This report was prepared under the supervision of Marc Mangel, Associate Vice Chancellor-Planning and Programs. The recommendations of the visiting team were referred to the members of the faculty and administration who had knowledge about or responsibility for each topic (a list of contributors is included below). Responses to these requests for information were then integrated, and the resulting draft was edited by Mark Traugott (former chair of the Accreditation Steering Committee and Professor of History and Sociology) and Margaret Delaney (former member of the Accreditation Steering Committee and Professor of Ocean Sciences). The final draft was reviewed by Chancellor M. R. C. Greenwood and Executive Vice Chancellor, John Simpson.

The following faculty and staff contributed to the text of this report:

The following individuals reviewed and edited the Fourth-year Report:

Chartered as a land-grant college in 1868, the University of California comprises nine campuses located throughout the state. In addition, the university operates a variety of laboratories, agricultural field stations, extension offices, and other facilities. Under the State of California's Master Plan for Higher Education, the university is designated as the primary state-supported academic agency for research. Opened in 1965, the Santa Cruz campus is a collegiate research university devoted to excellence in both undergraduate and graduate studies.

The campus is located on 2,000 acres on the west side of the city of Santa Cruz about 75 miles south of San Francisco and 35 miles southwest of San Jose. The site, purchased by the University of California in 1961, overlooks the Monterey Bay. Expansive meadows at the campus entrance gradually slope up to a redwood forest that covers most of the site.

The central campus covers approximately 102 acres. The core of the campus contains instructional facilities including the main and science libraries, laboratories, lecture halls, art studios, a performing arts center, a student center, and athletic facilities. Around the core are located eight residential colleges, other student and faculty residences, and recreation facilities. The colleges, which include classrooms and faculty offices, divide the campus into smaller communities.

The campus has two major off-site research facilities: Long Marine Laboratory, located three miles from the campus, and Lick Observatory, located on Mt. Hamilton east of San Jose. In addition, the campus manages three natural reserves for research and teaching, and the UC Monterey Bay Education, Science, and Technology (MBEST) Center at the former Fort Ord.

The campus has thirty departments within five academic divisions. These offer a range of major programs within the arts, engineering, humanities, natural sciences, and social sciences--as well as a number of interdisciplinary major programs. The UCSC campus offers 22 graduate programs and operates six Organized Research Units: the Institute of Marine Sciences, UC Observatories/Lick Observatory, the Santa Cruz Institute of Particle Physics, the Institute of Tectonics, the Center for Nonlinear Science, and the Bilingual Research Center.

The three-quarter average enrollment for 1997-98 was 10,194, the highest in the history of the campus (9,236 undergraduates, 1,102 graduate). To be eligible for undergraduate admission in the UC, applicants must be in the top one-eighth of California high school graduates. Over the past four years, UC Santa Cruz has admitted all UC-eligible applicants. In 1997-98, 2,145 new freshmen enrolled at UCSC, as did 1,257 undergraduate transfer students, and 305 graduate students. For fall quarter 1997, 29% of new freshmen were from the North San Francisco Bay area, 25% from the Los Angeles area, and 15% were from Santa Clara County or the Monterey Bay area. Sixty-three percent of the undergraduates were White, 16% were Chicano or Latino, 11% were Asian, 4% were Filipino, 3% were African American, and 1% were Native Americans.

INSTITUTION: University of California, Santa Cruz

PRESIDENT/CEO: Chancellor M. R. C. Greenwood

1. YEAR FOUNDED: 1965 2. SPONSORSHIP AND CONTROL: State

3. DEGREE LEVELS OFFERED: Bachelors, Masters, Professional, Doctorate

4. CALENDAR PLAN: Quarter

5. CURRENT ENROLLMENT: (1997-98 three-quarter average)

6. CURRENT FACULTY: (as of 4/1/98)

7. FINANCES (for 1997-98)

8. GOVERNING BOARD:

9. OFF-CAMPUS LOCATIONS:

10. LIBRARY (as of 12/31/97)

At the time of UCSC's last review, the Western Association of Schools and Colleges (WASC) was interested in exploring new processes for the re-accreditation of UC campuses. WASC and the campus were both committed to developing a process aimed at improving institutional effectiveness rather than certifying that the campus met WASC's traditional standards. While the self-study included an appendix that documented the campus's compliance with WASC's standards, the primary purpose of the self-study was to examine issues that were critical to the present and future success of the campus.

UCSC's self-study was organized into four sections (undergraduate education, graduate education, research and creative activity, and diversity). The visiting team provided recommendations that addressed each of these four areas. In addition, they identified four broad themes that spanned these topics. This report summarizes UCSC's activity related to the four broad themes and the specific recommendations in each content area. In addition, recent accomplishments and new issues are briefly summarized.

The four broad themes that spanned all campus issues were (1) orientation of new faculty, students and staff, (2) decentralization of financial resources, (3) adjustment of committee loads, and (4) developing a sense of community. For each theme, the text of the recommendation is followed by a description of campus activity.

First, we urge heightened attention to orienting new members of the UCSC community -- new students (including first time graduate and transfer students), faculty and staff. Those singular features and qualities that make this so special an institution also require careful understanding by newcomers, through a process of induction into a unique campus culture. Increased use of mentoring for new faculty and graduate students would especially well serve this goal.

A new faculty orientation program was initiated in 1995-96. The annual "Faculty Welcome Series" was designed for faculty who have been on campus three years or less. Session topics have included "Teaching at UCSC," "Research at UCSC-Getting Proposals Written and Getting Them Funded," "The Narrative Evaluation System," "The Academic Senate at UCSC," and "Finances in the UC System." The series topics are reviewed and modified annually using feedback from new faculty on what would have improved their first years at UCSC. The series also includes an annual social event, held early in fall quarter for new faculty to meet one another and to share tips on getting settled. The Chancellor, Executive Vice Chancellor, Deans, and some department chairs attend this session, not only to provide a welcoming presence but also to be available to assist if any new faculty are having problems or need assistance.

Attendance at the sessions has been sporadic. The 1997 survey of assistant and associate professors found that new faculty were interested in more social gatherings, more sessions on focused topics, and less dialogue from senior faculty. As a result, the 1997-98 series included monthly noon-hour "brown bag lunches" with focused topics.

Academic divisions have also recognized the need for orientation of new faculty. For example, a few years ago the Natural Sciences administrative office instituted an orientation process. New faculty are now offered a "tour" of the business and dean's offices that introduces them to key people from whom they would receive services in the areas of research accounting, payroll, staff and academic human resources, purchasing, travel, and facilities. This orientation and introduction process appears to be helpful to the new faculty members. The division is also developing a "Principal Investigator Handbook" that will serve as a desk reference for new faculty on how to do business in the division.

Several college provosts systematically reach out to new faculty to recruit them as fellows and explain the nature of the college system. In addition, some colleges seek to get new faculty to serve on college academic standing committees as it is a good training ground on campus academic policy. Nevertheless, younger faculty are often advised to focus on attaining tenure and have been less likely to invest time in college environments than in times past.

The Senior Mentor Program began in 1995. It is a formal mentoring program in which one emeritus faculty member from each division was recruited to serve as a resource for new junior faculty members. The Senior Mentors provided confidential career assistance in areas such as advice in compiling a promotion file, tips or advice on applying for grants, help with issues in the classroom, and help with balancing the demands of teaching and research.

The Senior Mentors met with Deans, department chairs, and entire departments in some divisions, to explain the program and gain visibility. The program considers its client base to be assistant and associate professors. Although the number of faculty seeking help from the Senior Mentors is not available for the 1995-96 program, twenty-one assistant professors, fourteen associate professors, and one full professor sought their services during 1996-97.

A survey of assistant and associate professors found that 17% of assistant and associate professors had consulted with a Senior Mentor. Faculty who consulted Senior Mentors were generally satisfied with the help they received (40% "somewhat satisfied," 50% "satisfied," 10% "very satisfied"), although few faculty took advantage of their availability. As a result of the low usage, the Senior Mentor program was cancelled for 1997-98. Next year, in consultation with department chairs, the Deans will begin implementing stronger mentoring at the department level. In support of these efforts, the Fall 1998 Chair Development Series will include discussions on how to improve the consistency and helpfulness of mentoring for untenured faculty.

A program to orient new staff was first offered in October 1997. Staff from Training and Development and Staff Human Resources present a three-hour orientation once a month. During the orientation, new employees are welcomed by a Senior Administrator. This is followed by an explanation of a campus resource packet, and a discussion in general terms about the campus organizational structure. The Benefits Office presents information about retirement and savings plans available to staff members. There are five presentations from campus units: Equal Employment Opportunity/Affirmative Action, Transportation and Parking Services, Environmental Health and Safety, the Office of the Ombudsman and the Title IX Office. The orientation culminates with an optional campus tour on a shuttle bus. As of March 1998, 77 staff members have attended; they are currently being surveyed for feedback about the program. The Natural Sciences Division expanded its own staff orientation program and developed handouts for new staff members that provide easy reference to the divisional and campus organization.

Given the diversity among graduate programs on this campus, orientation of new students must be primarily a departmental responsibility. The Graduate Studies Office provides a three-hour campuswide orientation session each fall for all entering graduate students at which representatives of many campus offices and organizations make presentations about the services that they offer. In addition, the Graduate Student Handbook is updated and distributed annually.

A good deal of attention over the last four years has been devoted to working out effective cooperation between colleges and central orientation planners to create an effective summer orientation that does not lose the advantages of the smaller-scale college advising. The programs have been, on the whole, successful for the students they have reached, but the cost in both money and increased calls on staff have been great. Fall orientations have been designed to more effectively address the special concerns of transfer students.

Campus orientation programs welcome new students by providing important information and services designed to ease the transition to the University of California, Santa Cruz. Conducted prior to the start of classes at the beginning of the fall and winter quarters, they are a coordinated effort of the colleges, boards, and campus offices.

Academic advising workshops for new students are provided in the late summer and early winter. These workshops provide new students with the opportunity to receive academic advising before they enroll in their first classes through the university's telephone enrollment service. In addition to advising, the workshops provide a general welcome to the campus as well as a guide to services for new students. Parents and family members of new students are also invited to a program that provides them with the opportunity to meet with faculty and staff and receive answers to their questions.

New student orientation and advising programs are evaluated and modified annually. Recent evaluations have found these programs often provide too much information in too little time and yet are too limited to prepare students for the academic and intellectual challenges of study at a research university. As a result, alternatives to one-time workshops are currently being discussed.

Second, we urge greater attention to one facet of organization and structure discussed in the immediately preceding section -- the contrast between studied decentralization of many key decisions and the actions, and the residual -- once deliberate, but now lessening -- centralization of financial resources. This paradox creates in some parts of the University a sense of accountability without authority. Frustration and disappointment, as well as lost opportunities, seem likely consequences. We believe that even partial decentralization of financial resources would go far to alleviate these concerns.

Financial decentralization has been and is a key element of UCSC's administrative restructuring over the past four years. The basis for acquiring campus resources has been linked with the basis for allocating resources to units. The result at the unit level has been improved (1) information, (2) timeliness of decisions, and (3) predictability. For example, decentralization of fiscal resources to the social sciences division allowed it to approve department retention of carry forward funds. The impact in academic departments was significant, increasing their flexibility for curricular planning and management authority. Systemwide budgeting methodology changes will increase the pace of decentralization by clearly structuring how enrollments drive resources.

The redesigned budget process has increased the allocation of resources to the Divisions and the level of accountability of the Deans. However, it is less clear how much authority has been extended to the Department chair level. As this is a new process, it will be several years before we can fully assess the level, extent and effectiveness of decentralization. At present, the process is not fully effective because the funds available are too little for the units to fully benefit. For example, the Natural Sciences Division has primarily decentralized only its Opportunity Funds, although the intention is to decentralize more funds as the resource base grows. Decentralization appears to have reduced frustration, although lost opportunities remain because of the limited availability of funds.

Third, we express a particular concern about governance and the optimal use of professorial time and talent. Committee loads of many faculty seem unconscionably heavy. Those loads will only increase as a result of VERIP unless changes are made. It seems fair to ask, for example, whether the chair of the Committee on Planning and Budget -- vital though that role is -- must serve ex officio on as many as the twelve committees which now seem to accompany that assignment. Indeed, such a heavy burden may undermine the very values of participation it seeks to serve. Several options commend themselves -- simplification of the committee structure, including combining and consolidating tasks; diffusing committee service more widely, with a cap on any one professor's assignments; and staggering certain tasks throughout the year in ways that might lighten the load in a given quarter.

Several Academic Senate committees have been considering issues related to committee service and other demands on faculty time.

Finally, we especially urge renewed effort to enhance the sense of community within the total UCSC community. Topography sharply reduces the chance encounters that routinely occur crossing the traditional college campus. The attenuation is compounded by the absence of a central student union, of a faculty club, and of other kinds of gathering places that bring people together across even much larger academic communities. For some, the college provides the needed focus. But for many others, college affiliation either does not exist or does not offer a meaningful option. Creativity is needed in exploring other means of enhancing community within this remarkably congenial and welcoming City on the Hill.

Campus and college administrators have long recognized the need to strengthen the sense of community. Addressing the problem has not, to date, been a high campus priority. The Santa Cruz campus was designed to create small, intimate communities of students, staff and faculty within the university. Over time, the success of this approach has varied as a function of academic organization, individual and group initiative, growth, and funding. For example, the colleges, a key factor in building community, continue to be limited by staffing, workload pressures (e.g., increased participation in outreach and orientation), and a lack of participation by the faculty.

In September 1996, Student Affairs units published a strategic plan to guide their short-term and long-term development efforts. Creating a greater sense of student identification with the campus was a prominent goal of the plan. Excerpts from the plan include:

C. Invigorate the colleges as co-curricular and academic communities.

Units in the Student Affairs Division report annually on their progress toward meeting these goals. Requests for new and continuing resources are evaluated, in part, with respect to these strategic objectives.

There were twelve specific recommendations related to undergraduate education.

Class sizes are influenced by many factors (e.g., room availability, enrollment demand, pedagogical requirements, availability of TA support, frequency of course offerings), but the primary determinant is the student/faculty ratio. UCSC currently has the second highest ratio in the University of California, a situation that is unlikely to change in the near future. Although recent hires have helped meet some of the curricular and research needs of the campus, new faculty hires will always lag behind increases in enrollment.

As the budget has been restored, the academic deans have developed divisional plans that prioritize replacements for retired faculty. The new hires provide immediate support to the campus's instructional needs and at the same time provide the strength and flexibility to develop new initiatives in the future. Faculty courseloads have increased slightly, somewhat mitigating the effect of cuts and retirements, however retaining small class sizes in a climate of financial constraint is difficult. To sustain small seminar courses in the upper division, most departments must offer large lower-division courses.

The most recent study found that class sizes had not changed appreciably over the past six years. Sophomores experienced an increase in large classes, but the class sizes for freshmen, juniors and seniors were unchanged. Core courses and composition courses for freshmen continue to have small sections, although average section sizes in writing courses were increased in 1997-98 as a result of budget cuts to the writing program. The one-to-three unit course requirement had the potential to increase the number of college courses with small enrollments, but these courses remain relatively few as many faculty satisfy the requirement by teaching courses in their department or by providing other service. Several colleges have continued to develop courses with small enrollments using endowment funds.

Small courses are recognized as a critical component of the academic experience at UCSC and one that the campus seeks to preserve. They have an important impact on students' sense of belonging as well as providing a more intense intellectual experience. This is especially true for freshmen where core courses provide direct contact with their instructor. The core course also allows academic preceptors to monitor the progress of students in their first quarter. Students who experience difficulty are provided opportunities for special assistance, an important factor in making the transition to college.

The difficulties with defining the relative priorities of teaching, research, and service are recognized in Academic Personnel Manual (APM). During reviews of faculty members, the Committee on Academic Personnel (CAP) places more emphasis on one or two of the areas (and less on the third) for faculty at different points in their careers. Since UCSC is a research university, one of the main criteria for advancement is the record of achievement in research, and this is as it should be. In any promotion to a higher rank, in particular, a strong research record is essential. However, the teaching record is taken very seriously and often plays a decisive role in advancement or denial, even at the highest Professorial levels. A strong service record is also expected of faculty; however, CAP interprets this according to the rank of the faculty member. A broadly based service record is not expected of junior faculty, but departmental contributions are. As faculty proceed up the ladder, more is expected in the level and nature of service (departmental, divisional, campuswide); a particularly strong service record can sometimes play a decisive role in decisions regarding advancement, and conversely a weak service record at the upper echelons of the Professoriate is viewed negatively by CAP.

These policies tend to support the widely held belief that accelerated advancement is seldom given on the basis of teaching and service. While this is not entirely true, it is certainly the perception of the faculty. In cases where advancement has been denied on the basis of research, it is often the faculty member's response to quit committees or give up other administrative responsibilities. As shared governance is important and should be encouraged, the rewards for service should probably be more visible in the personnel process.

Special care to protect the time of non-tenured women and minority faculty is now difficult as such programs or opportunities must be equally open to all non-tenured faculty regardless of race, ethnicity, or gender. Apart from the lower service expectations for junior faculty, junior faculty members' workloads are arranged at the departmental level. While the teaching load varies quite substantially across the campus, in particular from one division to another, generally lower expectations are placed on the non-tenured faculty, and a reduced teaching load is often assigned to them, in particular in the first year or two on the campus. For example, it is normal practice in the social sciences for departments to keep service commitments for junior faculty to a minimum. Frequently, new junior hires are facing full responsibility for course preparation and instruction for the first time. When they are evaluated, files are focused more on research and teaching than on service. In the Natural Sciences Division, the primary means of assistance available to non-tenured faculty are the Junior Faculty Development Awards and great care is taken to award them to most deserving faculty. There have been numerous examples in recent years of the positive effect that course relief and other forms of assistance have had on faculty members' ability to achieve tenure. In reviewing applications for these awards, past personnel reviews are used to determine awards for the faculty with the greatest need.

3. Enhance the use and analysis of student opinion in the assessment [of teaching], perhaps by expanding peer consultation and guidance as part of that process. Student feedback early in the course, though seldom sought, may be especially valuable.

New initiatives in the assessment of teaching include peer evaluation, the development of a new instructor evaluation form, and collection of mid-quarter feedback from students.

UCSC has been part of an experimental initiative sponsored by the American Association of Higher Education on peer collaboration and review of teaching. Three departments (Chemistry, Music, and Computer Science) participated in the study. In addition, to encourage more peer collaboration and review of teaching, the Committee on Teaching and the Associate Vice Chancellor--Undergraduate Education initiated a two-year trial program of providing faculty (or departments) with nominal stipends ($500 to faculty, $2000 to departments) who try some form of peer collaboration or review. This is part of the Instruction Improvement Grant program.

The Center for Teaching Excellence has worked with the Committee on Teaching since spring 1994 on the development of a machine-readable UCSC Instructor Evaluation Form incorporating a combination of rating items and open-ended questions on a two-sided form. The side that is read and processed by an optical mark reader includes nine faculty appraisal items derived from recent research on what constitutes effective teaching (from AAHE and other sources) as well as space for up to five questions chosen by the instructor for the class being evaluated. The second side of the form accommodates students' written comments on how an instructor's teaching helped learning and how it might improve.

The first version of the UCSC Instructor Evaluation Form was made available to faculty in academic year 1996-97, following which CTE and COT undertook a revision to improve the form's content and to facilitate its use. In fall 1997, the new form was used to evaluate 72 courses; 3914 students participated. For 1998 winter quarter, over 4600 forms were requested to evaluate instruction in 66 classes.

Mid-quarter feedback offers faculty the students' view of a course and instruction while there is still time to make improvements. Evidence has shown that for mid-course feedback to be most effective, faculty need to have time to make changes while a class is still in session. For that reason, CTE has identified weeks 4,5, and 6 of each 10-week-long quarter as the "mid-quarter window." Many UCSC faculty ask their students for this kind of feedback either informally (using approaches such as the One-Minute Paper or the Muddiest Point) or formally via two services offered by the Center for Teaching Excellence. They are Mid-quarter Class Interviews and Electronic Mid-quarter Analysis of Teaching (EMAT).

The class interview format, which has been in use at UCSC since spring quarter 1992, is modeled on the Small Group Instructional Diagnosis (SGID) process. It is especially effective in classes of up to about 75 students. At the invitation of a faculty member, a facilitator from CTE goes into a class and leads students in a process that encourages them to reflect individually on instruction, to share their ideas with other class members in small groups, and finally to identify key points of appreciation and recommendations for change to be reported to the instructor. All students have an opportunity to indicate their level of agreement with each point that emerges from the class discussion. A confidential report of the student feedback is discussed with the instructor within several days of the interview. CTE began keeping records of mid-quarter class interviews in spring quarter 1994. To date, facilitators have conducted interviews in 118 classes enrolling some 5800 students.

Although this process was developed to meet faculty needs, it also has benefits for participating students, who frequently indicate that this is the first time they've been asked to focus explicitly on their learning as it is affected by a particular instructional experience. The process emphasizes the shared responsibility of instructor and students in any course. On their individual forms, students are asked to identify ways in which their performance in the course could be improved. This is in addition to questions about the effectiveness of the teacher and instruction and students' recommendations to the teacher for improvement.

In larger classes, interviews are more challenging to conduct and report on due to the time constraints most faculty need to impose. As an alternative to the class interview, CTE developed Electronic Mid-quarter Analysis of Teaching (EMAT), which made its debut during fall quarter 1997. EMAT is a somewhat different method for eliciting feedback on teaching while there is still time to make mid-course corrections. Faculty members create customized surveys online via the CTE Web site (http://media.ucsc.edu/CTE), choosing from among 115 items or composing items of their own. CTE prepares the individualized surveys, which the instructors then administer to their classes. Feedback is gathered on scannable forms. CTE extracts the information from the forms and prepares the instructors' reports. Five hundred eighty-seven students provided feedback via EMAT in fall quarter.

The number of faculty participating in CTE programs has increased every year, although the overall total is still quite modest. Almost all courses use some form of student evaluation questionnaire (but not necessarily the form developed by CTE). Results from student evaluations are not currently published, but there is some movement toward reviving a student-sponsored publication.

Now known as the Center for Teaching Excellence (CTE), the Teaching Support Office opened its doors in spring 1994. In fall 1996, the office underwent campuswide review, following which Chancellor Greenwood granted approval for its permanent establishment and funding. The change of name occurred at that time. To date, CTE programs have served faculty exclusively. A proposal to extend services to graduate students as well is currently under consideration by the Chancellor. The 1997-98 budget for the Center for Teaching Excellence is $96,781 of which $55,224 covers the salaries of one full-time and one part-time staff member. To date, nearly 400 clients have been served; about 50% are ladder faculty, 26% are lecturers, 21% are staff, and 6% are administrators (there is some overlap between categories). Since 1994, the Center for Teaching Excellence has been a unit of Media Services of the University Library. Starting in 1998-99, CTE will report to the Associate Vice Chancellor-Undergraduate Education.

The Center for Teaching Excellence is a professional resource for faculty dedicated to promoting, sustaining, and recognizing the highest quality of teaching at UCSC. CTE programs and services support instructors in their efforts to develop as teachers, to enhance the quality of instruction, and to improve students' learning.

UCSC recognizes the value of supporting faculty members as teachers, scholars, and professionals. Working at the interface between the faculty and current issues in higher education, the Center for Teaching Excellence draws its strength from partnerships in support of teaching. CTE collaborates on a range of pedagogical initiatives with the Associate Vice Chancellor for Undergraduate Education, the Academic Senate Committee on Teaching, the Chancellor's Office, the Graduate Division, Academic Human Resources, Communications and Technology Services, the University Library, Media Services, and others.

The Center for Teaching Excellence manages the campuswide Instructional Improvement Grant program, funded annually out of the UC Office of the President. The purpose of these funds is to encourage and support faculty members as they explore ways to assess and improve the quality of instruction. Instructional Improvement Grants provide seed money for experimentation with new ideas, projects, and programs at the undergraduate level. Mini-Grants, Individual or Collaborative Grants, and Major Project Grants are available. The campus is currently offering special stipends for projects designed to increase individual reflection and public discussion about teaching.

In spring 1997, eight members of the faculty received Awards for Excellence in Teaching in recognition of their exemplary and inspiring work as instructors in UCSC classrooms. Chosen by peers serving on the Academic Senate Committee on Teaching, honorees received $500 in professional development funds and framed certificates presented by the Chancellor. CTE coordinates this annual campuswide awards program.

The annual winter convocation on teaching, teaching circles, award-winning teachers on teaching, and guest speakers are among the pedagogical events sponsored by CTE.

As of fall quarter 1997, the Center for Teaching Excellence announced a new method for eliciting feedback from students while there is still time to make mid-course corrections. Available on the CTE Web site, EMAT allows instructors to create a customized teaching survey, which they administer themselves during weeks 4, 5, or 6 of the quarter.

The well-established mid-quarter feedback program continues. A facilitator from the Center for Teaching Excellence will visit a class in progress and interview students about perceived course quality in the middle of the term. Following the interview, the instructor will receive a confidential report summarizing commendations and recommendations for change.

For those who wish to observe and analyze their own teaching, CTE will arrange videotaping by Media Services. Follow-up consultation is available upon request.

Faculty may schedule confidential consultations about any aspect of teaching through the Center for Teaching Excellence.

UCSC joined twenty universities nationwide in an initiative to develop and advance the emerging view of teaching as scholarly work. Peer collaboration and review activities include the development of individual course or teaching portfolios, reciprocal observations and discussions of teaching, mentoring partnerships, team-teaching partnerships, teaching circles, incorporation of teaching colloquia in the faculty hiring process, research projects to assess student learning, and formal participation with professional disciplinary organizations currently engaged in peer collaboration and review. Further information is available in the response to Recommendation 7.

The quarterly newsletter of the Center for Teaching Excellence features the voices of the campus, especially the faculty, speaking out about teaching. Faculty Focus appears three times yearly, both printed and online on the CTE Web site: http://media.ucsc.edu/CTE.

The Center for Teaching Excellence supports and participates in the campuswide exploration of the potential of instructional technology in teaching and learning.

In 1995, an orientation program for new faculty was begun, and has continued every year since, that includes half-a-dozen events over the course of the academic year which focus on some aspect of professorial life. In March, 1998, one of these events introduced the new faculty in how to use the campus web to post their narrative evaluations in a more timely and efficient way. For graduate students, a workshop on narrative evaluations is offered to all graduate students each fall as part of the campuswide TA Training Conference. This topic is also discussed in the section on faculty orientation under "Commission Recommendation One."

At its founding, the creation of the colleges at UC Santa Cruz was designed to address the need for co-curricular and extra-curricular interaction. Through the years, however, the mission of the colleges changed as the center of academic activity shifted to the departments. Nevertheless, the colleges remain as an important place for students and faculty to interact.

The Core and other courses offered by the colleges provide multiple opportunities for lectures, films, music and cultural presentations which have the potential for attracting students and faculty. More than residential units, colleges function as experiments in living which complement what happens in the classroom. Such informal gatherings as open-houses, town hall meetings, TGIFs, and "scholars' lives" (a series of faculty-student dinner conversations through which students are enabled to experience their teachers as their own colleagues do), all add to the sense of community in the university. Special opportunities arise from time to time and these are seized with pleasure. A good example is the support this year of the Provosts of a senior seminar in Chemistry which brought in an outside speaker each week. The colleges provided a dining hall dinner for the students in the class, the faculty, and the speaker immediately following the class. Specific examples at individual colleges include:

Co- and extra-curricular relations in the colleges are a result of the initiative and support of each college's Provost. As a result, there are significant variations in the rates of student and faculty participation and the frequency of events across the colleges. Even for willing sponsors, college budgets often limit the scope of such activities.

Opportunities for extra- and co-curricular interaction are also supported in the academic disciplines. For example, field programs are extensive in the social sciences, and provide additional faculty/student interactions. Opportunities for undergraduate participation in research activities and independent projects are also extensive. In 1996-97, social sciences faculty taught 15 individual enrollments per ladder faculty FTE. In the Natural Sciences division, the Math Department replaced traditional sections in many of the introductory calculus courses with intensive problem-solving work groups. Faculty in the Earth Sciences Department recently developed a one-to-three unit course Earth Sciences Mentorship course in which students are introduced to faculty research activity, analytic facilities, and career counseling. The Natural Science Division also funds the Academic Excellence Honors Program (ACE), a program that combines collaborative learning techniques and intensive preparation through problem solving. Expanding each year, ACE assists several hundred students each year to succeed in introductory courses in biology, chemistry, earth sciences, math and physics. Science faculty serve as Principal Investigators on grants which fund program that provide additional co-curricular and extra-curricular activity for undergraduate and graduate students. Most notably, programs which provide faculty-supervised laboratory research experience for undergraduates include Minority Biomedical Research Support, Minority Access to Research Careers, Minority International Research Training, California Alliance for Minority Participation (in science), and the Summer Undergraduate Research Fellowship.

From January 1994 through this past December, UCSC participated in an experimental initiative from the American Association for Higher Education focusing on peer collaboration and review of teaching. The project began with the participation of UCSC faculty in Music, Chemistry, and Computer Engineering. Eventually it was opened more generally to any interested faculty. The Center for Teaching Excellence began to support these efforts in fall quarter 1994. Eventually the project also involved members of the Committee on Teaching.

Based on the premise that teaching, like other forms of scholarly activity, is substantive, intellectual work, peer collaboration and review emphasizes and promotes the creation of a culture of teaching and learning on campus. Toward this end, it seeks to develop tools and processes that can generate and maintain a campus focus on teaching and learning while creating networks for faculty and others committed to these same goals. The types of activities that participating faculty are encouraged to try include: development of individual course portfolios, reciprocal observations and discussions of teaching, mentoring partnerships, team-teaching partnerships, organization of "teaching circles" to discuss some aspect of pedagogy in a discipline or across disciplines, incorporation of teaching colloquia in the faculty hiring process, and research projects to assess student learning.

As the national initiative was drawing to a close, UCSC took steps to institutionalize project goals and objectives locally by linking them to the long-standing Instructional Improvement Grant program. This year's Call for Proposals announced a new sub-category of grants for faculty willing to undertake projects consonant with the goals of the peer collaboration and review. The objective in suggesting this new option was to increase the amount of individual reflection and public discussion about teaching on campus. Four projects incorporating peer collaboration and review activities received approval for funding.

During the course of the project, UCSC sent several faculty each year to conferences focusing on pedagogy. Returning faculty have suggested several promising ideas for maintaining the momentum generated by participation in the national initiative. The Associate Vice Chancellor for Undergraduate Education, the Committee on Teaching, and the Center for Teaching Excellence are committed to supporting them.

8. Recognize the unusual extent to which teaching and learning occur outside of the classroom; service learning in forms such as the Student Intern program deserve special commendation.

Several surveys of enrolled students have found that internships and work related to students' fields of study were greatly desired. Summarized below are the internship and work-related programs currently offered by UC Santa Cruz.

The Chancellor's Undergraduate Internship Program (CUIP) pays a year's fees in exchange for internship work on campus. Any student in good academic standing with at least one quarter at UCSC is eligible to apply during the recruitment period at the end of winter quarter through the UCSC Career Center. The Chancellor's Office and host units share the cost of the intern's stipend, which equals a year's fees. The Chancellor's Undergraduate Internship Program (CUIP) provides students an opportunity to strengthen their leadership, managerial, communication and other job skills. CUIP interns take a lead role in an important campus project under the direction of a mentor. CUIP places students in key administrative offices, thereby allowing the interns to become familiar with the organization and structure of the campus, and develop strong networks among campus professionals and other student leaders. CUIP interns work 15 hours per week for three quarters. A course is offered which aims to strengthen the interns' professional development through discussion and training.

A major goal of the Community Studies Field-Study Program is to extend the students' educational experience beyond the classroom and into the surrounding communities where their skills, academic knowledge, and creative abilities can be practiced for the benefit of social change-oriented groups and organizations. A six-month full-time field study is a central requirement of the community studies major.

Economics Field Study provides an experiential approach to the learning process and affords economics students the opportunity to work with local businesses, government and non-profit agencies. Placements designed to complement learning goals and career plans combine classroom theory with "real problems" through direct business application and help prepare students for entry into the workplace. The program is open to upper-division economics majors.

Through the Environmental Studies Internship Program, students are placed in agencies where they can integrate academic theory with practical experience in research, education, and policy formation dealing with environmental issues. The program has a wide variety of placements including regional planning, agroecology, interpretation, resource analysis, field ecology, and global issues. A student intern must register, enroll for credit, and have a faculty adviser for the internship.

The Psychology Field Study Program provides an opportunity for psychology students to integrate what they have learned in the classroom with direct experience in a community agency. Students earn academic credit by acting as interns in schools, criminal justice programs, research organizations, mental health and other social service agencies. The program requires students to integrate concepts and methods learned in psychology courses with their experience at the agency by developing a reading list, attending seminars, and completing an academic project each quarter. The program is competitive; junior and senior psychology majors are eligible to apply by the middle of the quarter preceding the field study.

Started in 1994, the UCDC Program enables undergraduate students of all majors to study in Washington, D.C. during either fall or spring quarter in their junior or senior year. Students enroll as regular UCSC students while taking courses and interning at one of the many organizations or agencies in the DC area.

Open to all students, the Professions Training Program (PTP) especially seeks to serve students who are traditionally underrepresented in professions. Started in 1997, PTP is part of the Career Center's effort to assist student integration of academics and career planning. PTP places students in off-campus jobs which build on the skills and knowledge developed through their academic pursuits. Placements provide a preview of a profession the student may be considering, and build professional contacts in that field, while giving the intern high-level experience and a generous wage. PTP students earn a minimum of $9 per hour, and because of the professional nature of these positions, some wages may be higher.

In addition to these formal programs, experiential learning has been a part of the Kresge College core course, and several of the colleges are talking right now of developing some joint initiatives in this direction. In fields like Journalism and Community Studies, internships are a required part of the program. However, like all campus programs, budget reductions have had their impact on several programs. Specifically, the Merrill Field Program has been discontinued, and support for Oakes Serves (a volunteer program) will be reduced in the coming year.

Despite the Pister report, there have been no significant initiatives in this area. The comments on the second recommendation for undergraduate education are closely related.

Faculty now are required to provide letter grades (A-F) for students who request them and a narrative evaluation for every student. With undergraduate enrollment growing each year, faculty are finding that the combination of assigning grades and writing narrative evaluations for large classes can be overwhelming. Recently, a group of faculty have asked the Committee on Educational Policy (CEP) to extend the time to submit letter grades and narrative evaluations. There has also been discussion in the committee about limiting narrative evaluations to small classes only (e.g., graduate courses and upper division small classes with enrollment of 20 or less). Any changes to the existing evaluation requirements will need to be approved by the Academic Senate. This process would begin with a motion from CEP which has plenary power over grades and narrative evaluations.

Since the visit of the reaccreditation team, the mission of the colleges has not changed significantly. While the current system keeps many faculty insulated from the realities of student life, the colleges continue to work because the people who work in them take intense pride in developing students holistically. The colleges serve a vital role in helping students to succeed academically and personally, to gain a deeper sense of respect and understanding for multicultural issues and to feel a sense of involvement in the university.

Apart from the core courses, colleges continue to have difficulty defining their academic mission. The Academic Senate's resolution to require faculty to teach a one-to-three unit course once every three years was an attempt to strengthen the curricular offerings of the colleges. Embraced by some Provosts and virtually ignored by others, the courses provide opportunities that might not be offered anywhere else in the university (although the courses cannot satisfy any general education or major requirements). Now viewed by many faculty as ineffective and burdensome, the one-to-three unit course requirement is under review by Academic Senate committees. Its repeal may further complicate the search for an academic identity for the colleges. The proposal for a new general education curriculum provides colleges with the opportunity to define college requirements, but whether this will be adopted is uncertain. With very few resources, the Provost has little power to encourage faculty to develop academic courses within the College (with the exception of Porter, where endowment funds are available to provide special support). College academic initiatives--like the courses on diversity funded by the Hewlett Foundation--have been impressive, but haphazard.

Although the campus has not significantly altered the role or support of the colleges, new initiatives in individual colleges continue. For example, Porter College has continued to turn more to its endowment to support (a) increased academic advising, (b) academic success offerings for new students, (c) upgrading of computer systems and access to computers, and (d) academically-oriented activity that rises from interest generated from student grants. The college has initiated a series of "working in" series (Film, performing arts, etc.) which brings faculty, alumni who are working in a specific field and students together, these too have been successful. Within the limitations of their budgets, all colleges are continually evaluating and improving the effectiveness of their programs, courses, and services.

The suggestion that the title of "Provost" be changed to "College Dean" assumes that there is positive connotation and power associated with the term "dean". But the campus history has provided a very rich and positive set of associations with the title "provost" which would be devalued by abandoning the term. A shift of nominal usage will not alter the perception of the relative power of divisional deans and provosts. It is understandable how an external group without knowledge of the internal usage of the terms would suggest assimilating to external terminology. However, on the campus, there is strong support for maintaining a term which has a long history as an academic title and not to shift the provosts into the category of "dean of students," a title which is not always assigned to an academic.

The principal responsibility for advising is split between the colleges, that advise students on their courses during their first years, and the academic departments, that advise students on completing the major. Several student affairs units also have staff who also have academic advising responsibilities (e.g., Educational Opportunity Program, Services for Transfer and Re-Entry Students, Career Services). Although it may appear that the campus provides substantial resources for academic advising, comparisons with other UC campuses show that UCSC uses far fewer FTE. Surveys of enrolled students have found that some students are confused by the role of the advisors available to them and others have commented about the conflicting advice they have received. Recent advising-related initiatives are described below.

• Undergraduate advising web pages are now available that define the broad purposes of advising and include a directory of campus advisers. The pages are linked with individual department web pages that provide more detail about specific majors, requirements, and department personnel.
• The campus now holds an annual all-adviser event to bring advisers together to discuss common issues, pose problems, and articulate solutions.
• In May 1998, the first annual Frosh Advising Forum was given to help students plan their sophomore academic work that would lead into the thoughtful declaration of a major that is required by the end of sophomore year.
• Academic preceptors have the responsibility for advising in the colleges. Resources improved in recent years with a small increase in preceptor support (from 0.92 to 1.00 FTE). With that increase, however, has come an increase in the demands on preceptors ranging from outreach and summer orientations to dealing with increasing enrollments.

A good deal of work has been devoted in colleges to training faculty advisors, supporting the experienced staff advisors, and ensuring that students have a variety of sources of information and advice on academic and personal success. For example, Cowell College clarified the goals and purposes of academic advising to use each type of advisor in the most effective way. Faculty advisors are encouraged to discuss long-range academic goals with their students, draw out their reasoning in putting together their course plans, and discuss with them the expectations that the faculty have of matters like academic honesty, classroom procedure and decorum, and counsel them on choosing majors and professional goals. Staff advisors concentrate their efforts in explaining academic procedures, monitoring satisfaction of requirements and academic standing as well as the more fraught types of personal situations. Peer advisors often provide the most valuable information about individual courses and faculty as well as answering many procedural questions. Behind this academic frontline is always the college counselor for personal crises, the instructor in the success and community building courses offered as supplements to the students' regular programs, and the career advising center and EOP counselors.

A recent study by the UC Office of the President examined the percentage of UC bachelor's degree recipients who later were awarded a doctoral degree. UC Santa Cruz had the second highest percentage in the UC system (8.2%); only UC Berkeley had a higher rate (8.5%). The rate for UC Santa Cruz was also higher than the public universities used for comparison (University of Illinois, 5.2%; University of Michigan, 6.2%; University of Virginia, 4.3%). Although UC Santa Cruz has not been as selective as most other UC campuses, the education provided to undergraduate students has prepared them to successfully meet the challenges of advanced study.

Several new curricular initiatives are likely have a significant impact on students' studies.

• The general education proposal under consideration will reduce some of the complexity of the current system while adding requirements for an upper-division writing course in the major and a demonstrated mastery of college-level mathematics skills. In addition, completion of a specified sequence of foreign language courses could be used to satisfy some of the requirements (currently not an option).
• The report of the Millenium Committee has prompted a review of courses with similar content. Cross-listing of these courses will make better use of the campus's instructional resources and should provide opportunities to expand the curriculum.
• Another new initiative will create cross-departmental pathways in ethnic studies. This should better define student options, help to identify gaps in the existing curriculum, and reduce course duplication.

In addition to recent improvements in the grading system (i.e., the availability of letter grades in most classes, improvement in the timeliness of narrative evaluations), in the upcoming year the Committee on Educational Policy will examine the issues related to producing narrative evaluations in large classes and re-examine the policy that exempts failing students from receiving a narrative evaluation.

Over the past four years, significant improvements have been made and the recommendations of the Millenium Committee will assure continued examination and commitment to undergraduate education. Areas that will be examined include advising, undergraduate research opportunities, interdisciplinary study, honors programs, and summer course offerings.

There were seven specific recommendations related to graduate education.

Several steps have been taken to improve equity. Fellowships are mainly reserved for doctoral students; except for diversity-enhancement fellowships (the Cota-Robles, Research Mentorship, Dissertation Year, and Graduate Opportunity awards) for which campuswide competitions are held annually. Most fellowship funds are allocated to departments based on Ph.D. and masters enrollments and the Graduate Studies Office investigates any student complaints. Although recently adjusted, the ratios used to allocate TA FTE to divisions are still a point of contention. Academic divisions are making efforts to ensure that their allocations to departments are fair. For example, within the last two years the Social Sciences Division developed allocation policies for teaching assistant FTE and graduate support resources driven by department workload. This promotes equity across our departments and increases graduate student support. Advising, examinations, and TA workload are departmental responsibilities. A questionnaire on graduate student satisfaction and morale is currently being developed to elicit student opinion.

Since its inception, UCSC has taken pride in its commitment to excellence in undergraduate education. In fact, the founding vision proposed to combine strength in scholarship and research with a devotion to undergraduate teaching. The wisdom of that commitment has been confirmed (somewhat belatedly) by a nationwide surge of interest in the quality of undergraduate teaching, an interest that had its genesis in many cases in dissatisfaction felt by parents of undergraduate students, by trustees, and by legislators. Many of the most prestigious research universities in the country have responded by investing new effort and resources in programs to improve the preparation of doctoral students for their future role as teachers. There is evidence that UCSC could do a better job of preparing graduate students to play their part in the mission of providing excellent educational experiences for UCSC undergraduates, as well as helping graduate students to refine their teaching skills in order to be competitive in a job market in which the teaching skill of candidates is taken as seriously as is preparation to do independent research and scholarship. As a result, the Graduate Dean, Associate Vice Chancellor-Undergraduate Education and the Coordinator of the Center for Teaching Excellence met with faculty and staff from across campus to hear about TA training efforts currently in place and to propose an expansion of the program for preparing UCSC graduate students for teaching. They proposed to build upon the current annual half-day fall TA Conference and to expand further upon departmental efforts in the preparation of graduate students to teach in their specific disciplines. Recommended are the development of a programs that would augment TA preparation efforts by integrating departmental and centralized activities and expanding the scope of the Center for Teaching Excellence to include service to graduate students as well as faculty. A proposal to accomplish these goals has been forwarded to Chancellor Greenwood.

Although the needs of graduate students can sometimes be overlooked on a campus with a strong undergraduate focus, the graduate student representative on the Graduate Council (the President of the Graduate Student Association) has played an active role in the committee's deliberations over this period and has been instrumental in placing a number of issues before the Council. While more could no doubt be done, over the past three years, in concert with the Graduate Division, the Graduate Council has made a consistent effort to advocate for the interests of graduate students. The Council has discussed and made recommendations about Teaching Assistant (TA) workloads, up-grading the training of TAs, plans for the Graduate Commons facility, the status of post-doctoral students and other issues affecting graduate student life and working conditions.

Since 1994, departments have been encouraged to make multi-year offers of financial support to up to half of the applicants who are offered admission. Multiyear offers are based on the department's assessment of the history of support their students have received. This encouragement had little effect until the current recruitment season (fall 1998 admissions) as the central administration was unable to provide multi-year allocations of either fellowships or TA FTE. However, as a result of divisional deans and the Dean of Graduate Studies meeting with department heads and directors of graduate programs, there has been a substantial increase of multiple year offers to applicants for fall 1998 admissions.

The Graduate Student Handbook, published by the Graduate Division, describes appeal procedures for various judgements concerning student conduct or performance. This information covers appeals of academic employment, academic judgements, narrative evaluations, and student conduct and discipline. Amplifications to be included in future issues of the Handbook are currently under consideration.

Graduate students have for many years been welcome to affiliate with the colleges, and construction of the long-awaited Graduate Commons is scheduled to begin in the central campus within a matter on months. The 4,825 square foot facility will house a restaurant, meeting and study rooms, and a shower room for bicycle commuters.

Approval of Ph.D. programs in the UC systems requires campus and systemwide review of proposals. These reviews ensure that unnecessary duplication of Ph.D. programs does not occur and that new programs will not reduce the quality of existing programs. Since the last WASC review, the Ph.D. program in Environmental Studies (the only one in the UCSC system) started operating. Included in the 26 graduate students are four NSF Fellows and two Switzer Fellows. A Ph.D. program in Ocean Sciences (the only UC program in Northern California) was approved in the fall of 1997. Doctoral programs currently under review include Environmental Toxicology and Politics. Each of these programs maintains the distinctive UCSC flavor.

UCSC is committed to the principle that the opportunity to supervise graduate students will be widely available to faculty. Interaction with graduate students contributes to the intellectual life of the community, and broad faculty involvement enables graduate students to draw upon a range of resources. If the campus is to recruit and retain faculty of the highest quality, it will be necessary to provide the opportunity for all faculty to engage in work with graduate students. The table below lists UCSC's programs that currently have officially recognized "parenthetical notations:"

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

The major resource issue that must be resolved before such groups are created is support for graduate students. This requires consultation with the appropriate Dean and office of the Executive Vice Chancellor. The most problematic issue is teaching assistantships, which typically go to the department where the undergraduate course is offered. One avenue being explored to address this problem would be to allocate these assistantships to the chair of the graduate group, who would then able to negotiate support for students with appropriate department chairs.

Inter-departmental collaborations are encouraged by the divisions and campus culture. Within the social sciences, Community Studies, Latin American and Latino Studies, and Politics faculty teach or oversee doctoral students from other programs. Within the arts, the proposed Digital Arts/New Media and Visual & Performative Studies graduate program seeks to establish an arrangement with the Arts faculty, especially on an interdisciplinary basis. Details are available in the Arts Division's Intermediate-Range Academic Plan (the full text of the plan can be found on the World Wide Web at http://arts.ucsc.edu/interm-range-acad-plan).

For the moment, momentum toward the development of joint programs with other universities has slowed. Although there was extensive discussion and a proposal developed for a joint Chemistry program between UCSC and San Jose State University, the development of the program did not proceed. A joint program with California State University-Monterey Bay is currently being discussed.

Significant progress has been made to over the past four years to plan the growth of new graduate programs. The campus and the UC Office of the President recently agreed on a target enrollment of 1,725 graduate students (a 70% increase) in the year 2009-10. The campus has also clarified its vision of the graduate programs it would like to offer and the proportion of professional masters and academic doctoral students it will support. Nevertheless, substantial hurdles remain in our path. Chief among these are (a) obtaining the resources necessary to support the new graduate students, (b) the campus's ability to quickly create new quality programs, and (c) the acquisition of facilities to support the new programs.

The success of initiatives identified by the Millenium committee for graduate education will be critical in improving the quality of the campus's existing programs. These initiatives include

• improving of training for teaching assistants;
• increasing the amount of fellowship funds and endowments;
• using fellowship funds more effectively to increase the yield of top students; and
• providing all faculty with the opportunity to supervise graduate students.

The campus should see some progress toward these objectives over the next several years.

Five recommendations were made by the visiting team concerning research and creative activity.

The campus recognizes the importance of increasing the extramural funds for supporting doctoral and post-doctoral students. There are three ways in which extramural fellowship funds can be increased: through (1) GAANN grants and traineeships, (2) NSF, Hughes, Wilson, Javits, Mellon and similar awards, and (3) gift funds to support doctoral and post-doctoral programs (currently a low priority for the University Advancement Office). Since the WASC Accreditation Team's visit, the campus secured no fewer than 57 new graduate fellowships through the Federal Graduate Assistance in Areas of National Need program, and has recently applied for another 30 fellowships from the same source. Additional support has been provided by the NSF-sponsored Monterey Bay Regional Studies program and the Biology Department is preparing a proposal for a NIH Predoctoral Traineeship program. Psychology is also preparing a proposal to fund a postdoctoral traineeship program. More fellowship opportunities are being pursued by individual students through NASA's new Astrobiology initiative.

Extramural funding in the Natural Science Division, which supports many students and post-docs, increased by $13.5M (77%) in the period from 1990-91 to 1996-97. There has been a dramatic increase in the number of awards specifically for students and/or post-docs including GANN fellowships (Graduate Assistance in Areas of National Need) and fellowships from NIH, NSF, NASA, UC Office of the President, the Damon Runyan/Walter Winchell Foundation and the Burroughs Welcome Fund. Faculty and departments have been strongly encouraged to apply for fellowship funding and training grants and substantial divisional resources have been committed to provide matching funds for GANN fellowships and a Biology training grant that is currently being proposed.

In the Social Science Division, efforts to increase the fellowship funds have been limited by budget cutbacks. Beginning in 1998-99, division-funded fellowships will be pro-rated to doctoral programs. These funds supplement campus fellowships allocated through the Graduate Division. It is a top division goal to increase fellowship funding and add a merit-based component. In addition, faculty in psychology and environmental studies are drafting proposals for extra-mural training grants. Total social sciences fellowship funding and graduate student research positions have increased dramatically over the past four years in alignment with graduate student enrollment growth.

Campus-allocated start-up funding has been adequate for research activities of social science junior faculty. However, increasing costs and constrained budgets have caused problems in the natural sciences. For several years the Natural Sciences Division experienced great success in leveraging internal resources (Initial Complement Equipment funds, gift funds, Instructional Equipment funds) to augment start-up funds to attract outstanding new faculty and provide matching funds for grants to acquire state-of-the-art equipment for the research programs of these faculty. In one instance the division was able to augment the campus start-up allocation of $200K with $520K from the RNA Center's Markey Trust. In less than two years, the Assistant Professor hired brought in research funds in excess of the $720 start-up package, including a very prestigious Packard fellowship. The division is now severely handicapped in its ability to remain competitive for four reasons. It is receiving less funding per position from the campus; Initial Complement funds have been fully expended; there are greater demands on our Instructional Equipment funds to replace aging equipment; and start-up packages offered by other institutions have increased dramatically. The very minimum offered by other institutions for biological and chemical disciplines is now $300,000, far more than UCSC has been able to offer in the last couple of years using both campus and internal resources. The campus and division are continuing to seek external funding, but are very much at risk of not being able to attract faculty of the caliber of recent hires.

Senior faculty mentoring is strongly encouraged. A recent survey of Assistant and Associate Professors indicated that faculty in the Natural Sciences Division are generally pleased with the quality of mentoring available to them and in general feel well supported by their senior colleagues. A formal mentoring program had been established, but the survey indicated few faculty in this division took advantage of the program. Informal or formal mentoring at the department level seems to work best for the science faculty, although a formal avenue would exist for those faculty who would like to seek out mentoring or advice outside of their department or division.

Staff from all relevant offices campuswide have begun to meet monthly to coordinate dissemination of information to the research community but no permanent funds have been allocated to this task. A one-time $60,000 project is being implemented during 1998 to bring all campus researchers on-line to web-based research opportunity search engines (e.g., Community of Science). In addition, each academic division has staff with the responsibility to disseminate research funding opportunities. For example, in the Social Sciences division the divisional development officer circulates to all faculty calls for research opportunities. Although a research support staff analyst position was eliminated in fall 1996 due to budget constraints, it is a top priority for reinstatement. Faculty support is provided by quarterly workshops on how to search for research funding. In the Natural Sciences, opportunity funds have been allocated to departments for the last two years so that they could meet research needs. Seed funds were recently leveraged to receive two large NSF awards. Building on this strategy, the campus is currently pursuing funding for a Ocean Sciences Center, a multi-million dollar, multi-institution Astrobiology Center and two Science and Technology Centers.

4. Recognize the institutional research allocations that meet the needs of the humanities and social sciences, though of far smaller amount than those of the sciences, are in some ways more critical because the external sources are far fewer.

This recommendation mentions the Social Sciences Division rather than the Arts Division. At UCSC, the Social Sciences Division receives as much external research support as does the Engineering Division. Nonetheless, it also has been subsidized, though at a lower rate than the Humanities and Arts, because of the same recognition. This year the subsidy is no longer required because the faculty productivity has increased in spite of fewer external sources.

There is common recognition that research in the humanities and arts have fewer sources of funding, however there is also less need for significant funds to conduct state-of-the-art scientific research. Significant resources are allocated to the library to provide research resources for the humanities, arts and social sciences faculties. In addition, several major art, music, and theater facilities have been built or are currently being constructed, and each facility includes significant provisions for new equipment.

The number of faculty in a division, student enrollments, and the grant funds generated determine the allocation of all seed and opportunity funds. As a result, the allocations subsidize the Humanities and Arts Divisions out of proportion to their contribution to the indirect cost recovery pool (the source of the funds). Divisional allocations are reviewed annually, partly to examine whether the funds are consistent the research needs of arts and humanities faculty. The comparability of UCSC's arts and humanities allocations with those at other research universities is difficult to determine.

Research that crosses disciplinary lines continues to be both encouraged and widespread. Campus Organized Research Units and participation in systemwide Managed Research Units are good examples. The largest recent example is the pending $18M proposal for UCSC to lead a Systemwide NASA Astrobiology Center, with large roles for campus Astronomy, Biology, Chemistry, and Earth Sciences departments as well as the Computer and Telecommunications Services unit.

Projects that cross divisional lines are less common but occur. The campus's sole Graduate Research Traineeship (MBRS) requires joint work between the Natural Sciences and Social Sciences Divisions. A large recent NSF award for Scientific Visualization funds research in Engineering and the Natural Sciences and Social Sciences Divisions. There are projects between Biology and Engineering in bio-infomatics. The Arts and Engineering Divisions are emphasized in recent projects in Digital Media. The campus's recent encouragement of research in and about India affects all academic divisions. Cross-discipline research is expensive to initiate because often it does not nucleate spontaneously. No office at UCSC is charged with increasing such activity.

New initiatives with academic divisions also emphasize cross-disciplinary cooperation. For example, the Social Sciences Division supports faculty recruitment planning and collective research centers that cross traditional boundaries. Departments have requested new positions in economics/environmental studies and politics/community studies. Research centers include The Center for Agroecology and Sustainable Food Systems (CASFS), The Center for Research on Education, Diversity and Excellence (CREDE), The Bilingual Research Center (BRC), and the Center for Global International and Regional Studies (CGIRS). A new initiative being studied is Public Policy and Organizational Science (PPOS). The Dean chairs the Chancellor's Educational Partnership Advisory Council (CEPAC) that promotes campuswide outreach efforts in K-12 education. Members in these research centers and groups cross all disciplinary boundaries. The Natural Sciences Division is also sponsoring a number of new initiatives in differing stages of development within the division which seek to establish interdisciplinary programs. A Center for Ocean Health has been proposed which will build on UCSC's strength in marine and environmental sciences. If established, the center will bring existing research programs in marine mammal biology, nearshore ecological processes, marine biogeochemistry, and environmental toxicology to a new level of excellence. A proposal has been submitted to NASA to establish a University of California Center for Astrobiology, which will bring together faculty from Lick Observatory and the Departments of Astronomy, Biology, Chemistry and Biochemistry, and Earth Sciences. Similarly, the establishment of a center for the study of California Water Resources is being proposed which, if funded, could provide the addition of 12-13 faculty across five departments (Earth Sciences, Ocean Sciences, Biology, Environmental Toxicology, and Environmental Studies). Other areas which have been identified as possible targets for development of new interdisciplinary programs are Structural Biology and Material Sciences.

In contrast to national trends, the three years following the visit of the reaccreditation team saw external funding rise steadily (preliminary figures for 1997-98 show a decline from previous levels). During that same period, the campus received national recognition from several sources for its scholarly activity (see the section entitled "Recognition"). These both provide evidence that UCSC's research enterprise is healthy and thriving.

The report of the Millenium Committee identified several new initiatives to improve the campus's infrastructure for the support of research. These include steps to (a) assure that new junior faculty have sufficient time to conduct research, (b) improve in the funding and administrative support of researchers, (c) improve the communication necessary for cross-disciplinary research, and (d) examine the need for a Vice Chancellor for Research.

Thirteen recommendations addressed issues regarding the ethnic and gender diversity of the campus's faculty, students and staff.

The Campus Leadership Retreat Series was established in the 1993-94 academic year as part of a response to a significant level of conflict between students and the administration. In large part, the conflict stemmed from students' belief that their perspectives and opinions were consistently not taken into account when decisions affecting the campus were made. The goals for this quarterly program were to:

• provide a forum for students to voice their concerns, creative ideas, and initiatives.
• provide a forum for community problem solving.
• provide a place for all segments of the campus community to come together in a non-crisis atmosphere and to put a human face to administration, students, faculty, and staff.
• provide an educational opportunity where students can gain an introduction to how a university is administered and about the complexity of the issues involved in university administration.

The quarterly retreats are planned by a committee, with emphasis on student participation. They are sponsored by the Division of Student Affairs and coordinated by Counseling & Psychological Services and Student Organization Advising & Resources. In addition to being involved in the planning process, students facilitated the individual work groups which tackled specific topics, compiled the work group summaries and, in coordination with the full committee, created the reports and/or implemented the outcomes of the retreats.

The initial retreat in 1993 focused on hypothetical problem solving. In the retreat evaluations, both students and non-student participants responded that they would prefer to work on actual campus concerns and projects. This suggestion was taken to heart, and subsequent retreats have, among other accomplishments, designed and established the Chancellor's Undergraduate Internship Program, reviewed and provided input into the East Core project, examined the Regents' resolution banning the use of information on ethnicity in admissions decisions (SP-1), and created the template for future campus leadership retreats.

This opportunity for representatives from all segments of the campus community to experience the "larger picture" of campus life has had the by-product of allowing participants to see that very little can successfully be implemented in isolation, and that decisions and policies established by one constituency will likely affect other constituencies. The winter and spring 1996 retreats work groups focused on issues related to Regent's Resolution SP-1. Specifically, they addressed the issue of how to maintain and increase diversity following the resolution. The task of each group was to draft parts of a document (Chancellor's Commission on a Changing Campus, 1997) that was forwarded to Chancellor Greenwood and the UC President's Outreach Task Force (attached as an appendix to this report).

On November 6, 1996, Chancellor M.R.C. Greenwood announced a five-part initiative to ensure continued quality and diversity among the campus's student body. The program, "Partnership to Ensure Access and Quality," has two intertwined objectives: (1) to participate in the improvement of preparation for university eligibility; and (2) the active development of more scholarship funds to ensure access to UCSC for qualified students regardless of their economic backgrounds. Specific elements of this initiative include plans to:

• Commit a $1 million endowment to help ensure in perpetuity the Karl S. Pister Leadership Opportunity Program. (The Leadership Opportunity Program provides a two-year [$10,000 per year] scholarship for each recipient. The scholarships are awarded to students transferring from each of the region's thirteen community colleges.)
• Focus on scholarship fundraising. (This includes a commitment of the UCSC Alumni Association to build its scholarship endowment from $200,000 to $1 million, as well as a plan to hire a development officer to generate more scholarship funds for campuswide use.)
• Enhance existing coordination and increase campus involvement with K-12 educational issues and opportunities. (The Chancellor's Educational Outreach Council, a newly appointed group chaired by UCSC's social sciences dean Martin Chemers, will recommend approaches for expanding UCSC's partnerships with K-12 schools and community colleges.)
• Expand the successful "Take UCSC Home" program. (Begun last spring, this program encourages current students to visit their high schools as ambassadors of UCSC, giving them a chance to develop professional skills while sharing information about the campus's programs and services from the student perspective.)
• Increase partnerships with schools and community colleges throughout California, and increase communications with prospective students, their parents, and counselors. (Utilizing the existing online application system, "Pathways," and expanding UCSC's innovative Success Team approach, UC Santa Cruz will ease student application and admission processes and will help students in their transition to UCSC. Currently, UCSC has direct online connections with 40 high schools and community colleges in the region and throughout California, more than any other UC campus, and this new focus will double that number within the next year. In addition, UCSC is helping build and maintain access to the information superhighway for regional schools. This is being accomplished through an innovative partnership between UCSC's Communications and Technology Services and the Santa Cruz and Monterey County offices of education.
• UCSC is a founding partner and active member of the Monterey Bay Educational Consortium, which joins us with the county offices of education, the community colleges, and CSU Monterey Bay. Along with colleagues from Santa Cruz, Monterey and San Benito Counties, we are working on issues of literacy, technology, communications, and teacher training, to benefit all segments of education by contributing to improvements in the schools. We have forged a partnership that already has been recognized as a statewide model.

The campus has launched several pertinent initiatives, including an intensive outreach recruitment effort called "Reaching Out for Our Future." Under the aegis of the Student Affairs Division, this program has four components: (1) "Taking UCSC Home" (high school and community college visits); (2) overnight visits (bringing high school students to campus); (3) "Leading with Culture" (ethnic student dance/theater group performances in targeted communities); and (4) phon-a-thons (calls to prospective admitted students).

Student Affairs has also sought and received funding for outreach initiatives. Specifically, it has

• received $10,000 from the UC Office of the President (UCOP) to fund student outreach initiatives, which are already underway (1998);
• received $160,000 per year from UCOP in permanent funding to expand outreach services to the Salinas Union High School District and Fresno Unified School District (1998);
• received a $48,000 grant from the Regents' Diversity Initiative, "Strengthening The Academic Pipeline With Community Partnerships," to provide tutoring and academic development for students at Santa Cruz High School, and Alisal High School in Salinas (1996-98);
• received $165,000 from UCOP for the development of a school-centered enhanced partnership between the UC Santa Cruz and the East Side Union High School District in San Jose (1997-98);
• received $5,000 from UCOP to host a UC Preparation, Recruitment and Education Program on campus for 400 UC eligible juniors from the Central Coast service area.

The last four years have also seen increased support for the campus's Early Academic Outreach Program (EAOP). The Vice Chancellor of Student Affairs has been instrumental in securing additional funds for the EAOP. These funds have allowed for the development of a school-centered partnership with the East Side Union High School District (ESUHSD), one of the larger school districts currently being served by the EAOP. With these additional funds, the EAOP has been able to engage in more intensive efforts with high school teachers, and increase the involvement of parents being served by the EAOP. The funds have also allowed for the inclusion of UCSC faculty and their development of a series of faculty/teacher inservices. Encouragement and support have also been given to efforts of the EAOP to garner additional funds for expanding its services to other schools in regions which are currently being served by the program. As a result of this effort, UCSC's EAOP has received permanent funding and will be expanding services to schools which are in need of and which have sought services of EAOP. The extension of services to these schools will entail the use of some of the programming developed for ESUHSD. Support of the campus has not only been monetary. For example, the Chancellor has made several visits to schools served by the program. She has engaged in discussions with Superintendents of districts where EAOP schools are located, strengthening the collaborative linkages between the districts, the EAOP, and UCSC.

The Office of Admissions increased its efforts to focus more resources and activities toward the recruitment of underrepresented students and transfer students. Both groups represent priority enrollment goals for the campus. In the past few years, the office made some internal changes and reallocated resources to better meet these challenges. The selection of high schools and community colleges to visit each year is now based on three primary factors: (1) total number of students now enrolled at UCSC, (2) total number of underrepresented students enrolled at UCSC, and (3) potential number of students that are eligible to attend UCSC. This has resulted in reaching more communities of color throughout the State. The Office of Admissions has also worked more collaboratively with EOAP staff in identifying potential students and have conducted more professional cross-training and cross-cultural awareness sessions with other student affairs units.

In fall 1996, the Admissions Office reorganized its recruitment efforts using a regional model that requires each admissions counselor to conduct outreach and yield activities within specific, assigned geographical areas. A two-year grant permitted the addition of a regional admissions representative based in Los Angeles. As staff positions become available, additional regionally-based outreach staff will be added to better serve and recruit students in those areas furthest from campus. This is an important strategy for the campus, given that the highest number of underrepresented students live in southern California.

The campus has also established short-term and continuing projects which are targeted to underrepresented students. Some pilots, such as the UC Application Drive at Barrios Unidos, the development of the Spanish publication "Educate," and the establishment of a resource telephone line for Spanish speakers, are focused on encouraging more students to choose to enroll at UCSC. These activities include such projects as a "phoneathon" for underrepresented students, a reception for admitted Asian/Pacific Islanders, a program entitled "Destination: Higher Education for African American Students," and an Overnight Bussing Program for the Banana Slug Spring Fair. The limited amount of new monies supplementing outreach activities have been almost solely dedicated to implementing new ways to enroll more underrepresented students. Furthermore, the Admissions Office has a diverse outreach staff which includes several bilingual admissions counselors, and this has helped to strengthen relationships with several communities of color.

Through a series of individual interviews and focus group discussions conducted over a two-year span with transfer students, and in consultation with campus units and community colleges, Kresge College has dedicated special programming and resources designed to support the academic experience and social needs of transfer students. In recognition of the wealth of diversity that transfer students bring to the community -- both in terms of culture and experience -- Kresge College has dedicated the Transfer Student Resource Center to serve all campus transfer students. Staffed by resource advisors, students can gather to relax, socialize, hold meetings, and obtain information and resource support about the campus in a central location. Workshops include essay writing, graduate school applications, stress and time management, reading comprehension and retention. Social activities include monthly dinners with faculty and staff, off-campus Pizza Nights, and other social evenings planned by transfer students.

UCSC has also made significant progress towards reaching out to more transfer students. The number of community colleges with which representatives visit and work with has increased, especially within the last two years. In the past, the campus focused on important feeders in the local area. Outreach and yield efforts have now been extended to colleges throughout the State. More staff members have been trained in the highly technical advising necessary to be of help to prospective transfer students and there has been more discussion at the campus and at the systemwide level with our colleagues from the community colleges on facilitating the transfer process.

In our efforts to attract underrepresented students, transfer students have conscientiously been included in programming. Specific ways to address this population include a series of workshops for transfer students at our fall Preview Day, and a transfer reception at our Spring Banana Slug Fair. Increased attention will be given to transfer students in both the outreach and yield phases in the future.

As a result of these efforts, UC Santa Cruz ranked 51^st in the nation for the number of bachelor's degrees it conferred on Hispanic students in 1994-95. According to a report in the magazine Hispanic Outlook in Higher Education, UCSC also was relatively high in the number of Hispanic students studying in area/ethnic studies, biological sciences, English language/literature, interdisciplinary studies, psychology, social sciences/history, and visual/performing arts. The ranking is expected to increase in the near future. Compared to 1994-95, the number of Hispanic students who graduated from UCSC in 1996-97 increased by 16%.

UCSC has continued its efforts to maintain an ethnically diverse faculty and staff. When key staff leave the campus or are reassigned, significant efforts have been made to assure that their role in the campus community is filled by other or new staff.

Academic divisions are sensitive to the needs of underrepresented students. In response, the Natural Sciences Division has fully supported the establishment of numerous programs which specifically work to promote the recruitment, retention, and matriculation of students from underrepresented groups. Existing programs include the Minority Biomedical Research Support programs (MRBS), Minority Access to Research Careers (MARC), Minority International Research Training (MIRT), and California Alliance for Minority Participation in Science (CAMP). The Academic Excellence Program (ACE) focuses on the retention and advancement of EOP students, which includes students from underrepresented ethnic groups and students from economically disadvantaged backgrounds. The Social Science Division's human resource policies promote outreach to increase and retain staff and faculty diversity. This year three departments requested extra funding to enhance recruitment efforts and increase candidate pool diversity. Special attention has been made to recruitment outreach efforts in a post-proposition 209 era.

Reflecting the will of the UC Board of Regents, the name of the SAA-EOP program was changed to the Equal Opportunity Program (EOP) in 1997. The EOP and its support services units have continued to receive the encouragement and support of the campus administration and faculty. Collaboration between EOP support service units and various units of the campus has been a major product of this support, resulting in the expansion of workshops that focus on assisting the academic performance of UCSC students. Efforts of the EOP Learning Center have been recognized by central administrators and it now occupies a prominent place in the Division of Student Affairs' strategic plan. Support continues to be given to EOP by the colleges. This is especially true of Oakes College, which continues to support EOP by providing space for many of its activities, and of Crown College, which has provided and underwritten much of the cost associated with housing the Learning Center and its activities for students on the east side of the campus. All of the services that were available to students at the time of the reaccreditation visit are still available. In addition, several programs have been created or expanded.

• Orientation programs have been revised and updated. Orientation provides frosh and transfer students with an opportunity to become acquainted with the University environment, campus resources and services. Students develop important relationships with peers, college staff, and faculty. The Program consists of workshops and presentations from EOP, key staff from colleges, boards of study, academic support programs, and faculty. Topics covered include: Academic Planning; Financial Aid & Money Management Tips; Presentations from Academic Divisions; Meetings with College staff; EOP Support Services and Programs; Transfer Students' Issues, and more. The goal of the new orientation program is to assist students in starting the academic year prepared and informed about campus life and resources.
• Academic Success Workshops have been created. EOP, in collaboration with other campus programs, now offers a quarterly Academic Success Workshop Series. These workshops are designed to assist students with study skill issues, including time management, test anxiety and stress management, reading, test-taking, note-taking and decision-making skills. In a supportive environment, students are encouraged to identify issues that impact their academic success. Students explore new strategies that could turn difficulties into successes. Our goal is to get students actively involved in creating goals and taking ownership of their academic lives at the University.
• The Faculty Mentor Program continues to draw encouragement and support from a wide spectrum of faculty. During the four-year period following the reaffirmation of UCSC's accreditation, an average of twenty-five faculty have been actively involved with the program. Faculty have also offered support to and encouragement of efforts to secure funding for EOP's Summer Opportunity for Academic Research (SOAR). In the past, SOAR was funded through grants from the Department of Education. Changes in governmental priorities, however, eliminated this source of funding. With the support and encouragement of the central administration and faculty, new proposals have been written in an attempt to secure funding for the program.

UC Santa Cruz supports a co-curricular environment that fosters the intellectual and personal development of students. That supportive environment is characterized by a concern for the welfare of all students, on and off campus; a commitment to student academic and self-development; a conscious attention to ethnic, socio-economic, and religious diversity consistent with institutional purposes; a responsiveness to the special needs of a diverse student body; a regard for the rights and responsibilities of students; and an active understanding of the interdependence of the elements of the learning environment.

Through this co-curricular environment as well as through its academic programs, UC Santa Cruz promotes multicultural cooperation and understanding. There are numerous social, cultural and political student organizations and publications that foster a social/academic environment reflecting various cultural backgrounds of the student enrollment. Several Student Affairs units offer support and advising for students in groups with special needs. In addition to the African American Student Life Resource and Cultural Center; Disability Resource Center; Gay, Lesbian, Bisexual, Transgendered Community Resource Center; Services for Transfer and Re-entry Students' and Women's Center, a new Chicano/Latino Student Life Resource Center has been added.

The Chicano Latino Student Life Resource Center offers programs and activities to enhance academic success, intellectual growth, research skills, leadership development, community service opportunities and preparation for graduate school. Examples of programs offered through the Center include:

Online Research Workshops-- designed to help students develop their online research skills. Introductory workshops introduce students to online research through Melvyl and CruzCat and advance workshops provide in-depth instruction on searching databases and government documents.

Chicana Latina Pipeline Project--in collaboration with the Women's Center and Chicana Latina staff on campus CLPP provides meaningful personal, career and academic support for Chicana Latina students. Activities include: retreats, faculty mentorship, academic success and career development workshops, peer counseling, and support groups.

Chicano Latino Men's Support Group (Los Compas)-- offers a safe space for men to candidly discuss issues affecting their lives and to raise their consciousness around gender equality issues.

Journey Through the Academy--dialogues with faculty and graduate students about their experiences becoming scholars and negotiating university life.

Senior Thesis Support Group--a support group for seniors writing their senior thesis in the areas of Chicano and Latino Studies.

Introduction to Academic Culture Seminar--designed to introduce new students to academic culture and the many academic support services available at UCSC.

Community Service--sponsoring tutor/mentorship opportunities at Loma Prieta Continuation High School, Pescadero School District, and Phoenix Services.

The ethnic and gender diversity of undergraduate students are routinely compared to the pool of UC eligible students and to the characteristics of students at other UC campuses. For graduate students, comparisons are drawn between comparable graduate programs in the UC and the nation. For the staff and faculty, federally-mandated analyses of the rates for underrepresented groups of application, interviews, and hiring are conducted each year. In addition, the annual analyses of the rates of promotion and separation are reported in the affirmative action plan.

Minority students have been successful in obtaining NSF and other fellowships designed especially for minority students. Beyond that, UCSC is prohibited from the quest for fellowship support specifically designated for minority students. The California Civil Rights Initiative prohibits the solicitation of fellowship support for particular groups of graduate students on the basis or race, ethnicity, or gender. To date, campus units authorized to undertake private fund raising have not made fellowship support for minority graduate students a priority. Nevertheless, some progress on this objective is expected within the near year or two.

All TAs are required to attend training before entering the classroom. In addition, the Natural Sciences Division now coordinates a quarter-long TA training program for non-native English speaking TAs.

The Graduate Dean and the Associate Vice Chancellor for Undergraduate Education have jointly developed a plan to enhance TA development through the expansion of training provided at both centralized and departmental levels. The proposal is currently under consideration by the Chancellor. If special needs of minority TAs are found to differ from those of other TAs, those could be met through this program.

For graduate students, the specific mentoring needs and the most appropriate structures to provide mentoring differ across disciplines and are a departmental responsibility. The Graduate Division is conducting a study that includes the adequacy of departmental mentoring and advising efforts. The results of the study will be used in working with divisional Deans to improve the quality of mentoring in departments in which such efforts are found deficient.

In 1993-94, the Training and Development unit within Staff Human Resources was reinstated. Space, an operating budget and permanent FTE were allocated to this function, which serves the training and development needs of 2,500 employees at all levels of the organization.

In 1995-96, the Technical Training function was added to train staff to use standard and administrative computing applications. Two instructional labs for staff and faculty were created and positions were added to design, present and evaluate how well staff learned to use computing systems including the new Financial Information System and Payroll-Personnel System (both of which required extensive campuswide training).

In 1996-97, a program evaluation and training needs assessment were initiated. Completed in 1997-98, this investigation documented the quality of current training activities and identified a strong need for continued computing, conflict resolution and management development training at the campus. In 1996-97, there were 3,576 individual enrollments in campus training programs for staff, totaling 15,397 training hours. In addition to growth in technical training, the unit sponsors, in conjunction with EEO/AA, four career development programs and in 1996-97 implemented a revised New Employee Orientation Program.

Core Training and Development programs include management, professional and supervisory development, and the Basic Computer Skills program.

In response to the UC Regents' decision to prohibit the use of sex or ethnicity in decisions in enrollment and employment decisions, the UC Academic Senate developed a working paper on faculty and student diversity earlier this year. The position paper strongly supports the use of university resources to attract, support, and promote deserving faculty of color. The Santa Cruz Academic Senate held a special meeting devoted to the topic of faculty diversity on November 29, 1995. In addition, the Committee on Affirmative Action is in the process of devising strategies to deal with faculty retention at the department level.

At UCSC, the Chancellor's Commission on a Changing Campus was created to examine ways in which the campus could maintain and improve its diversity. Recommendations of the commission have been included in the report of the Millenium Committee. These include an emphasis on the recruitment of ethnically diverse faculty and staff, and the development of diversity management skills among faculty and staff.

Since the campus self-study and accreditation review, affirmative action accountability and compliance underwent two significant changes:

• In 1995, the Regents passed Resolution SP-2, which prohibited any use of sex or ethnicity in employment decisions, except those that are strictly required by federal affirmative action regulations. Among other things, SP-2 resulted in the elimination of the TOP program for faculty affirmative action hiring.
• In 1994 and 1995, UCSC was audited by the Office of Federal Contract Compliance Programs to ensure compliance with federal affirmative action requirements. By the end of 1996, UCSC had introduced a number of improvements in affirmative action programs which fully satisfied OFCCP's requirements, all of which are also in conformance with SP-2 and Proposition 209, now part of California law.

The system of accountability established for both staff and faculty affirmative action includes the following components:

• Annually, the Chancellor requests that all principal academic and administrative officers report on progress made on goals they set the previous year for affirmative action progress. Each principal officer also is asked to review detailed information on the past year's actions to hire, promote, and separate staff and faculty; identify any problem areas; and develop specific goals and action plans to address the problems identified.
• The campus's progress with affirmative action, along with principal officers' reports and goals, are incorporated into an annual affirmative action plan, distributed and publicized widely on campus. Summaries of the campus's status with respect to affirmative action are distributed to all managers and department chairs; detailed reports are reviewed by the Academic Senate Committee on Affirmative Action. All campus administrators' efforts with respect to affirmative action are to be addressed in evaluations of their performance.

Special programs established since the last report include the following:

• a new staff outreach program, including information brochures, community workshops for applicants, and an intensive program of ongoing evaluation of efforts;
• mandatory Fair Hiring workshops for all campus supervisors and search committee chairs;
• annual briefings on equal employment opportunity and affirmative action for each ladder-rank search committee;
• a Diversity Education Program for staff that includes lunchtime presentations, films, panel discussions, and celebratory events, along with a program of Diversity Dialogue Groups for staff discussions of diversity issues;
• a New Employee Orientation program for staff and a Faculty Welcome Series for new ladder-rank faculty;
• an augmented program of EEO/AA/diversity education for staff that includes workshops on disability, EEO/affirmative action, outreach, sexual orientation, and sensitivity to diversity;
• several intensive evaluation projects, including surveys of Assistant and Associate Professors on their resource and mentoring needs, satisfaction, and experiences of collegial support; a survey of faculty with disabilities; surveys of the local community, campus staff, and applicants for staff employment; systems of ongoing evaluation of outreach efforts; and evaluations of all campus education for staff and faculty.

In the aftermath of Proposition 209, the Chancellor appointed a campuswide task force to address ways in which the campus should focus its efforts in the future to ensure continued progress with diversity. This task force issued its final report in March 1998 (available on the World Wide Web at http://www.ucsc.edu/ucsc/planbudg/chanc/cccc/).

This issue was recently been addressed by the 1997 Survey of Assistant and Associate Professors and the results were the basis of a report of the Committee on Faculty Welfare's presentation to the Millennium committee in December 1997. In brief, the committee identified three critical needs: affordable, on-site, quality child care; affordable housing; availability of partner/spousal employment opportunities. Adequate mentoring in the departments is also wanting. One problem identified by the Senior Mentors, and pertinent to the question at hand, is the appointment of associate professors as departmental chairs.

Over the past four years, the academic deans have been actively involved in recruiting and retaining new minority faculty. For example, the Social Sciences Division successfully retained three faculty from under-represented groups. Strategies included salary stipends, rapid personnel advancement, and course relief supporting research productivity. One time costs are funded by the division and on-going costs by central administration. Several new faculty from under-represented groups were also recruited, helping to build a mutually supportive community. "Raids" on science faculty have been numerous over the last few years and every effort has been made to retain our faculty, irrespective of their minority or non-minority status. However, despite many successes, the natural sciences have lost three women (including one minority) faculty members in recent years. Two of these were due to spousal or family employment issues and one was due to an inability to match generous offers made to one of our academic couples. In these cases, the faculty members did not face obstacles or barriers (other than those mentioned above), that contributed to their decisions to leave. Rather, they were treated well, enabling them to establish strong reputations which made them attractive to other, wealthier institutions.

The recommendation mentions the possible importance of "candid discussions between faculty and Deans, etc." Such discussions may be useful especially for women and under-represented groups, although candid discussions between faculty and administrators might not necessarily be appropriate all the time. The Committee on Affirmative Action is working on developing other strategies. The committee also plans to conduct its own entrance and exit interviews of faculty on an annual basis.

Improving the diversity of the campus continues to be a high campus priority. The campuswide coordination of the ethnic studies curriculum, to be overseen by the Associate Vice Chancellor-Undergraduate Education (AAVC-UE), will hopefully address some of the students' concerns. Over the next year, the AAVC-UE will also head an effort to coordinate and improve departmental advising of minority students. Despite these initiatives prompted by the Millenium Committee's report, it isn't always clear which group or individual has the responsibility for implementing the other recommendations of the special taskforce on diversity. Nevertheless, it is likely that new initiatives will continue to emerge as the challenge of creating a diverse campus is a goal that will neither be abandoned nor be easily accomplished.

Since the last visit by a WASC visiting team, new initiatives and developments that will have a significant impact on the future of the campus have unfolded. These include (a) changes in key personnel, (b) new degree offerings and departments, (c) the creation of a School of Engineering, (d) restoration of State funding and an increase in enrollment demand, (e) a strategic planning effort headed by the Millenium Committee, (f) an effort to reform UCSC's general education requirements, (g) the availability of grades in all classes, and (h) recognition of UCSC's quality of instruction and research in the national media.

Replacing Karl Pister, Dr. M.R.C. Greenwood began her appointment as UCSC's Chancellor on July 1, 1996. In addition to her position as Chancellor, Dr. Greenwood also holds an appointment as Professor of Biology. Prior to her UCSC appointments, Chancellor Greenwood served as Dean of Graduate Studies and Vice Provost for Academic Outreach at the University of California, Davis. From November 1993 to May 1995, Dr. Greenwood held an appointment as Associate Director for Science at the Office of Science and Technology Policy in the Executive Office of the President of the United States. Chancellor Greenwood has been honored by numerous organizations for her contributions to science. In December 1996, she was elected as President-Elect of the American Association for the Advancement of Science, and in February 1998, she began her term as President. In July 1996, President Clinton nominated her to serve, and the U.S. Senate has confirmed her, as a member of the National Science Board, a prestigious group comprising the nation's top 24 leaders in science and education. In 1992 she was elected to the Institute of Medicine of the National Academy of Sciences. Dr. Greenwood graduated summa cum laude from Vassar College and received her Ph.D. from The Rockefeller University.

Michael Tanner, UCSC's Executive Vice Chancellor, will return to teaching and research as of July 1998; his successor is John Simpson, formerly Dean of Arts and Sciences at the University of Washington. Other key appointments over the past four years include the appointment of Marc Mangel as the Associate Vice Chancellor-Planning and Programs (1997), Patrick Mantee as the Dean of Engineering (1997), Tom Vani as the Vice Chancellor for Business and Administrative Services (1996), and, as of July 1998, Linda Goff as the Associate Vice Chancellor-Undergraduate Education.

Over the past four years, UCSC created eight new degree programs. The new bachelor degree programs are Molecular, Cellular, Developmental Biology (B.S., 1994), Film/Video (B.A., 1995), Global Economics (B.A., Winter 1995), Electrical Engineering (B.S., 1997), Music (B.M., 1997), and Business Management Economics (B.A., 1997). The new graduate programs are Environmental Studies (M.E.S., 1994) and Ocean Sciences (Ph.D., 1998).

In 1997, UCSC formally changed the name of its academic units from 'boards' to 'departments.' Over the past four years, several degree-sponsoring 'committees' received official recognition as departments. These were American Studies (1995), Ocean Sciences (1995), Women's Studies (1996), and Art History (1998). In addition, a new department in the Arts Division, Film and Video, was created in 1998.

Since Santa Cruz's opening days, engineering has been part of its long-range plan. In 1966, the Board of Regents approved establishment of a School of Engineering at Santa Cruz. Plans for an Engineering building were approved and a Dean was appointed in 1967. However, planning was halted owing to fiscal problems in UC and a downturn in the market for engineers, particularly in aerospace, at the beginning of the 1970's.

In 1979, Santa Cruz and Berkeley initiated a cooperative five-year baccalaureate program in which engineering students can complete their first three years at Santa Cruz and their last two years at Berkeley. The program is still active. In 1984, Santa Cruz's first Engineering program was approved: the B.S. in Computer Engineering. The Ph.D. in Computer Engineering was approved shortly thereafter in 1988. The campus also offers B.A., B.S., M.S., and Ph.D. programs in the closely-related field of Computer Science.

In 1991, Santa Cruz submitted a new proposal for a School of Engineering. The proposal received final approval from both the Universitywide Academic Senate and President David Gardner. However, CPEC approval of the proposal was delayed owing to California's and UC's fiscal problems of the early 1990's.

In mid-1996, Santa Cruz Chancellor M.R.C. Greenwood reaffirmed the campus goal of establishing the School. In renewing planning for Engineering, Santa Cruz has revisited the 1991 proposal with an eye to both urgent statewide need and Santa Cruz's special strengths that can be tapped to help California address those needs. While the 1991 proposal remains a long-range planning document for the School, certain programs listed in that proposal have been moved ahead for development. As is typical of all Schools of Engineering, Santa Cruz has been consulting intensively with industries about current and anticipated needs.

As a result of this approach, Santa Cruz has targeted for rapid development two programs included in the 1991 proposal: Electrical Engineering and Applied Mathematics and Statistics. These programs complement Santa Cruz's well-established Computer Engineering and Computer Science programs; they are thereby cost effective choices, taking advantage of faculty, curricular and research strengths already in place.

Planning is proceeding rapidly for the new programs. The Electrical Engineering program has been approved, admitting its first cohort of students in Fall 1997. The graduate program in Applied Mathematics and Statistics is under development. Recruitments for the initial faculty positions in both programs are occurring over the next two years; the School plans to add 15 new faculty during this time.

The School of Engineering at Santa Cruz is expected to enroll at least 400 new students by the year 2001, and enrollment is potentially higher as programs develop. At UCSC, applications to engineering and computer sciences have risen 60% over the last three years.

The information industry is a key driver of California's economic recovery and resurgence. New programs that focus on the needs of that industry and attract UC eligible students will benefit California tremendously. The School of Engineering at UC Santa Cruz is planning for programs that are sensitive to industry needs, programs that will reinforce one another and benefit from strong associations already being forged with numerous Silicon Valley enterprises.

When the WASC report was written in 1993, the funding climate for the University of California and the State of California in general was bleak. The University's State-funded budget had been cut 25% in real terms over the previous three years -- said by Clark Kerr to be a more extreme cut than in the depression.

In 1998, the funding climate is much different. The economy of the State of California and of the nation is strong. The budget for the University of California has been put on a firm footing by a multi-year agreement with the State (e.g. the four-year Governor's Compact.) Although the first of these 'compact' agreements ends in June 1998, the Governor and Legislature are working on a new multi-year agreement which will reduce uncertainty for the UC and, thereby, improve predictability in the management of resources (an important component in a decentralized environment.)

Also in 1993, the State and certain higher education prognosticators were describing "Tidal Wave II" -- an enrollment growth which would exceed that of the 1960's which the State's fiscal climate was ill equipped to manage. Since that time, the size and effects of "Tidal Wave II" have been sharply trimmed. Still, the growth projected for the University of California could be over 30,000 students between 1995 and 2010.

The University of California has developed a budgeting model that is built upon enrollment growth. It provides funds to the campus at the "marginal cost of education" per student at UC for each added student and allows the campus to keep half of student fees. This model is responsive to the expectation that campuses will grow in response to the projected increase in high school graduates. Each campus has a long-term enrollment projection and is able, therefore, to make longer-term projections of resources. The resources are, by and large, appropriate and suitable for the growth UCSC is projecting. (The 1997-98 planning level is $7,300 per added student and 1/2 of $3,500/student fees for a total of about $9,000 per student.)

One continuing fiscal problem is the shortage of capital funds for instruction and research facilities. As enrollment grows, facilities needs grow, but the State's ability (or willingness) to issue bonds which support such facilities has provided to be less than the need. UCSC will fall behind in the next few years unless new facilities come on line.

In summer 1997, Chancellor Greenwood appointed a strategic planning committee, the Millennium Committee (MC). It was a faculty-administration-student committee and was charged with developing a set of planning principles.

The MC consulted broadly (500-600 people), read most of UCSC's major planning documents and the reports of External Review Committees that periodically evaluate departments and programs, and solicited and received many comments by email. Members of the committee read extensively about the future, and the conduct and the evaluation of research universities.

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

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

The full report of the Millenium Committee, completed in June 1998, is available on the World Wide Web (http://www.ucsc.edu/ucsc/planbudg/chanc/millcom/mcmtg-980501-draft-report.htm) and is attached as an appendix to this report.

In 1997, the Committee on Educational Policy established a subcommittee to (1) examine new approaches to the general education curriculum, (2) review the effectiveness of UCSC's current requirements, and (3) provide recommendations for change. The subcommittee conducted a review of the recent literature on the general education curriculum and examined new initiatives by campuses across the country. It conducted focus groups with faculty who teach general education courses and with administrators who oversee the allocation of teaching resources. The subcommittee also examined the results of a survey of students regarding the value of general education courses and initiated a variety of informal discussions with students. Recommendations of the group are being discussed by CEP and the resource implications of the proposed curriculum are being examined. A series of focus groups and forums will be held to provide feedback on the proposal and to stimulate more discussion. A formal proposal to the Academic Senate is expected to be made during the 1998-99 academic year.

To make the best use of its resources, UC Santa Cruz is creating partnerships with other public and private institutions in the region. Examples of new partnerships include the Monterey Bay Education, Science, and Technology (MBEST), the Monterey Bay Educational Consortium (MBEC), the Monterey Bay Crescent Ocean Research Consortium (MBCOCR), and the UC Gateways Project. MBEST will provide room for about 1.3 million square feet of space for research and development, light industry, and commercial and mixed uses. MBEST will emphasize research in environmental science, technology, and instrumentation, especially coastal applications; biotechnology, emphasizing agricultural and marine applications; information science and technology; and multimedia education and entertainment. MBEC brings together K-18 schools in the region to identify ways in which UCSC can support their needs. Examples of the projects developed by the consortium include the Central Coast Science Project, the Seaside Junior High School Math/Science Institute, and the Step to College Program. MBCOCR is a consortium of private, federal and state marine research agencies. The combined resources of MBCOCR provide the campus with access to over 110,00 square feet of marine research facilities. MBCORC will coordinate joint activities and create new opportunities to undertake large-scale projects. By joining together, member organizations may become eligible for certain funding programs for which no single institution would be competitive on its own. In addition, some member institutions have access to funding sources not frequently used by other members. The UC Gateways is a project to provide technological assistance to K-12 minority outreach programs across the State and evaluate the effectiveness of UC outreach programs.

In Fall 1997, undergraduate and graduate students were given the opportunity to have letter grades assigned to their work in almost all courses. Prior to this time, letter grades were available to undergraduate students only in upper-division courses. Narrative evaluations, descriptions of students' coursework written by the professor, remained unchanged.

Over the past four years, the campus and faculty have received recognition in several studies of educational and research excellence. Examples of these studies include:

• A National Research Council (NRC) survey in 1995 ranked two of UCSC's doctoral programs--astronomy/astrophysics and linguistics--in the top 10 programs nationwide. A national analysis of 41 fields at 274 universities, the NRC survey is conducted every ten years. In addition to astronomy and astrophysics (sixth) and linguistics (tenth), two other programs--earth sciences and biochemistry/molecular biology--also placed in the top quartile. The NRC's assessment of doctoral programs reflects the views of nearly 8,000 top faculty members nationwide regarding the quality and effectiveness of graduate programs in educating research scholars and scientists.
• Graham and Diamond (The Rise of American Research Universities: Elites and Challengers in the Postwar Era, 1997) examined research and scholarly activity on the basis of per capita faculty production. Among public universities, UCSC ranked first in the nation in the social sciences, sixth in the arts and humanities, thirty-second in the natural sciences, and eleventh overall. The campus was also ranked as one of the five fastest rising universities.
• Scientific papers published by UCSC physicists have been among the most highly regarded in the country, according to a study by the Institute for Scientific Information. UCSC's Physics Department ranked seventh for the "citation impact" of papers published between 1981 and 1994. UCSC astronomers and astrophysicists also published some of the most notable research papers in their fields in recent years, according to a similar study by the Institute for Scientific Information. The impacts of all space-science papers published between the years 1993 and 1995 by tallying the number of citations earned by each paper. UC Santa Cruz ranked 12th among the world's astronomy research institutions in terms of the total number of citations received and 11th in terms of the average number of citations per paper.
• U.S. News and World Report rated UCSC as one of the top 25 public institutions in the country in its 1997 issue on undergraduate education. The ranking appeared in the magazine's 11th annual "America's Best Colleges" issue. In developing its rankings, U.S. News distributed detailed questionnaires to 1,400 four-year schools. Criteria by which the schools were judged included academic reputation (provided by presidents, provosts, and admissions deans at each school), retention rate, faculty resources, student selectivity, financial resources, value added (a measurement of the school's role in the academic success of it students), and alumni-giving rate.
• Slovak (University of Chicago) studied the 2,200 undergraduates who were winners or honorable mentions of NSF Graduate Fellowships in Engineering and Sciences or Mellon Foundation Fellowships in the Humanities for 1996. Using per-capita awards per 1,000 graduates, he examined which institutions produced the most awardees and which institutions' graduate programs attracted the most awardees for study. UCSC ranked first in per capita production of awardees, followed by Georgia Tech, Cal Tech, University of Chicago, MIT, Reed, Harvey Mudd, Illinois, Wellesley, and Trinity. UCSC ranked fourth among destination schools, preceded by Illinois, Georgia Tech, and Carnegie-Mellon, and ahead of Penn State, North Carolina, MIT, Texas, and Rice. Slovak concluded that, besides the famous technical schools, the high ranking institutions "are known to be focused heavily at the undergraduate level on the pursuit of scholarship in most of the traditional arts and sciences" and that "institutions that are able to attract awardees at rates higher than predicted from their size and levels of faculty activity are generally those termed 'challengers' by Graham and Diamond. These are institutions which, over the past two decades, have attempted to position themselves so as to join the ranks of their peers who are generally recognized as being the elite of American research universities. Judging by their disproportionately high awardee attraction rates, a number of them have succeeded in achieving that goal."
• In the 1996 edition of the America's Best Colleges guide, UCSC was ranked as one of the best in the country in a new category in the survey: quality of undergraduate teaching. America's Best Colleges is a special issue produced annually by U.S. News & World Report for college-bound students and their parents. In the 1996 survey, U.S. News asked presidents or chancellors, provosts, and admissions deans from throughout the United States to select schools where the faculty "has an unusually strong commitment to undergraduate teaching." In the category Top National Universities, UCSC was ranked thirteenth--just behind such universities as Princeton and Stanford, and ahead of such universities as Harvard and Northwestern.
• UCSC was ranked 24th in the country in an Internet magazine's survey assessing the computer environment of American colleges and universities. The results of Yahoo! Internet Life's second annual national survey appeared in the magazine's May 1998 issue. Among UC campuses which were ranked in the "America's 100 Most Wired Colleges" survey, only UCLA--at No. 23--finished ahead of UCSC. UC Berkeley was ranked 42nd in the county. Dartmouth College occupied the survey's top spot. In rating this year's schools, the magazine took all aspects of the wired campus into account--infrastructure, social life--but it focused primarily on the academic benefits of using the Net and to technologies campuses employed that made a difference in the quality of student life. UCSC also made the "America's 100 Most Wired Colleges" list in the survey's inaugural year, finishing 56th in 1997.

Campus diversity was one of the major areas addressed in the campus's self-study. Each recommendation of the visiting team is addressed earlier in this report, as is an evaluation of the progress of the campus. The report of a special taskforce that examined campus strategies to maintain and improve diversity (Making Diversity Work, 1997) is also attached as an appendix to this report.

The use of data in planning and evaluation is widespread at UCSC and there have been important developments in the campus's use of assessment information over the past four years. In addition to rigorous program reviews, annual surveys of students and alumni, and written evaluations of student performance in all classes, new initiatives include:

Although UCSC does not formally plan and coordinate its assessment activities, the value and impact of such activities are being increasingly recognized and efforts to evaluate the effectiveness of administrative services and instructional initiatives are more common. The goals identified by the Millenium Committee should provide a unifying context for assessment efforts that, in the past, were provided by independent departments or divisions.

The Internet and client-server technologies are changing the institutional culture by improving the availability of information to decision-makers. Several new technology initiatives that are expected to continue this trend are (a) a new course scheduling system that will increase the flexibility and timeliness of scheduling as well as improve feedback on the use of campus facilities, (b) a campuswide project management system that will improve the coordination and accountability of project managers, and (c) direct access to existing information systems through the World Wide Web and other technologies that will allow campus users to generate reports without the aid of programmers in central offices.

The report of the Millenium Committee (attached as an appendix) outlines a set of goals to guide the campus as its enrollment grows to 15,000 students. Some of the tasks outlined by the report may have a significant impact on the campus (e.g., adoption of the semester system). However, implicit in this report is the assumption that the campus will acquire significant new resources. Many of the critical issues in the near future concern the acquisition of these resources.