DUKE UNIVERSITY LIBRARY Digitized by the Internet Archive in 2015 https://archive.org/details/summaryreportofuOOduke / SUMMARY REPORT OF THE UNIVERSITY PLANNING COMMITTEE DUKE UNIVERSITY OCTOBER, 1972 SUMMARY REPORT of the UNIVERSITY PLANNING COMMITTEE October 1972 This document has been prepared as a summary of Draft D of the University Planning Committee report adopted on September 27, 1972. The report is not policy of the University until reviewed and approved by the various groups concerned with these matters. TABLE OF CONTENTS Page I. LONG-RANGE PLANNING: 1971-72 1 A. UNDERGRADUATE ACADEMIC PROGRAMS 8 B. GRADUATE ACADEMIC PROGRAMS 20 C. GRADUATE AND UNDERGRADUATE PROFESSIONAL SCHOOLS OUTSIDE THE MEDICAL CENTER 28 D. MEDICAL CENTER AND HEALTH AFFAIRS 48 E. INTERDISCIPLINARY PROGRAMS 53 F. FACULTY DEVELOPMENT 56 G. UNDERGRADUATE ADMISSIONS AND FINANCIAL AID 65 H. LIBRARIES 70 I. NONCURRICULAR LIFE 74 J. FINE ARTS 81 K. REGIONAL AND STATE RESPONSIBILITIES 91 L. INTERNATIONAL PROGRAMS 95 M. ATHLETICS AND PHYSICAL EDUCATION 104 N. PHYSICAL FACILITIES 109 II. A DESIGN FOR THE FUTURE 119 APPENDIX: MEMBERSHIP OF PLANNING COMMITTEE AND SUBCOMMITTEES 122 1. I. LONG-RANGE PLANNING: 1971-72 From time to time, every university must step outside its daily routine and examine its objectives, its methods of attain- ing them, and its successes. The university must define itself in terms of tradition and the future: the university that is and the university that is to be. For Duke University this time came in the academic year 1971-72 when a University Planning Committee consisting of fifty- four faculty members, students, administrators, Trustees, and alumni began its examination and evaluation. Charged by President Terry Sanford to "examine Duke's hsitoric commitments, where we stand at the present time, where we hope to go, and how we intend to get there," the Committee sought to explore "any questions with relevance to these objectives." President Sanford' s directive continued: "As the Planning Committee reviews our programs and priorities in undergraduate, graduate, and professional education, research, and scholarship, it should bear in mind the following guidelines: "1. A shift in major emphasis to academic programs and human resources, away from emphasis on the construction of physical facilities . "2. A highly selective development of existing or new academic programs, keeping in mind that some development can be financed with new funds, but that some must also be financed by curtailment or elimination of existing programs. "3. Modest, if any, enrollment increases. The question is left to the Committee to determine whether it will recommend any increases in student enrollment and, if so, in what areas. 2. "4. Attention to the unique characteristics of Duke University which exist or can be created. As we move to strengthen the faculties/and student bodies of the University, we do not wish merely to copy other distinguished private universities, but to seek excellence in our own way. "We should reexamine the demands on higher education in the last quarter of the twentieth century and identify those aspects of higher education in which we can assume positions of leadership. Duke University should be a leader in designing new approaches to higher education which will enable the University to meet the changing needs of society." With these words in mind, the Committee members, organized into thirteen subcommittees, began the task of self -evaluation . Three developments within Duke make this report especially timely. First, it has been seven years since the completion of a major planning effort which resulted in Duke's Fifth Decade Campaign. That campaign, at the time one of the very few nation- ally to exceed the $100 million mark, surpassed its goal of $102.8 million with a final tally of $105,235,263 in May 1971. Since the initial planning over seven years ago, the University and the society it serves have changed. Although some of the premises of the Fifth Decade Campaign remain valid, others do not. Second, Duke's new administration has two year's service on which to base judgment of University direction and plan paths into the future on a major scale. Third, Duke is in an excellent position, with a balanced budget and rising admission applications, to plan with confidence for an improvement in its academic quality. With the President's guidelines and these developments in mind, the Planning Committee began the task of planning the future of Duke University and moving Duke into that future from a position of strength. OBJECTIVES The present objectives of Duke University are high achieve- ment in undergraduate, graduate, and professional education, and the continuing discovery and dissemination of significant new knowledge. These processes require the bringing together of intel- lectually able student bodies and faculties in a setting endowed with the facilities and resources conducive \to learning and orig- inal research. gtxviL j^j^^- ft 3. On the whole issue of the University and its obligation to society, we reaffirm our conviction that Duke University can make its major contribution by improving its capacity to graduate well- educated people, by equipping its students to deal effectively with the problems of society, and by intensifying its search for new knowledge. In the interest of diversity and the University's obligations in a larger sense, Duke is committeed to an active policy of minority participation in all phases of University functioning, ranging from admission to employment to cultural opportunities. In the concept of higher education must come the realization that the basis of education is human concern; to function wholly, the University must insure that all are not only represented fairly In every quarter, but that It hears each voice. The University's policy on women and minorities seeks this end. Issues central to Duke's rational development are covered individually by committee reports. Those issues which cross dis- ciplines or which the Committee. considers fundamental to University objectives are presented here. GRADUATE AND UNDERGRADUATE EDUCATION In undergraduate education we intend to maintain, promote, and require high standards of excellence , seeking to attract a student body with the intellectual abilities in the range found at the twenty to twenty-five more selective institutions in the nation and with a diversity of talents, interests, and socioeconomic back- grounds. Looking at strictly intellectual characteristics of the Duke undergraduate student body, average combined SAT scores are about 1,290. This places our average Trinity College student in the top 9 percent of U.S. college students, and the top 2.5 percent of the nation's population. One hundred and nineteen national merit scholars are enrolled, a number exceeded at only nine schools in the nation. There are only thirty-five to forty colleges and universi- ties (of some 2,800) with comparable or stronger student bodies, and these include the most distinguished universities, as well as the most prestigious liberal arts colleges, in the nation. In addition to intellectual abilities, we further seek evidence of potential leadership and original or creative thinking in the majority of our students. With regard to the graduate student body, we should introduce uniform minimum standards of admission to be monitered strictly by the Graduate School, and we should seek to improve the average for the entire student body. Further, the overall graduate effort should rank with the twenty best in the country, as compared with the present position of twenty-fourth to twenty-sixth. 4. PROFESSIONAL SCHOOLS Professional training and education beyond the baccalaureate level are now offered in Medicine, Law, Divinity, Forestry, and Business Administration, the last program having admitted its first post-baccalaureate students in 1970. In addition, under- graduate professional education is offered in Nursing and Engineer- ing. Our goals in professional education have two main concerns: quality of program and the relationship of each program to the rest of the University. With regard to Medicine, we wish to maintain our position as one of t he f our__ori_f iye most distinguished schools in the nation,, while continuing to innovate in the medical and allied health areas. In Law, our aim is to move from our present ranking within the top ten schools of the nation jto a ranking within the top five. In Divinity, our goals are similar with regard to the academic aspects of the School, with further emphasis on developing practical pro- fessional work suited to the present and emerging forms of the ministry . In the Graduate School of Business, we seek continued progress along the directions already laid out for the development of the new School. Its plans, so recently formulated, are not in need of detailed reformation as part of this University planning process. With regard to Forestry, the continued development of its work in environmental management is clearly indicated. STUDENT ENROLLMENT In 1972-73, enrollment is about 8,500, excluding medical residents, interns, and students in the various paramedical programs. This represents about 5,500 undergraduates, 1,800 graduate students, and 1,200 professional school students. We recommend, that this be increased by 4-00 to 500 over the next five years, an increase of 5 to 6 percent, or about 1 percent annually. Of the recommended increases, 70 would be in the Divinity School and 125 to 130 in the Graduate School of Business Administration. The Divinity School increase would largely restore previous levels and would require no new faculty. The increase in Business School enrollments reflects the buildup toward a total of 200 students--a level planned long ago. The School of Medicine already has planned an increase of about 30 students by 1980. The remaining increase of 17 5 to 27 5 students would be sought in undergraduate enrollments, primarily in the School of Engineering. The School is quite small by national standards and could readily grow from its present 483 (fall of 1972) to 700 with only a modest 5. increase in faculty members . In this case , the constraint is that of adequate numbers of qualified applicants . Of the planned increase in undergraduate enrollment, as many as possible should be in Engineering; the actual number will depend on the number of well- qualified applicants. Existing acade mi c phys ical facilities are, generally speaking, adequate to serve the needs of this modestly increased student body. The new University Union Building, recommended in this report, will serve the extracurricular facility needs of the student body. Further, the existing curricula and course offerings are little affected by these recommended modest increases in enrollment. Re- quirements for additional faculty are minimal, especially in Divinity and engineering. The chief constraint on any increase in undergraduate enroll- ment is that of housing, dining halls, and other student facilities. We assume that the recommended increases in Divinity, Medicine, and Graduate School of Business will give rise to housing needs which can be fully met by the new 500-unit central campus housing facility or by modest increases in the use of off-campus housing. We might also note that no increases are contemplated in Law or in the Graduate School. Undergraduate housing, however, is a serious matter. If the present student preference to live on campus continues , prompt consideration should be given to the construction of a new dormitory. The central campus housing facility will accommodate some under- graduates, but 189 are already being temporarily housed in Univer- sity-leased space off campus. We have declined to recommend any sizeable increases in under- graduate enrollment for two additional reasons. One has to do with the matter of overall size and the impersonal or even inhumane aspects of very large student bodies. The other, quite frankly, recognizes the difficulties which may be ahead for high-quality but high-cost private institutions in attracting able and well-qualified students. This has not yet been a factor at Duke because applica- tions are at record levels and still rising. We prefer to be con- servative in enrollment, leaving ample scope for attracting still more able and talented studets in an era of rising tuition. FACULTY One measure of faculty quality may be found in the 1970 study conducted by the American Council on Education. Twenty-three Duke departments or programs were rated. One discipline (physiology) 6. was rated as distinguished, , twelve departments or graduate programs (English, French, Spanish, physics, history, botany, zoology, bio- chemistry, psychology, microbiology, molecular biology, population biology) as strong, and eight departments or graduate programs (economics, political science, sociology, philosophy, mathematics, chemistry, pharmacology, developmental biology) as good. Two engineering departments were rated satisfactory-plus on very new Ph.D. programs. Eight departments or graduate programs were listed among the best twenty in the United States (physiology, population biology, botany zoology, Spanish, French, biochemistry, history). If one takes account of the highstanding of Duke's profession- al schools in law, divinity, and especially medicine, an overall ranking of the University faculty should place it between twentieth and twenty-fifth in the nation . Duke is one of the smallest of the major institutions, and a department of ten to twenty faculty members can find itself in competition with departments of fifty to sixty faculty members. There are some disciplines, however, where three or four outstanding people can make a department highly visible . The faculty presently numbers about 1,040, with nearly half in Medicine and Nursing: Arts and Sciences has about 430, with about 110 in the professional schools outside the Medical Center. It is recommended that approximately 30 to 35 faculty members be added in Arts and Sciences and 18 to 20 in Law, Engineering, and the Graduate School of Business . This report, in later sections, calls for ninety-two new endowed professorships (forty-seven in Arts and Sciences, ten additional rotating visiting professorships, three in Law, two in Divinity, four in Engineering, four in Business, two in Forestry and twenty in Medicine). Some of the endowed professorships may be viewed as additive, depending on the University's overall financial position. The modest Increase in enrollment should also support six to twelve new junior faculty positions , again depending on the University's overall financial position. We cannot, therefore, make exact recommendations on total faculty growth. If we are successful in increasing gift income, unrestric- ted endowment income , and in securing new endowments for the libraries, faculty and for financial aid, an increase of thirty to sixty faculty members may be possible. This increase in faculty numbers will easily provide instruc- tion for the additional students, many of whom can be accommodated by existing offerings. In addition, it will modify the size and constraint on quality in some departments and schools , and provide that extra margin of human resources to move several disciplines now on the edge of distinction into the very front rank. Further development of faculty strength without drawing on presently exist- 7 . ing funds sources is implied by the recommendation for endowed professorships . FINANCIAL AID Another urgent need is for increased financial aid. The de- tailed sections which follow call for newly endowed funds for undergraduates ($15,000,000), graduate fellowships ($5,000,000), and professional schools ($5,000,000). The primary emphasis is on financial need, especially for increasing the numbers of minority students. Talent scholarships, with modest supplements to need, are recommended for the fine arts. Some expansion in the number of scholarship supplements above need are recommended to recognize academic excellence and other talents, both in Trinity College and Engineering. CONCLUSION The University Planning Committee has assessed the present position of the University in the light of its aims and objectives. This report contains numerous recommendations for further progress in attaining these objectives. It is quite clear that it will take a substantial amount of new funds plus curtailing of some existing activities to reach our objectives. 8. A. UNDERGRADUATE ACADEMIC PROGRAMS SUBCOMMITTEE Introduction Overall, the quality of undergraduate education is high. Duke undergraduates are among the upper 2 . 5 percent in the national population as judged by College Board Scores; and the faculty ranks high in graduate ratings. The curriculum is flexible, allowing students considerable latitude to develop an individual course of study and to make good use of the extensive resources (for example the library - one of the twenty largest in the country) of the University. In 1968 the Undergraduate Faculty Council decided upon a new arts and sciences curriculum for undergraduates to begin in fall, 1969. This curriculum rests on several assumptions: (1) that learning should be lifelong: (2) that a new climate of learning was needed at Duke, in which study might be made more enjoyable and rewarding: (3) that Duke education should be conducted less anonymously than it had been: O) that students mature by making choices and should assume responsi- bility for making decisions about their own education, including their course of study: and (5) that an educated person is defined less by courses he has had than by a stance toward life — flexible, versatile, rational, humane. Some of these assumptions grew from student and faculty dissatisfaction with the then existing undergraduate curriculum. Among the more common complaints of faculty and students were the lack of experimentation in undergraduate education and the impersonal way in which education was frequently conducted. A survey of undergraduate members in the academic honoraries Ivy and Phi Eta Sigma indicated that half these students had seriously considered transferring to other institutions: the reason most often given was "lack of intellectual climate." Although some of the same criticisms are still heard, they are heard less often. Although the national decline in student activism, a difficult job market for graduates, and the gradual withdrawal of American troops from Viet Nam undoubtedly contribute to the reduction in vocal student dissatisfaction, it is clear that the students today are better satisfied with undergraduate education at Duke than they were four years ago, partly because of the new curriculum. 9. The complaint that undergraduate education is too anonymous has diminished considerably. Surveys of students and faculty who have participated in small-group learning experiences show extremely strong support for this requirement. Interviews with a number of departmental chairmen indicated that all chairmen interviewed favored the small group experiences. The difficulties in expanding these opportunities may revolve around the suitability of certain subject matter to particular formats of instruction, instructor, and the mix of students. Strengthening Undergraduate Academic Programs It would clearly be unwise either to proceed in the new curriculum without carefully evaluating its success in achieving its goals or to alter the plans of 1968 without such an assess- ment. Considering the resources that the University is devoting to undergraduate education and the time spent in formulating its present curriculum, it is appropriate to ask for a thorough assessment of effectiveness and cost. A.l. It is recommended that the University expend funds or seek a small grant of about $25,000, for a careful evaluation of the new curriculum. In addition, the persons charged with undertaking the review should offer a plan for continuous data-gathering that would allow ongoing evaluation of the curriculum and suggest means of implementing changes. (A, $25,000, short-term) A. 2. The Committee recommends more attention be given to students eligible for graduation with dist inction--both in terms of out- ward recognition and in terms of enlarged opportunities for all students to do detailed research and independent projects that might lead to academic distinction. (The expectation in 1968 was that by this time many juniors and seniors at Duke would be doing high-level, detailed undergraduate theses. This seems to have been largely forgotten. Neither in official university publica- tions nor in departmental advising has there been extensive or consistent encouragement of undergraduate theses. (A, immediate) A. 3. It is recommended that the academic administration work with departments to develop guidelines for appropriately recognizing faculty for time spent directing independent study by establishing correspondences between such time and other teaching duties. (A, short-term) 10. It is recommended that the Dean of Trinity College of Arts and Sciences be responsible for regular, continuous, central planning for the undergraduate curriculum. (A, immediate) Students feel that they still have too many academic decisions made for them in which, at best, they advise, and at worse, are not consulted. One proposal which merits further study by the UFC and ASDU, is that curricular decisions regarding requirements should be jointly approved by both ASDU and the UFC. While the committee did not agree on the terms of any precise proposal, it did reach con- sensus on a general recommendation. It is recommended that students be given a greater level of participation in actual decisions concerning legislation about undergraduate academic matters in the Undergraduate Faculty Council. It is recommended that a committee of the Undergraduate Faculty Council seek to implement this recommendation within the next twelve months. The Committee feels the matter of students being given a vote on the Undergraduate Faculty Council deserves further exploration. (A, short-term) It is recommended that the undergraduate administration work with departments to develop a few broad courses of strong intellectual content introducing students to disciplines outside their main division of study. If such courses prove academically rewarding, others might later be offered. (B, midterm) The UFC could make proposals to the professional schools in the areas they think suitable to the needs of undergraduate student demand, and the professional schools should be encouraged to respond in an affirmative way. It is recommended that members of the engineering faculty, working in cooperation with other departments, provide course activities for liberal arts students which permit adequate under- standing of modern technology in areas such as automation, computers, urban affairs, pollution control, communication, and transportation. There is a need for more interdisciplinary programs and courses. Interdisciplinary study is not encouraged by the existing departmental structure. Development of new courses is left almost entirely to individual departments. Faculty members rarely receive encouragement from their departments in expanding their horizons as teachers into areas beyond the disciplines in which they took their Ph.D. degrees, and the student is left to integrate his knowledge from his selection of specific courses. 11. As long as faculty retention, promotion, and mobility rest largely upon research and teaching in narrow disciplines, some counterweight must be found to encourage faculty members who desire to do so to expand their knowledge and teaching into broader areas. This may well require alterations in the procedure for granting promotion and tenure, additional authority for the deans charged with undergraduate instruction, and budgets to allow goals to be carried out. A. 8. It is recommended that the administration give care and atten- tion to the need for further interdisciplinary courses and en- courage faculty members to undertake interdisciplinary teaching. (A, midterm) It is difficult to get short-term, new courses into the undergraduate curriculum. Each course must be listed in the Bulletin , and consequently is planned a year or more before first being offered; therefore, short-term courses directed toward timely topics are discouraged. A course dealing with the social history of American women is now being offered, and appro- priate departments might consider offering courses dealing with areas of present concern. Whether the interest might remain five years from now is not the fundamental question: the point is that academic courses of intellectual merit might be offered at times when--. students see particular need to explore topics seriously with adult experienced assistance. A. 9. It is recommended that the University develop means of en- couraging cours es which might be offered for only a year or two by faculty members with interest in these areas with, in some in- stances, the understanding that these courses would not be offer- ed more than once. (A, midterm) One reason such new courses have been discouraged in the past is that the Bulletin has been considered the only official means of listing approved courses in the University. Because of this, courses often remain listed long after they are no longer being offered. A. 10. It is recommended that any course not offered at least once in three consecutive years be automatically dropped from the Bulletin , though it would remain in the files of the Courses Committee and would not require reapproval if offered within the next two years. (A, immediate) Related to the students' problem of getting sufficient infor- mation from the Bulletin about when courses might be offered is the fact that the Bulletin itself offers inadequate descriptions of 12. courses. Before pre-registrat ion every semester each depart- ment might ask faculty members offering courses the following semester to prepare a one-page statement describing the goals of the course, the books to be read, the background a student should have, any special background which might be required of a student, and the means by which the class will be conducted (discussion, lecture, or whatever). Professors might state whether the work would be written or oral, and what type of papers or laboratory work would be expected. Such information might easily be made available to the students at very little cost . A. 11. It is recommended that the University ask departments to make available in advance of registration statements of about one typed page or less describing the details of each course to be offered. (A, short-term) Enriching Undergraduate Teaching Obviously, there are ways of improving the undergraduate academic program apart from simply adding to the curriculum or transforming some of the courses already offered. It is a tenable maxim that teachers are generally more important to the students than the subject taught. To improve the quality of undergraduate instruction, this quality must be sought by departmental and administrative officials when faculty are hired; it must be evaluated during considerations of tenure and promotion; and there should be consistent and systematic encouragement of excellence in undergraduate instruction. It is equally necessary that some of the now basic tools for teaching should be readily available to teachers. In some departments , for Instance , secretarial assistance and copying facilities are scarcely available for teaching purposes. A. 12. ' It is recommended that the administration establish a Teaching Council comparable to the Research Council, able to distribute funds for teaching assistance and experimentation in teaching. (A, $30,000, short-term) One commentary on the attention that has been given to the quality of undergraduate instruction is that much of the "Report of the Advisory Committee on Quality of Undergraduate Instruction" in Varieties of Learning Experience , 1968 , still bears reprint- ing because many of its central points have remained unattended. 13. "Recent years have witnessed a striking growth across the nation of the successful exploitations of the power of audio- visual aids in improving the quality of undergraduate instruction while at the same time making the most effective use of the time of instructional staff." "There is audiovisual equipment within the University, but its distribution is limited, and its use is generally costly. Certain departments, notably the sciences, are blessed with pro- jection equipment and technical help, but many others are not, and there is no ready access to equipment, supplies, and techni- cal help needed for the preparation and use of teaching aids. Audiovisual equipment may, of course, be borrowed, but making such arrangements is always costly in time and effort, and only the basic projection equipment can be obtained by this means. Departments holding such equipment have had to pay for that equip- ment from their own budgets, and therefore are reluctant to lend it to others and invariably give first choice in use to their own personnel. The instructional staff in the University should not be burdened with the difficulties of borrowing or be faced with paying for instructional aids prepared by Medical Illustration." A. 13. a. lit is recommended that a centralized audiovisual aid facility - funded by the University and not by departmental budgets should be established, the services and equipment of the facility being pro- vided on a basis of charges for services rendered with the under- standing that some overall subsidy may be necessary. The University should explore the uses of a centralized audiovisual facility at other institutions. (A, immediate) A.13.b. Closed circuit television, telectures , andHiomputer-assist- ed instruction are modern instructional procedures of benefit to certain disciplines. The University should explore the use of these procedures at other institutions and establish facilities as needed and requested by departments. (A, midterm) A.13.C. Training for undergraduates should be maximized in this opera- tion and the University job plan be considered in this context. (A, midterm) Consideration needs to be given to developing internships for students to work with Duke University. These internships could provide practical work experience for the student, assist in the recruitment of personnel to carry out necessary functions in the University, help the student and faculty relate educational experiences to "the outside world," and provide concrete avenues 14. whereby students could become involved in the policies and practices of the University. A year or semester internship could serve to fulfill academic requirements if properly conceived and implemented. Activities, departments, and programs in which internships might be developed include: Business Office, Museum, Physical Plant, Duke Forest, Architect's Office, Building and Grounds, Student Union, Student Publication, Alumni Office, Development Office, Counseling, Computing. A. 14. It is recommended that the Provost's Office, working with subcommittees from the Undergraduate Faculty Council of Arts and Sciences, the Engineering Faculty Council, and an appropriate representation from the Medical Center (Nursing School), undertake the institution of such internship activities for undergraduate students at Duke University. (A, $36,000, midterm) Creating a More Vigorous Intellectual Atmosphere on the Campus The complaint of "lack of intellectual climate" heard in 1967, though less frequent, is still heard today, and is sometimes accompanied by the complaint of both students and faculty that Duke offers little sense of "academic community," largely because of insufficient opportunities for intellectual exchange and social intercourse outside the classroom. Several explanations have been offered for the University's failing to meet its potential in this regard. 1. Duke is seen as a "safe" institution. Faculty research is not thought to be bold and pioneering. 2. A somewhat sedate quality of the faculty is reflected in comparably sedate students. 3. There are few physical facilities to support easy and natural intellectual interchange within the University community. The campus offers very limited facilities for informal discussion among faculty and students. Undergraduates have a few commons rooms and lounges (generally small) where they may meet with one another; the faculty lack comparable facilities; and there is no middle ground where both groups may meet casually. In student residential life, one finds the same division be- tween formal study, or "work," and recreation, or "pleasure." A number of improvements have been made in recent years, particularly on East Campus, beginning a decade ago with the experimental dormi- tory and moving through the language corridors , and later special 15. study-group corridors, until today there is considerable variety in the type of residential arrangements allowed. The establish- ment by the Undergraduate Faculty Council of the Residential Life Committee indicates that the faculty has assumed responsibility for residential life; however, there is no evidence of widespread faculty interest in residential programs. A. 15. a. It is recommended that various concepts of full-credit, res- identially based courses with guidelines developed for appropriately recognizing faculty be investigated by the undergraduate faculty administration and the RLC . (A, midterm) The committee finds that Program III of the new curriculum, which was to have allowed students who lived together to share in common curricula, has been largely forgotten. In 1968 the faculty supposed that some undergraduates might wish to spend at least one year living with students who studied a set of courses identical with theirs. Thus, a group of perhaps twenty-five students might wish to spend a year studying twentieth-century U.S.A. by examining its literature, politics, history, and social structure, with instruction by members of the appropriate academic departments. The curriculum allows enough flexibility for students to elect one year in this kind of program. We see this as an area allowing immediate implementation with existing resources. A.15.b. It is recommended that the opportunities allowed by Program III for students who live together to share in a specially integrated academic program be explored by the undergraduate academic administra- tion, and a report on these possibilities be sent to the RLC and UFC . (B, midterm) Intellectual intercourse between faculty and students is easiest in a small intimate setting. The likeliest place for such activity might be the houses along Campus Drive. Each of these houses might be the locus for an Association of Learners--a group of perhaps thirty faculty members, to be complemented by thirty to sixty under- graduates and graduate students . Some students might live in the house; other members could come for conversation and meals. Faculty members would be drawn from the entire University by invitation and their own choice as members for five-year periods; they would invite applications from students for membership in an intellectual association based on common interests (though its members should not be of homogenous backgrounds ) . A. 16. It is recommended that one of the next houses coming vacant along Campus Drive be designated as the locus of a student-faculty Association 16. of Learners, and that if such a group proves viable future houses along Campus Drive be set aside for similar purposes. (A, $10,000, immediate) It is recommended that planners for all future University residential buildings consider ways of breaking down barriers between undergraduates, graduate students, and faculty: specifically, we urge that the new residential units soon to be constructed between the campuses provide housing for undergraduates, graduate students, medical personnel, and faculty. (B, long-range) It is recommended that the University continuously evaluate the success of its residential programs in carrying out the stated philosophy of the institution. The professional evaluation currently under way might serve as a model. (A, $5,000, short-term) It is recommended that in expanding residential learning options for students, faculty be appropriately recognized for participation in such programs. (A, short-term) It is recommended that there be systematic and formalized student input and consultation in the planning for renovation and construction of living quarters. (A, short-term) It is recommended that benches be placed under the trees on East and West Campus so that students and faculty members might converse outdoors without having to stand. (A, $2,000, short-term) Other suggestions and observations also bear repetition. Just as teachers expect students to carry their thinking and discussion of course material outside the classroom to their living situations, so the faculty should be encouraged to carry its dialogue with students out of the classroom and into the community situation. In this way, the faculty can help stimulate a personal response to their ideas . It is recommended that facilities should be made available for informal interaction between undergraduate and graduate students and faculty through the establishment of departmental lounges, informal departmental coffee hours, etc. (A, midterm) and funds be pro- vided for professors and students to dine together in student dining areas. (C, $10,000, midterm) Graduate Student Participation in Undergraduate Teaching In most academic fields a large proportion of people who receive Ph.D.'s spend a significant portion of their time teaching, and yet 17 . a very small number of them receive any supervised experience or training in teaching at any time in their graduate careers or after- ward. It is recommended that: A. 23. a Graduate students who teach undergraduates at Duke receive instruction in teaching either before they themselves begin teaching or concurrently with their teaching experience (this instruction might include apprenticeship, supervision, evaluation and feedback to the graduate student); and that the University encourage graduate students who expect to take up careers in teaching to receive some instruction in teaching techniques except where graduate students are forbidden by the terms of their grants to do so. (A, $20,000, short-term) A.23.b. It is University policy that teaching assistantships should not be viewed primarily as a means of supporting graduate students; that teaching potential and promise be one explicit criterion for selection of graduate students to teach undergraduates; that the cost of teaching assistants should be recognized as a cost of instruction of undergraduates and thus the number of teaching assistants should be determined by the undergraduate teaching load of the department; that stipends for teaching assistantships should be clearly competitive with other graduate student stipends both locally and nationally; and that there should be explicit rewards for excellence in teaching by graduate students. (A, short-term) A.23.C. Graduate students teach only introductory courses, but, where appropriate, also small, specialized, advanced undergraduate tutorials, seminars, and independent study, in which the graduate student is particularly knowledgeable, such as, for example, an area related to the subject of his doctoral dissertation. (C, short-term) In the years ahead in which students face entry into an in- creasingly sophisticated technological society for which they have no specific job training, the interface between the academic institution and the technological society, and the lack of fit between the liberal arts graduates and the industrial world that they enter is going to result in increasing friction. Prior to actual job experience, undergraduates and their faculties need to give thought to the relationship between study and subsequent career development. It is a serious mistake to allow students to suppose that a college degree necessarily paves the way to a successful and and remunerative career. 18. Improving Counseling and Advising Much of the career counseling a student receives should be offered by his major department at the time he makes his selection. It would be helpful in some departments if a designated faculty member could devote a substantial portion of his time to advising senior majors on the job or graduate school search. Possibly all academic counseling should be removed from academic deans who hold Ph.D.'s in specialized disciplines and be placed in the hands of the counseling service (along with personal and career counseling), to be the responsibility of people with degrees in educational or psychological counseling. Clearly, the counseling services now provided by the Counseling Center are not always those which the students seek since complaints in this area are voiced by the most persistent and pointed among undergraduates. A. 24. It is recommended that the Provost examine the various offices offering counseling and advising, and charge the Dean of Trinity College of Arts and Sciences with developing a plan for their simplification and improvement. (A, short-term) It is observed that at present there is no centralized office where undergraduate students become aware of national and inter- national scholarships available to students upon graduation. A. 25. It is recommended that the University place responsibility in a single office for gathering information on scholarships for graduate study (Rhodes Scholarships, Fulbrights, Danforths , etc.), and that students who might be suitable applicants be informed and advised about these scholarships well in advance of the necessary deadlines. (A, immediate) Centralized information should be available regarding what happens to our students after graduation. Currently, we have incomplete information on where our students go, what kinds of jobs they take, where they are accepted for graduate school, how well they do in graduate school, etc. If this information were available in a central location, the University would have a basis for getting information about how well our students were prepared for the careers or further study which they undertook. A. 26. It is recommended that the University authorize the registrar or undergraduate deans to gather information about our graduates' careers, preparation for graduate study, success in graduate work, etc., which would help the University to evaluate its academic programs. (A, $13,500, short-term) 19. For all the wide area which this section of the Planning Committee Report covers, we are aware that it has touched but some of the surfaces of undergraduate education. It neverthe- less remains true that the undergraduate college is the center of this University's responsibility and indeed the center of almost every private university of distinction in America today. If the body is not sound, none of its members will be whole. 20. B. GRADUATE ACADEMIC PROGRAMS Introduction An educational institution which makes a visible impact on the nation and the world must do so largely through its graduate academic programs, through the advancement of basic knowledge by critical and creative intellectual activity. It is recommended that in order to achieve its stated purpose, the University must have a strong graduate school. (A, immediate) Functions of the Graduate School The two functions of a graduate school are the /advancement of the frontiers of knowledge and the-'training of students at a high level. It is recommended that the University formally recognize its obligation to each of these functions. (A, immediate) Society has become increasingly accustomed to looking to the graduate schools of our nation ,to carry on the search for the new knowledge so greatly needed to improve man's way of life, to increase his security, and to broaden his philosophical outlook. Private industry and commerce as well as governmental agencies have concentrated their demands for this service upon the graduate schools of the country. These demands have led to an overly rapid expansion of university research and training programs, particularly in the areas of science, causing a temporary crisis which makes the planning of graduate programs difficult for the immediate years ahead. The long-range goals, however, are clear. If universities default in their function of advancing basic knowledge, society will look elsewhere for the performance of this vital service. Private foundations and governmental agencies will establish research institutes independent of universities and will in- creasingly subsidize industries for carrying out this function. The training of graduate students will become simply instruction in subject matter and techniques. Duke University must make a concerted effort to maintain and increase the funds flowing into it for basic research. We must continue to seek students with creative, original minds; to seek for our faculty renowned scholars, famous scientists, and those who have promise of becoming so. 21. Graduate School Enrollment During the decade of the Depression, the 1930s, and the years of World War II which followed, the normal growrh of graduate schools was interrupted, and the production of Ph.D.'s was held down until the 1950' s. This situation — coupled with the revolutionary developments of atomic energy, computer automation, space exploration, life sciences, and medicine — led to an unprecedented demand for people with training at the graduate school level. The government spent vast sums to expand graduate schools in critical areas to increase the pool of basic knowledge. During the 1960s, the numbers and size of graduate schools were greatly expanded until there began to be an increasing shortage of jobs for the new Ph.D.'s. In the light of this surplus, the governmental agencies began cutting back on their funding for basic research and training of graduate students. The present crisis comes from the too-rapid expansion of the 1960 ' s coupled with the too-rapid correction of the 1970 's in the funding by state and federal agencies and by certain foundations . Because Duke University had a very small graduate school until the 1950s, its present graduate school enrollment of about 1,800 is still less than that of most other reputable B.3. graduate schools. The recommendation that the overall enroll- ment of the Graduate School be held at approximately its present level for the next several years was referred to the ongoing Planning Committee with the request that a general report of estimates of enrollment for the next decade be done on a department-by-department basis as soon as possible. (A, immediate ) Many programs are near the minimum critical size for effective operation, and a reduction in size would result in a loss in quality. If Duke is to maintain its present reputa- tion, it cannot significantly reduce its graduate enrollment. On the other hand, the Committee considers it unwise to increase the enrollment until the overly-rapid expansion of graduate education in the country is corrected and the shortage of jobs for Ph.D.'s is cleared up. To maintain the present size and quality of our graduate enrollment during the next five years, the University must make a concerted effort to obtain new sources of funds to replace the large cutback in the fellowships and scholarships offered by government agencies and foundations. ■ , B.4. We recommend the establishment by the University of 50 to 100 new graduate student fellowships in the James B. Duke range to compensate partly for the reduction in fellowships 22. supported by federal funds and that the million-dollar addition to the James B. Duke 100th Anniversary Fund be included. (A, $7 50,000 Duke Endowment, short-term; A, $2,500,000, short-term; B, $1,750,000) Fund for the Advancement of Basic Knowledge It is through concentration of its research efforts upon the sources of knowledge in significant fields of learning that a small university such as Duke can exert an important influence on the progress of mankind. Duke should seek endow- ment funds specifically designated for long-range basic research in all its divisions. The income from the endowment should be used for support of graduate students working on their thesis research, to pay stipends of postdoctoral fellows, to buy critical material and equipment needed in research, and to pay computer costs, publication charges, and any other expenses associated with the execution and reporting of basic research. We propose that the endowment for basic research be desig- nated "The Fund for the Advancement of Basic Knowledge." Because of the difficulty usually met in raising funds for long- range basic research, a sustained effort over many years may be necessary for accumulation of the needed endowment. A few million dollars in such an endowment could have great effect on basic research at Duke in providing minimal sustaining funds during critical times, in seeding new projects, and in attracting to Duke promising young researchers. Income from a much larger endowment could be used effectively without appreciable expan- sion of our faculty or plant. B.5. It is recommended an endowment (Fund for the Advancement of Basic Knowledge) should be established to strengthen the long- range basic research programs of Duke University in all of its divisions. The endowment should be started as soon as possible with $10 million set as its immediate goal. (A, $5,000,000, immediate; B, $5,000,000, midterm) Graduate School Faculty The reputation of the graduate school and the effectiveness of its programs depend primarily upon its faculty. The Committee does not endorse the so-called star system if it is taken to mean that the University would bring in a few distinguished members at exceptionally high salaries purely for their prestige value without regard for the function they could or would serve in the University. Nevertheless, if the Graduate School is to be ranked with the better ones of the country, it must have not a few but many professors who are known nationally and internationally for their scholarly work. 23. The training of graduate students and the direction of research programs are long-range operations. The longer a distinguished member remains on the faculty, the more closely he becomes identified with the institution through the students he trains and the research papers he publishes. This identifi- cation of the known professor with the institution is necessary for attraction of the best young talent and supporting funds for graduate programs. The Committee recommends that University policy be such that it can hold its better known faculty until they retire. B.6. It is recommended that the distinguished professorships are of primary importance in raising the quality of the graduate C^' ? academic programs. These professorships should be made more attractive and should be increased to about fifty in number in addition to the James B. Duke professorships. (A, short-term) The salaries attached to these distinguished chairs should be maintained at a level higher than that of regular professor- ships in the better known universities. Only under these con- ditions will the distinguished professorships be effective in holding our better known professors and in attracting superior ones from other institutions. In granting the named professorships the Committee recom- mends that f irst __CQnsideration be given to members of our own faculty as long as there are those who clearly deserve the distinction. The present policy of selection of the James B. Duke Professors is commendable. B.7. It is recommended that Duke University should maintain faculty compensation which is competitive with that of the leading graduate schools of the country. (A, short-term) Over a long period of years the relative quality of the graduate faculty is likely to correlate closely with its relative faculty compensation scale. Postdoctoral Training As the Ph.D. degree becomes more common, an increasing number of young Ph.D. 's are extending their research training by remaining at their alma maters or going elsewhere for two to three years of postdoctoral research. The postdoctoral fellows from foreign countries and from other universities of this country bring to Duke novel techniques, diverse approaches, and valuable knowledge and experience. Our faculty, our graduate students and, to some extent, our undergraduate students, benefit greatly from having a corps of brilliant young post- doctoral scholars among them. Being free of formal teaching duties , they have time for individual tutoring of graduate students in research methods; they give valuable seminar lectures and often provide services as substitute teachers. Probably their greatest contribution comes from their personal research which they are free to pursue most of the time. Therefore, it is recommended that postdoctoral training should be given increased recognition as a bona fide function of the University. Consideration should be given to providing some appropriate form of recognition for postdoctoral work. (B, short-term) A postdoctoral fellowship program should be established under the proposed Fund for the Advancement of Basic Knowledge. The policy of seeking grants for postdoctoral fellows by government agencies and foundations should be encouraged. The Society of Fellows An association of special graduate students to be known as the Society of Fellows has been proposed by the Dean of the Graduate School. Although this society is not yet consti- tuted or funded, its formation has been authorized. It is recommended that a society of fellows should be established for the support and encouragement of creative work by exceptionally talented individuals. (A, short-term) Advisory Councils The Committee has examined the relationship between the Graduate School and its advisory councils and has, in general, found the basic structure to be sound. Major policy advice is given by the Executive Committee of the Graduate Faculty . The finer details of operation advice and planning are handled through regular meetings of the Dean and his staff with the group of Directors of Graduate Study. Still other channels used are ad hoc committees, for both evaluation and special planning, and the various interdepartmental councils (Biological Sciences, Social Sciences, Humanities, etc.) However, the flow of information from a large group to a central source, from a faculty to a Dean, is a much more difficult matter to accomplish. While reasonable channels are provided for this purpose, we make the operational recommendation for the liaison in the hope of improving this process. 25. B.10. Therefore, it is recommended that a liaison between the members of the Executive Committee of the Graduate Faculty and the Directors of Graduate Studies be established. To this end we recommend that the two members of the Executive Committee representing each of the various areas (Social Sciences, Humanities, etc.), meet periodically with the Directors of Graduate Studies in their groups to discuss matters of policy and operation which might then be transmitted for action to the Executive Committee of the Graduate Faculty. (A, short-term) This particular meeting form would have the advantage of focusing on the problems common to a particular group. No other opportunity for this kind of interaction now exists. Graduate Admissions The quality of applicants accepted into the graduate program is in theory controlled by the Dean of the Graduate School. Each department reviews applicants and makes recommen- dations to the Dean who makes the official admission. It is extremely difficult for the Dean to exert control, however, because the minimum standards which exist are few, and these are so generally worded that enforcement is impractical. B.ll. We recommend that each department review its admission standards and indicate a set of minimum standards to the Dean of the Graduate School. We recommend that minimal standards shall be determined by the graduate faculty upon the recommen- dation of the constituent departments and shall be enforced by the Dean of the Graduate School in consultation with the graduate faculty. (A, immediate) There will be applicants, however, who do not meet all of the minimum standards because of previous social or educational deficits. B.12. Therefore, we recommend the admission of a limited number of applicants who do not meet the minimum standards. Those admitted in a given year to any one department as exceptions to the minimum standard should not exceed 10 per- cent of the total admitted by that department during that year. (A, short-term) These exceptions are to be made at the discretion of the Dean of the Graduate School only after recommendation of the respective departments. Other indications of prospec- tive success in graduate work should be substituted for the waived standards. 26. B.13. Affirming present policy, we recommend that admission to the Graduate School and financial aid be granted without regard to the sex of the applicant. (A, immediate) Financial Assistance Recommendations regarding sources of funds for the support of graduate students are made elsewhere in this report. In this section we address only the question of criteria for the allocation of graduate stipends. At the present time, graduate financial aid comes from governmental sources, nongovernmental sources outside the University, the University's Endowment, and current operating funds. The allocation of graduate awards from each of these sources varies from department to department. In addition, services are required for some types of awards. We adhere to the position that academic achievement and intellectual poten- tial are essential ingredients for the award of graduate assistance. With reference to graduate assistance awarded from University controlled sources, the issue of whether need should be accepted as a criteria must be met. The Planning Committee feels that need should play a major role; the manner in which this role should be played deserves careful consider- ation by the continuing Long-Range Planning Committee. Until a university policy is developed, we adopt the position that financial need statements should be required for applicants for any University-funded graduate award (except for those awarded on the basis of services rendered) from current oper- ating expenses in order that this data will be available for the determination of an overall University policy. Alternative sources of providing loans to graduate students should also be considered by the Long-Range Planning Committee. (A, short-term) It is acknowledged, however, that almost all graduate students are over 21 years of age, and most are financially independent. Thus, the graduate students who do not qualify for support on an academic basis and those who require additional financial support should be assisted by educational loans. B.15. Therefore, we recommend that an increased amount of money be made available to be distributed as loans to graduate students on the basis of financial need. (A, short-term) .14, 27. Cost Accounting Better information on the allocation of faculty time between graduate and undergraduate teaching would have to be obtained to determine the relative costs of graduate and undergraduate education. However, the Committee agrees that legitimate and justifiable Graduate Teaching Assistant stipends are an under- graduate expense and should be so charged. This question was referred to the ongoing planning committee which should consider the various ramifications, not only of cost accounting, but tax and instructional considerations. 28. C. GRADUATE AND UNDERGRADUATE PROFESSIONAL SCHOOLS OUTSIDE THE MEDICAL CENTER PART ONE Professional Schools as National Institutions The Committee believes that Duke University should commit its resources to the maintenance and improvement of its profes- sional schools as national institutions. Furthermore , the Committee believes that such goals are not incompatible with a framework of regional commitments. The Relationship of Professional Schools to Other Schools and Departments Each school is intensely aware of the strength that it presently draws and that which could be drawn from other pro- fessional schools and disciplines at Duke. Nevertheless, individual career commitments and administrative complexities often frustrate efforts of the several professional schools to strengthen them- selves by incorporating the contributions that could be made by others . There is pressure within each professional school to ob- . h tain the appointment to its faculty of individuals qualified in effort should be made to discover the needs of each professional school for such personnel and to devise means by which professional schools having similar needs could cooperate in a search for qualified people . insure that each professional school seeking the appointment of a person qualified in an auxiliary discipline make known to the school or department primarily responsible for instruction in that discipline the nature of its personnel needs and that the school or department provide such assistance to the search as is practicable. (A, immediate) C.l. The Committee recommends that appropriate steps be taken to 29. The Relationship of the Professional School to the Profession it Serves These professional schools share common concerns pertaining to the relationship between the school and the profession it serves. Each school undertakes to instill in its students reasonably high standards of professional conduct, being aware that its instruction must neither be limited simply to a description of the mores of the market place nor reflective of unrealistic norms of conduct . E ach school is concerned about the extent to which its curriculum responds to the immediate demands of those who employ its graduates. All believe they have a responsibility to produce graduates who will be leaders within their professions. Leadership training requires stimulating and demanding intellectual fare, instruction in the basic professional skills , and research activities that will improve the quality of the service the profession renders. The scope of the commitment to continuing education of each professional school is another important issue. There is a frequent assumption by advocates of continuing education that a major share, if not all, of the costs of continuing education should be borne by the professional schools. Where the practicing professional is unable to reap the benefits of this additional education through the charges he makes for his services , there is a case for some subsidy. C.2. The Committee recommends that each school give sustained attention to the problems of continuing education with a view to planning for future development in this area. (A, $60,000, short-term) Financing of Professional Education If the costs of professional education can be recovered through charges for professional services , a strong case can be made for fixing tuition at a level that would cover its direct and indirect costs. Imposing educational costs upon the student to be recovered from charges for services probably will increase the cost of his services and reduce the volume of services rendered. These consequences can be eliminated by subsidizing the costs of professional education for the practitioners. The proper balance between student-financed and subsidized professional education varies with each pro- fession and each professional school. The Committee, rec- ognizes the necessity for diverse responses to the issue of financing professional education. 30. These general observations about financing professional education are not intended to indicate that no independent case for scholarship aid to needy and/or meritorious students exists. Such students are deserving of scholarship aid without regard to the particular manner in which the total professional educational activity is financed. The Committee also feels that each school has an obligation to recruit actively members of minority groups, particularly blacks. There is also need for vigorous recruitment of female students and faculty members by each represented professional school. The Committee recommends that each professional school take steps to increase the number of black and female applicants for admission to professional study and increase the number of black and female faculty members. (A, immediate) Comparison of Professional Education in Private and Public Universities Professional education offered by a private university, as contrasted to a public university, is better able to respond quickly and effectively to national interests; its students can be drawn from across the nation, its regional responsibilities harmonized with national goals and the curricula less tied to the parochial interests of the state where the university is located. The private university professional school has more flexibility than its public counterpart in resolving the tension between theory and practice. Moreover, the immunization of teaching learning, and research from political and commercial pressures is best achieved in a strong private university setting. While the above advantages are highly valuable , there do exist disadvantages that must be recognized by those concerned with pro- fessional education in private universities. Put in economic terms, in the absence of an enormous endowment private universities must set their tuition and fees at a level that frequently substantially ignores the contribution the education being offered makes to the general welfare. Public universities, on the other hand, usually set their tuition and fees at a level that ignores the contribution the education being offered makes to the economic value of the student. The result is underpricing of public professional ed- ucation. The consequences are predictable. The volume of demand for professional education at private universities is less than it would otherwise be, and the economic background of its students is disproportionately that of the upper wealth groups who can pay and the lower wealth groups for whom scholarship aid is available . Of course, this tendency is ameliorated by a scholarship policy that focuses on the merit as well as the need of the individual applicant 31. Private universities must receive aid in sufficient amounts to permit them to maintain their charges at a level that reflects the public benefits of their educational endeavor. PART TWO i Development Needs of the Law School The Law School currently anticipates an enrollment of approximately 450 students during the next five years . During the recent growth of the student body from approximately 320 to the present 460, it was possible to plan for an appropriate growth of the faculty and service personnel without encountering physical limitations that could not be solved readily and inexpensively. This is no longer possible. Even a student body of approximately 450 will require a somewhat larger faculty than exists at present, provided a student-teacher ratio of 1 8 to 1 is__accepted . The 1972-73 faculty will consist of 22 full-time equivalents with 2 members of the permanent faculty on sabbatical leaves and 2 each on leave without pay to visit other schools for a single semester. Thus, the effective student-teacher ratio will be 20.5 to 1. To achieve a ratio of 18 to 1, the faculty should be increased by at least 4 full-time positions. Measured by semester hours of instruction offered per academic • year, the Duke Law School is presently providing 243 semester hours, while Stanford is providing over 300, and Yale, approximately 400. With a full-time equivalent staff of 25 (the largest that can be accommodated in the existing quarters) the maximum semester hours that can be offered is between 275 and 300. The emergence of new fields of law with increasing, rapid] tv makes curricular reduction, or even stability, difficult to achieve, v -Environmental law ,Bsonsumer law, and. "the law as it relates to women are but three areas that only recently have made their way into the curriculum. More ar- ir\ a. •H t — H OCO N U C-cO