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Of
record
Building
On Excellence:
The
Leadership Agenda
A
Strategic Plan for the University of Pennsylvania
2003
The
following
strategic
plan is
the result
of an extensive
effort that
began more
than two
years ago
at a retreat
of the University
Trustees,
followed
by a series
of discussions
with the
Council
of Deans,
the Academic
Planning
and Budget
Committee,
the President's
Advisory
Group, and
the executive
vice president's
senior management
team concerning
the goals
and priorities
that should
be included
in the new
plan. These
discussions
resulted
in a tentative
outline
that provided
the framework
for the
next step:
the establishment
of 14 committees,
consisting
of over
200 faculty,
staff, and
undergraduate
and graduate
students
from across
the university,
who spent
the fall
semester
of 2001
developing
the major
areas of
the plan.
The following
February,
an open
forum was
held to
solicit
additional
suggestions
and encourage
more input
from the
university
community.
On April
2, 2002 a
draft plan
was published
for comment
in Almanac and
many of
the suggestions
received
were subsequently
incorporated
in the plan
that appears
here. As
you will
note, this
new plan
builds on
the Agenda
for Excellence,
but updates
it to reflect
Penn's current
context.
As with
the Agenda, it
provides
a blueprint
for school
and resource
center plans,
a basis
for estimating
and relating
projected
costs to
the university's
financial
capabilities
and constraints,
and a roadmap
for the
university's
future fundraising
efforts.
We look
forward
to working
with the
deans and
directors
of each
school and
resource
center and
all members
of the university
community
in realizing
the aspirations
and goals
articulated
below.
--Judith
Rodin,
President
--Robert
Barchi,
Provost
--Clifford
Stanley,
Executive
Vice
President
Penn's
Special Strengths
and Future Challenges
Introduction
While
the term "strategic
planning" may
sound abstract,
in fact the planning
process embodies
our collective
effort to answer
a set of fundamental
questions: given
our historic
mission and purposes,
what specific
goals do we set
for ourselves
in the years
ahead? Penn and
the nation's
other great universities
play a singular
and distinctive
role in shaping
the future of
society, in this
country and around
the world. Universities
are institutions
with long histories,
whose shared
mission entails
a complex and
continuing act
of negotiation
between the old
and the new,
conserving, interpreting,
and transmitting
mankind's legacy
of intellectual
and cultural
achievement while
at the same time
adding to that
store by producing
and transmitting
new knowledge.
Strategic
planning is the
organized effort
we make to examine
our aspirations,
articulate our
goals, identify
our strengths
and weaknesses,
and set our priorities.
It does not necessarily
involve re-invention,
radical change,
or right-angle
turns: Penn is
already a place
of immense achievement
across a broad
horizon. Rather,
the planning
process offers
a periodic opportunity
for all of the
university's
stakeholders
to take stock,
to challenge
and inspire each
other, to develop
a strategy, and
ultimately to
choose among
diverse objectives.
In approaching
this task, we
are guided and
energized not
only by the concrete
achievements
of the past several
years, but also
by the rich legacy
of our predecessors
and the enormous
institutional
strengths they
have bequeathed
to us.
From
its founding,
Penn has chosen
a distinct path
in higher education,
its character
in large part
shaped by the
practical genius
of Benjamin Franklin.
Franklin called
for an institution
that would link
the theoretical
and the applied--or,
as he put it,
the "ornamental
and the useful"--while
promoting service
to "mankind,
country, friends
and family." With
its emphasis
on the liberal
arts and sciences,
the curriculum
of the early
College of Philadelphia
differed substantially
from that of
the other colonial
colleges of the
time, offering
students new
fields of study
such as modern
literature, political
science, applied
mathematics,
history, and
physics.
The
contemporary
University of
Pennsylvania
is a direct descendant
of its colonial
forebear. The
central role
of the liberal
arts and sciences
is matched by
Penn's many excellent
professional
and graduate
schools, which
have helped to
shape its modern-day
character and
global reputation.
Building
on Our Strength
Penn's
historically
unique combination
of the "ornamental" and
the "useful" has
helped us to
achieve our position
at the forefront
of American and
international
scholarship,
education, and
professional
life; it also
has endowed us
with some important
assets as we
face the challenges
ahead.
These
assets include:
In
the face of kaleidoscopic
change, the core
mission of the
University of
Pennsylvania
remains unaltered:
to pursue new
knowledge through
acts of invention,
research, and
scholarship,
and to transmit
knowledge through
teaching. That
mission is embodied
in the university's
faculty. Penn
is especially
fortunate to
have on its faculty
many extraordinary
women and men
whose talent,
achievement,
diversity, and
dedication constitute
the university's
chief strength.
In virtually
every field of
study, from chemistry
to criminology,
from life science
to law, Penn's
faculty are making
fundamental contributions
to knowledge.
By every available
measure, the
quality of both
our research
and teaching
has grown in
distinction in
the recent past.
- The
Diversity of Our People and
Ideas
Penn
rejoices in the
rich diversity
of persons, groups,
points of view,
academic disciplines,
and programs
that grace the
campus of the
nation's first
university. Tapping
our diversity
to strengthen
ties across all
these boundaries
enhances the
intellectual
climate and creates
a more vibrant
community. Fostering
and nourishing
this diversity,
especially among
students, faculty,
staff, and trustees,
must remain central
to the core mission
of the University.
- Our
Interdisciplinary
Environment
Having
all twelve schools
situated on a
single compact
campus facilitates
opportunities
to nurture new
relationships
among faculty
and to bring
advances in one
discipline to
bear on problems
in many others.
Our environment
rewards those
who can reach
between and among
departments,
schools, and
the central university,
in order to create
new programs
and to develop
new approaches
to important
problems. This
spirit of entrepreneurism
and risk-taking
is acknowledged
as one of our
most distinctive
features.
Penn
is an urban institution,
located in the
heart of the
nation's fifth
largest city.
Our location
is valuable not
merely for the
cultural riches
that Philadelphia
offers, but also
for the wonderful
laboratory it
provides for
learning, teaching,
research, and
service. Civic
engagement in
all its multifaceted
forms has become
the norm and
hallmark of Penn's
faculty and students,
as it has of
the university
itself.
We
are also an increasingly
international
institution.
Many of Penn's
schools now have
active and growing
international
components--Wharton,
Nursing, Medicine,
the Graduate
School of Fine
Arts (recently
renamed the School
of Design), and
Education among
them. Sixteen
percent of our
student body
and fifty percent
of our postdoctoral
scholars come
from abroad.
More and more
Penn students
are spending
time abroad during
the course of
their studies.
- Our
Entrepreneurial
and
Engaged
Spirit
Penn
is an especially
dynamic place,
an institution
that has been
described as "a
bustling collection
of entrepreneurs
of the mind,
finding ingenious
ways to stretch
slender resources
to further ambitiously
conceived academic
ideas." A singular
energy and vibrancy
defines our campus.
Our students
are described
as "feisty, intellectually
self-confident,
risk-takers,
independent thinkers,
and intellectually
engaged," a description
that also fits
our faculty.
The
Challenges
Franklin's
vision of melding
intellectual
and practical
connections with
a strong commitment
to service provides
the framework
of what we are
today: a great
research university,
noted for the
excellence of
its undergraduate
experience, its
strengths across
a wide array
of schools and
fields, and its
ability to foster
innovative connections
among disciplines,
faculty, students,
and the larger
human communities
we serve. As
we move ahead,
preparing to
make bold, but
careful, long-term
investments in
the university's
future, we need
to measure our
strengths and
resources against
a number of significant
challenges.
The
twenty-first
century
represents
a new world
for Penn,
and for
American
higher education
generally.
Some of
the challenges
we face
reflect
long-term
trends in
technology,
communications,
transportation,
Philadelphia's
evolution
as a city,
and the
internal
dynamic
of various
disciplines.
Others reflect
the realities
of a financial
and political
environment
that will
be far more
challenging
than that
of the mid-nineties.
These are
some of
the factors
that must
be considered
in charting
Penn 's
course into
the next
half-decade:
- Faculty
Recruitment
and
Retention
Our
single greatest
challenge will
lie in faculty
recruitment and
retention. Hiring
and retaining
teacher-scholars
of uniform excellence
is the prerequisite
to all our institutional
ambitions.
We
are a global
competitor in
the higher education
market. Increasingly,
the strength
of a Penn education
will depend to
a significant
extent on our
ability to make
international
competence a
major priority,
both for our
faculty and our
students.
Nothing
drives the pace
of change faster
or more unpredictably
than the evolution
of technology.
The next few
years will test
our capacity
to adapt, change,
contribute to,
and even direct,
this technological
revolution.
- Defining
Higher
Education
in
the
Twenty-First
Century
While
the university's
mission will
remain constant,
the methods and
practices that
guide research
and teaching
will almost certainly
undergo unprecedented
change in the
decades ahead.
Penn will find
itself challenged
by the shifting
demographics
of its students,
by serious financial
constraints,
and by an unpredictable
political climate.
We will need
to apply all
of our agility
and imagination
to meet the demands
of the professions
and the educational
needs of our
students in the
decades ahead.
- Regional
Economic Development
Occupying
a key economic
and geographic
position in the
fabric of urban
Philadelphia
means that Penn
is a major factor
in determining
the quality of
life and attractiveness
of the Delaware
Valley region--in
turn, a crucial
determinant of
our ability to
attract students,
faculty, and
staff to the
region, and especially
to West Philadelphia.
Finding ways
to help Philadelphia
renew its regional
economy will
be one major
determinant of
our own future
success.
- Financial
Capacities and Constraints
Large
investments in
Penn's future--first
and foremost
in academic programs,
faculty and students,
but also in land,
in buildings,
in new technologies,
in regional development
and in preparing
for the unpredictable--require
financial resources.
Unfortunately,
we are still
seriously under-endowed
relative to many
of our peer institutions.
Our success will
require effective
marshalling of
our available
resources, active
fundraising for
new resources,
and efficient
operation of
our infrastructure.
Challenging
Ourselves
Taken
together, these
considerations
have led us to
conclude that
we will continue
to need the breadth
of perspective,
the engaged practicality,
the adaptive
flexibility,
and the openness
to the interdisciplinarity
that have become
the hallmarks
of our University.
Thus, as we face
the world of
the twenty-first
century, we know
that over the
next five years
Penn must challenge
itself to achieve
four strategic
objectives that
form the framework
of the following
plan:
I. Enhance
our academic
excellence
and solidify
Penn's position
as one of
the premier
research
and teaching
institutions
in the nation
and in the
world.
II.
Build upon
our special
strengths
to develop
five selected
academic
priorities
that will
differentiate
Penn among
international
research
universities
of the first
rank.
III.
Adapt our
pedagogical
methods
and our
student
and alumni
offerings
to the learning
needs of
current
and future
generations.
IV.
Develop
the physical,
financial,
operational,
and entrepreneurial
capacities
to sustain
our academic
enterprise.
The
strategic goals
and initiatives
that follow build
upon the accomplishments
of our past,
while setting
out a new course
that meets the
challenges of
both the present
and the future.
Achievement of
these goals will
fulfill the four
strategic objectives
outlined above
and help to secure
Penn's place
as one of the
great universities
at the forefront
of education,
research, and
scholarship in
the twenty-first
century.
|
I.
Academic Excellence
Enhance
our academic excellence
and solidify Penn's position
as one of the premier research
and teaching institutions
in the nation and in the
world.
|
Nothing
is more essential
to the securing
of Penn's preeminence
than recruiting
and retaining
a faculty of
universal excellence.
This excellence,
in turn, must
be reflected
in the undergraduate
education we
offer, the graduate
and professional
education we
provide in training
future generations
of faculty and
practitioners,
and the research
we carry out.
The quality of
Penn's faculty,
research, undergraduate
education, and
graduate and
professional
training are
the major determinants
of our reputation,
vitality, attractiveness,
and competitiveness.
Goal:
Build and
retain an
outstanding
faculty.
A
major international
research university
must have as
its highest priority
the building,
strengthening,
and retention
of a world-class
faculty. We must
continue to attract
and retain outstanding
faculty if we
are to sustain
our position
as one of the
top universities
in the nation
and the world.
Although many
on our faculty
are already exceptional,
virtually every
one of our chosen
academic priorities
will require
strengthening
of our faculty
in key areas.
Competition for
top talent will
increase in the
coming years--not
only for junior
faculty, but
also through
the senior professorial
ranks--and we
must be vigilant
in our recruitment
and retention
efforts. We must
work harder to
retain outstanding
junior and senior
faculty when
our competitors
come calling;
indeed, our goal
is to anticipate
competitive recruitment
before it occurs.
We must make
effective mentoring
of junior and
mid-career faculty
the norm. Building
and retaining
a universally
outstanding faculty
will also require
us to address
the tension between
specialization
and the increasingly
interdisciplinary
nature of research
and teaching;
to increase the
presence and
leadership of
women and underrepresented
minorities on
the faculty;
to integrate
new learning
technologies
into our pedagogy;
and to recognize
the changing
demographic profile
of the faculty.
To meet these
challenges will
require the strongest
possible commitment
of resources--both
in human effort
and in finances--from
across the institution.
Recommendations
Be
creative
and
proactive
in
retaining
our
best
and
brightest
faculty
at
all
levels. We
must
sustain
and
reward
exceptional
Penn
faculty
with
a strong
compensation
program
and
with
an
environment
that
encourages
and
nurtures
their
scholarly
growth
throughout
their
careers.
Improving
our
efforts
to
retain
outstanding
junior
and
senior
faculty
will
require
a higher
level
of
cooperation
among
departments,
schools,
and
the
central
university
administration.
Effective
mentoring
of
junior
and
mid-career
faculty,
as
well
as
attention
to
quality-of-work-life
issues
and
responsiveness
to
the
individual
needs
of
senior
faculty,
will
be
required.
We
will
need
to
increase
the
number
of
funded
endowed
professorships
and
explore
options
for
term
chairs
for
our
more
junior
faculty.
Assist
schools
and departments
in identifying
outstanding
candidates
for the
faculty,
paying particular
attention
to gender
and minority
equity,
and develop
new mechanisms
for appropriately
enhancing
and expanding
recruitment
efforts
in key areas
and key
populations. To
achieve
our ambition
to recruit
and retain
the finest
faculty,
we will
have to
expand recruitment
networks
beyond the
usual disciplinary
and professional
organizations.
Deans and
department
chairs will
need to
engage in
carefully
coordinated
recruiting
efforts.
Central
mechanisms
must be
developed
that can
respond
quickly
and effectively
to special
needs and
situations.
Develop
mechanisms
to recognize
and enhance
the roles
and contributions
of faculty
members
in the later
stages of
their careers. We
must systematically
initiate
long-term
planning
with senior
faculty
to help
them map
out professional
development
goals. In
particular,
we should
develop
creative
ways in
which senior
faculty
can be productively
engaged
in activities
relating
to the university's
core mission,
such as
the mentoring
of junior
colleagues.
Focus
on teaching
as well
as research
in crafting faculty
incentives
and goals. Facilities
and resources
must be
provided
to train
and support
faculty
in the innovative
use of new
technologies
in their
teaching.
Outstanding
teaching
must continue
to be recognized
in the promotion
process.
Consider
new,
more
creative
and
flexible
models
for
the
appointment
of
future
faculty,
exploring
such
innovative
possibilities
as
joint
faculty
appointments
with
top
universities,
both
locally
and
abroad. In
this
spirit,
we
must
find
new
ways
to
encourage
and
facilitate
inter-school
appointments,
teaching,
and
research.
We
should
also
encourage
the
use
of
practice
faculty,
with
the
faculty
of
each
school
determining
whether
and
how
the
use
of
practice
faculty
advances
the
educational
mission
of
the
school.
We
should
explore
new
models
of
faculty
activity
and
scholarly
engagement
at
multiple
sites.
Goal:
Sustain
excellence
in all undergraduate
education
programs,
while building
on those
unique aspects
that differentiate
Penn among
its peers.
We
are committed
to offering in
each of our four
undergraduate
schools a broad
education that
lays a durable
foundation of
knowledge, analytical
skills, habits
of critical thinking,
and imagination
that are essential
to a multi-faceted,
satisfying, and
productive life.
To foster such
an educational
experience, we
must also create
the best possible
community in
which students
live and learn
and in which
mutual tolerance
and adherence
to the highest
standards of
academic integrity
are principles
of paramount
importance. We
must ensure that
all of our students
take advantage
of the diverse
intellectual
and cultural
resources available
to them, both
on campus and
in the greater
Philadelphia
region. Our students
must be able
to create and
use new technologies
effectively and
be prepared to
exercise intellectual,
creative and
organizational
leadership in
all areas of
their lives.
Finally, we must
provide our students
with an education
for citizenship,
helping them
to become knowledgeable
about today's
society and comfortable
engaging the
complex moral,
political, cultural,
and social issues
they will face.
Recommendations
Improve
the integration
of the undergraduate
educational
program
across the
schools. A
more integrated
approach
to the undergraduate
educational
experience
will require
us to develop
common curricular
experiences
for all
our undergraduates
that ensure
an introduction
to broad
areas of
human knowledge,
as well
as the development
of writing
and communication
skills,
foreign
language
competency,
technological
and quantitative
proficiency,
and exposure
to the arts.
A Penn undergraduate
education
should culminate
for all
students
with an
integrating
academic
experience,
such as
a senior
design project,
an independent
research
experience,
or the creation
of a work
of art or
business
plan. We
must develop
the financial,
technological
and human
resources
necessary
to facilitate
such student
efforts.
To achieve
our ambitious
goals in
undergraduate
education,
we must
increase
the participation
and strengthen
the involvement
of graduate
and professional
school faculty
in our undergraduate
educational
programs
to ensure
that every
undergraduate
student
has access
to Penn's
best faculty
in all of
the university's
departments
and schools.
Expand
cross-school
and cross-disciplinary
programs,
focusing
on differentiating
strengths
and the
development
of new signature
interdisciplinary
programs
and tracks,
particularly
in the strategic
academic
areas identified
in the Agenda
for Excellence
and this
strategic
plan. This
might include
the development
of courses
that integrate
campus and
city cultural
institutions
within a
common curricular
experience
for all
undergraduates,
a program
that focuses
on leadership
and society,
or new cross-school
majors.
But first
and foremost,
expanding
such inter-
and cross-disciplinary
initiatives
for undergraduates
will require
that Penn
reduce or
eliminate
impediments
and disincentives
to such
programs
that may
be present
in our administrative
and budgeting
systems.
It will
also require
regular
curriculum
reviews
to encourage
continuing
excellence
and commitment
to curricular
goals.
Encourage,
emphasize,
and reward
excellence
in every
aspect of
the teaching
mission. We
must continue
to require
evidence
of teaching
excellence
in all decisions
to hire
and promote
faculty.
We must
also continuously
review and
improve
the methods
we use for
teaching
evaluation
and assessment.
In order
to make
available
to all faculty
the resources
that will
enable them
to enhance
their teaching,
we should
develop
a university-wide
Teaching
and Learning
Center.
Provide
every undergraduate
with superb
academic
and career
advising--essential
components
of an excellent
undergraduate
education. Appropriate
academic
advising
support
is particularly
important
for students
involved
in cross-school,
cross-disciplinary
programs,
helping
them to
synthesize
their multi-faceted
academic
experiences
into a single,
integrated
whole.
Attract
and retain
students
of different
origins
and cultures. To
ensure diversity
in our student
body, we
must enhance
the recruitment
of minority
and international
students
to our campus,
and ensure
that, once
here, they
find an
environment
that is
supportive
and welcoming
to all cultures
and racial
backgrounds.Attracting
the best
and most
diverse
students
to Penn
will require
that we
improve
the resources
for financial
aid in order
to ensure
that all
students,
independent
of need,
have access
to a Penn
education.
Make
substantial
investments
in the university's
residential,
classroom,
extracurricular
and student
support
facilities
and services. If
we are to
provide
the kind
of environment
that will
make the
Penn undergraduate
experience
the best
that it
can be,
then we
must support
the further
development
of the College
House System
as living-learning
communities,
paying particular
attention
to the expansion
of the Wheel
program,
which provides
on-site
academic
advising
and mentoring.
We must
also accelerate
the renovations
of classrooms
and the
installation
of, and
support
for, instructional
technology.
We must
consider
the establishment
of additional
hubs to
help meet
student
academic,
cultural,
and extracurricular
needs. We
must continue
to invest
in a wide
range of
student
support
services.
And we must
continue
to develop
facilities
and venues
that provide
sufficient,
equitable
and attractive
athletic
and recreational
spaces.
Goal:
Strengthen
the quality
and national
visibility
of graduate
Ph.D. education
across all
of Penn's
schools.
Penn's
standing as a
university of
the first rank
depends in large
part upon its
reputation as
a center of graduate
Ph.D. education
and its commitment
to train a new
generation of
scholar-teachers.
Outstanding faculty
demand a talented
graduate student
population as
an integral part
of their academic
environment.
The training
of graduate students
as cutting-edge
researchers and
teachers is also
indispensable
both to research
and to the undergraduate
experience at
the university.
Sustaining and
extending excellence
in graduate education
requires recognition
that graduate
education is
an essential
component of
the university's
mission.
Recommendations
Improve
the quality
and visibility
of Penn's
graduate
programs,
while addressing
issues of
consistency
of education
throughout
the graduate
program. Penn's
unique graduate
group structure
for doctoral
education
has many
strengths,
but also
allows disparities
in program
quality
and in the
quality
of mentoring
graduate
students
receive.
Each of
our graduate
groups should
strive to
provide
an educational
program
that is
ranked among
the top
decile in
its discipline.
We should
consider
improving
central
oversight
of graduate
education
to assist
with issues
of standards
and quality
control.
We should
reevaluate
current
review procedures
for graduate
groups with
the purpose
of establishing
performance
measures
that assess
these groups
on their
ability
to recruit
top students,
monitor
student
progress,
achieve
timely completion
of degree,
and place
graduates
in top positions.
We should
reduce or
eliminate
budgeting
and administrative
issues that
constrain
interdisciplinary
and interschool
educational
programs,
and encourage
all graduate
groups to
include
faculty
from several
departments
to the greatest
extent possible.
Recruit
the most
competitive
and diverse
population
of graduate
students
possible
in each
of our identified
graduate
programs. Improving
Penn's ability
to attract
and nurture
the very
best graduate
students
will require
that we
strengthen
every aspect
of the graduate
academic
environment.
We must
ensure that
fellowships,
benefits,
and support
packages
are consistently
competitive,
and enhanced
recruitment
tools and
resources
are available.
We must
expand support
for professional
advancement
and extraordinary
research
expenses.
We must
enhance
opportunities
for graduate
students
to refine
their research
and teaching
skills,
increase
opportunities
for them
to interact
with our
undergraduate
students,
and assist
them in
independent
scholarly
activity.
Improve
the integration
of undergraduate
and graduate
education.
We should
facilitate
greater
interaction
between
graduate
and undergraduate
students
through
such venues
as the Center
for Undergraduate
Research
and Fellowships
and the
Graduate
Student
Center,
and consider
establishing
forums where
graduate
students
can assist
in mentoring
undergraduates
and where
undergraduates
can learn
about, and
learn from,
the research
achievements
of our graduate
students.
Sustain
and extend
efforts
to provide
training
and support
for postdoctoral
scholars. In
recent years
we have
made a major
effort to
develop
a robust
program
for postdoctoral
scholars,
who constitute
a critical
component
of our research
enterprise.
As with
graduate
students,
we need
to enhance
our postdoctoral
training
programs,
providing
opportunities
for our
postdoctoral
scholars
to refine
their teaching
and research
skills,
to interact
with our
undergraduate
students,
and to assist
them in
independent
scholarly
and research
activity.
We will
continue
to make
professional
development
of our postdoctoral
scholars
a priority
throughout
the university,
with integrated
support,
training
and placement
services.
Goal:
Sustain
and enhance
the excellence
of Penn's
professional
schools.
Penn
has long been
recognized for
its professional
schools. Ten
of our twelve
schools consider
themselves to
be professional
and they are
a major source
of our worldwide
reputation for
excellence. The
professional
schools make
a major contribution
to Penn's individuality
and flavor; they
also play an
important role
in cross-school
and cross-disciplinary
teaching and
research efforts.
Most important,
however, are
their roles in
training outstanding
practitioners,
educating excellent
teachers who
can pass on the
discipline of
the profession
to others, expanding
the knowledge
on which the
professions are
based, and providing
leadership both
within the professions
and in the communities
in which they
practice.
Recommendations
Continue
to support
those professional
schools
that have
achieved
national
excellence
while encouraging
schools
not currently
ranked among
the top
ten to develop
programs
of excellence
that build
on the university's
strengths. Such
an effort
may require
schools
to forge
effective
partnerships
with other
programs
within the
university,
to develop
mechanisms
for continuous
innovation,
and to carefully
identify
and nurture
areas in
which they
can excel.
Increase
the involvement
of professional
school faculty
in the broader
educational
programs
of the University. Perhaps
Penn's greatest
strength
is its ability
to integrate
theory and
practice.
We need
to foster
and support
new curricular
and research
linkages
among our
professional
schools
and between
our professional
programs
and the
undergraduate
and graduate
programs
in the arts
and sciences.
We must
encourage
our professional
schools
to explore
and develop
new cross-school
courses,
to experiment
with coordinated
teaching
of subjects
common to
several
professional
curricula,
and to consider
more extensive
involvement
of professional
school faculty
in undergraduate
education.
Encourage
our professional
schools
to produce
strong leaders
who can
change the
practice
of their
profession
both through
the generation
and dissemination
of knowledge
and through
their ability
to work
with, and
lead, diverse
peoples
and institutions. Penn
educates
leaders
in the professions,
individuals
who not
only excel
in the practical
application
of professional
knowledge,
but also
define the
changing
nature of
professional
practice
in the future.
Our students
should develop
a cross-disciplinary
focus, broad
international
knowledge
and experience,
and the
ability
to think
strategically.
Their education
should include
courses
that focus
on the changing
social and
cultural
environment,
on ethical
issues,
and on stronger
interpersonal
and management
skills.
We must
foster the
attributes
and knowledge
that will
enable our
graduates
to better
understand
and deal
with the
rapidly
changing
world around
them.
Step
up efforts
to recruit
the most
competitive
and diverse
students
possible
in each
of our professional
schools. For
some schools,
this will
require
a greater
effort to
increase
the presence
of minority
students;
for others,
to achieve
gender balance.
These efforts
will require
increased
financial
support
and the
creation
of innovative
ways to
fund a student's
education.
Our professional
schools
must provide
a collegial
and supportive
environment
for learning,
establishing
more formal
mentoring
programs
and opportunities
for students
to interact
with graduate
and professional
students
and faculty
outside
of the classroom.
Goal:
Improve
the quality,
impact,
visibility,
and translatability
of Penn
's academic
research
and scholarly
activity.
Our
standing as a
premier scholarly
institution is
directly related
to the quality
and vitality
of the research
of our faculty,
just as our aspiration
for excellence
is dependent
on the ability
to create and
transmit new
knowledge. Such
efforts help
to attract the
best students
and postdoctoral
scholars and
the most distinguished
and productive
faculty. They
are also a critical
determinant in
defining our
influence on
national and
international
issues, policies,
programs, and
goals. Penn's
research not
only seeks to
answer fundamental
questions in
science, engineering,
medicine, the
social sciences,
the humanities,
and the professions,
it is also part
of the university's
teaching mission,
helping to fulfill
Franklin's original
vision of a learning
community that
serves the national
purpose. In planning
for research
at Penn, it is
essential to
preserve and
promote an environment
conducive to
scholarship,
to focus on the
quality and impact
of our research
efforts, to develop
ways to make
our research
excellence more
visible to the
larger community,
and to more effectively
translate our
efforts into
the marketplace.
Recommendations
Assess
research
impact and
quality
throughout
the institution. Such
an assessment
will require
the development
of appropriate
metrics
that will
allow us
to identify
areas in
which substantial
investments
will strengthen
key university
research
efforts,
to recognize
and reward
outstanding
research
accomplishments
by our faculty,
and to plan
effectively
for future
research
initiatives.
Continue
to improve
the infrastructure
for the
management
of research
and the
control
of research
risks. Our
central
administrative
and research
services
should be
organized
to provide
optimal
technical
support
regarding
requirements
of research
sponsors,
compliance
with regulations
of Federal
and other
governmental
agencies,
and efficient
fiscal management,
and to ensure
mitigation
of institutional
risk. To
the greatest
extent possible,
automated
systems
should be
developed
to streamline
and integrate
the processes
of grant
submission
and administration,
investigator
certification,
and protocol
approval.
In all areas
of the university,
we will
expand efforts
to enhance
the training,
supervision,
accreditation,
and professional
development
of personnel
who provide
research
support
services.
We must
establish
equitable
guidelines
for the
recovery
of research
costs from
projects
funded through
non-federal
sources.
Finally,
all schools
of the university,
individually
and collectively,
should provide
domain-specific
support
to encourage
their faculty
to seek
extramural
research
support
and to aid
in the development
of research
proposals.
Strengthen
social science
research
and develop
the appropriate
infrastructure
for this
research
at Penn. Strengthening
our social
science
research
activities
will require
the development
of a university-wide
mechanism
to encourage,
support,
and coordinate
efforts
in social
science
research
across the
university.
This mechanism
should help
to bring
together
faculty
with common
interests
and approaches
and facilitate
all aspects
of scholarly
activity,
including
the exchange
of ideas,
collaborative
research,
and resource
sharing.
Strengthen
our support
for the
translation
of research
advances
to the public
domain. As
one of the
nation's
great research
universities,
Penn is
at the forefront
of the generation
of new ideas.
Consistent
with Franklin's
mandate,
we must
now be more
attentive
to the extension
of those
ideas from
the laboratory
to practical
application.
Support
for the
development
and commercialization
of the intellectual
property
developed
by our faculty
should be
increased,
and the
efficiency
and effectiveness
of our current
processes
should be
assessed
and improved.
|
II.
Academic Priorities:
Capitalizing
On Differentiating Strengths
Build
upon our special strengths
to develop five selected
academic priorities that
will differentiate Penn
among international
research universities of
the first rank.
|
We
must capitalize
on our special
strengths to
define specific
and targeted
academic opportunities
in order to secure
and differentiate
our position
among international
research universities
of the first
rank. In realizing
Franklin's vision
and the strategic
objectives that
emerge from it,
we have identified
five interdisciplinary
areas in which
we believe Penn
is most likely
to leverage its
historic and
contemporary
strengths and
successfully
differentiate
itself during
the next eight
years.
The
Urban Community
Goal:
As one of
the nation's
premier
academic
institutions,
Penn can
and should
be a nationally
recognized
leader in
urbanism.
Philadelphia,
the nation's
fifth largest
city, is a microcosm
of the challenges
facing American
cities today.
Our location
creates many
opportunities
for model partnerships,
analysis of the
critical problems
confronting cities,
and the design
and testing of
new approaches
to urban revitalization.
We
already have
much strength
in this area.
Under the Urban
Agenda and the
West Philadelphia
Initiatives we
have already
established ourselves
as a national
leader in demonstrating
ways urban institutions
of higher education
can engage with
their surrounding
communities by
enhancing public
spaces, public
education, housing,
and commercial
development.
We also have
demonstrated
a leadership
role in our Urban
Studies program,
one of the strongest
of its kind in
the nation.
However,
while we are
known for our
work in city
and state governance,
criminal justice,
health policy,
education policy
and communications
and the media,
we are not recognized
as an institution
for public policy
research or training
despite having
numerous research
centers, faculty
and courses in
this area. This
is in part due
to our long tradition
of decentralized,
entrepreneurial
approaches to
urban issues.
If we wish to
achieve a national
reputation in
urbanism and
public policy,
a central organizing
mechanism that
would provide
visibility for
these efforts
is essential.
The
university's
commitment to
its Urban Agenda
and its concrete
actions in West
Philadelphia
and across the
city have set
a high standard
of achievement.
We must now build
on these successes
by marshalling
and enhancing
our intellectual
and cultural
resources and
extending Penn's
impact to the
closely related
areas of civic
engagement, leadership,
and public policy.
Recommendations
In
order to
advance
our reputation
as a national
leader in
urban scholarship,
Penn must
make substantial
investments
in social
science
research,
focusing
in particular
on public
policy and
urban issues,
and in developing
a supportive
academic
infrastructure. Such
an effort
will require
a variety
of steps:
facilitating
a set of
strategic
faculty
hires to
catalyze
interdisciplinary
work on
cities and
their regions,
creating
prestigious
postgraduate
fellowships
that will
bring experts
to the campus
who can
strengthen
our academic
and research
programs,
establishing
a graduate
group in
urban studies
that will
collaborate
with other
graduate
groups in
developing
joint doctoral
degree programs,
and encouraging
greater
participation
of standing
faculty
in the undergraduate
urban studies
program
by reducing
the barriers
to their
teaching
in that
program.
We need
to strengthen
and improve
the coordination
of existing
public policy
and urban
education
programs
across the
campus.
We must
find a mechanism
to facilitate
closer collaborations
among these
programs;
find ways
to bring
together
faculty
members
working
on public
policy and
urban issues
from a variety
of different
perspectives;
begin to
sponsor
joint activities,
such as
lectures
and symposia;
and assist
faculty
in seeking
grants to
support
their research.
Position
Penn as
the premier
academic
resource
for comprehensive
information
on our cities,
their infrastructure,
social and
logistical
support
networks,
and their
demographics. We
must exploit
Penn's growing
preeminence
with geographical
information
systems
to lead
the way
in the application
of this
transformative
technology
to the problems
of the nation's
cities.
Develop
a broad
urban research
program
that focuses
on the Philadelphia
metropolitan
area. Such
a program
should support
a broad
range of
interdisciplinary
research
projects,
including
regular
surveys
of the population
and panel
studies
of the city's
social and
economic
institutions,
such study
areas as
the city's
history,
politics,
and demography,
as well
as community-based
research.
We should
also expand
our data
sharing
and policy
analysis
partnerships
with Philadelphia.
Encourage
the expansion
of the Center
for Community
Partnerships. Recognized
as a national
model for
university-civic
engagement,
the center
should be
a priority
for endowment
of its core
management
and facilitl
outreach
programs
serving
the community
should be
developed.
Continue
to forge
academic
linkages
with the
West Philadelphia
Initiatives
by establishing
an independent
board of
scholars
who will
have sufficient
funding
and authority
to assure
that data
and methods
for evaluation
wtandard
worthy of
Penn and
its faculty.
The
Life
Sciences
Goal:
Building
upon
our
unique
resources,
we
must
seize
the
opportunity
to
differentiate
ourselves
from
our
peers
in
the
critical
and
rapidly
moving
area
of
life
sciences
research.
It
is widely acknowledged
that the next
revolution in
the expansion
of human knowledge
is taking place
in the life sciences.
Many of our peer
institutions
are already making
major investments
in this area.
Yet Penn is virtually
unique in having
a world-class
medical school
and medical research
enterprise, an
academic health
delivery system,
and a natural
sciences and
engineering academic
infrastructure
on the same compact
campus. The proximity
of our professional
schools and hospitals,
our university-wide
graduate group
structure and
our many interdisciplinary
centers make
Penn an ideal
place to meet
the challenges
of cross-disciplinary
research. The
contiguity of
these resources
provides an opportunity
for synergy and
innovation that
is unsurpassed.
The
1990s witnessed
a significant
renaissance in
the life sciences
at Penn, encompassing
diverse components
of the Schools
of Arts and Sciences,
Dental Medicine,
Veterinary Medicine,
Nursing and,
most dramatically,
Medicine. There
was also a highly
visible increase
in the integration
of the life sciences
within previously
disparate disciplines,
from engineering
to law, business,
ethics, and public
policy.
Thus
Penn approaches
the life sciences
initiative with
a great deal
of strength.
But there are
challenges to
be confronted.
First-rate research
and educational
facilities must
be made available
throughout the
university in
order to minimize
resource disparities
among collaborating
departments;
opportunities
must be created
for faculty who
transcend traditional
departmental
identities; there
must be ongoing
investment in
shared equipment
resources and
core facilities
that accommodate
the interdisciplinary
agenda; and the
life sciences
research programs
in some of the
schools must
be strengthened
through greater
attention to
leadership and
resources.
In
surveying the
emerging biological
landscape, a
number of conceptual
themes emerge,
defining experimental
viewpoints that
cut across systems,
diseases, and
disciplines and
that represent
areas of particular
opportunity for
Penn.
Recommendations
Genomics
and Beyond:
The Biological
Information
Continuum. What
is the information
substratum
upon which
biological
systems
are built?
How can
statistical
and mathematical
models be
used to
interpolate
and extrapolate
information
to predict
biological
outcomes?
In order
to answer
these questions,
Penn will
need to
strengthen
existing
efforts
in genomics,
develop
new initiatives
in proteomics
and other
emerging
genomic
technologies,
support
genomic-scale
biomedical
research
projects
that seek
to apply
new technologies
at all levels,
and promote
bioinformatics
and biocomputational
modeling.
Formative
Processes
in Living
Systems:
Traversing
the Life
Span. How
does structure
take form
in biological
systems?
This fundamental
question
can be considered
for a continuum
of biological
structures
from proteins
and chromosomes
to cells,
to embryos,
to adult
aging. To
answer it,
Penn will
need to
strengthen
stem cell
biology
and promote
clinical
translation
in this
area and
strengthen
aging research.
The
Continuum
of Structure
and Function:
Integrative
Physiology
and Beyond.
How does
structure
translate
into function,
and function
to behavior?
This fundamental
question
can be addressed
in a diversity
of biological
contexts,
such as
the study
of how pathological
interactions
between
proteins
cause disease,
or the study
of the physical
basis of
the mind
and behavior.
Penn will
need to
strengthen
existing
efforts
in both
cognitive
neurosciences
and systems
neuroscience,
to nurture
the already
rich environment
of immunological
sciences,
and to build
programs
in cardiovascular
biology.
Advancing
the Biology
of Tomorrow:
Diagnostic
and Therapeutic
Frontiers. What
are the
molecular
and cellular
bases of
complex
disease
processes,
and how
can insights
into pathogenesis
be leveraged
for innovating
the next
generation
of diagnostics
and therapeutics?
Penn must
enhance
its research
capabilities
by building
on existing
strengths
in quantitative
and integrated
biological
imaging,
structural
biology,
drug design,
gene therapy,
cancer biology,
infectious
diseases,
fetal surgery,
and transcriptional
and RNA
disorders.
Technology
Innovation
Goal:
Penn must
be a leader
in the application
of technology,
in the development
of new technology,
and in the
technological
education
of its students.
We
recognize that
the physical
size of our technology
facilities will
require us to
focus our efforts
in selective
areas and build
on our differentiating
strengths. Based
on this assumption,
we have selected
several areas
for special development:
computer and
information science,
bioengineering
and biotechnology,
and nanotechnology.
The
boundary between
engineering and
the life sciences
is crumbling,
with rapid advances
ranging from
the engineering
of living cells
to the development
of biomedical
devices. In this
area Penn enjoys
a unique differentiating
opportunity,
with remarkable
strength in life
science research
and related engineering
fields.
The
cutting edge
of engineering
is now at the
level of molecules,
and the manipulation
and organization
of nanometer-scale
material into
technologically
useful devices
has become a
new and rapidly
expanding area
of interest for
the discipline.
The future needs
of our nation
and the world
will require
innovative approaches
to suppling our
energy needs
while respecting
our environment.
The
information and
computing sciences
underlie the
technological
revolution now
underway in academic
disciplines ranging
from ancient
history to medicine.
It is imperative
that all of our
students, no
matter what their
specific area
of focus, are
technologically
literate, that
all of our faculty
have access to
the newest advances
in technology,
and that our
engineering faculty
are at the cutting
edge in the development
of this field.
Recommendations
Continue
to focus
on the development
of Computer
and Information
Sciences
within the
School of
Engineering
and Applied
Sciences. Building
on recent
successes,
additional
key faculty
recruitments
must be
made, allowing
the expansion
of educational
and research
programs
that link
to and interact
with other
schools
on campus.
Special
attention
must be
given to
opportunities
to develop
and support
the information-processing
infrastructure
that will
be the common
language
of tomorrow's
life sciences
research.
Building
on our current
strengths
in bioengineering
and in the
life sciences
and medicine,
aggressively
expand our
efforts
in the areas
of bioengineering
and biotechnology. New
facilities
will be
needed to
house new
faculty
and research
programs.
Interdisciplinary
educational
programs
at the undergraduate
and graduate
level must
be nurtured
and expanded.
Strategic
hiring in
SEAS should
focus on
enhancing
programs
that are
connected
to the School
of Medicine,
the School
of Nursing,
and the
School of
Arts and
Sciences
in such
areas as
cognitive
science,
bioinformatics
and biotechnology.
Develop
an intellectual
and physical
focus in
the new
area of
nanotechnology
that includes
improved
facilities
for research
and curricular
activities
related
to nanoscale
science. Our
efforts
in this
burgeoning
field must
differentiate
us from
other efforts
around the
nation,
and should
focus on
the interface
between
physical
and biological
systems,
drawing
on our unique
strengths
in the life
sciences
and the
proximity
of our physical
sciences,
engineering
sciences,
and medical
sciences.
We will
need to
create the
special
physical
facilities
that are
critical
to the development
of this
new area
of technology.
Maintain
our core
capabilities
in engineering
and the
physical
sciences
in order
to be at
the forefront
of technology
changes
in the critical
area of
energy and
the environment. Penn
has significant
strengths
in environmental
science
that provides
differentiating
opportunities
at this
interface;
these opportunities
for both
research
and curricular
innovation
should be
explored
and developed.
Encourage
the development
of curricular
offerings
and research
efforts
that span
the twelve
schools,
their faculties,
and their
student
bodies. A
series of
courses
should be
developed
for the
general
undergraduate
population
that address
technology
in society,
with the
goal of
insuring
that all
our undergraduates
are technologically
literate.
We need
to encourage
all our
schools
to exploit
opportunities
for new
programs
in technology
as they
arise. We
also must
expand cooperative
efforts
between
SEAS and
other schools
to develop
unique educational
programs
at the master's
level in
biotechnology,
information
technology,
and related
fields.
The
Global Opportunity
Goal:
In order
to develop
a coherent
global strategy
for the
university,
we must
leverage
and enhance
our distinctive
strengths
as an international
institution.
All
twelve of Penn's
schools and virtually
every academic
program incorporate
a global perspective
as part of their
curricula, and
faculty in a
wide variety
of disciplines
view international
issues and comparative
approaches as
integral to their
own research
agenda. Indeed,
the global dimension
of virtually
every discipline
is becoming increasingly
important as
technology reduces
the natural barriers
of time and space,
and this trend
is likely to
continue. In
addition, the
Penn community
includes students,
faculty, and
staff from many
different countries
and cultural
backgrounds,
generating a
truly diverse
environment in
which to live,
learn, teach,
and work.
However,
while the Penn
campus abounds
in such international
presence, as
well as in international
study programs,
area studies,
centers, and
institutes, the
university receives
comparatively
little recognition
for its academic
strengths in
global studies,
due at least
in part to its
decentralized
academic environment.
Moreover, in
the absence of
central coordination,
Penn cannot fully
realize the synergies
inherent in the
existence of
so many international
programs and
resources on
one compact campus.
Recommendations
Develop
and launch
new internationally
focused
academic
programs
and initiatives
in areas
where Penn
already
enjoys distinct
competitive
advantages.
Penn has
traditionally
been strong
in language
and area
studies
and offers
undergraduate
and graduate
degree programs
in International
Studies
and Business
that are
internationally
recognized.
New areas
of focused
development
might include
international
health,
especially
infectious
disease
research
in third
world countries;
international
business
and finance;
and the
interdisciplinary
study of
ethnopolitical
conflict.
Strengthen
disciplinary
and professional
academic
programs
that focus
on areas
of critical
importance
to international
studies
and research,
such as
comparative
politics,
strategic
studies,
the legal
aspects
of international
relations,
and communication. We
need to
reinforce
the global
reputation
of the university
by recruiting
and supporting
faculty
and staff
with international
expertise
in key areas.
This goal
would build
directly
upon recent
successful
efforts
to strengthen
the Political
Science
Department,
which has
recruited
a number
of outstanding
new faculty.
Create
the infrastructure
to develop
bolder future
international
initiatives. Penn
needs a
coordinating
mechanism,
such as
an Institute
for International
Studies,
to promote
scholarly
collaboration
among faculty
and students
who pursue
overlapping
international
interests,
facilitate
external
funding,
encourage
the recruitment
and appointment
of faculty
dedicated
to international
studies
across disciplinary
boundaries,
and act
as an advocate
for advancing
the global
dimension
in education
and research
across all
twelve schools.
Encourage
the presence
of international
students
and American
students
with international
interests
on the Penn
campus. The
presence
of faculty
and staff
having international
expertise
and of strong
internationally-focused
academic
programs
and cultural
institutions
will help
to attract
students
with global
interests,
as will
the continuing
development
of international
linkages
and faculty
and student
exchange
programs.
We need
to emphasize
to a greater
extent our
international
environment
in our admissions
literature
and recruitment
programs,
identify
meeting
and social
spaces for
international
groups and
programs,
and implement
co-curricular
experiences
that provide
global,
cross-cultural
educational
experiences
for students,
such as
study tours,
student-run
conferences,
campus cultural
programs,
and global
service
learning
initiatives.
Arts,
Humanities
and Society
Goal:
In order
to capitalize
on our academic
strengths
in the humanities
and our
unique cultural
resources,
Penn must
build an
infrastructure
that supports
innovative,
interdisciplinary
cultural
programs
and curricular
development.
Penn
is home to a
remarkable collection
of scholars dedicated
to deciphering
languages, literatures,
and artistic
expressions of
peoples around
the globe. We
are also home
to a number of
premier cultural
institutions
capable of transmitting
humanistic understandings
to a broader
public. In addition,
Philadelphia
itself contains
outstanding cultural
institutions
that provide
still more opportunities
for research,
learning, and
outreach to a
broader public.
Despite
these potential
strengths, Penn
has not fully
utilized its
cultural institutions
and those of
the city, as
well as its arts
and humanities
faculty, in enriching
the education
of its students
and its interactions
with the public.
This underutilization
is, in part,
related to a
lack of collaboration
between Penn's
academic departments
and the cultural
institutions
of both Penn
and the city.
If implemented,
the recommendations
here will not
only enhance
the vitality
and the visibility
of our artistic
and cultural
institutions;
but will also--and
more importantly--enrich
the intellectual
and social fabric
that makes us
a university.
Recommendations
Construct
a broad
arts and
culture
curriculum
to better
integrate
the resources
of local
cultural
institutions
into enriched
common experiences
for all
undergraduate
students. Under
the guidance
of the Provost's
Council
on Arts
and Culture,
we should
integrate
our cultural
institutions
more thoroughly
into our
educational
programs,
giving students
direct contact
with world
cultural
and artistic
expressions.
Develop
graduate
and upper-level
undergraduate
courses
that will
both contribute
to and draw
enhancement
from our
cultural
institutions
at Penn,
as well
as those
of the Philadelphia
region.
Strengthen
ties between
academic
departments
and cultural
institutions,
as well
as those
of the Philadelphia
region. Such
efforts
could include
the improved
publicity
of events,
both on
campus and
in the Philadelphia
community;
the development
of a Penn
Arts and
Humanities
website;
and distribution
of a weekly
Arts and
Humanities
calendar
of events.
We also
should share
the ongoing
interpretation
of the arts
and humanities
by our faculty
with a broader
public through
our cultural
institutions.
In this
way, we
will enhance
public understanding
of the world
and knowledge
of the ways
that the
world understands
itself.
Make
possible,
through
short-term
institutes,
greater
scholarly
collaboration
between
arts and
humanities
faculty
and those
in the professional
schools
around issues
of public
values and
world cultural
diversity. These
institutes
could form
part of
an expanded
Penn Humanities
Forum and
would include
faculty
fellows
and graduate
students
drawn from
the Arts
and Humanities
and the
professional
schools.
The fellows
would be
given teaching
relief during
their tenure
at the institute.
The institutes
themselves
would represent
rapid responses
to emerging
opportunities
and would
be time-limited.
Two specific
proposals
are: an
Institute
for World
Cultures,
which would
promote
direct engagement
among Wharton,
SAS, and
other schools
in the area
of languages,
cultures,
regions,
and globalization;
and an Institute
for Public
Values,
which would
engage in
the contemplation
of values
and ethics,
as well
as interact
with and
debate public
intellectuals
over key
social issues
such as
terrorism,
cloning,
animal rights,
genetic
modification
of foods,
and racism.
Establish
a fund to
provide
support
for new
initiatives
in the arts
and humanities.
While
the individual
efforts
of each
of Penn's
cultural
and artistic
venues are
increasingly
strong and
visible,
there is
at present
no funding
that would
encourage
either collaborative
programs
or new initiatives.
The university
should create
a substantial
central
pool of
funds, administered
by the Provost,
with the
advice of
the Council
on Arts
and Culture,
which will
consider
proposals
from schools
and departments,
cultural
resource
centers,
and individual
faculty.
One example
of a program
that might
find support
would be
a Visiting
Professorship
in the Arts
and Humanities
for one
semester
per year
that would
encourage
interdisciplinary
research
and teaching
and foster
collaboration
with Penn's
cultural
institutions.
|
III.
Defining the Future of
Education
Adapt
our pedagogical methods
and our student and alumni
offerings to the learning
needs of current
and future generations.
|
As
we envision the
changing character
of higher education
in the years
ahead, we know
that we will
need to reach
beyond the limited,
episodic transactions
of past years.
We intend to
build a lifelong
continuum of
learning, encompassing
current students,
alumni, pre-college
matriculants,
university staff
members, executives,
and a wide range
of professionals.
We will expand
the number of
constituencies
to whom we reach
out, and we will
enhance the quality
of the academic
experiences we
offer. To do
so, we will need
to take advantage
of the technologies
that make distance
education possible,
and we will have
to re-examine
structures of
academic governance
across the university.
Goal:
Encourage
the innovative
use of educational
technology
to enhance
teaching
and learning.
Offering
a preeminent
educational experience
in the twenty-first
century will
require Penn
to become a leader
in the application
of state-of-the-art
technological
methods in our
educational programs
and the adoption
of innovative
teaching technologies
by the faculty
in all aspects
of education.
We must make
educational and "course
web" software
available to
all faculties
and offer training
to both faculty
and students
in the use of
these programs
to their best
educational advantage.
We must also
encourage our
faculty to develop
innovative, cutting-edge
courses and instructional
methods and support
creative educational
experiments that
use novel platforms
and techniques.
Recommendations
Incentives
should be
designed
that will
encourage
faculty
to teach
in innovative
and non-traditional
formats. We
should consider
establishing
a venture
fund that
will encourage
faculty
to create
new kinds
of courses
as well
as develop
learning
modules
that can
be applicable
to other
settings.
Support
for faculty-created
special
courses
should help
to foster
invention
that can
be generalized
across the
wide spectrum
of teaching
and research.
We must
expand opportunities
for faculty
to explore
varieties
of traditional
and innovative
technologies
and to learn
how to use
them effectively
in both
their teaching
and in the
management
of their
courses,
and create
more "wired" teaching
and consultation
facilities
as part
of our classroom
renovation
program.
Construct
an educational
resource
center that
focuses
on evolving
educational
technology. The
university
should create
a central
facility
that will
provide
the environment,
the tools,
and the
support
necessary
both to
stimulate
the adoption
of existing
teaching
technology
by all our
faculty
and to encourage
experimentation
with, and
development
of, novel
technologies
and applications.
Goal:
Develop
a continuum
of educational
opportunities
that engages
learners
throughout
their lives
and in various
stages of
their careers.
Penn
should strive
to shift its
focus for intellectual
contact between
the university
and its students
from a model
of brief, episodic
contact to one
of continuous
and ongoing interaction
within a community
of scholars while
on campus, and
throughout their
careers and their
lives. We should
examine our role
as an educational
institution in
serving non-traditional
learners, and
consider expanding
our vision of
Penn's educational
portfolio. The
university should
enter into a
lifelong-learning
commitment with
all participants
in its education
programs, both
those who have
studied in our
traditional degree-granting
programs and
those who participate
in our continuing
education activities.
Increased focus
on, and involvement
with, our alumni
must form a central
part of this
effort. We should
identify basic
standards and
best practices
for all programs
across the twelve
schools that
provide education
along the continuum
of learning.
We should also
identify new
markets of learners
and provide services
and facilities
that meet their
needs.
Recommendation
All
students
and alumni
should expect
an intellectually
and professionally
enriching
educational
connection
to Penn
that extends
throughout
their lifetime. This
initiative
will require
that we
actively
pursue new
concepts
for educational
offerings,
including
new professional
master's
degree and
certificate
programs,
as well
as alumni
education
and enrichment
programs.
We will
need to
consider
multiple
delivery
platforms,
such as
the Internet,
on-line
reading
groups,
travel and
on-site
study, short
on-campus
programs,
summer campus
stays, and
individual
mentoring.
We will
also have
to cultivate
more intensively
our pre-matriculated
students,
already
a target
audience,
to ensure
their lifelong
connection
to Penn.
Establish
a Provost's
Council
on the Continuum
of Learning
that will
develop
an inventory
of existing
continuing
education
projects,
develop
approaches
to integrating
and strengthening
these programs,
and identify
potential
areas of
collaboration.
Provide
better support
for non-traditional
learners
participating
in Penn
programs
by making
services
available
at the times
when these
students
are on campus,
such as
evenings,
weekends,
and during
the summer. We
should analyze
our current
academic,
residential,
and support
facilities
and develop
a plan that
optimally
utilizes
all these
facilities
by both
traditional
and non-traditional
learners.
Our aim
is to make
Penn an
active and
vital learning
environment
throughout
the day,
week, and
year.
Goal:
Selectively
identify
new products
and new
markets
of learners.
The
university should
focus on those
groups that can
best take advantage
of Penn's unique
strengths, while
also involving
our full-time
staff and their
families as part
of our community
of learners.
Improvement in
this area may
require the creation
of a centrally
coordinated service
that can provide
market research,
planning, and
analysis; the
creative leveraging
of existing courses,
academic programs,
and educational
facilities; continued
support for staff
educational programs;
and changes in
our current administrative
and support structures.
Recommendations
Increase
the visibility
of all continuing
and non-traditional
education
at Penn. Penn's
web site
should be
more responsive
to lifelong
learners,
with daily
information
about educational
opportunities.
We should
also provide
a physical "front
door" through
which most
of those
interested
in continuing
education
or non-traditional
education
can enter
to seek
information
about what
is available
at Penn,
to get answers
to their
questions
or help
with academic
and financial
issues,
and to meet
with fellow
students.
Such a mechanism
could also
help provide
important
linkages
among those
schools
at Penn
offering
continuing
education
programs.
Develop
markets
that take
advantage
of Penn's
unique strengths. We
must encourage
the development
of programs
that respond
to the changing
demands
of the marketplace
and of the
adult learner,
while recognizing
that we
also must
be selective
about whom
we try to
reach. We
need to
incent our
faculty
to repackage
academic
content
in ways
that meet
the needs
of these
students,
and we need
to provide
an effective
and coordinated
administrative
structure
that can
assist individual
schools
with their
marketing,
advertising,
and on-site
needs.
Goal:
Encourage
the reconnection
of our alumni
to Penn
and one
another.
When
each student
matriculates,
Penn enters into
a commitment
with that student
to provide education
and enrichment
over the course
of his or her
life. Potentially,
our alumni could
regard Penn as
their enduring "intellectual
home." When this
happens, alumni
become a critical
competitive advantage
as they communicate
the strengths
of the University
while advocating
our need for
resources and
support. To achieve
this intellectual
bond, our relationship
with our alumni
must go well
beyond the traditional
focus on volunteer
activities and
fundraising.
Penn must set
the standard
among peer institutions
for facilitating
our commitment
to a lifetime
of education
and enrichment
for every alumnus.
Our Alumni Relations
program must
be developed
to assure that
Penn is a special
learning community
for alumni while
also engendering
their pride in
Penn.
Recommendation
Improve
educational
programs
for and
ongoing
contact
with alumni. Engaging
our alumni
in a lifelong
educational
continuum
and creating
a stronger
intellectual
bond between
them and
Penn will
require
that we
integrate
alumni education
and academic
program
planning.
We need
to showcase
the strength
of the Penn
faculty
with educational
programming
and events
stratified
by age,
geography,
interest,
ethnicity,
and affinity
group. We
need to
partner
with other
University
constituencies
to bring
targeted
programming
and events
to our global
alumni.
We also
should consider
expanding
our programs
in alumni
education
and begin
to conceive
of alumni
as teachers
and mentors
who can
help us
enrich the
educational
experience
of our student.
|
IV.
Creating the Capacity for
Success
Develop
the physical, financial,
operational, and entrepreneurial
capacities to sustain our
academic enterprise.
|
To
achieve the academic
and programmatic
goals outlined
in the previous
sections, it
is critical that
Penn's non-academic
activities be
carried out with
administrative
professionalism,
strategic vision
and fiscal responsibility.
These values
are important
not only for
their own sake,
but also because
they serve our
academic purposes.
Building our
institutional
capacities by
operating efficiently,
strategically,
and cost-effectively,
is essential
so that academic
research and
education can
flourish.
Goal:
Encourage
and support
entrepreneurial
activity.
Penn
routinely generates
innovative opportunities
that have the
potential to
enhance both
institutional
reputation and
revenue. Some
are entrepreneurial
opportunities
that create the
potential to
generate new
businesses around
faculty research
discoveries.
A much larger
number are innovative
opportunities
that can be pursued
as new programs
or services or
by licensing
technology to
a company. Significant
gains from innovation
can be attained
only if we create
a climate that
encourages and
rewards individuals
and departments
pursuing these
opportunities.
Recommendations
Evaluate
the existing
organization
of technology
transfer,
corporate
relations,
regional
economic
development,
and related
entrepreneurial
services
on campus. Consider
ways in
which these
services
can be better
integrated.
Improve
access to
services
for our
faculty,
and create
a friendly
single point
of access
for outside
activities.
Develop
a stronger
and broader
network
of relationships
with others
involved
in the field
of economic
development
at the local,
state and
national
levels.
Engage
in a long-term
effort to
create an
institutional
culture
that encourages
the creation
and support
for innovative
initiatives.
We must
infuse throughout
our institution
an appreciation
for creative
thinking
and innovation
that can
help us
to enhance
our processes
and systems,
improve
the quality
of our internal
services,
and identify
possible
new sources
of revenue.
We should
consider
the establishment
of an Innovation
Bank that
would help
support
new projects
and initiatives
that support
these goals.
Examine
and optimize
the university's
policies
relating
to patenting
and licensing,
to ensure
that the
entities
responsible
for facilitating
technology
transfer
are well
organized,
efficiently
run, and
adequately
resourced. Identify
and then
incorporate
best practices
models presently
being utilized
by peer
institutions
to create
a leading-edge
model for
technology
transfer
and commercialization
activities
across the
university.
Improve
our ability
to identify
and support
new entrepreneurial
initiatives
in the social
sciences,
humanities,
and administrative
areas. Where
possible,
we should
use existing
staff in
schools
and centers to
identify
entrepreneurial
opportunities,
with efforts
then supported
by a central
organization
that provides
overall
administrative
and financial
support
(patterned
after the
Center for
Technology
Transfer's
distributed
staffing
model for
the life
and physical
sciences).
Improve
our success
in launching
new initiatives
by identifying
a resource
pool to
fund feasibility
analyses,
proof of
concept
work, and
start-up
support
for new
initiatives. Such
a resource
pool would
not be a
venture
fund; rather,
it would
help Penn
projects
compete
more effectively
for pre-seed
and seed
stage venture
capital.
The resource
pool would
provide
all of the
funding
to make
an initial
assessment
of the feasibility
of an opportunity.
Subsequently,
resources
would be
provided
by both
the pool
and the
school,
center,
or institute
from which
the opportunity
originated.
Provide
meaningful
incentives
for innovations
that fall
outside
the patent
policy,
with a particular
focus on
the social
sciences,
humanities,
educational
ventures,
and administrative
services. This
broader
policy should
be patterned
after the
patent policy,
but should
consider
a different
revenue
sharing
model that
enables
reinvestment
in improving
shared infrastructure
and replenishing
the resource
pool. We
need to
identify
ways in
which these
limited
funds could
be appropriately
leveraged
by non-university
funding
sources.
Goal:
Create a
physical
environment
supportive
of the academic
and research
missions
of the University,
both on
campus and
in its surrounding
environment.
The
accomplishment
of the university's
academic mission
depends on attracting
to Penn an exceedingly
talented and
highly motivated
population of
students, postdoctoral
scholars, faculty,
staff, and visitors.
Attractive, functional
physical facilities
are essential
to this effort,
and these physical
resources must
be woven together
with other determinants
of the Penn environment--a
vibrant cultural
hub, varied shopping
and dining opportunities,
and efficient
transportation.
The Campus Development
Plan, adopted
in 2001,
provides a framework
for campus improvement
and growth in
support of the
academic mission.
It calls for
the creation
of a campus environment
that knits the
buildings, walkways,
and open spaces
together into
an attractive,
functional urban
setting and recommends
improvements
in classrooms
and student residences.
During the next
eight years,
we should strive
to make substantial,
but strategic,
progress in implementing
this plan.
Recommendations
Preserve
and strengthen
the core
academic
buildings
at the center
of campus
life and
learning.
We should
develop
a long-term
strategy
for improving
and renovating
older academic
buildings
in the center
of campus. We
will need
to invest
in the capital
renewal,
rehabilitation,
and appropriate
adaptive
reuse of
these existing
buildings.
We also
must continue
to identify
and implement
better and
more cost
effective
ways to
service
and maintain
all areas
of the campus.
Create
a coherent
identity
for the
entire campus
by extending
the quality,
character,
and amenity
of the pedestrian
core to
the rest
of the campus. We
need to
consolidate
and improve
the academic
infrastructure
within the
core and
consider
the relocation
of non-student
support
and service
activities
to the periphery.
We should
also begin
to address
the disparity
that exists
in the condition
and maintenance
of University
buildings
and classrooms,
with a special
focus on
how best
to maintain
facilities
that are
shared by
several
schools
or divisions.
We need
to move
forward
with plans
for renovating
and upgrading
student
housing
on the campus
and to explore
strategic
partnerships
with third-party
developers
to build
such housing.
Create
a culture
that encourages
Penn and
the surrounding
community
to become
a more inviting
and supportive
place within
which to
live, work,
study, and
visit. For
example,
we should
help create
a new and
improved
University
City transportation
environment
that continues
the work
already
in progress
with regard
to streetscape
improvements,
traffic
calming,
new signals
and bicycle
lanes. We
should better
integrate
food, retail,
and cultural
venues;
support
the development
and improvement
of arts
and cultural
venues on
the Walnut
Street and
40th Street
corridors;
and begin
to develop
a plan for
more comprehensive
and varied
retail to
support
our diverse
campus constituencies.
We also
need to
sustain
the ongoing
improvements
to Penn's
West Philadelphia
neighborhood
in partnership
with other
University
City-based
institutions,
private
businesses,
local foundations,
and the
public sector.
Develop
new programs
to encourage
the purchase
of housing
within University
City, improvements
to rental
housing,
and the
provision
of temporary
accommodations
for visiting
faculty
and scholars. We
must sustain
and build
upon the
progress
already
achieved
through
our previous
investments
in this
area. To
do so, we
need to
increase
the level
of home
ownership
in University
City, identify
and then
transform--with
the help
of the public
and private
sectors--vacant
and poorly
maintained
properties
into new
apartments
and condominiums,
and, in
partnership
with other
University
City-based
institutions
and the
private
sector,
further
enhance
the quality
of life
in University
City.
Goal:
Build and
enhance
the University
's financial
capacities.
Because
the short-term
outlook for revenue
growth and enhancements
is limited, Penn's
financial capacities
will be enhanced
largely through
the efficient
use of current
resources. Support
for targeted
priorities will
need to be generated
by redirecting
investment of
our current resources
to a specific
set of priorities.
Recommendations
Undertake
a comprehensive
assessment
of Responsibility
Center Management
budgeting
to ensure
that the
principles,
process,
and formulas
that drive
resource
allocation
at Penn
continue
to serve
the university's
strategic
needs. Several
of the strategic
planning
committees
have identified
institutional
goals they
believe
are impeded
by our current
responsibility
center budgeting
system.
Given the
significant
period of
time that
has elapsed
since this
system's
initial
implementation,
we believe
it is time
to review
all facets
of this
budgeting
model and,
where necessary
and appropriate,
make changes
that will
increase
its responsiveness
to the university's
current
requirements.
Implement
new strategies
for revenue
generation
and asset
maximization. In
addition
to aggressively
controlling
costs and,
where appropriate,
reducing
expenses,
we need
to identify
and pursue
suitable
opportunities
that will
help to
increase
the university's
revenues.
One possible
opportunity
is to leverage
our existing
assets in
off-cycle
periods,
particularly
during the
summer,
identifying
appropriate
ways in
which our
facilities
and other
resources
could be
made available
to meet
external
market demands.
Continue
to develop
strong internal
control
and compliance
mechanisms. We
need to
further
enhance
and build
upon our
existing
framework
for control
and compliance,
to ensure
that the
gains achieved
in recent
years are
not lost.
Goal:
Enhance
the University's
operational
capacities.
In
order to enhance
our operational
capacities, we
must provide
management with
the resources
and support to
assist them in
identifying and
eliminating redundancies,
reprioritizing
work, and enhancing
effectiveness
and efficiency.
In addition,
we must continue
to expand upon
ways to encourage,
recognize, and
reward successful
redesign and
entrepreneurial
efforts both
at the central
level and at
the school and
center level.
Recommendations
Further
leverage
the shared
services
model for
existing
central
services
and eliminate
redundancies
between
the center
and the
schools. Wherever
possible,
we must
identify
services
that are
currently
being provided
in an inefficient
and needlessly
redundant
fashion
so that
any underlying
resources
can be recaptured
and directed
to support
other institutional
needs and
programs.
Establish
a priority-setting
body to
determine
what information
technology
priorities
will be
developed
with existing
resources.
New and
innovative
approaches
to learning
and research
will require
Penn to
identify
supporting
technologies.
Administrative
and infrastructure
projects
that cross
schools
or departments
or require
high-risk
capital
investments
must be
prioritized
to ensure
that the
benefits
and costs
of a given
project
are clearly
understood.
A body of
strategic
decisions
makers should
be convened
periodically
to ensure
timely and
regular
communication
of required
investments;
the appropriate
definition
of changing
roles, rights
and responsibilities;
facilitation
of collaboration
across disparate
organizations;
and recognition
of the challenges
and opportunities
in a multi-vendor,
multi-technological
and multidisciplinary
environment.
Make
the career
and professional
development
of staff
a top priority. Our
staff plays
a crucial
role in
a wide variety
of areas--business
and finance,
facilities
and housekeeping,
alumni affairs
and development,
student
services,
advising
and academic
support,
research
and the
like. The
development
and retention
of a highly
qualified
and committed
staff is
crucial
if we are
to implement
the goals
established
for the
university.
To assist
in this
effort,
we must
continue
to develop,
implement,
and support
best policies
and practices.
We need
to ensure
that supervisors
receive
appropriate
training
that enable
them to
maintain
the type
of work
environment
that encourages
staff productivity
and development,
and we need
to provide
opportunities
for staff
to upgrade
their skills
and to advance
in their
careers.
Develop
incentive
plans for
cost containment
and establish
targets
with stated
rewards. In
addition
to identifying
possible
new revenue
streams,
we must
also focus
our efforts
on achieving
appropriate
expense
reductions
and making
our service
delivery
systems
more efficient.
Members
of the Strategic
Planning
Committees
Arts,
Humanities and
Society
Greg
Urban, SAS, Chair
Arthur Caplan,
Medicine
Julia
Converse, GSFA
Claudia
Gould, ICA
Dwight
Jaggard, SEAS
Tom
Lussenhop, Office of the EVP
Paul
Meyer, Morris Arboretum
Dan
Raff, Wharton
Michael
Rose, Annenberg Center
Jeremy
Sabloff, University Museum
James
Serpell, Vet Medicine
Stephanie
Sherman, Col Ô03
Lawrence
Sipe, GSE
Gary
Tomlinson, SAS
David
Wallace, SAS
Liliane
Weissberg, SAS
Staff: Steven
Gagne,
Office
of the
President
Campus
Environment
Omar
Blaik, Facilities
and Real Estate
Services, Chair
Lee
Nunery,
Business
Services,
Co-Chair
Maureen
Rush, Division of Public Safety, Co-Chair
Doug
Berger, Housing and Conference Services
Eugenie
Birch, GSFA
David
Brownlee, SAS
Dennis
Culhane, Social Work
Robert
Furniss, Transportation & Mail Services
Hanni
Hindi, Col Ô02
Marilyn
Kraut, Human Resources
Sam
Lundquist, Dev. and Alumni Relations
Tom
Lussenhop, Office of the EVP
Lucy
Momjian, Treasurer's Office
Charles
Newman, Facilities and Real Estate Services
Michael
Rose, Annenberg Center
Thomas
Stump, SEAS
Andrew
Zitcher, VPUL
Staff: Leslie
Mellet,
Facilities & Real
Estate
Services
Continuum
of Education
Al
Filreis, SAS, Chair
Robert Alig,
Alumni Relations
Beverly
Edwards, Human Resources
Richard
Hendrix, College of General Studies
Anne
Keane, Nursing
Susan
Lytle, GSE
Robert
Mittelstaedt, Jr., Wharton Exec. Ed.
Gail
Morrison, Medicine
Anne
Nicolaysen, Col '02
Jason
Parsley, Grad, SAS
Sharon
Thompson-Schill, SAS
Dana
Tomlin, GSFA
Lyle
Ungar, SEAS
Rick
Whitfield, Audit and Compliance
Staff: Stephanie
Ives, Office
of the
VPUL
Entrepreneurial
Activity
Phil
Goldstein, Penn
to Business, Chair
Robin Beck,
ISC, Co-Chair
Jim O'Donnell,
SAS, ISC, Co-Chair
Lou
Berneman, Center for Technology Transfer
Chris
Bradie, Business Services
Mary
Lee Brown, Audit and Compliance
Frank
Claus, Student Financial Services
Steffie
Crowther, Dev. and Alumni Relations
Christopher
Hopey, Executive Education, GSE
Vijay
Kumar, SEAS
Lisa
Prasad, Business Services
Paul
Sehnert, Facilities and Real Estate Services
Barry
Stupine, Vet Medicine
Gary
Truhlar, Human Resources
Staff: Sara
Gallagher,
Office
of the
EVP and
Shaheedah
Saalim, Penn to Business
Faculty
Janice
Bellace, Wharton, Chair
Takeshi
Egami, SEAS
Sharon
Moorer-Harris, Human Resources
Joan
Hendricks, Vet Medicine
John
Dixon Hunt, GSFA
Rebecca
Maynard, GSE
Michael
Mennuti, Medicine
Medha
Narvekar, Dev. and Alumni Relations
Edward
Rock, Law
James
Saunders, Medicine
Herb
Smith, SAS
Irene
Wong, Social Work
Staff: Marge
Lizotte,
Office
of the
Provost
Financial
and Operational
Capacity
Rick
Whitfield, Audit
and Compliance, Chair
Craig Carnaroli,
Finance/Treasurer's
Office, Co-Chair
Jack Heuer,
Division of Human
Resources, Co-Chair
Ken Campbell,
Comptroller's
Office
Peter
Cappelli, Wharton
Jeanne
Curtis, ISC
Scott
Douglass, Wharton Finance & Admin.
Mina
Fader, Facilities and Real Estate Services
Fred
Glessner, Center for Technology Transfer
Phil
Goldstein, Penn to Business
Chris
Griffith, Human Resources
Walter
Licht, SAS
Susan
Phillips, Dean's Office, Medicine
Tom
Rambo, Division of Public Safety
Ramin
Sedehi, SAS Finance and Administration
Steve
Semenuk, Budget and Management Analysis
Marie
Witt, Business Services
Staff: Pat
O'Toole,
Audit and
Compliance
Global
Perspective
Richard
Herring, Wharton, Chair
Sandra Barnes,
SAS
Peter
Berthold, Dental Medicine
Omar
Blaik, Facilities and Real Estate Services
Robert
Boruch, GSE
William
Ewald, Law
Garret
FitzGerald, Medicine
Joanne
Gowa, SAS
Tania
Johnson, Grad, SAS
Stephen
Kobrin, Wharton
James
Lok, Vet Medicine
Ian
Lustick, SAS
James
O'Donnell, SAS
Ed
Resovsky, Dev. and Alumni Relations
Donald
Silberberg, Medicine
Joanne
Yun, Col '04
Staff: James
Gardner,
Office
of the
President
Graduate
Education
Walter
Licht, SAS, Chair
Norman Badler,
SEAS
Michael
Baker, SAS
Cala
Beatty, Grad, SAS
Andy
Binns, SAS
Evis
Cama, Grad, SAS
Nader
Engheta, SEAS
Joseph
Farrell, SAS
Susan
Gennaro, Nursing
Ajani
Jain, Wharton
Amy
Johnson, Business Services
George
Mailath, SAS
Greg
Tausz, Finance Administration
Joel
Waldfogel, Wharton
Staff: Karen
Lawrence,
Office
of the
Provost
Life
Sciences
Mark
Tykocinski, Medicine, Chair
Susan Davidson,
SEAS
George
Day, Wharton
Martha
Farah, SAS
Barry
Hilts, Facilities Operations
David
Lazar, Col '02
Sam
Lundquist, Dev. and Alumni Relations
Susan
Margulies, SEAS
Sandra
Matalonis, Technology Transfer
Glenn
McGee, Medicine
David
Roos, SAS
Hans
Scholer, Vet Medicine
Robert
Seyfarth, SAS
Jerome
Strauss, Medicine
Hugh
Lee Sweeny, Medicine
John
Wolfe, Vet Medicine
Staff: Janine
Corbett,
Office
of the
Provost
Organizations,
Institutions
and Leadership
Janice
Madden, SAS, Chair
Robin Beck,
Information Systems
and Computing
Michael
Black, Admin. and Finance, Medicine
Jamaine
Davis, Grad Medicine
John
DiIulio, SAS
Colin
Diver, Law
Nicole
Epps, Col '03
Gerald
Faulhaber, Wharton
Vivian
Gadsden, GSE
Margaret
Goertz, GSE
Jerry
Jacobs, SAS
Charles
Mooney, Law
Steven
Oliveira, Wharton Dev. & Alumni Affairs
Brian
Strom, Medicine
Marie
Witt, Business Services
Michael
Useem, Wharton
Staff: Max
King, Office
of the
VPUL
Research
and Scholarly
Activity
Craig
Thompson, Medicine, Chair
David Asch,
Medicine
David
Balamuth, SAS
Danielle
Bujnak, Grad, SAS
Glen
Gaulton, Medicine
Phil
Goldstein, Penn to Business
Erica
Holzbaur, Vet Medicine
Jean-Marie
Kneeley, SAS
Vijay
Kumar, SEAS
Douglas
Massey, SAS
Lindsey
Mathews, Col '02
Barbara
Medoff-Cooper, Nursing
Paul
Messaris, Annenberg
Olivia
Mitchell, Wharton
Kim
Scheppele, Law
Rogers
Smith, SAS
Staff: Jeanne
Leong,
University
Communications
Technological
Innovation
Dawn
Bonnell, SEAS, Chair
Lisa Marie
Bouillion, GSE
Chris
Bradie, Business Services
Nick
Bryan, Medicine
Yang
Liang Chua, Grad, GSFA
Margaret
Cotroneo, Nursing
Jeanne
Curtis, ISC
Peter
Davies, Medicine and SEAS
Ray
Gorte, SEAS
George
Hain, SEAS Development
William
Hamilton, Wharton
Branko
Kolarevic, GSFA
Mitch
Marcus, SEAS
Reed
Shuldiner, Law
Harbir
Singh, Wharton
Staff: Steven
Fabiani,
ISC
Undergraduate
Education
Steven
Fluharty, Vet
Medicine, Chair
Rick Beeman,
SAS
Michael
Cancro, Medicine
Frank
Claus, Student Financial Services
Dennis
De Turck, SAS
Thomas
Dunfee, Wharton
Tom
Farrell, Dev. and Alumni Relations
Cristle
Judd, SAS
Barbara
Kahn, Wharton
Mark
Liberman, SAS
Lindsey
Mathews, Col '02
Kathy
McCauley, Nursing
Max
Mintz, SEAS
David
Pope, SEAS
Julie
Schneider, GSFA
Staff: Anita
Gelburd,
Office
of the
Provost
Urban
Community
Dennis
Culhane, Social Work, Chair
Larry
Bell, Business Services
Eugenie
Birch, GSFA
Marjorie
Bowman, Medicine
Joseph
Gyourko, Wharton
Lucy
Kerman, Office of the President
Shiriki
Kumanyika, Medicine
Melissa
Kushner, Col '02
Jeremy
Martin, Grad, GSFA
Ann
O'Sullivan, Nursing
Janet
Pack, Wharton
John
Puckett, GSE
Maureen
Rush, Division of Public Safety
Lawrence
Sherman, SAS
Carol
Wilson Spigner, Social Work
Tom
Sugrue, SAS
Mark
Stern, Social Work
Staff: Carol
DeFries,
Office
of the
Vice President
for Government,
Community
and Public
Affairs
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