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). .