Approaching the 21st Century:
an Academic Master Plan for the
University of Nevada, Reno
Draft 5.1
April, 1993
Contents
Introduction 1
Part I: A Statement of Our Vision 3
Our Values 3
The University's Future 4
Themes 4
Student Learning 5
Research, Scholarship and Creative Activity 6
Outreach 6
University Environment and Policy 7
Part II: Major Goals and Objectives 9
Students 10
Curriculum and Programs 11
Faculty 12
Organizational Change 13
Information Resources and Technology 14
University Relationships with Other Entities 15
Part III: Priorities for the 1993-95 Biennium 16
New Academic Programs 21
Funding the Plan 23
Development of Action Plans 26
Administrative Incentives for Implementation 26
Appendices: 27
A. Assumptions on Which the Plan is Based 28
B. Comparison of UNR/UNLV Graduate Programs 28
C. Graduate Program Emphases 39
D. Possible Degree Programs to be Proposed 51
During This Decade
E. Participants in the Planning Process 53
F. Task Force Reports 57
Approaching the 21st Century: An Academic Master Plan
for the University of Nevada, Reno
Established during the infancy of Nevada's statehood as a Land Grant
College to serve the practical needs of a frontier people, the University
of Nevada at Reno has become a rapidly growing, doctorate-granting
institution with an abundance of instructional, research and service
programs. We intend that in its second century, recognizing the realities
of its environment, the University will articulate its values, center itself
upon them and align its structure to support those values.
As the original concept of the Land Grant College was to provide
research, practical education and service in order to build a nation, we
believe the modern Land Grant University must equip people to
comprehend and master the complexities of life in today's world, by
fostering the acquisition of knowledge and skills, discovering and
distributing new information, sharing expertise, enlivening curiosity,
cultivating critical judgment, and furthering the informed participation
of citizens in the continuing development of American society. This is
our commitment. It responds to those of many: adequate and secure
funding from the State of Nevada, support from foundations, our
alumni and other individuals, funding from those agencies for whom we
conduct research and contracted service, and the participation of all
those who want to learn. These corresponding commitments make up
the Land Grant Covenant for the 21st century.
As that century approaches, and as we enter the University's second
century, the world around us is in transformation. All the nations of the
globe are our neighbors and trading partners. The physical environment
has become a paramount concern. The funding base of the University
has broadened to include -- as partners with the state's taxpayers --
private foundations, companies and individuals, as well as the federal
government. Our students bring to us a challenging variety of
backgrounds, perspectives and needs. Our task is to educate them to
lead productive lives in a pluralistic American society and a global
community.
In this context, embracing our Land Grant tradition, we aim at
becoming the best small, public university in the nation. To that end,
we have undertaken this planning project as a continuing process of
articulating our values; specifying our vision about students and
learning, about scholarship, research and creative activities, and about
outreach activities; identifying university priorities; stating our goals;
and developing and implementing strategies to achieve them. We begin
with a statement of the values we intend our university to embrace,
knowing that our values will determine our actions.
This document is organized in four parts. The first states our values, as
we see them, and our vision of the university's future. The second lays
out major objectives for the coming five years, as recommended by a
number of task forces comprising faculty, students and administrators.
The third describes our priorities for the 1993-95 biennium and
discusses programs, evaluation, and funding. The fourth is a group of
appendices containing detailed information relating to the plan.
This university-wide academic master plan focuses on teaching and
learning; research, scholarship and creative activities; and outreach--the
traditional functions of a land-grant university. For the most part,
specific mention of colleges or schools is omitted. It assumes shared
faculty governance as the process for implementation of the plan.
Some of the goals and objectives included in this plan call for
significant change in the university's organization and procedures. It is
important to understand that proposal of these goals and objectives,
including approval of the plan by the Board of Regents, cannot be taken
as obviating the need for normal approval procedures. Implementation
of the plan must and will include seeking and gaining approval for
changes in accordance with university policy.
Following approval of this academic master plan by the Board of
Regents, action plans will be developed, both for the university as a
whole and for each college. The School of Medicine has already
completed its plan.
Part I: A Statement of Our Vision
Our Values
The central value of the University of Nevada at Reno is quality,
expressed in these characteristics we want our university to have:
> An unmistakable emphasis on learning and thinking.
> High standards for all of us: students, faculty and staff.
> Teaching that is clear, well organized, informed, relevant to
students' needs, aimed at helping students to learn and think.
> A caring university environment that encourages students to
assume responsibility for learning and personal development.
> Research, scholarship and creative activities that bring
recognition to the University by contributing substantively and
articulately to the body of knowledge and to the needs of
society.
> Responsiveness to the needs of the people of Nevada, while
preserving independence to exercise our time-honored role as
critics of society.
> Programs that are well-conceived, coherent, up-to-date, and
centered on the needs of participants.
> Accessibility and openness, so that all citizens who wish to
participate in university life may do so, within the context of the
standards required for quality.
> Responsibility to account for ourselves and our stewardship of
the public trust, regularly and honestly reviewing our practices
and making changes as our values and objectives indicate.
> Celebration of human and cultural diversity. In our teaching
and by example, we will impart to our students the importance
of receptivity to new information, objective thinking, tolerant
behavior, social responsibility, and community.
> Cooperation in the sense of encouraging multidisciplinary
studies and programs. We seek to reinvigorate the meaning of
the term "university" -- the bringing together and unifying of
diverse elements into a true intellectual community.
> Graciousness in the way we interact with one another, the
way we recognize achievement, and the way we plan and carry
out events.
> Civility in dealing with one another, rejecting rudeness as a
failure to acknowledge the dignity of our common humanity. At
the same time we will encourage the honest and rational
consideration of conflicting ideas and diverse opinions, holding
that this principle is not in discord with courtesy and mutual
respect.
> Equity in the treatment of all members of our richly
pluralistic community.
> Enterprise and creativity, so that we continually encourage
better ways to achieve our goals and envision new and better
goals to achieve.
> The celebration of achievement, giving recognition to our
students, faculty and staff.
> Shared governance of the University so that all of us who
have cast our lot with this enterprise can be participants both in
determining our goals and in shouldering the responsibility to
achieve those goals.
> A sense of humor.
On these characteristics of "Quality" we will center our planning, our
programs, and our practices.
The University's Future
Our vision of the future of the University is one in which our values
find concrete expression, not only in the traditional activities of
teaching, research and creative activity, and service, but also in the
nature of our programs, the qualities of our campus, and areas of
emphasis.
Themes
As we examine the new Land Grant Covenant that we have articulated,
a few major themes emerge as particularly relevant. We can best "equip
people to comprehend and control the complexities of life in the 21st
Century" by helping them to:
> enrich their lives, intellectually and professionally,
through the pursuit of higher education;
> understand, improve, and live in harmony with the
natural environment;
> live long and healthy lives through better knowledge of
wellness, improved medical care, and the study of aging;
> develop and diversify the regional economy and assist in
community development;
> manage information and communicate effectively with
one another; and
> encourage equity and justice in an increasingly complex
society.
These themes can be addressed in a variety of ways by many, if not all
of our programs. Indeed we intend them to permeate curriculum,
research and scholarship, contracts and grants, and our outreach
activities. We recognize also that, as time passes, new themes will
emerge.
Student Learning
We will strengthen the undergraduate academic experience through
enhancement and continuing refinement of the core curriculum,
improvement of our degree programs, writing and math centers,
academic support services, expansion of opportunities for international
experiences, direct association of students with faculty scholars and
involvement in research, and enrichment of the culture of the
University. Concomitantly, we will provide adequate infrastructure to
support student development and success.
We will improve the experience of graduate students by providing
tangible recognition of their dual role -- as our colleagues in teaching
and research even as they are also our students. We will fund more
teaching and research assistantships, encourage faculty to serve as
mentors and partners in research, and provide training and coaching in
teaching techniques. At the same time, we will systematically evaluate
and improve our graduate programs.
We will make learning opportunities more accessible by offering
courses throughout the region, offering degree programs at night and on
weekends, and enhancing financial assistance to students.
As professionals, we hold competence to be a critical obligation. We
commit ourselves to offer courses in all subjects necessary for a quality
education in the liberal arts and sciences. We also guarantee that all our
programs and courses meet high standards. To this end, we will develop
and employ systematic, continuing evaluation of all our programs, as
accreditation reviews have provided evaluation of our professional
schools and colleges. We expect this process to guide us in the
application of our resources, helping us to assure quality in all programs
we decide to offer and to give particular support to those that achieve
national and international prominence.
In developing course offerings, we will include programs that meet the
particular needs of people and institutions in our region, thus playing an
important role in its economic and cultural development.
We will work to bring about a more effective transition of our graduates
into careers and into graduate education, following their personal goals.
We can accomplish this through improved and more extensive
internship programs and placement assistance.
We will take a leadership role in working to improve the quality of
education at all levels in our region, and particularly in Nevada. We
will work closely with public schools and community colleges,
cooperating with them in curriculum planning and in other ways, with
the objective of assuring the best possible preparation of those students
coming to our university. We will continue to work in partnership with
our sister institution, UNLV, to give Nevadans universities that are
compatible and complementary.
Research, Scholarship and Creative Activity
As our new Land Grant commitment embodies the spirit of the original
Land Grant charter, our redefined concepts of research, scholarship and
creative activity find their vitality in the ancient tradition of discovering
knowledge, adding insight to fact, and using word, sound and image to
describe the human condition. In these regards, we pursue scholarship
broadly defined, including creative activity as well as basic and applied
research.
We recognize the value of research in enhancing the scope and quality
of undergraduate education and will build upon the beginnings we have
made in involving undergraduates as partners with graduate students
and faculty in scholarly inquiry. This interaction not only brings
sophistication to undergraduate learning; it also infuses academic
research with new creativity, and it is central to our instructional
mission.
A key objective is to expand the value of grants and contracts to the
University as we approach the 21st century. This will enhance our
status and reputation as a research university; support a larger graduate
and undergraduate student population, especially in the physical and
social sciences and engineering; contribute to growth and economic
diversification in our region; and provide support for our best
programs. To accomplish this, we must enhance the infrastructure that
supports this activity and provide greater organizational incentives for
accomplishment in this arena.
Outreach
The University must be an integral part of our state and region in every
way that learning can assist society. To this end, we will work toward
renewing and broadening our traditional outreach activities.
We will support and expand the scope of our extension services, long
active in rural Nevada and now engaged in community development
activities in urban areas. Our medical services, already playing an
important role in communities throughout the state, will continue to
expand. We will continue to build our program of continuing education
so that all citizens of Nevada can avail themselves of education through
the University. In this effort, we will organize our outreach programs
for maximum effectiveness and effective coordination, and we will use
technology to provide learning opportunities to those previously beyond
our reach.
As our electronic distance education capabilities increase, we will offer
degree programs and classes around the state, with special focus on
two-plus-two programs in partnership with Nevada's community
colleges. We will also offer selected master's programs when possible.
University Environment and Policy
We -- students, faculty, staff -- live in an environment that includes the
physical campus, the University's formal regulations and procedures,
and the "culture" of the place: the way we do things, the way we treat
people, what we find acceptable and unacceptable. We will order this
environment so as to reinforce the values we have embraced and to
make our university a comfortable home for the life of the mind.
We will define excellent teaching, research/scholarship/creative
activities, outreach, and service that contributes to the community
within the university so that we can better reward such in our tenure,
promotion and merit process.
We will invest in our faculty, both in the sense of providing the tools
they require for quality teaching and research and in the sense of
providing the training and development required to keep them current in
their fields and to improve their skills.
We will reorganize our academic computing, engineering support
services, telecommunications, library, printing, and telephones to more
effectively support information needs of the university and community.
We will build, maintain and continually modernize a technological
infrastructure of computers, telecommunications networks, and digital
connectivity to the world-wide community of scholars and information
users associated with this university. We will keep these resources
available to faculty and students alike.
Those of us who provide support services, recognizing our mission as
enabling and promoting the full achievement of the university's
academic objectives, will work to provide a physical environment that
is safe, comfortable and inviting, where efficiency is measured in terms
of how well the system serves people.
We will organize our instruction to take full advantage of technology,
self-paced learning, and the complementary roles of large lecture and
small discussion formats. We will also review campus work-load policy
accordingly.
Our campus will be beautiful and inviting, people-oriented and
accessible, with well-kept buildings, lawns and gardens. The beauty of
our campus will be enhanced by the display of art and the sound of
music. We will create venues where faculty and students can come
together informally and engage in the conversation that makes us a
community of scholars. The thousands of citizens who are drawn to the
campus for athletic, social and cultural events will be welcomed and
invited to participate more fully in university life.
To achieve the priorities we establish in this vision, it will be necessary
consistently to reallocate resources. We will decentralize budgets within
the university to provide greater initiative and responsibility to the work
units of the university. We will review academic organization at the
central administration, college, and departmental levels with the
objective of increasing effectiveness and program cohesiveness.
We will use this Academic Master Plan to guide the creation of master
plans for Administration and Finance, Student Services, and
Development.
Part II: Major Objectives
We have established six fundamental goals for our university during the
coming five years:
1. Effectiveness in educating students, both undergraduate and graduate
2. Continued development as a research university
3. Connections with the communities and educational institutions of Nevada
and the region
4. A campus culture that is conducive to both intellectual rigor and personal
civility
5. Expansion of the technological and personnel infrastructure of the
university
6. Expansion of diversity in our student body and our faculty and staff,
with commitment to gender fairness
To achieve these goals, we must define specific missions in key areas of
university activity. Early in the planning process, we formed task
forces to consider the university's current status in a number of areas,
to articulate the university's mission in each area, and to propose
specific objectives and strategies for achieving them. The task forces were
given charges in each of nine major areas of university concern.
Undergraduate Learning
Student Success
Research and Graduate Studies
Outreach
Information Technologies
Diversity
Community/University Relationship
K-12/University Relationship
Community College/University Relationship
Additionally, we are forming two new task forces, one to examine ways
the university can play a more active role in the economic development of the
state, and one to propose strategies for the enhancement of international
education and activities.
The recommendations of the task forces have been grouped in the following
general categories. Some are "principles" that have yet to be organized
into specific objectives, assigned to responsible parties, and provided with
benchmarks for the measurement of achievement. Others are more concrete, but
still must be incorporated in action plans. The process of considering these
recommendations, refining them and prioritizing them, continues, and this
process may result in substantial changes or even elimination of some
objectives. The measure of success of this planning process should be whether
the overarching goals have been served and the university's values, set forth
in Part I, have been preserved. An appendix includes the membership of the
task forces, the charges they were given, and the full text of their
recommendations.
Students
1. Build a campus culture that welcomes all students and promotes their
academic success and graduation.
a. Provide students with adequate information and support, including
universal and informed academic advisement, orientation for all new
students, and appropriate materials describing the curriculum and
providing information about college life.
b. Develop peer mechanisms for students, helping them to cope with
personal and academic problems and move toward graduation.
c. Expand student financial aid, including campus employment
opportunities, with funding from both public and private
sources.
d. Increase the involvement of students and faculty in intellectual,
cultural, social and recreational activities. One way to do this
is through enhancement of the Union as a place of good food and
fellowship.
e. Enhance the relationship between students and faculty, especially for
students in under-represented groups. Activities might include
student/faculty lunches, faculty visits and lectures in the
residence halls, and commuter student receptions.
f. Assist students with career planning and job placement.
g. Promote a campus culture in which graduate students are treated with
respect and collegiality and recognized for their contributions to
research and teaching.
h. Encourage a teaching experience for graduate students as part of an
emphasis on improving communication skills in students.
i. Increase the number and size of graduate assistantships and provide
graduate students with funding to attend scholarly conferences and
present their work.
2. Recruit a well prepared, diverse student body.
a. Improve programs and publications to demonstrate to high school
students the opportunities available to those with higher education.
b. Systematically recruit and support students who are representative
of the region and the nation in terms of cultural diversity.
c. Expand programs that introduce high school students and their
teachers to university courses and the university environment, through
such activities as offering university facilities for advanced
placement courses, summer workshops, and cooperative programs with
high schools.
d. Find more effective ways to inform high school students about
university expectations, such as establishing an advising program
for parents of prospective college students.
e. Improve mechanisms for bridging between high schools and the
university and between the community colleges and the university,
with particular emphasis on clear articulation agreements.
f. Continue to seek higher admission standards for both high school
graduates and transfer students, in order to bring them into balance
with our standards for academic progress and graduation.
3. Provide appropriate facilities for graduate and undergraduate learning
a. Through remodeling and new construction, provide state-of-the art
lecture, discussion and lab spaces that include modern presentation
equipment and are connected to the university's primary computer,
audio and video networks.
b. Provide facilities, including labs and equipment, to enable students
to conduct sophisticated research in order to compete successfully
with the graduates of other research universities.
c. Install facilities designed for distance education, with equipment and
connections to provide audio, video and data linking with locations
at UNLV and DRI, at the community colleges, and in communities
throughout Nevada.
Curriculum and Programs
1. Develop mechanisms continually to assess, refine and improve the
university's curriculum, placing emphasis on courses and programs that
are fundamental to a liberal arts education and that prepare students
for living and working in the 21st century.
2. Continue to improve the core curriculum through appropriate evaluation,
planning, and funding.
3. Consolidate offerings of basic courses across disciplines to prevent
duplication.
4. Assure that library holdings, facilities and staff are adequate to
support the curricula of the university.
5. Prepare students for lifelong learning by emphasizing the skills of
critical thinking, writing, mathematics, and computer-based information
management throughout the curriculum, as appropriate.
6. Enhance the graduate and undergraduate educational experience through
internships and field experiences.
7. Include diversity and international perspectives across the curriculum.
8. Determine an appropriate student/faculty ratio for each program and work
to achieve it.
9. Continue to focus resources to support and improve the university's
professional degree programs.
Faculty
1. Create a system of merit, promotion and tenure that recognizes both the
unique talents of each faculty member and the specific expectations of
the academic unit for that person. Such a system will be built around
a "role statement," specifying expected levels and types of teaching,
research and service activities for that person. This role statement
will be developed by the faculty member in consultation with department
chairs, deans and program directors, and will be the basis of evaluation.
The system will also...
a. recognize the value of good teaching, introducing the "teaching
portfolio" as a means of evaluating teaching,
b. recognize the importance of academic and career advisement as part
of teaching,
c. include guidelines which will enable recognition and measurement of
relevant applied and instructional research, whether performed
individually or as part of a grant or contract, and creative or
professional performance in appropriate professional fields,
d. acknowledge the importance of service to the mission of the university
and thus its value in the evaluation of faculty performance,
e. give outreach and extension activities increased status relative to
on-campus classroom instruction and research, and
f. recognize and reward participation in interdisciplinary programs.
2. Recruit and support quality faculty.
a. Organize searches to include close examination of candidates' teaching
success in addition to other factors.
b. Provide competitive start-up packages for new faculty and
periodically assess the continuing salary, space, and equipment needs
of existing faculty.
c. Initiate annual workshops for new faculty with programs on teaching,
research, service opportunities, the university culture, and working
effectively within the university system.
d. Ensure that all faculty -- full-time or part-time, permanent or
temporary -- are supported in understanding university policies,
appropriate teaching and grading methods, and current technologies
and resources that can make their teaching more effective.
e. Establish mentoring opportunities for faculty and encourage them to
"network" across disciplines and within common interest groups.
f. Assure that each unit of the university has a written commitment
reflecting the university's commitment to diversity in the composition
of the faculty and staff.
3. Increase faculty grants for research and instructional development.
4. Increase support of faculty travel to conferences, to present scholarly
work and to attend seminars and workshops.
Organizational Change
1. Consolidate the administration of the university's academic
outreach/extension activities, including those of Cooperative Extension
and Continuing Education, so that a single administrator can assure overall
coordination.
2. Facilitate the coordination and integration, where possible, of university
information and technology entities such as libraries, computing, telephone
services, and Instructional Media Services.
3. Establish an instructional development/design center for faculty and
graduate teaching assistants to strengthen teaching and outreach practices.
Include training in the techniques of electronic distance education and
instructional technologies.
4. Establish special faculty teams to launch highly visible, coordinated,
effective outreach programs that address major public policy issues.
Examples might be economic diversification and development, health and
medical care, educational policy, environmental and natural resource
policy, logistics, and gerontology and geriatrics.
5. Strengthen the infrastructure that supports research and streamline
policies to effect more efficient services in purchasing, personnel,
accounts payable, and the administration of sponsored projects. Encourage
the sharing of expensive scientific equipment.
6. Enhance the infrastructure that supports interdisciplinary programs.
7. Expand resources, staffing, equipment and facilities for the Academic
Skills Center and the Writing Center. Establish a Math Center. Promote
cooperation among the three Centers.
8. Establish satellite student academic support centers to assure that all
students receive good academic advisement, to maintain information about
such things as enrollments, retention and student characteristics, and to
help students with internships and job placement.
9. Provide professional direction for student-mentoring programs.
10. Increase the number of degree programs and courses that serve students
whose schedules permit only evening and weekend attendance, and provide
other basic university services at these times.
11. Increase opportunities for lifelong learning by establishing community
education centers to serve as focal points for the delivery of
outreach/extension educational programs.
12. Assign coordination of all first-year activities for new students, such as
orientation and summer bridge programs, to a single administrator.
Information Resources and Technology
1. Rebuild and upgrade the Campus Network to provide reliable, high-capacity,
high- performance communications to all faculty and staff offices,
classrooms, labs, and residence-hall rooms, to facilitate research,
teaching, and outreach. Supply sufficient bandwidth to transfer images,
sound, and text. Establish standards for connectivity, resolution,
communications software, routing and bridging functions, and network
downtime.
2. Provide every faculty and staff member, as appropriate, with a computer,
connected to the Campus Network. Ensure that students have access to
computers that can connect to the Campus Network, either through personal
ownership or through modern university-provided computer labs.
3. Provide adequate computing capacity to meet instructional and research
needs, including both general and specialized applications.
4. Use information technology, through the libraries and other information
resource centers, to provide access to and obtain quick delivery of
information from repositories worldwide. This includes obtaining materials
in machine-readable formats and providing the means fully to utilize
such materials.
5. Implement the Degree Audit Module of the Student Information System to
improve academic advisement and to allow more effective monitoring of
articulation agreements. Provide staff so that the university can furnish
curriculum updates, transfer evaluation equivalency, direct reports to
students on their degree progress, and a faculty advisor checklist.
6. Provide sufficient staff and operating funds to support technological
resources for all users, on campus and off.
7. Implement a statewide electronic distance education/information system to
allow for collaboration and interaction among faculty, students, and
citizens in all locations.
University Relationships with Other Entities
1. Enhance university relationships with public and private organizations
through regular meetings with business and community groups and improve
university public relations about academic programs and impact of
university on community to promote greater understanding of the
university's accomplishments and sensitivity to Nevada needs.
2. Enhance the university relationship with community colleges to provide
greater opportunities for students.
3. Promote cooperation with K-12 programs throughout Nevada to enhance high
school academic achievement and expand higher education matriculation.
4. Expand upon our programmatic graduate education partnership with DRI to
provide greater opportunities for DRI faculty and the University of
Nevada, Reno students.
5. Explore cooperative initiatives with UNLV that would expand educational
opportunities for students and Nevada community.
Part III: Priorities for the 1993-95 Biennium
During the first half of this five-year academic master plan, the
University will face critical budget constraints and will operate with state
support hardly more substantial than the 1992-93 budget, adjusted for
two cuts. Operating on the assumption that new resources will be very
limited during the 1993-95 biennium, we will (1) focus our resources on
a few high-priority objectives, (2) install only those new programs
previously proposed to the Board of Regents, while preparing only a few
new program proposals, (3) implement a systematic assessment of
programs, both undergraduate and graduate, for the purpose of
informing the university's decisions in allocating resources, (4) focus
other assessment activities on the improvement of teaching, research and
service, and (5) find and apply the resources necessary to implement this
plan.
The priorities we have identified for this biennium are:
1. Strengthen the core curriculum.
At the initial retreat for the 21st Century Plan, in May of 1992,
the university's core curriculum was identified as the first priority
of the academic master plan. In 1988, the university made a
commitment to provide a balanced, high-quality general
education experience for all baccalaureate graduates. The
objective is to enable students to gain skills in reading, writing,
speaking, mathematics, scientific reasoning, and critical thinking
and to learn a common body of knowledge. The resulting
University Core Curriculum, the implementation of which
attracted funding from the National Endowment for the
Humanities because of its innovative approach, has already
improved the quality of undergraduate education at the
university, and it was recently cited in College Curriculum, by
Jerry Gaff of the Association of American Colleges, as an
exemplary initiative.
Supporting the objectives of the core curriculum is a Writing
Center that has produced an increase in the quantity and an
improvement in the quality of writing by UNR students through
support of a "writing across the curriculum" program. We are in
the initial stages of establishing a Mathematics Center to
implement "mathematics across the curriculum." Provide a
Science Center to improve science education and, in partnership
with the public schools, throughout the state.
It is essential that adequate funding be provided for the
continuation and refinement of the core curriculum. This is
especially important now that the NEH grant has run its course
and the entire undergraduate population is in the program
(students entering the university after the summer of 1989 are
subject to core curriculum requirements).
2. Improve advisement and other activities aimed at student success
The University will quickly act to implement initiatives
associated with the goals and objectives of Part II associated with
student success. First among those initiatives will be improved
advising and orientation. Advising is the joint responsibility of
the university, college, department, and faculty member assigned
to advising. In addition to the commitment to improved
advisement and initiatives to achieve that goal, the university will
initiate planning for the implementation of the degree audit
program.
The University will also enhance the current student orientation
program for both graduate and undergraduate students. Greater
emphasis on internship and cooperative programs will be
pursued. Plans will be developed to work with K-12 schools, the
community, and community colleges to achieve better-prepared
entering students. Selected 2+2 programs will be implemented
with community colleges to provide educational opportunities to
students distant from the campus in Reno. The Elko and Carson
City areas will be the first locations for this effort.
3. Move to correct student-faculty ratio imbalances.
Another objective of enhanced student success is the action to
correct student-faculty ratio imbalances in several programs. The
two highest priorities will be to reduce the Math Department and
College of Education student-faculty ratios. Given the probable
absence of new position in the near future, we will shift resources
to the department and college when possible.
4. Catch up in information technology.
Four initiatives are underway in connection with information
technology: to reorganize information technology leadership on
the campus; to plan and initiate implementation of a network plan
for the university; to plan and initiate implementation of greater
technology utilization in classroom and laboratory instruction on
and off-campus, providing library and computing support for
these programs; and to remodel classrooms to support greater
utilization of technology.
5. Institutionalize interdisciplinary programs
The final academic program objective during the five years of
this plan is to provide adequate financial support for
interdisciplinary graduate programs. The university has
established five areas of interdisciplinary emphasis:
a. The University Center for Environmental Science and Engineering
b. The Life Sciences Program
c. The Geriatrics and Gerontology Center
d. The Center for Justice Studies
e. The proposed Great Basin Public Policy Center
f. The Wellness Center
During the five years of this plan, the enhancement of these
programs will focus primarily on developing external support,
both from governmental and private sources, to enhance these
interdisciplinary programs. Later in this decade, the state will be
asked to provide stable, continuing funding of these
interdisciplinary programs and centers.
Concurrently, we will move to institutionalize these programs
both through refinement of the university's reward system and
through organizational alignment to give the colleges a greater
stake in the success of joint efforts.
6. Implement 2+2 programs in Carson City and Elko
Initial discussions have taken place and, in partnership with
WNCC and NNCC, the University can implement these
programs during the coming biennium.
7. Other organizational changes and University initiatives
During the next two years several other organizational changes
will be pursued: coordination of major outreach organizations;
establishment of a support organization for faculty development;
formation of faculty teams to launch highly visible, coordinated,
effective outreach programs on major public policy issues;
enhancement of infrastructure support for teaching, research and
outreach; and establishment of a Math Center. During the next
two years, a major priority will be the encouragement of a system
of merit promotion and tenure that supports the above initiatives.
New Academic Programs
The University has four categories of proposed new programs: (1) those
approved by the Chancellor's Academic Affairs Council and tabled by
the Board of Regents in January, 1992, (2) those degree programs likely
to be proposed during the 1993-95 biennium, for implementation in the
1995-97 biennium, (3) those under consideration for proposal later in
this decade, and (4) those proposed in partnership with the Desert
Research Institute.
Four criteria are involved in the selection of these programs: (1) demand
for the degree program, (2) ability of the host department or
interdisciplinary program to offer the degree, (3) resources required for
establishment and continuation of the program, and (4) relationship of
the program to the major themes and objectives of this plan.
1. Proposed Programs Previously Tabled by the Board of Regents
a. Ph.D. in Speech Pathology (School of Medicine)
b. M.S. in Geography (Arts and Science)
c. B.S. in Hydrogeology (Mackay School of Mines)
d. B.S. in Health Sciences (Human and Community Sciences)
Resources for the establishment of these programs are already in
place. The curriculum for the proposed Ph.D. in Speech
Pathology is in place, and the program would be nationally
prominent almost immediately. The M.S. in Geography is
designed to serve K-12 teachers interested in geographical
studies. The curricula for both the B.S. in
Hydrology/Geohydrology and the B.S. in Health Sciences utilize
courses already in existence. These programs would serve
students who have demonstrated their interest in such majors.
Both these programs emphasize major themes articulated in Part I
of this plan.
2. Programs for Consideration in 1993-95
Several other degree programs are under development for
consideration during the 1993-95 biennium, all of them reflecting
themes emphasized in this plan. If approved, several of the
programs would be initiated immediately following their
approval.
a. B.S. in Environmental and Natural Resource Sciences
(College of Agriculture)
This program is almost ready for submission and will
provide significant opportunity for undergraduates. It is a
revision of an existing program.
b. B.S. in Environmental Health and Toxicology (College of
Human and Community Sciences)
The University of Nevada, Reno will submit this program
to the Academic Affairs Council in the near future. The
program's curriculum consists of courses already in place.
c. Additionally, several degree programs are being
developed at the Ph.D., Master's and undergraduate
levels and facilitated by the University Center for
Environmental Science and Engineering. These programs
will include studies in Policy, Historic and Cultural
Ecology, and Environmental Sciences and Health, the
latter being the most advanced. Also, we are in the
process of refocusing the program in Environmental
Engineering to become an interdisciplinary program.
These programs will be proposed in the next several
years.
3. Programs for Consideration Later in This Decade
We expect to develop a small number of new degree programs
for consideration later in this decade. These are discussed in
Appendix D. Implementation is not possible until an increase in
funding becomes available.
4. Programs in Partnership with DRI and UNLV
The final category of programs under consideration are those
which can be undertaken or enhanced in partnership with the
Desert Research Institute and, in some cases, UNLV.
a. M.S. and Ph.D. in Quaternary Sciences and
Paleoenvironmental Studies
Exploratory discussions have begun regarding
establishment of a graduate curriculum in quaternary
sciences. DRI, the University of Nevada, Reno, and
perhaps UNLV have the potential to develop a cooperative
graduate education and research program in this area that
would be one of the finest in the country. Such a
program clearly fits with our emphasis on environmental
studies.
b. M.S. and Ph.D. in Hydrologic Sciences
Given the obvious strengths of the University of Nevada,
Reno, DRI and the UNLV in the field of hydrology and
the strength of UNR's existing program in conjunction
with DRI, the Nevada higher education system has the
potential to build a world class interinstitutional program
in this area. By the end of the five year planning period,
we expect to have realigned the curricula for this joint
initiative and to have made key hires to staff the program
at all three institutions.
c. M.S. and Ph.D. in Remote Sensing and Geographical
Information Systems
Discussions have begun between DRI and the University
of Nevada, Reno regarding the establishment of a
multidisciplinary program in environmental remote
sensing and geographic information systems. Within such
a program, students in a variety of disciplines might attain
a degree in their departments with a specialty in remote
sensing techniques and/or geographical information
systems. The talks will expand to include UNLV during
the planning period.
d. UNR/UNLV Cooperative Programs
The university will explore further opportunities for joint
degree offering with UNLV. Academic administrators of
the two universities have already met and made a
comparison of their graduate programs. Results of these
discussions can be found in Appendix B.
Process and Function of Five-Year Program Review Cycle
The Board of Regents of the University and Community College System
of Nevada has mandated the periodic review of all programs. As part of
the Nevada 21st Century Plan, the University of Nevada, Reno will
review all programs on a five-year cycle, coordinating these reviews as
closely as possible with accreditation organization reviews, where
appropriate.
A major purpose of these periodic reviews is to engage the program's
faculty, the university administration, and other relevant bodies in the
thoughtful evaluation of the program in relation to the University's
mission and the Nevada 21st Century Academic Plan. Some presumed
outcomes of the reviews are clearer understanding of the program's:
1. quality of instruction, research and public service;
2. educational outcomes and (undergraduate and graduate)
students' preparation for society;
3. role within the University and effectiveness in fulfilling
that role;
4. resource requirements; and
5. future objectives and any changes necessary to achieve
them.
The program reviews will include a self-study, an ad hoc review
committee consisting of faculty and students from the university, and, in
most cases, an external committee. Much of the data for the self-study
will be provided by the central administration to the program for their
use in constructing an evaluation narrative. Committee appointments
will be made by the Vice President for Academic Affairs in consultation
with the department or program and the dean of the college, the Dean of
the Graduate School, the Associate Vice President for Undergraduate
Instruction, and the coordinator of University Assessment. Feedback to
the program and the college will be provided by the President and the
VPAA, and the resulting dialogue will be intended to facilitate strategic
planning in light of the results of the academic program review.
Other Assessment Activities
The term "assessment" has become a buzzword in higher education, but
the concept and the principles are well established at the University of
Nevada, Reno. Assessment is best thought of as the institutional
commitment to ask whether we are doing all we can to carry out the
missions of the university in the context of our values. Assessment is not
just about data or even information, but about process--the process of
continually asking questions and acting on the answers. It is through this
process that change occurs. Current assessment activities include a
Freshman Survey, a General Student Survey, Senior Exit Interviews, an
Alumni Survey, a Writing Portfolio Project, an Employer Survey, and
Withdrawing Student Interviews. The results of these surveys establish a
baseline for examining the university's impact on students.
During the next five years the university will assess student learning in
the Core Curriculum and particularly in such elements of the Core as
mathematics and critical thinking. Later in this five year plan, the
University will move toward departmental level assessment.
Funding the Plan
1. Reallocation of Resources
An important dimension of this plan is our commitment to
reallocate resources within the university in order to achieve the
primary goals we have set for ourselves. Reallocation is always
easier in a growing economy, but it becomes one of the few
alternatives available in trying times. The university will review
possible budget alternatives during the next year and make
changes in 1994-95. Even during the period of review, we will
make temporary reallocations in order to achieve the curriculum
programmatic objectives of this plan. Part of this process will
involve revisiting the university's self-supporting budgets. The
reallocation of resources, while allowing us to put our money
where our goals are, also removes money from activities we have
deemed fit to fund in the past. Therefore, we will invite the
entire community of the university to participate in the process by
informing all of the actions contemplated and by listening to the
views of all.
2. State and Federal Support
The University will continue to seek funding to achieve the Board
of Regents' objective of establishing the average faculty salary in
the top quartile of the University's comparison group. We will
continue to seek full funding of the teaching and support formula
from the State of Nevada. We will seek full indirect cost
recovery for the University as well as a teaching formula that
recognizes the higher cost of upper division undergraduate
education and graduate education. We will request greater
support for EPSCOR opportunities to enhance science and
engineering activities within the state. We will seek inclusion in
the state budget of stable, formula-driven support for technology
acquisition and staffing. In addition, we will seek support for
new program initiatives. Finally, we will continue to seek federal
support of our programs and activities.
3. Fund-Raising
An important source of funds for the strategic academic plan is
external fund-raising. Private and institutional donations can
enable programs to begin or can provide quality enhancement
while state funds provide basic, stable support. Listed below are
the fund-raising priorities for this academic master plan.
Individual units of the university may simultaneously pursue
additional gifts.
a. Core Curriculum Endowment
The core curriculum has emerged as the highest priority
of the academic strategic plan and will be the foundation
of undergraduate education at the University of Nevada,
Reno. An endowment for the core would allow us to
provide the support for enrichment activities, faculty
development, several professorships, a lecture series, and
resources necessary for the long-term success of the
program. In addition, it would be the match for a NEH
Challenge grant for which we will submit a proposal in
1993. An endowment of $2-$3 million would secure the
future of the Core Curriculum.
b. Faculty Development Endowment
Crucial to providing incentives for teaching, research, and
outreach activities is greater funds for faculty
development. The crucial elements of long-term
educational success is a well qualified and prepared
faculty. The keys to such faculty are good recruitment
and faculty development support after association with the
university. If the strategic academic master plan is to be
successful, it is important that university increase funds
available for faculty development. An endowment for
such would again provide excellent naming opportunities.
c. Information Resources and Technology
A high priority of this plan is to build a modern, high-
capacity computer network, provide computers both for
desktops and for more sophisticated applications, and
install an infrastructure to maintain information
technology systems for the campus and for connection to
the outside world. This can be an attractive area for
technology-minded donors.
d. Buildings
The growth envisioned in this academic master plan will
require additional space and more modern facilities in the
future. Major donors will find the academic priorities for
new buildings attractive:
Education Building with Science, Engineering and Education Center
Chemistry Building
Life Sciences/Biomedical Building
Human and Community Sciences Building
School of Medicine Building and associated facilities in the
Las Vegas area
Engineering Lab Center, Phase II
e. Remodeled Labs, Classrooms, and Lecture Halls
While many of our prospective donors do not have the
financial ability to pay for buildings, they may have the
capacity to support the remodeling of buildings, with new
facilities named in their honor. Such facilities are vital to
the success of our programs. Examples of needed
projects are:
Expansion of Getchell Library
Expansion of Mines/Engineering Library to
become a combined sciences library
Remodeling of Frandsen Humanities Building
f. Endowments for Interdisciplinary Programs and Institutes
Interdisciplinary programs are the most important new
initiative on our campus for graduate study and research.
The University Center for Environmental Sciences and
Engineering already has four graduate programs, and
three more are in the planning process. The Life Sciences
Program has four interdisciplinary graduate programs.
Together, these programs represent some of the most
dynamic graduate research programs on our campus.
They would represent excellent naming opportunities and
provide more significant representation than a
professorship or endowed chair alone.
g. Scholarships
We are not competitive financially with other major state
universities either in undergraduate or graduate
scholarships (especially those that could be added to
existing graduate assistantships to create a competitive
package). In addition, we have too few diversity
scholarships. Without significant assistance in this latter
category we are unable to compete effectively, on a
national basis, for the best students from underrepresented
groups.
Development of Action Plans
As the Board of Regents completes its consideration of this document, its
implementation is already underway. The following steps will result in the
adoption of specific action plans, with deadlines and assigned responsibilities,
at the beginning of the 1993-95 biennium.
1. Distribute the Academic Master Plan to the University Community
Copies of the plan will be sent to each member of the university community.
These copies will be distributed to faculty and staff before they attend
one of the five Presidential Forums to be conducted on "Approaching the 21st
Century."
2. Discuss the Academic Plan with the University Community
President Crowley will conduct five Presidential Forums on "Approaching the
21st Century." Each forum will include a cluster of colleges and support
personnel and will convey the significance of this plan for the future of
the university.
3. Engage Colleges and Departments in Discussion of the Plan
The Academic Affairs Office will submit to each college and department, forms
for use in assessing its participation in the plan. The responses, to be
integrated by college, will be submitted to the Academic Affairs Office by
May 15, 1993. Concurrently, Cooperative Extension, Continuing Education,
Library, and Instructional Media Services as well as the Faculty Senate
Executive Committee, the Core Curriculum Board and the Honors Program will
also respond.
4. Develop Implementation Process
During the spring and summer of 1993, the 21st Century Committee will plan
a retreat, to be held in August, 1993 to outline the process for
implementation of action plans. The 21st Century Committee will conduct the
retreat, which will include Central Administration, Deans, Chairs, and
Faculty Senate Executive Board Members.
5. Complete the Plan
The Action Plans for "Approaching the 21st Century" will be completed by
December, 1993. They will have the effect of decentralizing the budget-making
process of the university, giving departments greater control over their
activities and simultaneously orienting the budgetary process toward the
achievement of agreed-upon goals. The plan also will be in a continuing state
of change as environmental factors and resources change.
6. Develop Support Plans for "Approaching the 21st Century"
The university's support services are already engaged in a planning process
aimed at completion by June 30, 1993. This process expressly centers
on the goals enunciated in the Academic Master Plan.
7. Develop Financial Strategy for "Approaching the 21st Century."
As specific action plans and deadlines are identified, the university will
focus its financial resources on their accomplishment. This will
require continuing evaluation of the budgetary process, including the
application of state and other funds.
Appendices
APPENDIX A
ASSUMPTIONS ON WHICH THE PLAN IS BASED
At this juncture of the 20th and 21st centuries, we encounter higher
education's greatest period of change since the decade following World
War II and the beginning of the Cold War. The expansion of the
franchise of higher education today is parallel to that of the period
following World War II. Then, the franchise of higher education
expanded to include returning GIs. Today's expansion is based on
increasing numbers of women, minorities, non-traditional learners, and
life-long learners attending college.
Information technology--one of the few things in which the capability of
the product has increased while its cost has been reduced--is in its
greatest period of change in history. Its capability is expanding
exponentially, and it becomes ever more central, and crucial, to the
mission of higher education. We must utilize those technologies that
make learning more accessible and more effective.
We approach the future facing new challenges.
Unpleasant as it is to do so, we must acknowledge that there has been a
decline in the level of preparedness of high school students, especially in
writing skills, math and science. We must find ways to deal with that
fact, without lowering the standards that have made American
universities the best in the world.
The end of the Cold War has dramatically changed the funding priorities
of research universities. Defense-related research, which had become
"traditional" over the past five decades, is in decline. At the same time
there is an increase in research associated with the environment, energy,
families, health and wellness, justice, information management, and
economic development and issues of societal diversification.
We plan at a time when the wealth of the United States has declined as
compared to that of other industrial nations. The economic environment
is not one of easy abundance, but rather one in which a premium is
placed on efficiency and productivity. Economic shortfalls at the national
level have brought about "off-loading" of responsibilities to the states
without concommitant tranfers of funds. Entitlements to citizens have
become burdens to taxpayers. These pressures have pressed state budgets
and, therefore, the budgets of state universities. Financial support of the
University of Nevada from the State of Nevada has dropped below fifty
percent, and we cannot be confident it will rebound.
Financial problems have produced a call for greater accountability in
higher education. Does the State of Nevada get a full return on its
investment in higher education?
A litany of criticism has developed. The themes are familiar: teachers
don't teach, spending too much time on other activities; graduate
students teach too much and don't speak English adequately; the state
supports elitist professors and their esoteric research; the university is the
last refuge of 1960s radicals, long discarded by the nation at large;
higher education has allowed standards to deteriorate, so that graduates
are undeserving.
Certainly we are not perfect, but these criticisms are not factual, and in
some cases are not relevant. We are proud of the quality of teaching at
our university. We are also proud of the important research that is being
carried out at our university. And we are proud of the engagement with
the community, through service in a myriad of ways, that our faculty
and staff have displayed. Nevertheless, the litany of criticism is part of
the environment in which we live, and we must respond to it, not only
with messages but also with action.
We must connect the University of Nevada, Reno to this period of
change in America in order for this land-grant institution to be relevant
for the 21st Century. In this regard, at the first planning retreat in May,
1992, participants identified a number of realities which will shape the
environment in which the university grows during the coming several
years
* The spectacular growth in Nevada gaming revenues on which the
1980's expansion of higher education was built is likely a thing
of the past.
* The Cold War defense policy funding pattern of American higher
education, especially research, is a thing of the past.
* The number of students in Nevada higher education will continue
to expand significantly during the decade.
* Both the country and the state will undergo significant
demographic changes which have important diversity implications
for the University of Nevada, Reno.
* While we aspire to be a residence campus, an increasing portion
of our clientele will be non-traditional students.
* National and state trends in higher education suggest that we will
be increasingly asked to explain how effectively we use the
current financial resources to achieve our mission.
* We will be asked as to how well our students are prepared for the
21st century, how our research contributes to economic growth
and diversification as well as how well it assists in solving state
and regional problems, and how well our outreach programs
assist communities in coping with their defined problems.
* The information revolution is dramatically changing how inter-
and intra-campus communication occurs, how classes are taught,
how information is accessed, and how universities are organized.
* The University of Nevada, Reno can not be all things to all
people.
* Business as usual either in the legislature or on campus is no
longer possible.
* The University of Nevada must outline its vision of the future
and its role in Nevada higher education by development of a 21st
Century strategic plan. The plan should include a mission, a
vision statement, and process for review of reallocation of
resources to achieve the goals of the strategic plan. It should also
include a program review process tied to the vision statement.
* The key objectives of the plan are quality undergraduate
education, outstanding Ph.D programs, good service Master's
programs, and effective outreach activities (cooperative extension
and continuing education).
* We must better focus our present resources on the campus to
achieve defined goals associated with quality undergraduate,
graduate, and outreach programs as well as increase resources
from the non-state appropriated sources to achieve those goals.
APPENDIX E
LIST OF PARTICIPANTS IN THE PLANNING PROCESS AND FORUMS IN WHICH
PUBLIC COMMENT WAS PROVIDED
I. Membership of Nevada 21st Century Planning Committee
Chairman: Bob Hoover, Vice President of Academic Affairs
A. Vice Presidents--Ashok Dhingra (Administration and
Finance), Patricia Miltenberger (Student Services),
Paul Page (Development)
B. Deans--Ann Ronald (Arts and Sciences), Jon Epps
(Engineering), Frank Meyers (Education), Elwood Miller
(Agriculture), Jim Hendrix (Mines)
C. Academic Chairs--Peter Brussard (Biology), Jonathan
Price (Bureau of Mines), Nelson Rojas (Foreign
Languages), Don Fowler (Anthropology)
D. Faculty Senate--Elizabeth Raymond (History), Ellen
Pillard (Social Work), Phil Boardman (English), Chair of
107 Committee John Dobra (Economics), and Chair of the
Academic Standards Committee Travis Linn (Journalism)
E. Graduate Council--David Westfall (Pharmachology)
F. Undergraduate Teaching Initiative--Jane Nichols (Core
Curriculum)
G. Faculty At Large--Jim Richardson (Sociology), Carol
Parkhurst (Library), Berry Lyons (Hydrogeology), Angie
Taylor (Athletics), Joanne Everts (Child and Family
Research Center), Marianne Murray (KUNR)
H. Staff--Robin Gonzalez (Staff Employees Council),
I. Students--Derek Beenfeldt, Samantha Dollison, Allan
Mandel, and Hy Doyle
J. Community--Lynn Atcheson (Washoe Medical Center)
II. Task Forces and Membership
A. Membership of the Undergraduate Studies and Academic
Support Task Force
1. Chair, Bill Cathey (Academic Affairs)
2. Other members--Phil Boardman (English), James
Carr (Mackay), Melisa Choroszy (Admissions &
Records), Mike Coray (Academic Affairs), Mark
Cowan (ASUN), Betty Glass (Library), Alan
Gubanich (Biology), Cheryl Halstead (Nursing),
David Hansen (Student Development), Steve
Harlow (C&I), Gary Hausladen (Geography),
Steve Jenkins (Biology), Barbara King (Academic
Skills), Gene LeMay (Chemistry), Roger Lewis
(Biochemistry), Myrna Matranga (Ed Leadership),
Bruce Mayhall (Arts and Science), Rhonda
Monroe (ASUN), Mark Osborne (Academic
Advising), Ellen Pillard (Social Work), Banmali
Rawat (EE), Elizabeth Raymond (History),
Marsha Read (Nutrition), Mike Reed (Economics),
Jim Rich (ASUN), Bob Sheridan (Chemistry),
Mark Simkin (CIS-Acctg), Miles Standish (Med
School), Frank Tobin (Foreign Languages), Bill
Wallace (Psychology), Daniel Weigel (Coop
Extension), and Judith Whitenack (Foreign
Languages).
B. Membership of the Student Success Task Force
1. Chair--Patricia Miltenberger (Student Services)
2. Other Members--Rena Armstrong (Recruitment
and Retention Coordinator, College of
Agriculture), Deborah Ballard-Reisch
(Speech/Honors Program), Ken Braunstein
(Criminal Justice), Peter Brussard (Biology), Jim
Carr (Geological Engineering), Kathy Carson
(Orientation and Peer Advising, Student Services),
Martha Combs (Curriculum and Instruction),
Colette Dollarhide ((Career Development Office),
Marsha Dupree (Admissions and Recruitment,
Outreach Services), Frank Hartigan (Director
Honors Program), Martha Hildreth (History
Department), Barbara King (Academic Skills
Center), Paul Knapp (Geography Department),
Jane Nichols (Core Curriculum Program), Myrna
Matranga (Educational Leadership), Meggin
McIntosh (Curriculum and Instruction), Robert
Mead (College of Arts and Science), Sandra Neese
(Human Development and Family Studies), Mark
Osborne (Director, Academic Advising and
Orientation Program), Ken Peak (Chair
Department of Criminal Justice), Don Pfaff
(Mathematics), Larry Scott (Chemistry), Susan
Tchudi (English), Peggy Urie (English), Mark
Waldo (Director, Writing Center), David Westfall
(Chair, Department of Pharmacology), Leonard
Woods (Upward Bound Program).
C. Membership of the Research and Graduate Education
Task Force
1. Chair--Ken Hunter (Graduate School and Research
Office)
2. Other members--Morris Brownell (English), Ron
Dillehay (Graduate School), Jerry Ginsburg (Psychology),
Don Hardesty (Anthropology), Berry Lyons (Geological
Sciences), Jon Price (Nevada Bureau of Mines and
Geology), Mehdi Saiidi (Civil Engineering), Larry Scott
(Chemistry), Jeff Seemann (Biochemistry), and David
Westfall (Pharmacology).
D. Membership of the Outreach/Extension Task Force
1. Chair, Elwood Miller (Cooperative Extension)
2. Other members--Brent Bowman (Business), Neal
Ferguson (Continuing Education), Kevin Kesler
(Cooperative Extension--Central), Jay Davison
(Cooperative Extension--Northeast), Julie Foley
(Cooperative Extension--Southern), Meggin
McIntosh (Education), Sam Males (Economic
Development and Assistance), Don Winne
(Business), Carolyn Ford Zell (Medicine), Larry
Gilbert (IMS), Maria Ardila-Coulson
(Engineering), Jamie Benedict (Human and
Community Sciences), and Mary Stewart (Arts and
Science).
E. Membership of the Information Resources and
Technology Task Force
1. Chair--Brent Bowman (Business)
2. Allen Brady (Computer Science/Mines), Jim
Carson (Student Services), Bill Follette
(Psychology/Arts and Science), Dana Edberg
(Business), Bill Hargrove (System Computing
Services), Walt Johnson (Engineering), Tom Judy
(Controller's Office), Club Maddux (Education),
Buzz Nelson (Physical Plant/Voice
Communications), Jim Pagliarini (KNPB-TV),
Paul Rowan (Instructional Media Services), Dan
Tone (Telecommunications Planning), Joan Zenan
(School of Medicine), Steven Zink (Library).
F. Membership of the Diversity Task Force
1. Chair--Michael Corey (Academic Affairs)
2. Other members--Marie Boutte (Anthropology),
Jean Perry (Human and Community Sciences), Jim
Carr (Geological Engineering), Dean Pierce
(Social Work), Nelson Rojas (Foreign Languages),
Mike Reed (Business College), Harvey Charles
(Office of International Students and Scholars),
Elizabeth Raymond (History), James Mikawa
(Psychology), Ron Dillehay (Graduate School),
Leonard Woods (Upward Bound), Marsha Dupree
(Admissions and Recruitment), Myrna Matranga
(Educational Leadership), Jill Winter (Center for
Applied Research), Melisa Choroszy (Admissions
and Records), ASUN representative, SMAC
representative, GSA representative.
G. Membership of the University/Community Partnership
Task Force
1. Chairs--Lynn S. Atcheson (Vice President of
Communication and Public Affairs, Washoe
Health System) and Ken Hunter (Graduate School
and Research Office)
2. Other members--David Biggs (Vice President,
Manufacturing, Bently Nevada Corporation), Brian
Bowden (President, United Way), Gregory C.
Evangelatos (Community Development Director,
City of Sparks), John M. Bancroft (John M.
Bancroft Co., Consultants), Reobert C. Blanz
(President, Nevada Bell), Curt Clarkson
(President, Clarkson Company), Beth Gabriel
(Project Leasing, Dermody Properties), G.W.
(Jeff) Griffin (President, Mountain Air Delivery),
Max Jones (Assistant to the President, Sierra
Pacific Power Company), Robert Luciano (Vice
President, Engineering, International Game
Technology), Douglas McKeel (Vice President,
Business Development, Washoe Health System,
Inc.), Steve Hamilton (President, Hamilton
Company), Jerry Lorenz (Carson City), Kenneth
G. Lynn (President, EDAWN).
H. Membership of the K-12/University Relationship Task
Force
1. Chair--Myrna Matranga (Educational Leadership)
2. Other members--Bill Cathey (Academic Affairs),
Barbara Ferguson (Teacher and Chair of the State
Commision on Professional Standards), John
Gascue (Washoe County School District), Dottie
Merrill (Reno High School), Mary Nebgen
(Washoe County School District), Robert
Quisenberry (Churchill County School District),
Robert Scott (Carson City School District), James
Welch (Washoe County School District).
I. Membership of the Community College/University
Relationship Task Force
1. Chair--Jean Perry (Human and Community
Sciences)
2. Other members--Ann Ronald (Arts and Science),
Mike Reed (Business), Bill Cathey (Academic
Affairs)
3. Consultants--Bill Bonaudi (NNCC), John Scally
(TMCC), and Lorie Peterson (WNCC)
III. Forums in which the draft of one or more parts of the Nevada
21st Century Plan was presented at least once:
A. Deans' Council
B. Faculty Senate Executive Committee
C. Faculty Senate
D. University of Nevada, Reno Foundation
E. University of Nevada, Reno Alumni Association
F. Department Chairs Meeting
G. Chairs of College Advisory Committees
H. Faculty Forums
I. Staff Council
J. Student Associations
K. Survey of Faculty and Staff Concerning Their Perception
of Priorities (May, 1992)
L. Remaining Activities Following Review at Board of
Regents Workshop in February
1. Faculty Forum in March, 1993
2. Review of document by departments and schools
as to how the academic plan will affect them.
IV. Writing Team
A. Central Writing Team--Travis Linn (Journalism) and
Carol Parkhurst (Library)
B. Organizational Assistance--Elizabeth Raymond (History),
Jane Nichols (Core Program), Elwood Miller
(Cooperative Extension), Bill Cathey (Academic Affairs)
Ken Hunter (Graduate School and Research Office), Hy
Doyle (Graduate Student).
.