Draft version of the strategic planning document; final version to be published May 11. Comments on this version may be sent until April 17 to email@example.com When Abraham Lincoln signed the Morrill Act in 1862, he set in motion a process that would change the face of higher learning not only in the United States, but in the world. The land-grant universities were designed to open higher education to the children of farmers and merchants; to foster scientific, scholarly and technical research; and to bring the fruits of that research to bear on the challenges facing the nation in the early days of the industrial age. Though these ambitions were not modest, they seem so in contrast to the reality that grew out of them; for the great public universities of the United States have opened those doors far wider than Lincoln could have imagined, and the benefits to society have been immeasurable. In Illinois, the citizens embraced the challenge to build a university that would serve their needs and aspirations - one whose students would come from all segments of society and, with an Illinois education, could better their lot and better the world; one whose faculty not only would transmit knowledge to future generations, but also would create and discover new knowledge that would reach well beyond the borders of the state and nation. Indeed, the land-grant movement may be said to have been born in Illinois, with the vision of Jonathan Baldwin Turner. The founders of the University of Illinois interpreted the land-grant mission as a call for excellence in all aspects of their work. They knew that some might consider broad excellence too lofty a goal for a public university, and that there would be those who wished to limit the ambition and scope of the education and scholarship undertaken here. The first Regent, John Milton Gregory, had a ready reply: "We repeat, then, to those who are so earnestly demanding that education shall be made practical, What is practical? Let us answer. Brains are practical. The most practical thing on earth is brain power - the power to see, reason and understand. And so that education is most practical which most develops brain power - power to perceive, judge and act." Gregory and the other early leaders of this institution did not aspire to excellence for its own sake, or out of a naive idealism. They did so in the firm conviction that this was the best way to fulfill their obligation to the drafters of the Morrill Act and to the people of Illinois. As beneficiaries and stewards of that legacy, we have a responsibility to protect and enhance the exceptional quality of this institution, building upon what has already been attained for the further benefit of present and future generations. Few social institutions have endured as long as the university. Few have proven as adaptable to different environments and changing times. As we approach the year 2000, we must draw in full measure on the institutional adaptability that has sustained us until now, for our university and our graduates face circumstances today that have not been encountered before. The knowledge explosion, economic globalization, the need for an ever-more educated citizenry, shifting demographics, new information technologies, and a world of cultural and political differences far more complex than had been supposed almost certainly will require us to change, if we are to serve future needs and generations as well as we have those past. Change in this era is unlikely to be achieved through expansion. Rather, we will have to refashion and refine ourselves to be the university we want to be. We are likely to have to find ways to do more with less. We will find those ways through decisions made and actions taken at all levels of the university community. As alternatives confront us, we must make choices that move us closer to the goals we decide upon. Change requires courage; it requires civil and collegial participation throughout the community; but more than anything, it requires the "brain power" that Gregory exhorted us to develop. We can become a stronger university, but only if we are prepared to be the agents and initiators of change, focusing on providing more value to society at large, and generating resources along with ideas. If our enterprise relies only upon its traditional sources for financial support, we are destined to grow smaller or weaker. The key to broadened scale and ambition is to identify and develop new ways to meet educational and research needs for which sectors of our society are prepared to pay full value. We have undertaken this planning in the spirit of Gregory's vision for the university: to see, reason and understand; to perceive, judge and act. This document is intended as a guide and contribution to continuity and renewal. The Urbana-Champaign campus of the University of Illinois has always been responsible for educating the ablest sons and daughters of the state. We have performed this task successfully for well over a century; only two or three other campuses in the nation educate as large a number of highly qualified students as we do. Illinois students have gone on to become leaders in civic, corporate and academic life throughout the nation. They have headed international corporations like General Motors and major universities like the University of Southern California, and they have been the architects of the Lincoln Memorial in the nation's capital, of the United Nations headquarters in New York and of the capital city of Canberra, Australia. Their scientific and technical achievements are innumerable: They have done fundamental work on the chemical nature of vitamins and the origins of life; they have had a profound impact on the ways we move goods and move information; they have shaped the world of the 20th century in myriad ways. Our graduates have earned Nobels and Pulitzers; their works hang in this nation's great museums, and they have performed upon the most important stages in the world. School boards, local governments, businesses and social service agencies throughout the land have profited from their leadership and advice. As a land-grant institution, the campus also has been charged with attracting and fostering a community of faculty capable of producing diverse kinds of research with national and international significance. This, too, we have achieved for more than a hundred years. By providing crucial research support and intellectual community, by encouraging institutional loyalty, and by offering faculty large numbers of able students to teach, the campus has created an atmosphere in which many highly talented faculty, with opportunities to move elsewhere, have willingly committed themselves to the University of Illinois at an early period of their careers. Their work has served and continues to serve the people of Illinois, and the wider world, remarkably well. Illinois chemists laid the foundations 75 years ago for modern technical innovations from color television to medical nuclear magnetic resonance imaging. Illinois agronomists introduced the soybean to the United States as a major economic crop. An Illinois law professor drafted the rules of evidence enacted by Congress and applied by all the courts in the nation. An Illinois professor pioneered both the transistor and superconductivity. Another wrote the first textbook on risk management in business. Faculty in our arts and humanities departments have done fundamental, influential work in areas ranging from ancient Greek texts to Renaissance music to the Ottoman Empire to the causes of the U.S. Civil War. Some of our students work closely with faculty in the research enterprise - a graduate student and a postdoctoral fellow shared a professor's Nobel Prize in physics, and undergraduate students played a pivotal role in the development of Mosaic, the widely adopted software that has given millions of people access to the information superhighway. The public benefits of research are easily grasped. At this campus, engineers have developed ways of building earthquake- resistant structures and more fuel-efficient vehicles; agronomists have developed hybrids that increase both the yield and the nutritional value of corn, soybeans and other crops; educational psychologists have developed techniques for measuring and improving the way children learn to read. Innovations that improve people's lives typically rest upon ground-breaking research carried out decades before. Discovery, in its essence, cannot be planned; its important and unexpected benefits are the fruit of research carried out on long horizons. In the United States, responsibility for research traditionally has been shared by universities, corporations and federal laboratories. But in recent times, both the corporate and the federal sectors have massively shortened the horizons of their research. They are undertaking and funding less research, and are insisting on quicker payoffs. They, and the nation, are relying increasingly upon universities like ours as the principal venues for thought and investigation of the most profound and basic sort, with longer-range implications. Although we have never demanded an identical profile in every faculty member, we have steadfastly refused to divide the faculty into researchers and teachers. In all our units that have undergraduate students, the research professor and the undergraduate professor have been one and the same. The benefits of this kind of faculty for undergraduates are immense, and are not available to students from Illinois for anything remotely like the same cost at any other institution. Graduate and professional education are essential elements of our teaching mission. Graduates of colleges and universities across the nation and around the globe compete for the opportunity to come to Illinois for graduate study. The graduate students who enroll here are chosen on the basis of their superior academic records and exceptional promise. Likewise, they choose Illinois over other opportunities because of our reputation for strength in their chosen disciplines. In fields from accountancy to psychology to engineering, our graduate programs are among the best in the nation, and many specializations in the humanities, fine arts, agriculture and social sciences are highly ranked. Graduate students are invaluable collaborators in professors' research projects, and they also undertake significant research of their own. At the same time, they are teachers-in-training of high quality, serving as teaching assistants in the discussion sections of large lectures or as supervised instructors in small introductory classes. As aspiring professionals they serve as models for undergraduates. They bring a cosmopolitan presence to the campus both through their growing intellectual sophistication and because they come here from diverse places, in far greater proportion than our undergraduates. After completing their graduate work, they fan out in jobs across the country and the world where their work reflects their development here, creating communities of friends to Illinois. Our campus thus acquires its particular identity through its mix of undergraduate and graduate students with a faculty engaged both in teaching and in research. In the future, it will be important to maintain this mix in something like its current shape. To depart radically from it would be to risk the loss of an institutional quality and character that have proven their worth to our students, our faculty and the citizens of Illinois. Behind this mix, and essential to its success, are superb support facilities on which faculty and students depend and to which faculty expertise contributes. We have filled recognized needs in both traditional and innovative ways. Thus the library, beginning with a donation of 644 books and government pamphlets, has grown to a collection of nearly 9 million volumes, and has pioneered in the use of new technologies to provide access to further resources at sites around the world. Its holdings make it one of the world's premier research libraries (third in the nation among universities), with magnificent collections in the humanities and social sciences; its technologies make it the most accessible university library in the world. In some cases, when the facilities needed for an important new undertaking did not exist, we invented and built them. In this way, the campus in its first decades erected a chemistry laboratory building that was extraordinary by the standards of the day. The nation's most outstanding chemists were drawn to work there, and the department developed on those foundations remains among the best in the world. In the 1960s, the Krannert Center for the Performing Arts - designed by one alumnus and funded with a $21 million gift from another - was created to provide a home for both study and performance. Its Foellinger Great Hall remains one of the world's finest performance spaces. In the mid-'80s, a $40 million gift from an alumnus enabled us to build the Beckman Institute for Advanced Science and Technology, where scientists and scholars from a broad range of disciplines are redefining interdisciplinary research. In short, through strategic investment over the past century, we have established an exceptional array of facilities, support personnel, equipment, and other resources that sustains a talented and productive faculty and profoundly enhances student life and education. Our land-grant charter has shaped our institution in yet another way. From our earliest days, we have rejected the model of the university as cloister or as ivory tower. On the contrary, we have acknowledged and embraced our obligation to serve the broader community of which we are a part. We contribute to the flourishing of technology, agriculture and commerce; to the sciences, arts, humanities and other aspects of our culture and society; and to the life of our professions. We are problem-solvers, bringing our expertise to bear on the full range of issues facing our community, our state, our nation and the world at the approach of the new millennium, as we have done throughout our history. We firmly believe that the principles that have served us so well in the past should continue to inform our decisions as we confront the challenges of the years ahead. No one can draw a road map to the future, describing those challenges with any precision. But we do have strong indications of some of the factors that will combine to require changes in the years ahead, and of the major demographic and technological developments that will provide their context. We know that the future will demand of our students and faculty no less than their greatest intellectual and creative development, if they are to respond flexibly and intelligently to these challenges and to the further unpredictable changes we must expect. Our institution, and our students, must be able to deal with those factors, and with the unanticipated. We are committed to continuing to provide our students with a practical education, in Gregory's sense of the word. Consequently the following seven principles will guide our planning for the future. Many individual recommendations and goals are developed from them in the remainder of this document. At the beginning of each academic year we will assess our progress toward achievement of our principal goals, so that this plan may steadily be refined. FIRST, we shall invest in people. SECOND, we shall build upon our traditional preeminence and advantages as a center for a broad range of scholarship and research. THIRD, we shall accord full value to our teaching mission, preparing our students for professional life, leadership and citizenship in a changing world. FOURTH, we shall invest strategically in the facilities and environment our faculty and students need to do their work. FIFTH, we shall intensify our exploration and use of new teaching and information technologies, and build on our historic strengths in information and computing. SIXTH, in connection with the increasingly international character of our economy and culture, we shall strengthen our strategic engagement in international studies. SEVENTH, we shall reinvigorate our commitment to outreach and partnerships. *************** FIRST, we shall invest in people. Our enterprise consists above all in interactions between and among faculty, students, staff, and many others beyond the bounds of our campus. The quality of what we do depends upon the quality of these people; and our success depends upon the degree to which we choose them wisely and cultivate them well, providing them with the resources and environment they need if they are to flourish. Faculty. Our faculty, above all, define our level of institutional achievement and reputation. They are centrally involved in virtually all that the university does. They transmit knowledge to their students and colleagues; to public and professional constituencies, and to the corporate world through consultation. They refine human understanding of the way the world works; they contribute new ideas to all aspects of human endeavor. Their quality truly matters, not only to the reputation of the university but to the return the people of Illinois realize on their investment. Students. Excellent undergraduate students are essential to the quality of the institution. They stimulate and challenge faculty, which redounds to the benefit of the entire community. But beyond that, a large fraction of students' learning comes from their interactions with other students. It benefits students enormously if the caliber of their peers is as consistently high as we can achieve. Graduate students occupy a central place in the university as a community of scholars. Graduate education is one of our primary teaching responsibilities, and superior graduate students are essential to sustaining the high quality of research and of undergraduate instruction. In both these aspects of our mission, our success depends to a substantial degree on our ability to attract, sustain, and educate, to the best of their capacities, the very best graduate students. Professional support. Talented staff and academic professional personnel both on and off campus provide support to faculty, students and citizens throughout the state. They feed, house and counsel the students; they provide research laboratories with equipment and technical support; they organize and administer such massive undertakings as admissions, telecommunications and the physical plant; they help extend the university to every community in the state. They are in many ways the glue that holds the campus together. We shall do our best to provide a working environment that enables members of this important group of colleagues to contribute their diverse strengths and intellectual resources to the academic community. Diversity. The people who constitute our campus community, at all levels, represent an increasingly diverse population, and this is a source of institutional vigor. This diversity is a consequence both of our determination to open our doors in the spirit of our land-grant heritage, and of the complex but obvious fact that the population of the state and the nation is in transition. By the year 2020, when the children of our current students are enrolling here, the demographics of Illinois and the nation are projected to have shifted dramatically from a dominant majority toward substantial and growing minority group populations. Preparing our students to live and work in such a society is an essential element of our responsibility to them. Beyond that, cultural diversity brings with it intellectual diversity, leading in turn to competition among ideas. Diversity may challenge accepted wisdom, and may lead to the reexamination of long- held values. Such debates are welcome on this campus, for they are valuable features of intellectual life. We are committed to conducting them in ways that promote and preserve freedom and civility of action and speech, and provide our students, faculty and staff with an optimal environment for work and study. SECOND, we shall build upon our traditional preeminence and advantages as a center for a broad range of scholarship and research. We share with other land-grant institutions the research mission mandated by the Morrill Act. We are distinctive, however, in the quality, magnitude and diversity of our research enterprise. We understand research to comprise basic and applied science and technology; scholarship in a full range of social and humanistic disciplines; and creative activity in such areas as the fine and applied arts. In its scope, Illinois differs from the preeminent public universities of most other states, which assigned technical and agricultural missions to one public university and flagship status to another. This has long been a place where excellent people are enabled to do excellent work, and to capitalize upon emerging opportunities. The climate for external support of research today is in flux. As our faculty adapt to this changing climate, we shall strive to provide an institutional environment for research that is both stable and flexible, and that is sensitive and responsive to differences and changes in the needs of our researchers in different disciplines. Graduate students pursuing their education also conduct their own significant research, and provide indispensable support for faculty research. We shall bring to our campus graduate students of the highest caliber, and provide them with outstanding programs and support, for they play a central role in sustaining research achievement on this campus. Further, we shall seek new means to allow our undergraduate students to take fuller advantage of the rich research environment of the institution in which they have opted to pursue their education. We also shall develop innovative mechanisms for transferring technology developed here to the private sector and more broadly to the citizens of our state and nation. THIRD, we shall accord full value to our teaching mission, preparing our students for professional life, leadership and citizenship in a changing world. We shall make further investments and efforts to enhance undergraduate education, from the first year onward, beyond as well as within the majors we offer. We shall endeavor to sustain the means that have proven successful, while seeking new means, to assure the quality of the educational opportunities available to our undergraduate and graduate students. One of the most important ways to ensure that our undergraduates receive a superior education is to develop and sustain excellence in our graduate and professional programs. Talented graduate students, fully engaged in their own advanced education and undertaking the early stages of what will become for many of them extended careers as university teachers and researchers, are well positioned to provide undergraduate instruction of high caliber. Our teaching mission further extends to the education we provide to these graduate students. The teaching and mentoring of graduate students constitute essential parts of the instructional responsibilities of our faculty. Our graduate programs prepare students for positions and careers for which advanced education is necessary or beneficial, and they apprentice the college and university teachers of the future. In our teaching at all levels, it remains important for us to heed Gregory's advice: We are here not to march our students through a narrow set of requirements, but to develop their brain power. FOURTH, we shall invest strategically in the facilities and environment our faculty and students need to do their work. While the character of this institution is determined above all by the quality of our people, it is the quality of institutional support we provide, broadly defined, that makes this a desirable place to study and to build a career. Our physical plant, extraordinary as it is, requires renewal, repair and replacement on an ongoing basis. Much of the campus's instructional laboratory, classroom and study space has been virtually unchanged for decades. Our students deserve to be educated in state-of-the-art facilities, as their predecessors were. It is equally important that the organizational structure of the university be responsive to the needs of faculty and students. Like physical structures, organizational structures and habits affect our development. Our organizational structures should take account of the expertise and advice of a broad range of campus constituencies, yet should be sufficiently flexible and open to enable the institution to capitalize on opportunities as they arise. FIFTH, we shall intensify our exploration and use of new teaching and information technologies, and build on our historic strengths in information and computing. Since its earliest years, Illinois has been a leader in technological innovation, and we are committed to remaining so in the approaching era. As new information technologies emerge and the knowledge explosion requires rapid access to ever more information, we shall need to update the campus's holdings in information sources and broaden access to these technologies, for the benefit of our students, our faculty, and the larger community. It will be a continuing challenge to capitalize upon the possibilities and promise of the emerging technologies. We shall undertake to match the best available technology to needs in teaching, research, and outreach, and to be pioneers in the development of new technological approaches to enhance our efforts in all these areas. SIXTH, in connection with the increasingly international character of our economy and culture, we shall strategically strengthen our engagement in international studies. More than ever before, our graduates will have to understand and work with people from cultures other than our own. The speed of international electronic communication renders isolation virtually impossible; and economic and professional activities of many kinds are becoming increasingly internationalized. To prepare our students for participation in this new world, we shall create opportunities for them to study abroad; we shall bring international students and faculty to the campus on exchanges; and we shall strengthen our support of faculty whose work has international dimensions. SEVENTH, we shall reinvigorate our commitment to outreach and partnerships, both domestic and international, sustaining those forms of service that remain of value and seeking new opportunities to take part in others. In doing so, we shall draw upon our strengths as teachers and scholars, for these represent the most effective ways in which we can contribute to the well-being of our society. Our involvement through service with various segments of the public, government and the corporate world simultaneously informs and enriches our teaching and research. In the past, our public service activities have been significant, but scattered. The future requires more. We are committed to a full partnership with the people of Illinois. New emphasis on this alliance through a program we call "Partnership Illinois" will include coordination of existing activities and strategic changes that will increase our impact and effectiveness dramatically. Illinois students, too, have a tradition of community service; and we shall continue to provide them with such opportunities, which can offer an invaluable supplement to their education within our classrooms and laboratories. *************************** Our plans for addressing these seven principles are described in more detail in the sections that follow. FIRST, we shall invest in people. Illinois should recruit and retain a first-rate faculty, and should be second to none in supporting the work of its faculty in teaching, research and outreach. An Illinois education should be available to talented students from a range of backgrounds and perspectives, and should prepare graduates to assume positions of leadership in a society that is culturally complex. Goals ------- + Recruit the very finest faculty, primarily at the junior level, and encourage their long-term commitment to Illinois, while holding them to the highest standards of performance in the classroom and on the broader professional platform. In an age when institutional loyalty seems a thing of the past, Illinois has been unusual in its ability to sustain long-term faculty commitment. Many junior faculty have come here expecting to stay a few years, but have found that Illinois offers outstanding colleagues, excellent students, superb facilities, administrative and support staff who are genuinely helpful, and a congenial environment in which to live and work. These qualities are difficult to find, and historically they have enabled us to retain many faculty with opportunities elsewhere, despite less-than-competitive compensation. There are limits, however, to the degree that our assets can continue to outweigh the liabilities of salary competitiveness that has been on a downward slope for a decade. Practically speaking, our ability to recruit young faculty in the first instance will hinge upon our reputation in their particular academic discipline, combined with the compensation package we are able to offer. The two factors are linked. If we are unable to regain a competitive edge in recruitment and retention, our reputation, and the reality upon which it is based, will inevitably decline. Our faculty is a valuable asset to the state, and one that would be exceedingly costly to rebuild, should it be permitted to erode. And while faculty quality has been built gradually over our history, it is rare, fragile and vulnerable to destruction in a much shorter time. Faculty excellence must be preserved. Steps that will help us achieve this goal: * Urge units to model their recruitment, tenure and promotion practices and procedures on those that have proven most successful campuswide. * Ensure that senior faculty mentors are available to advise and counsel all junior faculty. * Provide development programs for junior faculty with limited teaching experience, and ensure that they receive adequate support for their research efforts during the years before tenure. * Improve mechanisms for departmental assessments of progress for all non-tenured faculty, and ensure that departmental expectations, policies and procedures are communicated clearly. * Recommend faculty hiring and tenure only when demonstrably in the best interests of the university. + Achieve 100 percent salary parity with our peers by the year 2000, in order to retain the best faculty we are able to recruit. Faculty salaries on this campus currently stand below 90 percent of parity with the peer group designated by the Illinois Board of Higher Education. Our average salary for full professors is 14 percent less than the average for the group as a whole. Our figures also place us well below midpoint of the 58 universities in the Association of American Universities, the leading group of public and private universities most like us in quality and mission, with whom we compete for faculty and students. Over the past decade, salary growth at this university has been consistently the worst among our peer group, as defined by the IBHE, and the worst in the Big Ten. This pattern, if permitted to continue, will render it impossible to maintain the excellence of the university; we are at higher risk today than ever before for the loss of our best faculty, and the erosion of the quality of the University of Illinois. Restoring faculty salary competitiveness is our highest priority. Steps that will help us achieve this goal: * Press the case for differential state support for universities with different missions, and support salary programs that are consistently larger than those of our peers until salary parity is achieved. * Hold all administrative levels responsible for their decisions affecting faculty salaries relative to faculty size and infrastructure support. Units that sacrifice salaries or support to preserve faculty lines should not be held harmless. * Reallocate where possible, at all administrative levels, from lower priorities to salary improvement. * Give a salary improvement program first standing among uses for revenue that may be realized from future tuition increases. Such increases should be carefully planned, widely discussed and linked to demonstrated needs. * Increase to 100 the number of endowed chairs and named professorships to support senior faculty. At the beginning of the 1994-95 academic year, Illinois had just 44 endowed chairs, fewer than any other university of comparable quality. This situation both makes us vulnerable to faculty losses through recruitment by other institutions, and makes it difficult for us to recruit senior faculty when that is in our interest. + Recruit the best graduate students in all disciplines in which we offer graduate degrees. As students, as researchers and as teachers, our graduate students occupy a central place in the university as a community of scholars. Their excellence is critical to our research, much of which is undertaken together with them. It also is crucial to the provision of undergraduate instruction, in which they play a significant role. Success in attracting superior graduate students provides benefits that extend to virtually every educational program on this campus. + Move as quickly as possible toward competitive stipends for graduate assistants. Recent comparisons of compensation rates for graduate assistants indicate that Illinois has the lowest stipends in the Big Ten. This has a negative impact upon our students, and on the recruitment of new graduate students. It is important for us to remedy this situation, and to offer support packages that are competitive. Steps that will help us achieve these goals: * Achieve competitive assistantship and fellowship total support packages, taking into account both campuswide standards and discipline-based market issues. * Create an expanded fellowship program based on merit, with emphasis on substantial fellowships to beginning graduate students and those at dissertation stage. * Structure fellowship, research assistantship and teaching assistantship support and duties to aid in recruiting and retaining excellent students and to complement and enhance their educational experience. * Provide competitive benefits packages that take account of the life circumstances of graduate students. + Make this campus a good place for staff and academic professional personnel to work, so that students and faculty can benefit from the talents, experience, loyalty and dedication of this important segment of our community. Steps that will help us achieve this goal: * Monitor the progress toward competitive staff salaries. * Eliminate institutional barriers to the advancement of staff and academic professional personnel. * Provide financial and logistical support for professional development of support personnel. * Provide opportunities for learning the use of new technologies in the work place. * Encourage units to involve staff and academic professional personnel in developing operational policies and procedures - particularly those that affect them directly. + Bring the size of the faculty, the graduate student population and the undergraduate student body into appropriate balance. The campus is proud of its efficiency in delivering a high- quality education. We spend a smaller fraction of our budget on administrative costs than any other public university in Illinois, by a wide margin, and few other universities in the nation provide as much for as modest a public investment. The past seven years have taken a heavy toll, however, and the tenure-track faculty has lost 169 positions - a reduction of 8.4 percent - while the size of the student body has remained constant. It is clear that the relative sizes of the faculty and of the undergraduate and graduate student populations are deeply interrelated, and that no simple formula can prescribe the best balance. It is equally clear that the priority of bringing faculty salaries to a competitive level may restrict any significant growth in faculty size, and that this will limit options in our efforts to achieve balance. Nonetheless, precisely because adjustments in any one of these sectors have repercussions for all, we must undertake a careful and thorough analysis to identify the best course of action. Steps that will help us achieve this goal: * Develop a mechanism for determining the appropriate relative sizes of the faculty and graduate and undergraduate segments of the student body. Any such mechanism would have to take into account disciplinary differences, and should be implemented unit by unit. * Enhance unit autonomy in budget decision-making, subject to appropriate cost and revenue accounting and to college, campus and system policies. * Evaluate the proportion of out-of-state students at this campus relative to comparable institutions. The proportion of students paying out-of-state versus in-state tuition has an impact on the affordability of our educational environment, including faculty size. + Serve the increasingly diverse population of Illinois by recruiting promising undergraduate, graduate and professional students from underrepresented groups, and by significantly narrowing the gap in graduation rates by the year 2000. While Illinois has enrolled students of many racial and ethnic backgrounds throughout its history, the numbers of minority students have been small. It has only been within the past half-dozen years that African-American and Latino undergraduate enrollment at our campus has reached 10 percent. In keeping with our land-grant mission, we aspire to a major role in the education of the most promising students from the diverse groups that constitute the population of Illinois. As the composition of the student body changes, climate issues both inside and outside the classroom grow increasingly pressing. Often, they bring us face to face with competing values. So, for example, we believe strongly in the right of faculty members to decide what to teach, and how to teach it; but we also believe in the right of students to an educational environment that is free of bigotry and discriminatory treatment, and is as conducive as possible to learning. We affirm the right of students to associate freely with those of their choosing and to build personal connections within the larger community that offer the comfort of the familiar as well as the challenge of the new; but we also believe in creating an environment where individuals from different backgrounds interact in an atmosphere of mutual respect and understanding. These values create a continuing challenge requiring time, thought, effort and good will. As we rise to this challenge, we are committed to fostering freedom and civility of speech and action, the bedrock of a culture devoted to academic inquiry and learning. Steps that will help us achieve this goal: * Address inclusiveness in development programs for faculty, teaching assistants, staff, and administrative officers. * Encourage units to model their recruitment practices and retention programs for minority students on those on the campus that have proven most successful. * Provide academic counseling and support that meets the needs of minority students, at both campus and unit levels. * Utilize significant merit-based scholarship and fellowship awards to help attract to the campus exceptionally talented students from underrepresented minority groups. * Implement a study of the factors that impede the academic progress of minority students, and take steps to address them. * Provide colleges with annual reports on progress in graduation rates and on programs designed to enhance it. + Diversify the disciplinary representation of graduate students from underrepresented minority groups. The future health of our enterprise depends in part upon our ability to build stable, strong minority faculty representation in a whole faculty. Clusters of strength in a limited number of traditional academic units will not suffice. It is incumbent upon us do our part to enrich the pool in a broad range of disciplines. Steps that will help us achieve this goal: * Utilize significant merit-based fellowship awards to help attract to graduate programs across the campus exceptionally talented students from underrepresented minority groups. * Encourage the most talented minority undergraduate students to consider graduate school, and provide them with experiences like the Summer Research Opportunity Program to help them make informed decisions. + Build a faculty and administration that includes women and members of minority groups at all levels, making significant progress by the year 2000. The challenge of diversifying the faculty and administration has been daunting. Because all of our peer institutions are engaged in the same pursuit, and the pool of candidates in many disciplines is still relatively small, removing any discriminatory obstacles that may be present is only one step in the right direction. Steps that will help us achieve this goal: * Encourage units to model their recruitment practices and retention programs for women and minority faculty on those that have proven most successful campuswide. * Assess departmental recruiting efforts, and assist departments in their efforts to take advantage of opportunities they may discover. * Increase opportunities for women and minority group members to advance through the ranks of mid-level management in both staff and academic professional positions. * Explore options for providing convenient child care. * Collaborate with the local community, other universities and the state in the development of dual-career opportunities. * Recruit from the broadest possible base, including, where appropriate, non-traditional sources such as government, industry and service organizations. ------ SECOND, we shall build upon our traditional preeminence and advantages as a center for a broad range of scholarship and research. Illinois should protect and enhance its strengths as a major center for scholarship, research, technology development and creative activities. Goals ------- + Emphasize and reinforce the ties between teaching and research. There are those who contend that research and teaching are conflicting missions. At Illinois, these missions are intentionally and productively intertwined. Our research mission contributes to our ability to provide outstanding undergraduate as well as graduate education. Because of our research mission, our undergraduate students have access to extraordinary resources, facilities and experiences. + Promote the transfer of knowledge to and from the society of which we are a part. The relationship between the public and university scholars benefits both. Knowledge gained through research makes possible practical improvements in the daily lives of citizens; and research programs are shaped and new insights gained through observations faculty make in the course of fulfilling their outreach mission. + Bring research into the classroom through active learning. The best way for undergraduates to learn about the latest developments in a discipline is for them to learn actively from people involved in ongoing research in these disciplines. No other setting permits this as effectively as a research university. Steps that will help us achieve this goal: * Dedicate a segment of the Instructional Development Awards program to active learning. * Encourage faculty to build Discovery courses and capstone courses upon the foundations of their own research, to give undergraduates at all levels an opportunity to develop a grasp of the characteristic features of this activity. + Capitalize on research involvement as a teaching tool. Involvement in a research program is the principal tool for graduate education in some disciplines. It can serve a similar function for undergraduates who are sufficiently motivated and engaged, provided their involvement is carefully planned and supervised. Likewise, faculty members frequently gain new insights through teaching and explaining their work. + Provide central support for research facilities of a collective nature. A large measure of our strength as a setting for academic careers derives from our success at providing and maintaining centrally supported facilities for broad use by investigators in a range of disciplines. From the Library to supercomputing and from facilities for biotechnology to the costume shop of Krannert Center, these resources operate at a scale and level of quality that would be impossible for individual research teams to develop for their own use. + Assure that the work of faculty is supported with adequate office, laboratory and studio space, and that appropriate institutional support of other kinds is provided. Research support and environment needs vary widely among disciplines - the needs of a microbiologist differ from those of a musicologist; those of an engineer, from those of an English professor. They further may differ for faculty within a single discipline with different types of research programs. The levels and forms of support the campus provides to faculty members should be sensitive to these needs and differences. + Secure the highest possible measure of institutional flexibility. Illinois has achieved preeminence as a research institution largely as a result of its success in providing faculty with the means to capitalize effectively on opportunities, to pursue good ideas, and to work unconstrained by artificial boundaries and institutional red tape. These characteristics will remain indispensable in the years ahead. In the current fiscal climate, it also is particularly important that we ensure that our efforts to obtain non-state funding do not compromise our institutional autonomy. Steps that will help us achieve these goals: * Develop a Critical Research Initiatives Fund to provide financial support for innovative and promising work in its early stages. Each award from this fund should include plans for evaluation and a sunset provision. * Develop an explicit, well-defined and open process for program proposal evaluation. * Provide better means of assessing grant and contract conditions for their compatibility with institutional interests. * Develop review mechanisms to maximize effectiveness of centrally held facilities. + Preserve and enhance the Library, and lead in the design and implementation of the Library of the future. Our Library houses one of the world's most extensive and accessible collections. Its presence here has played a significant role in the ability of faculty in many disciplines to do their work, making it desirable for them to remain here for a professional lifetime. The Library of the future will differ in significant ways from that of the past; but its continued excellence is essential. Steps that will help us achieve this goal: * Maintain, preserve and house the existing collections, which are an irreplaceable resource; make them accessible at times that serve the needs of faculty and students; and provide professional support to help users of both specialized collections and electronic resources. * Develop an institutional policy on intellectual property in an electronic environment. The growth of digital technologies as a primary communication tool has profound implications for universities as generators and consumers of scholarly and technical information. * Work with other universities and associations to develop new options that provide rigorous quality control for low- cost dissemination of scientific and technical information. * Maintain and increase access to foreign-language materials, through a digital network, cooperative collection development and increased use of remote access. * Provide adequate funding for the strategic acquisition of new materials. + Encourage interdisciplinary efforts to explore the meaning for society of the new computing and communication technologies. Units throughout the campus are preeminent in research and teaching about these converging areas. Illinois is well positioned to lead in the study of the design, use and social impact of these technologies. ------ THIRD, we shall accord full value to our teaching mission, preparing our students for professional life, leadership and citizenship in a changing world. An Illinois education should bring undergraduate students together in meaningful intellectual interaction with faculty, with graduate students and with one another, in and beyond the classroom and laboratory. Illinois should attract and support the most promising students in the full range of our graduate and professional disciplines, and should provide these students with superb disciplinary training and with the skills, knowledge and flexibility they will need to be successful throughout their careers in positions and callings for which advanced education is necessary or beneficial. Goals ------- + Create mechanisms to enable and encourage students and faculty to take full advantage of their time together at the University of Illinois at Urbana-Champaign. This campus has an extraordinary array of faculty, facilities and resources. If our undergraduates are to receive full benefit of an Illinois education, they must be encouraged to draw upon these resources; faculty must be available; and creative ways must be found to involve students from the very beginnings of their academic careers in the intellectual work of the community. Steps that will help us achieve this goal: *Develop a convocation program to bring new students together with faculty during the first week of the fall semester, for the purpose of communicating the character and meaning of an Illinois undergraduate education. *Expand the First-Year Discovery Program. Close contact with a faculty member in a small group setting can contribute importantly to the academic success and well being of new undergraduates. *Encourage units to engage undergraduate students in the scholarly and scientific enterprise of the institution at the earliest appropriate moment. The opportunity to participate directly in the discovery and development of knowledge is uniquely available to undergraduates at the nation's major research universities; it is an opportunity that they should not miss. *Enhance the quality of opportunities within majors, in general education and in elective options. Our courses should provide students with ample opportunities to develop their writing abilities, to engage in discussion, to develop quantitative skills and to participate in laboratory experiences. *Develop capstone experiences for undergraduate majors, to enable students to consolidate their educational gains and to deepen their relationships with faculty closest to their academic interests. *Limit the number of very large courses. Class size at this campus and at other major universities has tended to be determined by a combination of student demand and classroom space availability. Instead, we will determine and apply more appropriate means and principles for setting section size. These may include availability of appropriate technology in lecture halls, quality of teaching, and faculty judgment of effective class size. *Support large-lecture format courses through the use of discussion sections, technological aids, faculty development, and other appropriate means that promote active learning. Some courses are well suited to the large-lecture format, which is an essential mode of instruction if large numbers of undergraduates are to be taught by a modestly sized faculty. Ultimately, the success of such classes must be gauged by experienced faculty who know what it is possible to accomplish in such contexts, and by the ability of serious students to take from them a solid foundation for future undertakings. *Explore new living-learning opportunities for undergraduates. Bringing academic advising, tutoring, learning resource assistance and faculty contact to the residence halls, especially for first-year students, would help address access, space, bureaucratic and transportation problems for students and staff. *Explore the expansion of the First Year Impact program, to provide an extended orientation in the fall semester for first-year students, building a stronger sense of community in the residence halls. *Create a Teaching Advancement Board. The Teaching Advancement Board, reporting to the Provost and Vice Chancellor for Academic Affairs, will serve as a focus for the campus's initiatives in instructional development and enhancement of teaching. Like the Research Board, it will draw upon faculty expertise to guide the campus toward realization of its full potential in a fundamental mission. Appointments to the Teaching Advancement Board will be made by the Provost from among the most distinguished faculty on the campus. The Board will be a vehicle for private gifts, and it will administer a grants program, serve in an advisory capacity on instructional resources, and work with the Council on Undergraduate Education to enhance the undergraduate experience on the campus. *Improve academic advising. Undergraduate students - even those as bright and as independent as ours - cannot take full advantage of the possibilities of this university without consistent, substantive and well-informed advice throughout their undergraduate years. Individual and small-group advising may be provided through a combination of personal interaction and electronic communication by professional staff, graduate teaching assistants, fellow undergraduate students, and faculty members. Students also bear responsibility in the advising relationship. It falls to them to take the initiative of seeking advice when they need it, to raise questions when they have them, and to communicate clearly with their advisers about their problems, plans and aspirations. The responsibility for listening intelligently is shared by students and advisers; even the best question must be heard and considered with care to receive a helpful answer, and even the best advice will have no value unless it is heeded. Steps that will help us achieve this goal: *Undertake a detailed examination of advising across campus, in order to develop consistent and appropriate standards. *Create systems ensuring that students receive accurate and timely information to enable them to plan their undergraduate progress; provide on-line degree audits to enable students to obtain current information about their progress toward graduation. *Make professional staff advisers available to provide technical advice about course availability, requirements, and the like, and develop peer advising systems to enable undergraduates to provide advice to their fellow students. *Ensure that every student has access to faculty advice throughout the undergraduate experience, beginning with the freshman year. Faculty are best suited to introduce students to the intellectual life of the community, and to guide their intellectual development. This aspect of advising should rest in faculty hands. *Enhance TA training and supervision. Graduate teaching assistants are essential to the delivery of undergraduate teaching at universities where the number of undergraduates is large and the size of the faculty is small enough to be affordable. For maximum effectiveness, graduate teaching assistants must have clearly defined roles, appropriate training and proper faculty supervision. Steps that will help us achieve this goal: *Move toward a model of universal training of teaching assistants, including special training that takes account of the differing responsibilities the TAs will have. *Increase the frequency and availability of TA testing and evaluation, and monitor the effectiveness of these tools. *Ensure ongoing monitoring of TA performance by faculty with oversight responsibilities. *Reward teaching excellence more effectively. Excellent teaching stands at the core of the undergraduate experience. The sorts of recognition and honors that currently accrue to our best teachers tend to be limited in scope. Very few national awards recognize teaching at the university level, and campus, college and departmental awards have tended to be less prestigious than comparable recognition for achievements in scholarship and research. Steps that will help us achieve this goal: *Reaffirm teaching as a major factor in decisions about salary, promotion and tenure. *Increase and give greater prominence to awards honoring exceptional teaching by TAs and faculty. *Seek private support of teaching recognition, including endowed professorships and chairs. *Develop mechanisms to ensure consistently high quality of graduate programs across the campus. The strength of our graduate programs is central to the quality of the campus as a whole,and has an impact on the performance level of both faculty research and undergraduate education. Steps that will help us achieve this goal: *Undertake a review of the most appropriate roles for the Graduate College, the Provost's Office and the Deans in achieving consistently high standards for graduate programs. A panel appointed by the Chancellor will be responsible for this review. *Make policies affecting graduate program quality subject to a second-level review. A wide variety of strategic practices and policies influence the reputation and effectiveness of graduate programs. In colleges with departments, the Dean is responsible for maintaining program standards across the college, by whatever mechanisms are deemed most effective. In colleges that are not subdivided, oversight is a joint responsibility of the Dean of the Graduate College and the Provost. *Develop information to help monitor and maintain the quality of graduate programs, including data on applicant qualifications, proportion of applicants admitted, proportion of admitted applicants who enroll, attrition and length of time to degree, and employability of advanced degree recipients. *Develop appropriate mechanisms for monitoring departmental graduate program size, policies for assistantship appointment percentages, and tuition and fee waiver policies. Policies and practices governing such factors should be designed to promote program quality, taking account of the diverse nature of graduate education in different disciplines. FOURTH, we shall invest in our facilities and organizational environment. The Illinois campus is a living monument to the generations of civic and political leaders, taxpayers and private benefactors who built it. It is a treasure of equal value to the students and faculty of our campus. We hold it in trust for future generations, and we have an obligation to protect it and care for it so that teaching and scholarship at Illinois may continue to take place within outstanding facilities. Our organizational structure has evolved so that shared governance between faculty and administration vests authority and responsibility at many levels. We have an obligation not only to exercise that authority and fulfill those responsibilities wisely, but also to refine the organizational shape when it is in the institutional interest to do so. Goals ------ + Secure the plant in the long term with judicious financing of life-cycle costs in all buildings. Until recent years, the state of Illinois provided funds for the operation and maintenance of new buildings, regardless of the source of construction funds. Now, when we build a new facility with gift funds, typically we must fund operation and maintenance costs ourselves. And when we build with state dollars, O&M costs come from the state only in competition with program dollars and salary pools. While the facilities we are supporting in this way are important to us, when we build in the future it will be essential for us to consider all the costs in relation to all of our needs. Steps that will help us achieve this goal: * Include estimated operation and maintenance costs, and the source of funding to cover these costs, in the financial plans for all new facilities. * Initiate a systematic program to cover operation and maintenance costs for existing facilities. + Improve the use and condition of instructional space. Our classrooms, teaching laboratories and libraries should be designed and maintained to enhance the interactions that occur within them. Steps that will help us achieve this goal: * Renew, rehabilitate and equip classrooms throughout the campus to serve the needs of the faculty and students of the 21st century. * Improve and expand teaching laboratories and computer laboratories. * Develop more flexible classroom space. Many central campus classrooms were built to meet an earlier concept of optimal class size and teaching styles, at a time when the student population was approximately half the size it is today. For faculty to have the greatest impact, classroom space should be both readily available and adaptable to a variety of class sizes and instructional formats. * Upgrade and maintain selected classrooms to fit them with a full range of multimedia capabilities, including computer network accessibility. + Increase and improve the space devoted to student activities outside the classroom. Significant learning and personal development occurs outside of the classroom, and it is important for us to provide attractive and well-maintained space for living, study, counseling, recreation and extracurricular activities. Steps that will help us achieve this goal: * Improve student residential living space. * Provide improved space for international student services. * Provide improved space for career services including counseling, job search strategies, and externship and internship opportunities. * Increase the number and quality of study spaces available to students. * Plan and budget for the upkeep and renewal of campus recreational and entertainment facilities used by students and the wider community. + Ensure the smooth and efficient operation of the university in the fulfillment of its missions. We are entering a period in which our ability to adapt will be paramount. Too often, our processes seem to get in the way of our productivity, instead of enhancing it. We require organizational and administrative structures that permit us to change while protecting those aspects of our university that are of lasting value. Steps that will help us achieve this goal: * Engage in a joint review of business procedures with the Central Administration to ensure that they are as effective as possible. * Reduce the flow of paper throughout the university, encouraging "paperless transactions" wherever possible. * Support the Urbana-Champaign Senate in its streamlining efforts. * Encourage academic department and administrative units to eliminate unnecessary bureaucratic steps, and to make it as easy as possible for students, parents, faculty, staff and other constituencies to achieve what they set out to do. * Support further enhancements to U of I Direct, the new on- line registration system, to improve its efficiency and convenience. * Support the development of systems for on-line graduate admissions, electronic filing of admissions applications, electronic transmittal of transcripts, and financial aid management software. * Encourage use of interactive video technology and the World Wide Web to disseminate information to prospective students, current students, faculty and staff. ------ FIFTH, we shall intensify our exploration and use of new teaching and information technologies, and build on our historic strengths in information and computing. Illinois should draw upon its technological expertise to provide its students, faculty and other constituents with the full advantages of communication in the information age. Goals ------- + Move toward universal access to high-speed networks for faculty, students and staff. Steps that will help us achieve this goal: * Explore and develop modes for providing network access for faculty, students and staff from off-campus locations. * Improve the campus's practices for budgeting and financing our technological support structure. This has become a major recurring expense and should be treated as such. + Take full advantage of existing and new learning technologies in delivering instruction. This campus was a pioneer in the development of interactive computer-based education. The exploration and development of new technologies for undergraduate instruction afford continuing opportunities to capitalize on the strength of this tradition and the expertise of the faculty to reach large numbers of our own undergraduates, while providing a model that would be capable of replication in other settings around the nation. Steps that will help us achieve this goal: * Offer opportunities for faculty to improve their skills in using emerging technologies, to benefit their teaching, research and outreach activities. * Recognize technological innovations in campus award programs for outstanding teaching, research, outreach and staff achievements. * Encourage faculty to become adept at using the new technologies, and make it as easy as possible for them to do so by offering training at convenient times and in departmental settings. * Build support services to which faculty can turn for instruction and support in classroom uses of the new technologies. * Expand programs of the Library, CCSO and individual departments that teach new users how to make best use of electronic resources. + Optimize coordination of electronic resources across campus. Steps that will help us achieve this goal: * Establish a Coordinating Committee on Computing and Technology to define campuswide standards, maintain data security, link academic and administrative computing networks, and coordinate the allocation of resources. * Develop ways to bridge the gap between large-scale computing organizations such as the National Center for Supercomputing Applications and the Computing and Communications Services Office, at one end of the spectrum, and the individual faculty member, at the other. * Create mechanisms, including need-based financial support, to facilitate student ownership of computers; provide convenient campuswide hookups to more sophisticated computing capabilities. ------ SIXTH, we shall strengthen our strategic engagement in international studies throughout the institution. Illinois should foster international study and scholarship strategically, building on strength and encouraging students to gain understanding of other cultures both through study abroad and through work and social activity with faculty, students and visitors from other nations. Goals ------- + Build upon our strength as a center for international scholarship. The internationalization of virtually every aspect of the modern world is accelerating. From science and scholarship to economic and cultural life, leadership requires a global perspective. International involvements on the part of our faculty and many units are already extensive, and will need to expand markedly to keep pace with these developments. Our strengths in international scholarship in a number of academic departments can serve us well in this connection, and their enhancement will be of increasing importance. Steps that will help us achieve this goal: * Create a Council on International Programs to foster and coordinate international initiatives on the part of faculty, graduate students and undergraduates. * Identify our areas of greatest strength in international scholarship, and focus future development upon them. * Bring together the members of the community from across the campus who are most directly involved in international work, for the purpose of identifying ways to improve our institutional response to opportunities for leadership in international studies. * Create an international scholar-in-residence program and facilitate faculty exchanges. + Encourage our undergraduate students to broaden the skills and perspectives that will permit them to flourish in an increasingly international world. Steps that will help us achieve these goals: * Provide expanded opportunities for our undergraduate students to interact with fellow students from other parts of the world. * Expand our study-abroad programs, broadening their geographic scope and participation base and seeking private support for student financial aid. * Develop short-term exchange programs to increase the number of international undergraduate students on campus. * Devise means and opportunities for undergraduates and international graduate students and faculty to interact. * Encourage language learning. The General Education requirement for languages will go a long way toward achieving this; it is important for us to find creative ways to implement it as soon as possible. * Internationalize study and scholarship. While the campus already offers a large number of courses with a global perspective, and a substantial amount of faculty scholarship has international dimensions, we should remain alert to the need to foster such opportunities. ------ SEVENTH, we shall reinvigorate our commitment to outreach and partnerships. The land-grant mandate to make the expert knowledge of Illinois faculty available to serve the people of Illinois and the broader society is central to our institution. Not only does this arrangement work to the benefit of the citizenry at large, but it also serves the campus's interest in focusing teaching and research on contemporary issues in appropriate disciplines: the knowledge and insights faculty gain while engaged in outreach are imported to the classroom and laboratory, where they inform teaching and research. Goals ------- + Establish Partnership Illinois, a new initiative to bring faculty expertise to bear on the educational, technological, economic, social and cultural challenges facing Illinois and the broader society. We have a great tradition of partnership with the people of Illinois. Throughout our history, and to the present day, this partnership has manifested itself in programs that touch the lives of people throughout the state and beyond. It is time to rededicate ourselves to our land-grant heritage and to reinvigorate our partnerships with the public, at all levels of the university. Steps that will help us achieve this goal: * Establish the Partnership Illinois Council to coordinate and oversee our outreach activities for maximum impact. Appointments will be made by the Chancellor and will include individuals from those units most heavily engaged in interaction with off-campus constituencies. The Council will be responsible for incorporating advice from those constituencies to help shape Partnership Illinois. * Work cooperatively with the other public campuses of Illinois, including the University of Illinois at Chicago and at Springfield, the Illinois Board of Higher Education, and all the universities, colleges and community colleges of the state. It is only by working together that the diverse institutions that constitute public higher education in Illinois can fully serve the needs and aspirations of the state. * Work with the public schools from preschool through high school, in the local community and throughout the state and nation. The reformation of public education is one of the most important, and most daunting, challenges facing our nation. By deepening our understanding of the problems facing the schools, we can help devise creative approaches to solutions, including test beds for interconnecting all levels of education in Illinois through the new technologies. Important campus partners will include the College of Education, the National Center for Supercomputing Applications and the Cooperative Extension Service. * Strengthen our mechanisms for technology transfer. The rapid transfer of new information and technologies from our laboratories to the marketplace will aid in the economic development of the state and region. We can expand our contribution by creating an effective Research Technology Management Office, by making judicious use of corporate partnerships and by refining institutional guidelines for managing the conflicts inherent in expanded relationships between the campus and the private sector. Important campus partners will include the College of Engineering and its Outreach programs, the College of Liberal Arts and Sciences; the College of Agriculture and its Cooperative Extension Service; the College of Commerce and Business Administration and its Bureau of Economic and Business Research, and the Graduate School of Library and Information Science. * Sustain our strong relationship with the food and fiber industries of Illinois and of the nation. The agriculturally based food and fiber sector accounts for more than $50 billion annually in the Illinois economy and some 17 percent of our nation's gross domestic product. By providing research services, education and expert counsel to manufacturers, service providers and farmers, we can contribute to this vital segment of the economy. Important campus partners will include the College of Agriculture and its Cooperative Extension Service, and Colleges of Veterinary Medicine, Engineering, Liberal Arts and Sciences, and Commerce and Business Administration. * Coordinate the campus outreach efforts in improving the competitiveness of Illinois's manufacturing and services industry sectors. We can enhance this segment of the state's economy by providing access to digital information services and to the latest ideas in technical approaches to addressing problems. Important campus partners will include the College of Engineering, National Center for Supercomputing Applications, Graduate School of Library and Information Science and College of Commerce and Business Administration. * Work with those involved in, or preparing for, government service at all levels, to assure access to the most current ideas and technology for the benefit of citizens and public programs. Government agencies and elected officials often are assigned responsibility for addressing public problems of both a collective and an individual nature. We can help by re-establishing our master's program in Public Administration, by creating an Executive Master of Public Administration program and by providing thoughtful analyses and white papers. Important campus partners will include the departments of Agricultural Economics, Economics, Urban and Regional Planning and Political Science, Institute of Labor and Industrial Relations, School of Social Work and Colleges of Education, Law and Communications. * Help government, schools and citizens throughout the state gain access to the information superhighway. The digital era brings with it unprecedented growth in the amount of information that is available. We can contribute by leading in the development of models for the publishers and libraries of the future to distribute and house image, sound and text archives and resource materials; by developing and disseminating the technologies that will give people access to digitally stored information and by teaching people how to use these technologies. Important campus partners will include the Library, Graduate School of Library and Information Science, National Center for Supercomputing Applications and Colleges of Engineering, Communications and Education. * Extend the cultural and artistic resources of the university to the people of Illinois and beyond, enhancing and enriching their lives. As a significant cultural center, we have the capacity and responsibility to enable people of all ages to engage in the creative and performing arts and in the life of the mind, both as active participants and as observers and listeners. Our programs take place on the campus and in schoolrooms, in our own museums and in galleries throughout the nation; in theaters and concert halls large and small. Important campus partners will include the College of Fine and Applied Arts and its Krannert Center for the Performing Arts and Krannert Art Museum; College of Communications and WILL-AM-FM-TV; College of Education, and the Office of Continuing Education and Public Service. * Utilize multiple distance education strategies to extend the university's resources to students and organizations in Illinois and around the world. The great promise of distance education is to connect individuals with the university without regard to limitations of time and place. By inventing new mechanisms for distance education, and taking advantage of existing mechanisms that increase our reach, we will be able to play a role in the education, training and networking of people throughout Illinois and beyond its borders. Important campus partners will include the Colleges of Commerce and Business Administration, Education, and Engineering and the Office of Continuing Education and Public Service. + Keep the public fully informed about developments on the campus. As a public land-grant university, we have an obligation to maintain a free and open exchange of information with the citizens of Illinois. We are fully committed to doing so. Steps that will help us achieve this goal: * Establish a Chancellor's Advisory Council of leaders from throughout Illinois to provide a clearly articulated view from outside the campus. * Achieve a greater presence for the Urbana-Champaign campus in Chicago and its suburbs, home to more than 50 percent of our undergraduate students and about a third of our alumni. The city draws deeply from the ranks of our graduates for the leadership of its corporate and cultural community. Our campus is of critical importance to Chicago and the collar counties as well as to the state as a whole. * Create a forum of corporate leaders to meet regularly with representatives of the campus for the exchange of information and advice. * Establish a clearinghouse to field inquiries from public. The programmatic sweep of the campus is sufficiently broad that citizens may have difficulty knowing how to gain access. The clearinghouse would offer a single point of entry for those who need it. + Enhance our cooperation with other institutions and organizations both independently and through a variety of consortia and associations. No university in isolation can successfully meet the many challenges we face. However, as a member in long standing of the nation's most important alliances in higher education, the University of Illinois at Urbana-Champaign can make important contributions in concert with other institutions. Steps that will help us achieve this goal: * Participate actively in the Association for American Universities. The AAU provides this campus, as a founding member, with important opportunities to collaborate with peer universities engaged in research. * Provide leadership within the Committee on Institutional Cooperation. As the academic partnership linking us with the ten other Big Ten campuses and the University of Chicago, the CIC provides us with opportunities to work jointly on issues ranging from the acquisition of library materials to academic and leadership programs. * Work with the National Association of State Universities and Land-Grant Colleges to address problems and issues confronting the nation's public institutions of higher learning. NASULGC brings together institutions of widely varying character, size and history who share many goals and challenges. The Association provides an ideal forum for undertaking joint efforts in addressing public funding and public service issues. * Provide leadership within the Midwest Universities Consortium for International Activities. MUCIA joins institutions in this region that share an international mission. Partnerships with other MUCIA members provide opportunities for joint projects and initiatives. + Employ a range of strategies to build bridges between the campus and the world. New technologies permit us to extend our reach farther then ever before. Maps of land and air routes may show us to be at some remove from the major centers of commerce, culture and transportation, but our place in the intellectual history of the 20th century is significant and maps of the virtual world of the information superhighway place us squarely at the center. Steps that will help us achieve this goal: * Capitalize upon the World Wide Web to make information about the campus widely available throughout the state and beyond. While some units already have begun to take advantage of this opportunity, a more concerted and unified approach would work to our benefit. * Improve satellite uplink capability. Currently the only uplink available to the campus is cumbersome to use and frequently unavailable. When this is rectified, people and programs from the campus will become more readily accessible to educational consumers and other publics both throughout Illinois and throughout the nation. *********************** The planning exercise that has led to A Framework for the Future involved a large segment of the campus community. The members of the ten Work Groups, those with whom they spoke in developing their reports, and others who offered their insights and advice in response to the Work Group drafts all contributed significantly to this report. Some clear impressions emerged during the course of the Strategic Plan Committee's work: * Members of this community share a strong sense of the history and of the excellence of the University of Illinois at Urbana-Champaign. * The end of the 20th century is widely felt to be a time of change and uncertainty. Two aspects of our situation are taken to be of particular importance: the exponential growth of information and communication technology, and the shift away from a majority ethnic or racial population. * Partnerships between the campus and a wide range of * nstitutions, organizations and individuals will be increasingly important in the future. * The fundamental land-grant missions of teaching, research and outreach are so intricately and productively braided at this campus that it is difficult for most of us to speak of any one of them without invoking its relationship to the others. * A sense pervades that we are at a critical juncture, and that much of what has been built here is at serious risk unless we can find ways to compensate for the deficient funding patterns of recent years. The $700 million Urbana-Champaign campus component of Campaign Illinois, the systemwide private support effort, offers us one way to attempt to redress the shortfall in public dollars, but it will make a difference only at the margin, and only to the degree that we are strategic in our investment of these resources. We clearly also will have to develop a long-range tuition program and continue the reallocation of dollars from lower priorities to higher ones for the foreseeable future. Against all odds, the vision for the University of Illinois that John Milton Gregory sketched at its inception still fits. This is a tribute to Gregory's foresight and acumen, to his grasp of the times in which he lived and to his leadership in the formative years of the institution. But all of that would not have been sufficient, had the people of Illinois failed to meet the challenge he posed. Gregory's vision would have meant little today, had the people of the University of Illinois lost sight over the years of the principles he articulated, or lost confidence in the institutional character he helped define. It has been the challenge and responsibility of each generation since Gregory's time to preserve and enhance the quality of this institution. This challenge and this responsibility are now ours. We can and will rise to them.