important. We should explore long-term and full-quarter placements, and maintain sustained relationships with internship providers.

Encourage the wider involvement of alumni in collaborations, including student internships in alumni-run organizations and alumni involvement in recruiting and admissions.

Broaden the charge of the Senate Education Abroad Committee to promote and develop programs for international education, exchanges, and international planning and policy issues. This committee should provide academic oversight of international exchanges, identify and coordinate opportunities for global collaboration, serve as a resource for faculty interested in international collaboration in teaching and research, and interact with CEP, CPB, and the Graduate Council in determining effective allocation of resources for international programs.

• UCSC will be committed to generating knowledge that is useful to the wider society, making that knowledge accessible to the public, and involving the academic community in direct service to society.

Research is a form of service to the community, provided that it is made accessible. Research enriches the intellectual life of the wider community through lectures, performances, and discussion forums on and off campus. It contributes directly to informed and high-quality policy discussions. Public policy research can be as useful and challenging as "basic" research--and it is often more appreciated by the state and community constituencies.

Universities, of course, do not have a monopoly on the production of knowledge. Bender (1997) writes, "We must acknowledge the inherent value of multiple sites and styles of knowledge production. That implies a continual renegotiation of our relation to our society and to that society's many and diverse habitats of knowledge." What a university can do--what UCSC should do--is to create an environment where knowledge is not only generated, but collected, focused, critically examined, evaluated, refined, and disseminated.

Mechanisms to implement this principle include:

Establish and expand off-campus lecture series by faculty and other university personnel. The highly successful downtown Humanities Lecture series is a prototype for such activity; similar activities should be developed in our service region.

Encourage policy-oriented research and make the results available. Ongoing policy research should be featured in press releases and made available to decision-makers.

Consider the establishment of a retreat center for the training of lawmakers, other public officials, and community leaders, making use of both our natural setting and our faculty resources; this would also help place our students in internships and employment.

Explore the use of distance learning technologies for outreach, with attention to our areas of curricular strength and to the diverse communities that might benefit from access to distance learning.

The service component of UCSC's mission includes:

• academic service--the way faculty govern themselves and participate in the governance of the institutions, as well as the way in which faculty render professional service to their respective disciplines (via leadership in organizations, reviews, etc.);
• campus service--the way that the administration of the university is organized to facilitate the accomplishment of our objectives and in which faculty and administrators work to make the campus a learning community that meets the needs of students and works well for them;
• community service--the way in which the university (students, faculty, and administration) interacts with the local and regional community as a partner in various efforts, with such service helping to make us a valued institution.

With respect to academic service, our central concern is to stress the importance of shared governance on the campus. With respect to campus service, our central concern is to make the university more responsive and more able to respond to emerging opportunities and to ensure that we create a "caring community" where students, staff and faculty feel valued, and care about education and the university in return. This suggests that wherever we can, we should seek to slim and simplify administrative structures; moreover, administration structures should be very "transparent" and very focused on accomplishing our research and teaching goals. With respect to community service, our central concern is to create long-term, engaged partnerships. Thus, we must create and sustain relationships with several key groups.

We understand the need to have a positive relationship with both the City and County of Santa Cruz, particularly as this is the immediate environment for our students, staff, and faculty. We have a large and positive impact on this area; where we cause strains and problems, we should help to manage the challenges.

However, our service area extends beyond these boundaries. More attention needs to be paid to being a great regional university. UCSC will continue to build a stellar national and international reputation. But even the best universities in the country have particular relationships with their local regions in terms of providing policy advice and placing students in employment.

• UCSC will sustain academic innovation, excellence, and vitality through shared governance.

Cole (1994) identified governance as the first dilemma facing research universities. Shared governance is part of the history of the University of California.

The March 1998 issue of Notice, a publication of the UC Academic Senate, contains a brief history of shared governance:

The following are selected from STANDING ORDER 105 OF THE REGENTS:

Currently, shared governance is exercised through participation in the Academic Senate and service on its key committees, including Academic Personnel, Educational Policy, Planning and Budget, Privilege and Tenure, Affirmative Action, Faculty Welfare, and the Graduate Council. Though time-consuming, shared governance has brought many benefits to the University and it is a tradition we are eager to see passed down and strengthened in the next generation of faculty at UCSC. However, we ask the Senate to carefully examine the ways in which faculty are asked to serve on these committees, and to consider whether and which other committees are necessary.

Some colleagues see the role of Senate committees as "loyal opposition" that gives the faculty perspective during the decision-making process, as if senior administrators were not members of the faculty and as if the university must involve confrontation. We promote the concept of one University unified by representation through the academic senate and administrative structures, and we stress the importance of partnership between senate faculty and administration. Serving in the departmental, college, or central administration should be considered an honor and our best colleagues should be appointed.

Mechanisms to enhance shared governance include:

Encourage more participation in the Academic Senate. The Senate should seek to understand why there is a noticeable lack of participation of more recent faculty. It may be useful to see in which ways the Senate could be more streamlined and more welcoming.

Streamline committee structures. The Academic Senate's Committee on Committees has undertaken a review of UCSC's committee structure, with an eye to eliminating unnecessary committees and providing others with "sunset clauses." We endorse this effort and recommend a similar review of administrative committees.

Minimize effects of committee turnover. All committees be designed to maximize overlap of membership and minimize turnover from year to year. This will minimize situations where committees have to learn what to do and how to do it from scratch each year.

Consider the establishment of a representative assembly. In the UC system, only UCB and UCSC have non-representative Academic Senates. In a representative Academic Senate, departmental representatives would take the responsibility of Senate preparation, mandatory attendance, and reporting back to the department. Advantages might include reduced demands on the time of other colleagues, a means for nurturing younger colleagues in the notion of Senate service, and a Senate where more viewpoints are consistently represented.

As the campus grows, consider the establishment of the position of Academic Vice Chancellor and Provost.

• UCSC will enhance administrative nimbleness by establishing academic and programmatic priorities, using resources strategically to create and respond to new opportunities, and adjusting priorities as external conditions change.

We must make informed and judicious decisions about how to allocate time and staff resources.

Mechanisms to increase administrative nimbleness include:

Strengthen the intermediate planning process. The Campus Academic Planning Council (CAPC) is charged with intermediate-range planning and decision-making on new initiatives. Our consultations suggest that CAPC has often played the role of reviewer rather than initiator. CAPC should be instructed to look for synergies across the departments and divisions.

Streamline the planning process for new initiatives. Both the Academic Senate and the administration should streamline approvals so that recommendations from an intermediate planning structure such as the CAPC can be implemented quickly.

Create a strategic venture fund. Within the agreed-upon priorities set by the campus, UCSC MUST be able to respond quickly to opportunities. We suggest the creation of a strategic venture fund that can be deployed to seed new efforts as part of the planning process. We also suggest that some portion of this fund be set aside to respond to opportunities as they come up during the academic year, perhaps at the discretion of the Deans or CAPC.

Reward good decision-making at every level. Elements of good decision-making include creativity, innovation, responsiveness to changing circumstances, the identification and promulgation of best practices, and the willingness to take risks that are consistent with the values of the institution. These, rather than following the rules, must form the basis for the reward system.

Encourage appropriate decentralization, and provide appropriate resources to support it. Over the last 6-8 years, financial and other services have been "downstreamed" to a variety of different offices. Decentralization should make us more nimble and responsive so that we should always seek the most effective level for decision-making, even if at times it increases costs to do this. To ensure that decentralization does not result in a proliferation of tasks for already overburdened staff, resources should be "downstreamed" as well.

Seek input from staff at all levels, particularly "first-line" staff. Staff should be routinely consulted about initiatives that require their participation or affect their workload, and their input should be crucial in evaluating the success of such initiatives.

Provide promotional opportunities and training for all staff. In its consideration of staff career development, CCCC 1997 (pp. 28-30) noted that "[Staff] Human Resources should simplify campus policies and procedures and develop guidelines and programs to maximize the opportunities for staff to learn new skills, try new jobs, and move more easily (via transfer, promotion, temporary assignments, or internships) through positions with different job duties."

Enhance communication across units. We should encourage events such as this year's leadership convocation for administration and staff, allowing more time for sharing solutions. Consider similar events for faculty that cut across departmental and divisional units and address issues central to the faculty's mission of teaching, research, and service. Distribute information widely; avoid creation of incentives for individual units to hoard information. Evaluate communication channels for appropriateness and effectiveness; for example, minimize use of elaborate voice-mail systems where they slow communication.

Continue to streamline business practices. The review conducted by the Business Processes and Practice Group has recently resulted in the recent Distributed Office Of Record initiative (DOOR), which places accountability for purchasing and accounts payable with service centers. We recommend a continuing review of business practices with a mandate to review and eliminate non-essential internal administrative reporting requirements and unnecessary meetings, and to simplify approval processes.

Declare a moratorium on overall strategic planning for the next seven years. Effective organizations take stock of their current situation, set goals for themselves, and allow themselves time to achieve those goals before redefining them. We are confident that the next decade, with its anticipated growth to a student body of 15,000, will present unforeseen planning challenges of all sorts. But we urge that they be met via an active and flexible intermediate planning process, as well as effective Senate and administrative committees.

• UCSC will be a respectful community which requires that its members treat one another in an ethical, supportive, and sensitive fashion.

In a complex and growing university community, tensions are unavoidable. As the Chancellor's Commission on a Changing Campus (1997) notes, we must "harness...differences for creative ends. Such a task is by no means easy. A university community is not a should not be a smooth, seamless structure. It has sharp edges, both intellectual and social, that can be good for the community if we know what to do with them." However, we must strive for civility and comity in our interactions.

All campus organizations should strive to be supportive as well as efficient. Students report that some offices treat them with great efficiency but do not fully understand the stresses and strains students face. Discussion of course scheduling, financial aid, and other matters must be handled with appropriate care.

UCSC will increasingly draw part of its student body from among older, non-residential students with job and family responsibilities. Such students may learn at off-campus sites and may have special needs for child care and scheduling flexibility. UCSC must welcome these new students with supportive services.

As the campus becomes larger and more diverse, we must seek better ways of sharing information and airing community differences. A frequently published, widely distributed, easily accessible community newspaper, available both in hard copy and on-line, would enhance such communication.

Mechanisms to enhance the development of a respective and supportive community include:

Develop and publicize a campus code of civility.

Make civil and respectful behavior a explicit requirement for leadership positions of all sorts (faculty, administrators, students).

Consult sectors of the community that will be affected by a decision as part of the decision-making process.

Where appropriate, provide training in conflict resolution and negotiation skills for students, staff, and faculty.

Enhance services for transfer, re-entry, and extension students.

We have laid out a series of principles for planning at UCSC and we have identified mechanisms for their implementation. We now call on the Academic Senate and the administration to act swiftly to evaluate the mechanisms and to put the ones that survive further scrutiny into action.

To do this involves a coherent focus and "trip wires" for monitoring -- planning must be ongoing because no single committee structure can ever buffer completely against uncertainty.

In the text, we labeled each mechanism. In Table 1, we list the mechanisms, a brief description of each, the main actor in evaluating, the recipient for the evaluation and implementing the mechanism (usually these will be the administration and Academic Senate or vice versa) and dates for evaluation and implementation (if implementation is agreed upon). In Table 2, we list the tasks according to administrative and Senate committees

Table 1
Implementation of the mechanisms, by mechanism

Table 2
Implementation of the mechanisms by actor

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Posted 5/1/98, send comments to Gail Hershatter (gbhers@cats.ucsc.edu) or Marc Mangel (msmangel@cats.ucsc.edu).