TABLE OF CONTENTS
I. Introduction
II. Reinvest in Rutgers and Strategic Planning
Implementation
A. Reinvest in Rutgers: Phase
III & IV
III. Strategic Resource and Opportunity Analysis
(SROA) and Strategic Planning Implementation
IV. New Instructional Programs
V. Significant Projects Related to Teaching and Learning
A. Instructional Technology Initiatives
B. Integrating Technology for Teaching
and Scholarship
C. Projects to Improve Undergraduate
Education
D. Multicultural Initiatives
E. Student Affairs
F. International Programs and Projects
VI. Students
A. New Brunswick Student Body
B. Financial Aid Summary for AY
1999-2000
C. Academic Degrees Conferred
(Tables 2 and 3)
D. Student Awards and Honors
VII. Administration
A. New Administrative Appointments
VIII. Faculty
A. The New Brunswick Faculty
Body
B. New Faculty Appointments 2000
C. Faculty Awards and Honors
IX. Academic Programs
A. New Academic Programs and Program
Changes
B. External Reviews
X. Research and External Funding
XI. Improvements to Facilities
XII. Conclusion
LIST OF TABLES
Table 1: New Brunswick Enrollment by Unit, Fall 1996
Through Fall 2000
Table 2: New Brunswick Undergraduate Degrees, 1999-2000
Table 3: New Brunswick Advanced Degrees, 1999-2000
Table 4: Full-time Faculty, New Brunswick Only
Table 5: External Funding by Sector, FY 1998-FY 2000
Table 6: Three Highest Sources of Federal Funding,
FY 1999/2000
Table 7: Summary of Awards by Discipline, FY 1999
and FY 2000
Table 8: New Brunswick Investigators with Total Annual
Awards Exceeding $500,000 FY 2000
The quality of the undergraduate and graduate experience at a university is one of the most revealing and most basic measure of its success. Through initiatives targeted at improving students' access to a wide ranges of classes and providing a broad spectrum of research materials and creative research opportunities, while also offering a full panoply of intra- and extra-curricular activities, students receive the tools and the guidance to fashion an educational experience that will serve them well as individuals, an experience that will expose them to a multitude of cultures and life situations, and will prepare them to take leadership positions-in the State, in the country, in the world-upon graduation.
Our faculty is a strong one, with some of the world's most eminent scholars among its number, leaders in the professions, the arts, and the sciences. Some of their contributions to society and the honors accrued by them are highlighted later in this report. Along with being innovative researchers, faculty members also serve the university as instructors, bringing the knowledge gained in their research to undergraduate and graduate students across the disciplines. As the quality of the Rutgers faculty improves, the quality of Rutgers' graduate and undergraduate education also improves.
The stamp of approval from external funding agencies tells us, again and again, that our mission is compatible with the priorities of both the government and the private sector. A sampling of the range of external funding can be found throughout this report, even though only a small number can be included here. Through creative partnerships with government, businesses, and private foundations, the University increases its opportunities for instruction, research, and service, and increases the recognition of the University's achievements beyond the walls of the university, and, increasingly, beyond the boundaries of the State.
Rutgers-New Brunswick has committed itself to continued excellence-in teaching, in scholarship, and in service to the world-but this goal is, by nature, a constantly changing one. As our curriculum, our faculty, and our students continue to improve, we are able to imagine even greater achievements in all areas, achievements that will impel us to seek ever greater goals.
II. REINVEST IN RUTGERS AND STRATEGIC PLANNING IMPLEMENTATION
A. Reinvest in Rutgers: Phases III & IV
With the completion of the third year of the Reinvest in Rutgers initiative, the strengths of this endeavor have been firmly established. The initiative has proven a successful agent for building programs and strengthening academic support through allocations of one-time, non-salary resources for activities that advance core priorities of a unit in the context of the University's Strategic Plan. In September 2000, President Lawrence announced the continuation of the Reinvest in Rutgers initiative for a fourth year, and it will provide $8 million both for one-time resources and for permanent resources to support academic units.
This initiative provides support to core programs for efforts that emphasize recruiting high-quality faculty with competitive start-up support; strengthening academic disciplines identified by the University's Strategic Plan that respond to emerging training and research opportunities; building academic programs identified in the University Strategic Plan by addressing needs determined by external reviews and CSPAD; encouraging faculty from different disciplines to collaborate on teaching and research projects in areas identified by the University's Strategic Plan; and promoting innovative teaching and learning by incorporating the use of technologies in the core curriculum of a unit to improve learning for a large number of students. New Brunswick Deans and Directors make requests based on their Fall planning documents and/or unit-based strategic plans and in Phase III of Reinvest received over $2 million in support of high priority academic programming and collaborative activities such as start-up support for new faculty hires and instructional technology and academic infrastructure improvements, including classroom renovations and telecommunications to provide access to the RUNetwork.
Reinvest funds have made possible the recruitment of new outstanding faculty, especially at the junior level, in order to build interdisciplinary programs and respond to emerging training and research opportunities in the selected areas of engineering, information sciences, and life sciences. All of the recruited faculty have impeccable credentials. They will provide teaching at all levels of instruction and will immediately enhance the research capacity of the University. Support for new faculty positions from Reinvest funds was limited to these three areas, but the University Vice President for Academic Affairs has continued to work with the deans of all the New Brunswick units in making critical faculty appointments in all the priority areas identified in the University Strategic Plan.
Graduate Student Support
In response to longstanding University concerns,
expressed in the Middle States Accreditation Report, in CSPAD evaluations,
in external reviews, and by various Graduate Program directors, significant
resources have been made available to assist the programs that are of the
highest strategic priority in recruiting and retaining the best graduate
students, offering funds for student support and selective tuition remissions.
The goals of this component of the Reinvest funds are to increase the number
of graduate and professional students receiving stipends and tuition remissions,
and to increase the dollar amount of the external support for existing
students by providing deans with the flexibility to tailor unit-specific
strategies for increasing graduate student support with maximum effectiveness.
It is expected that it will continue to provide even greater benefits as
the program is refined based on the experiences of the individual units
to date. The two elements of the program are designed to recognize and
reward units that have successfully supported graduate and professional
students on external grants and contracts, and to provide incentives for
faculty to include graduate student support on future grant proposals.
Funds for the first part of this initiative were allocated to each graduate degree-granting college and school in New Brunswick, based both on the unit's overall share of grant and contract supported graduate students in recent years and on the academic priorities specified in the University Strategic Plan. These graduate student support funds were used to recruit and retain excellent students, in many cases from under-represented groups in areas of greatest competition, by offering specially constructed grant packages and to provide funds to support students in ways that allow them the advantage of opportunities such as presenting papers at conferences.
The second element of graduate student support, which provided clear and immediate benefits to students and research faculty on the New Brunswick campus, offered tuition remissions to be leveraged on a matching basis in new grant proposals submitted by the faculty for grant programs in areas that are the highest strategic priorities (engineering, computer science, and life science). The tuition remissions were used to support students on grants from a number of sources, both traditional ones, such as the National Institutes of Health, the National Science Foundation, the Department of Defense, and the Department of Transportation, and less-traditional ones, such as the Hudson River Foundation. The tuition remissions provide a strong incentive for faculty members to write students into their grants and are an effective method of supporting and retaining superior students.
As the benefits of supporting graduate students on
grants become more and more apparent, and as programs become more and more
resourceful at leveraging funds, the tuition remission program's impact
becomes ever more evident. It is changing the way that faculty think about
grant funding and changing the culture concerning the funding of graduate
students.
For the first time, in AY 1999-2000, programs were
awarded competitiveness funding to increase the amount of the basic Teaching
Assistantships to the levels necessary to remain competitive in attracting
excellent students and retaining them in their programs. These funds, in
combination with the priority funding and tuition remission, are major
steps in the University's ability to bring the best graduate students in
the country to Rutgers-New Brunswick.
Student Life
Recognizing that the quality of student life on
campus must complement the academic quality, funds have been allocated
to Students Affairs, for initiatives that focus on such critical student
life issues as academic advising, psychological counseling, and the implementation
of the alcohol policy. This continues to be a high priority for the University.
Computers
The University continues its initiatives to enhance
computer use on campus through a number of initiatives designed by RUCS,
the New Brunswick Computing Advisory Committee, the Teaching Excellence
Center, and the Office of the University Vice President for Academic Affairs,
to insure that all members of the University community are equipped to
meet the demands and take advantage of the University's impressive technological
development. Among the projects that emerged from one component of this
process during Reinvest III were: two classrooms in Hill Center were renovated
and two rooms were converted to computer laboratories; the Graduate School
of Applied and Professional Psychology was able to purchase multimedia
equipment for classroom instruction; Mason Gross School of the Arts received
funds for the online instruction and specialized software for teaching
first year theory classes, along with computers for additional online instruction;
the College of Pharmacy was able to purchase a new computer system to enhance
the performance of the Varian 200 NMR Spectrometer.
The desktop computer purchase program has been expanded, with a commitment of $1 million to provide workstations at significantly discounted prices through volume purchase orders. Over 2,600 workstations were purchased last year, representing orders from 20 schools, 10 research centers, and 80 departments. Rutgers Computing Services managed the purchase orders through the Computer Store and offered new improvements such as direct delivery to departments and the opportunity for customized orders online with selected vendors.
The comprehensive training program in basic computer and software use for academic and staff employees will continue to expand. Staff development has also been continued by the Teaching Excellence Center (TEC) with the support of Reinvest in Rutgers Funds. The TEC offers a computer literacy and training program that has been very well-received. Workshops provide a range of training opportunities from basic level activities in word processing to more specialized areas such as database management, Power Point presentations, and web design. The TEC can also accommodate the special needs of departments. During the past year, the TEC provided more than one hundred and seventy workshops, and nearly 2,100 employees benefitted from one or more of these programs.
Libraries
Reinvest funds continue to strengthen the Rutgers
University Libraries, which have embraced the challenges of the digital
library with its wealth of information in multiple formats and have taken
a leadership role in learning and in informing the university community
about the new electronic resources, and in instructing its members in their
uses. The overall strategy of the Libraries for collection development
continues to be heavily dependent on moving into an electronic format as
quickly as possible in each discipline, and they are moving forward deliberately
but carefully toward the greater digitalization of their resources. Among
the major networked electronic resources recently acquired are the Web
of Science, Early English Books on Line, and Statistical
Universe. The ScienceDirect database replaced 485 print journals
with 1,000 electronic versions, while the Early English Books database
has brought 96,000 new electronic monographs to the university. The Libraries
are also establishing resource sharing agreements and statewide consortia,
such as New Jersey's Virtual Academic Library Environment (VALE), which
provides all Rutgers faculty members and students with online access to
a wide range of highly useful reference and scholarly documents, as well
as a broad array of news, business and legal information. The widely-used
Lexis-Nexis Academic Universe has been made available at Rutgers through
VALE.
The Libraries have been able to invest heavily in
a new technology infrastructure, obtaining such necessities as state of
the art library equipment, electronic classrooms, and a new information
system. In the new digital environment, the Libraries have had to make
major changes in the way that they provide services and information access:
new equipment, technology enhanced facilities, internal networking, and
software as well as collection resources. The University has supported
these projects strongly though various initiatives, such as the instructional
computing fee funds, multicultural blueprint funds, and, most recently
through the $1.9 million that the Libraries have received from the State
of New Jersey Equipment Leasing Fund (ElF).
The Libraries have also taken seriously their responsibilities
to the university, state, national, and international scholarly communities,
and the Task Force on Preservation Planning is working to assess the current
preservation efforts and to plan for the future preservation of all formats,
including new and relatively unstable electronic formats. Finally, the
Libraries continue to act as a repository for important collections, most
recently the Mary Lou Williams Collection, the Showalter Victorian Collection,
and the Diamond Collection on 20th century American Art. In
this year's Reinvest program, $1 million will be allocated for the acquisition
of the collections that are a core element of the university and to provide
support for instruction in smart classrooms.
More than $2.4 million has been invested in the
Libraries for collections and other support over the last two years; an
additional $19.3 million has come from the state-sponsored capital Improvement
Program for facilities improvement-and it has been a good investment. Our
consistent ranking in the top quartile of the 111 member libraries of the
Association of Research Libraries indicates that we are making the correct
decisions about the future of library services.
New Brunswick Multicultural Allocations
Reinvest resources in support of the University's
multicultural blueprint have been renewed in Phase IV of this program.
As with previous allocations, one part of this initiative provides for
appointments of new minority faculty in under-represented disciplines.
In addition, Reinvest funds support one-time allocations to supplement
unit resources for purposes that foster achievement of the University's
diversity agenda. Included are such uses as start-up funding and development
programs for minority faculty, and recruitment and retention efforts in
support of undergraduate and graduate minority students.
Reinvest funds support a wide range of programs and activities sponsored by the individual units and tailored especially to their students, faculty, and other constituencies. A description of last year's multicultural activities appears elsewhere in this report.
The continued success of all components of the Reinvest Program can be measured in the increasing number of outstanding undergraduate and graduate students that are attracted to Rutgers-New Brunswick, the record levels of external awards and private gifts, the recruitment of promising young scholars and outstanding senior faculty, the increasing desire of students to enter our undergraduate programs, and the awarding of major grants that recognize the excellent scholarship and accomplishments of our faculty.
III. STRATEGIC RESOURCE AND OPORTUNITY ANALYSIS
(SROA) AND STRATEGIC PLANNING IMPLEMENTATION
With the completion of the fifth funding cycle of
the Strategic Resource and Opportunity Analysis (SROA) program, the University
continues its extremely effective program of funding of high priority projects
directly related to implementing the University Strategic Plan. During
these five years, more than $20 million in funding has been awarded to
faculty through a peer-review process to support new academic initiatives
across the University. This investment has brought a significant amount
of new resources to the University, more than $180 million in external
funds to date.
Fifty-nine SROA projects were funded for the 1999-2000
academic year. Many of the SROA projects were cross-disciplinary, inter-campus,
and even inter-institution. For example, a project entitled "Objects and
Words" involved faculty from New Brunswick (Psychology, Cognitive Science,
Linguistics) and Newark (Psychology). Another project, "Collaborative Center
for Imaging Research" will provide seed funding to Rutgers and UMDNJ scientists
for the establishment of a New Brunswick-based, multi-user, multidisciplinary
research facility dedicated to research and education in neuroscience imaging.
More than half of the projects focused on research or applications in bioscience,
engineering, or information technology.
Progress continues in the communications efforts
associated with the Strategic Plan. The Office of Institutional Research
and Planning and the New Brunswick Office of University Publications have
worked together to produce well-designed and informative brochures highlighting
exemplary efforts within each of the academic growth areas. The intention
is to prepare an entire set of materials that can be used both in our outreach
efforts and when seeking external support. Brochures for two new academic
growth areas were completed this year: global studies and women's scholarship
and leadership.
IV. NEW INSTRUCTIONAL PROGRAMS
Progress has been made this year on new instructional
programs for students in New Brunswick. A fuller list of new programs and
program changes appears later.
In February 2000, the Board of Governors approved
a new Bachelor of Arts degree in Information Technology and Informatics.
Developed by the Department of Library and Information Science in the School
of Communication, Information and Library Studies and offered jointly with
the New Brunswick undergraduate colleges, this important new program will
prepare students to meet the demands of our increasingly technological
society. The programs focuses on the human, organizational and social dimension
of information technology, pairing technical competence with creative problem-solving
skills. Students will be prepared to apply information technology in a
variety of occupational settings, or pursue post-baccalaureate education
in numerous disciplines.
Students will be able to declare an ITI major beginning
in the Spring 2001 semester. Initial inquiries about the program suggest
it will be a popular undergraduate major, attracting students with various
interests and career goals.
New Jersey's first Ph.D. in Education, offered by the Graduate School of Education, accepted its first class of students in AY 2000-01. The program is off to an excellent start. The first cohort in the program has 33 students; 46% of the class receives full-time student support through teaching assistantships or by participating on faculty research grants. While several specializations within the Ph.D. are available, one common theme is a focus on learning. The program is expected to prepare future researchers and leaders who will contribute new knowledge about the learning process, leading to school improvement and more informed public policy about education at all levels.
Another significant instructional change, this one at the undergraduate level, took place this year with the reinstatement of the Sport Management Option within the Bachelor of Science degree in Exercise Science and Sport Studies. Administerred by the FAS-NB Department of Exercise Science and Sport Studies, this degree option is offered in cooperation with both the School of Communication, Information and Library Studies and the School of Business. It also involves faculty from the FAS-NB departments of Economics, Sociology and Psychology. The program is designed to prepare students for employment within the growing field of management of sports facilities and programs. The curriculum includes a six-credit internship placement. In its first semester of reinstatement, the option has 26 majors.
V. SIGNIFICANT PROJECTS RELATED TO TEACHING AND
LEARNING
A. Instructional Technology Initiatives
Major initiatives have been undertaken with the
assistance of the faculty to promote teaching and innovations that will
enhance student learning and excellence. The University Vice President
for Academic Affairs supported five instructional technology projects designed
to enhance the learning experiences of large numbers of students by transforming
the curricula of core courses in a department or an entire school. Awards
were given to the Department of Genetics (FAS), the Languages (FAS), the
Department of Mathematics (FAS), the Music Department in the Mason Gross
School of the Arts, and the School of Communications, Information and Library
Studies for the 2000-2001 year. An estimated 3,100 students will be enrolled
in the technology-enhanced courses of these programs.
These projects are in addition to the five continuing instructional technology projects that were initiated in the previous year. These projects are in the Division of Life Sciences, the Geography Department, and the Department of Spanish and Portuguese of the Faculty of Arts and Sciences, the School of Engineering, and SCILS. The Teaching Excellence Center has received a grant from the Mellon Foundation to analyze and document the impact of the technological innovations on student learning. The evaluation of learning outcomes is a major feature of each project. The award from the Mellon Foundation will continue for three years and provide a benchmark of the relationship of web-based technologies on student learning as well as the cost effectiveness of new learning technologies that will benefit innovations in other disciplines.
The Instructional Technology Initiative has been renewed for a third successive year. The Instructional Technology Faculty Support Committee (ITFSC) works closely with the TEC and faculty in the design and development phase of project proposals. The ITFSC will participate in the review process of awarding projects that will be implemented in the 2001/02 year.
B. Integrating Technology for Teaching and Scholarship
The Cook College Biotechnology Program was
awarded $1,334,250 by the New Jersey Commission on Higher Education. The
grant, one of nine High-Tech Workforce Excellence Grants given to seven
New Jersey colleges and universities, will be used to develop a facility
on Cook Campus for education, research, and student training in high throughput
screening. The automated research equipment used for high throughput screening
is employed widely in the pharmaceutical and biotechnology industries.
New lab courses utilizing state-of-the-art equipment, and corporate internships
will prepare undergraduate students for careers in this emerging high-tech
biotechnology field. The initiative is a collaborative venture between
corporate scientists and Cook College faculty that will build on Cook College's
well-recognized undergraduate biotechnology program to meet industry needs
and further enhance the University's reputation in high technology education.
Dr. Barbara Zilinskas, professor of plant science at the Biotech Center,
who is largely responsible for founding the biotechnology program at the
College, presented the project before the Commission on Higher Education
on July 28.
Eugenia Etkina (GSE-Department of Learning and
Teaching) and Dr. Joe Pifer (Physics, FAS) were awarded $199,918
from the National Science Foundation for their project, "Adapting Proven
Learning Techniques and Internet Technology to Undergraduate General Physics,"
on which they will be co-PIs.
The University has received a Mellon Foundation
grant in the amount of $500,000 to support a study of the cost-effectiveness
of new instructional technologies. Professor Gary Gigliotti (Economics-FAS/Director,
TEC) has been designated Principal Investigator.
The Teaching Excellence Center (TEC) has played
a leading role in expanding the opportunities of faculty using the web-based
technologies for teaching. Workshops are offered on diverse topics from
use of MS-Word to use of WebCt as a course development tool. With the assistance
of the ITFSC, the TEC has offered specialized institutes that introduce
faculty to innovative used of web-based teaching skills. The TEC has organized
a consulting program to encourage faculty course development. The University
Vice President for Academic Affairs has funded the faculty development
workshops and other course development projects that benefit faculty teaching
during the 2000-2001 year.
C. Projects to Improve Undergraduate Education
University-wide learning goals that were developed
in response to a 1992 review of the undergraduate curriculum (the Qualls
Report) continue to guide our efforts to improve teaching and learning.
Under the leadership of the Vice President for Undergraduate Education,
Dr. Susan Forman, several innovative programs provide direct support to
faculty, staff, and students actively engaged in improving undergraduate
education.
Two notable achievements during the year 2000 were:
Other Curricular Initiatives Related to Undergraduate Education
The Curriculum Seed Grant program, established by
the Office of the Vice President for Undergraduate Education, provides
support to faculty members as they prepare external funding proposals related
to the undergraduate curriculum. This program emphasizes projects that
have high potential for improving the curriculum significantly, for long-term
institutional adoption, and for attracting external funding. Two of these
grants were awarded on the New Brunswick campus in 1999-2000: Madera Ogot
and Noshir Langrana are overhauling the Department of Mechanical and
Aerospace Engineering's senior, capstone design course, Design of
Mechanical Systems, with the goal of soliciting open-ended design problems
from industry and obtaining external funds for the expansion of the manufacturing
capabilities of the department's machine shop; and Dean Anne Freire Ashbaugh,
Livingston College, has created a new program leading to a Certificate
in Organizational Leadership with the goal of preparing informed, educated
student leaders who can develop a vision that is ethically responsible,
who understand the effects of change, who are sensitive to the complex
problems of organizations, and who can motivate others to work to a common
goal, with proposals describing this course sent to programs that provide
funding for leadership training.
The Teaching and Curriculum Evaluation Grant program,
another initiative in the Office of the Vice President for Undergraduate
Education, funded four New Brunswick projects this year. These grants support
initiatives focused on the development and implementation of teaching evaluation
procedures that supplement the university-wide student ratings or on the
development and implementation of curriculum evaluation plans, or both.
One project, Evaluation of a Novel Research-based Cell Biology Laboratory
on Student Learning, evaluates a new junior level course designed for
undergraduate majors in Cell Biology and Neurosciences that emphasizes
the use of advanced biochemical technology and web-based communication,
to determine how well the technologies assist student learning. In another
project, faculty members from the School of Communication, Information,
and Library Studies are developing a set of tools for evaluating the
impact of teaching innovations that use new instructional technologies
for classroom-based learning. In a third project, the Department of Animal
Sciences will conduct a web-based alumni survey to evaluate the curriculum
and teaching of the department; the fourth project will assess the impact
of instructional technologies on student learning in the Douglass College
mission course, Shaping a Life.
Undergraduate Research Programs
Undergraduate research experiences allow students
to apply the knowledge they have gained in their courses to "hands-on"
problem-solving situations. Working with world-class faculty researchers,
undergraduate students have an opportunity to become active participants
in the creation and discovery of knowledge. This process is both exciting
and useful, as the skills enhanced through this experience (critical thinking,
communication skills, analytic abilities, technical expertise) have broad
applicability beyond the discipline-specific problem to numerous situations
in students' everyday lives.
All of the upper level undergraduate honors programs
include research and field work components. More than 850 students in the
Fall semester and more than 550 in the Spring Semester participate in upper
level Independent Study, Scholars Projects, Research Projects, Thesis Projects,
and honors projects.
In Spring 2000, a workshop series for undergraduates,
Research in the Life Sciences, funded by a grant from the National
Science Foundation and the Office of Undergraduate Education, explored
the nature of research and assisted students in finding a faculty research
sponsor.
The Rutgers Undergraduate Research Fellows Program
funded 49 undergraduates in projects on the New Brunswick campus in 2000.
As in prior years, these projects provided undergraduate research experiences
across a wide range of disciplines. This year, 16 undergraduate research
fellows have affiliations within the Faculty of Arts
and Sciences, 14 are in the School of Engineering,
9 are at Cook College, 2 each are at the Mason Gross School
of the Arts, the College of Pharmacy, the Waksman
Institute and the Center for Alcohol Studies, and 1 fellow each
at the Faculty of Management-NB and the Center
for Advanced Biotechnology and Medicine. The range of projects in which
these students will be participating is ambitious and impressive, from
Professor Kathryn Uhrich and undergraduate Michael Beaton's (Chemistry)
project to develop new drugs for the treatment of Chron's disease to Professor
Longqin Hu and undergraduate Patrick Wong's (Pharmacy) project to
search for modifications of an anticancer compound called cyclophosphamide
to render it non-toxic until it is activated by the cancer cells that are
its real targets, to Professor Kenneth Y. Lee's project with undergraduate
Kevin Kuczynski (Engineering) to design and construct an experimental
aquifer for groundwater.
In the Spring of 2000, the University again highlighted the opportunities for Rutgers undergraduates to engage in research through an Undergraduate Research Weeks program. The New Brunswick campus fully embraced the celebration, and provided an extensive schedule of interesting events. Undergraduate Research Weeks celebrate the accomplishments of the hundreds of undergraduates who have completed a research experience and of their faculty mentors who have spent countless hours teaching, encouraging, and supporting these students. A month-long series of events, including poster sessions, research presentations, exhibits, symposia, and student conferences highlight the achievements of these undergraduate researchers.
Academic year 1999-2000 was the fifth year of the Multicultural Blueprint in which University allocations were made to each New Brunswick unit and the Libraries specifically to increase awareness, understanding, and sensitivity to the value of a highly diverse campus population, with funds allocated from the Reinvest in Rutgers initiative and from resources of the University Vice President for Academic Affairs. Additional resources were provided from the SROA program in support of this initiative. Multicultural funds supported minority faculty development for individual faculty research, for conferences, and for computers and other office equipment. Start-up packages to help these scholars with their research needs were indispensable to the recruitment efforts. One of the highlights of the year was the establishment of the Asian Cultural Center. The following summaries represent a small sample of the rich and varied academic and co-curricular multicultural activities undertaken by the New Brunswick units and the Libraries that were funded in whole or in part by these resources. These examples of diversity-related activities indicate the scope of our commitment to a more civil and culturally aware campus.
Among some of the many multicultural initiatives are the following:
Under the direction of the Vice President for Student Affairs, Dr. Emmet Dennis, the Office of Student Affairs in New Brunswick continues to provide needed services for all students in New Brunswick. Some highlights of the past year were:
To continue to be successful in the new global arena and to maintain
our role as a leader in higher education, Rutgers must ensure that its
students develop a broad understanding of the world, proficiency in other
languages, and knowledge of other cultures; that its faculty are active
in research projects that extend beyond the boundaries of New Jersey and
that they are working with colleagues around the world; and that the university's
service programs reach the citizens of other countries. Our students, faculty,
and staff must build ties to societies and peoples beyond our borders.
The academic year 1999-2000 was the third year of a new model for the
structure and function of Global Programs at Rutgers. During the year a
great many international activities took place across all the campuses,
in the academic departments and in the colleges. This report highlights
only a small number of those which Global Programs lent a hand in supporting.
Coordination of International Activities on Campus
Many Rutgers faculty members are successfully working
abroad or with international partners and on international topics. As highlighted
in the strategic planning process in 1996, the faculty find administrative
help in coordinating their projects useful and are looking for ways to
bring all of the Rutgers community together. Global Programs has been able
to work with almost all the academic units on the New Brunswick campus.
Global Programs assisted faculty members who wanted to develop and host
scholarly conferences on campus and brought together academic groups and
individuals who do not normally interact. Several events were held to bring
together groups from different parts of the Rutgers academic community,
such as the reception to meet the Hubert Humphrey Fellows to which President
Lawrence and other members of the New Brunswick faculty were invited or
the special reception to meet the Rutgers Fulbright Fellows and other visiting
faculty from abroad, which many members of the New Brunswick faculty attended.
Listed below are some of the highlights of Global Programs this past year.
The Millennium Project
Global Programs has continued to coordinate the
events of the Millennium Project (website: http://www.millennium.rutgers.edu/),
which has brought together scholars from around to world to discuss issues
facing the world in the next century. Among the activities coordinated
under the Millennium Project umbrella were:
Global Futures Symposia, 1999-2000: Community and Diversity in the New Millennium, sponsored by Livingston College;
Environmental Health in the 21st Century: Opportunities and Challenges. A Celebration of 20 Years of Environmental and Occupational Health and Research in New Jersey, sponsored by the Environmental and Occupational Health Sciences Institute;Development and Support of Area Studies Programs
1999-2000 Mason Gross Lecture: Simon Schama, "Clio and the Hard Drive," sponsored by the University Vice President for Academic Affairs;
Fifteenth Rutgers Invitational Symposium on Education Tutoring Programs for Struggling Readers: The America Reads Challenge, co-sponsored by the Graduate School of Education and the United States Department of Education;
Looking Back on Modernism: An International Perspective, 1890's-World War I, a symposium sponsored by a grant from the Andrew W. Mellon Foundation and by the Rutgers Millennium Project at the Zimmerli Art Museum.
Some of Rutgers most distinguished faculty members came forward with ideas for special courses which were offered as the FAS Dean's Honors Seminar, such as Lloyd Gardner's "Globalism: Past, Present and Future," and Michael Greenberg and Mark Robson's "Critical Global Issues in Environmental Health"
Global Programs, SCILS, and FAS are working together on joint project in Latin America entitled "Journalism and Mass Media Education in Latin America." In collaboration with the Latin American Studies program, plans are underway for the newly established Rutgers Center for Hemispheric Studies facility in Guadalajara to host a symposium on "Journalism and Mass Media Education in Latin America" in the summer of 2001.Coordination of Special ProjectsGlobal Programs, Cook College, and the School of Engineering have become partners with the University of Sâo Paulo in Brazil in advancing undergraduate research projects in a wide variety of fields including Engineering, Agricultural Economics, Economics, and Food Science. Students from the University of Sâo Paulo have been on campus at both Cook and Engineering, and Rutgers undergraduates have gone to Sâo Paulo to present papers.
Global Programs, the Graduate School of Education, and the Faculty of Arts and Sciences-New Brunswick have been working to expand links with the University of Chile in Santiago.
Global Programs, Douglass College and the Faculty of Arts and Sciences-New Brunswick are working with Ewha Womens College in Seoul, Korea to establish a Joint Interactive Global Course entitled, Psychology of Women and Leadership in a Global Community.The Faculty of Arts and Sciences-NB, the Program in American Language Studies, the Language Institute, and Global Programs are continuing to work on a special "Study Abroad in America at Rutgers" project with Ritsumeikan University in Kyoto, Japan, to which Ritsumeikan University will be sending twenty-five students to study at Rutgers for a five-week period in the spring. Using distance learning facilities, the students will start their course in Japan, then come to campus and continue the class with students here, and then return to Japan where the course will be completed using distance learning facilities.
EOHSI, UMDNJ, and SCILS, who have been collaborating together for years in Central Europe, recently worked with the US Embassy in Warsaw to hold a very successful health and environmental journalism workshops at Jagiellonian and Warsaw Universities.
Emergency Medical Assistance
For the third year, Global Programs was able to
offer to all Rutgers faculty and staff who travel overseas special emergency
medical assistance through ACE Insurance. The ACE Medical Assistance plan
includes hospital admission deposit, medical monitoring, dispatch of a
doctor or specialist, emergency medical evacuation, and medically supervised
repatriation. In addition, there is pre-trip medical referral information,
emergency medication, embassy and consular information, lost document assistance,
emergency message transmission, medical emergency cash advance, legal assistance,
translator/interpreter access, medical benefits verification, and medical
claims assistance. There is also assistance in terms of emergency travel
arrangements, transportation to join disabled member, return of minor children,
return of traveling companion, and return of vehicle.
Overseas Alumni Development
In an effort to reach out to alumni abroad, Global
Programs has been assisting the Alumni Office with organizing events overseas,
including special meetings of the Rutgers Club in Korea and Japan.
Study of the Impact on Foreign Students at Rutgers
Rutgers-New Brunswick continues to have the largest
population of foreign students of any school in the state of New Jersey.
Since the students and their families contribute to the New Jersey economy,
Global Programs requested that the Office of Institutional Research determine
exactly how much our visiting students add to the state's economy. According
to preliminary findings, the total estimated economic impact of foreign
students at Rutgers is $51,581,353, creating approximately 3000 jobs each
year in the state.
Global Program as the Office of International Protocol
During the past year many visitors came to Rutgers
from abroad. Global Programs arranged and hosted many of the visitors,
including:
Senior officials from Ritsumeikan University in Kyoto, Japan;Special Visiting Faculty supported by Global Programs through university agreements included:
Six special visitors from the Chinese Academy of Sciences, funded through The Asia Foundation;
Delegation from Fuikui Provence, Japan;
His Excellency, Takekazu Kawamura, Ambassador of Japan;
Professor Peter Katjavivi, Vice Chancellor of University of Namibia;
Professor Zuoyu, Zhou, Dean, Education Administration, Beijing Normal University, PRC;
Professor Lisa Bond, Kyoto Bunkyo University;
Vice Chancellor Mbulelo Mzamane, Fort Hare University, South Africa.
Professor Jae-Sun Kim, Visiting Professor, Kunsan National University, Japan, AY 99/00;Coordinate University Agreements
Professor Tomonari Isobe, Visiting Professor, Prefectural University, Kyoto, Japan, AY 99/00;
Ms. Elena Sinitsyna, Lecturer, through Soros Foundation, Spring 2000;
Prof. Andrzej Swiatkowski, through agreement with Jagiellonian University, Krakow, April 2000.
Middlesex University, UK (Annexe);Several additional agreements are being negotiated with European and Asian institutions and it is expected that they will be successfully completed next year.
Ritsumeikan University, Japan;
The International Rice Research Institute, Philippines;
University of Valencia, Spain;
University of Guadalajara, Mexico;
Flinders University, School of Nursing, Australia;
The Singapore Institute of Management;
University of Stellenbosch, South Africa;
Thanh Hoa Hong Duc University, Vietnam.
VI. STUDENTS
A. New Brunswick Student Body
The New Brunswick student body accounted for 71%
of the 49,724 University students in Fall 2000. The total New Brunswick
Fall 2000 enrollment was 35,237(see Table 1), 71 fewer students than the
New Brunswick enrollment of last Fall. In New Brunswick, 55% of the students
are women, down from 58% in Fall 1999, but consistent with the nationwide
trend that has emerged in the last decade of women comprising the majority
of college students. The number of New Brunswick undergraduates who are
members of a minority group (African-American, Native American, Asian/Pacific
Islander, Latino, or Puerto Rican) rose in Fall 2000 to 34.33%.
Students registered for full-time study (27,852)
constituted 79% of New Brunswick enrollments in Fall 2000. Approximately
38% (2,795) of all graduate enrollments (7,298) in New Brunswick are full-time
students. In 2000, 17.25% of the entire New Brunswick student body entered
Rutgers as a resident of a state other than New Jersey; this represents
a gradual increase in these numbers over the past three years (16.5% in
1999; 15% in 1998) after a decade during which this figure remained fairly
constant.
In Fall 2000, New Brunswick undergraduate enrollments
rose to 27,939, an increase of 140 students over the Fall 1999 total and
the highest campus total on record. Following a 6% increase in Fall 1999,
Livingston College experienced another large gain in Fall 2000, with 255
additional students, a 7.2% increase, the greatest percentage increase
in undergraduate enrollment in Fall 2000. Douglass College enrollments
increased this year by 4%, with 127 more students than last year, and the
School of Engineering gained 75 students, a 3.4% increase over Fall 1999.
The Mason Gross School of the Arts increased enrollments by 1.3%. University
College enrollment declined by 1.6% with 52 fewer students enrolled. Pharmacy
enrollments declined by 43 students, a 5.2% decrease since Fall 1999. Rutgers
College enrollments declined by 1%, with 118 fewer students. Cook College
enrollments declined by 3.5% this year with 112 fewer students enrolled.
Increased undergraduate enrollments were achieved
without compromising the academic quality of the entering class. In Fall
2000, the combined average SAT scores of regularly admitted first-year
students across all the undergraduate day colleges was 1204, an increase
from Fall 1998 and Fall 1999 (1197 in both years). The FAS and College
undergraduate honors programs continue to contribute to our success in
enrolling high-achieving students. The continuation of the state merit
program, the Outstanding Scholars Recruitment Program (OSRP), has been
another important factor in attracting some of the State's highest-achieving
students to Rutgers-New Brunswick.
Graduate enrollments in New Brunswick declined in Fall 2000 to 7,298, 211 fewer students than in 1999, for a 2.8% decline over the past year. Enrollment in The College of Pharmacy posted a 7% increase, the third year of increased enrollment, with 14 more students than in Fall 1999, owing largely to the unit's new six-year doctoral program. The Edward J. Bloustein School's 50% increase in enrollment (49 new students) is attributable to the reconfiguration of the School's masters degrees, with students enrolled in the MS degree program at the Graduate School-NB moving into EJB's professional masters (MCRS, MPAP), along with a small increase in the number of new students. GSAPP and the Mason Gross School of the Arts saw increases in graduate school enrollments, 4.5%, and 5.5% respectively. The School of Management and Labor Relations saw a 16% decrease in enrollments, with 45 fewer students. The Graduate School of Education enrolled 58 fewer students this year, a 4% decline in enrollment but contributed to the Graduate School-New Brunswick's enrollment with its new Ph.D. program. The School of Social Work enrolled 56 fewer students this year, a 6% decline, SCILs enrolled 28 fewer students, a 6.5% decline, and the Graduate School-New Brunswick enrolled 108 fewer students, posting a 2.9% decline.
Approximately 67.5% of New Brunswick students--18,392 undergraduate students and 5,482 graduate students--received $167,411,352 in financial aid through the University Office of Financial Aid during AY 1999-2000. Financial aid dollars were fairly evenly divided between grants and loans.
Overall, approximately $80.6 million, or 48.1% of
all aid awarded to New Brunswick students, was in the form of grants. State
grants totaled $29.4 million and accounted for 36.5% of grant funds to
New Brunswick students. Federal grants equaled $15.8 million, or 19.6%
of all grants. University grants equaled approximately $31.8 million, or
58.2% of the grant funds awarded. Private grants accounted for the remainder
of the grants awarded, at $3.5 million, or approximately 4.4% of the total.
Approximately $82 million, or 49% of all aid awarded
in New Brunswick was in the form of loans. In the sixth year of our participation
in the Direct Lending Program, total loans equaled almost $77.7 million,
and accounted for 46% of all student aid received in New Brunswick. Of
the total loan amount, nearly all (93.4%) was awarded through the federal
direct loan program, with state, university, and private loans together
constituting only about 6.6% of the total loan funds.
Federal Work Study awards totaled $4.8 million, or 2.9% of all financial aid dollars supporting students on the New Brunswick campus.
C. Academic Degrees Conferred (see Tables 2 and
3)
The total number of degrees conferred in AY 1999-2000
was 7,398, an increase of 392 degrees over Academic Year 1998-1999, when
7,006 degrees were awarded in New Brunswick. At the undergraduate level,
5610 bachelors degrees were granted by the New Brunswick colleges in AY
1999-2000, 338 more than in 1998-1999. Consistent with previous trends,
Bachelor of Arts degrees accounted for 60% (3,347) of the undergraduate
degrees awarded in 1999-2000, 39% were Bachelor of Science degrees, and
the remainder were Bachelor of Fine Arts and Bachelor of Music degrees
granted by the Mason Gross School of the Arts. Rutgers College granted
46% of the New Brunswick bachelors degrees. Of the 2,172 Bachelor of Science
degrees awarded last year, 418, or 19%, were jointly granted by the New
Brunswick School of Business and one of the undergraduate colleges.
The campus conferred 1,788 advanced degrees last year. Three new degrees are listed for the first time this year: the Master of City and Regional Studies (MCRS) and the Master of Public Affairs and Politics (MPAP) offered by the Edward J. Bloustein School, and the Master of Labor and Employee Relations (MLER) offered by the School of Management and Labor Relations. Doctorates accounted for 25% (441) of these degrees and Masters degrees 75% (1,295), very similar to the proportions in the last three years. The College of Pharmacy increased the number of doctorates awarded by 32% (63 in AY 1998-1999; 83 in AY 1999-2000). Declines in doctorates awarded were seen in the Graduate School of Applied and Professional Psychology (-13), the Mason Gross School of the Arts (-4), and the Graduate School-New Brunswick (-3). At the Master level, the greatest increases were in the professional schools, with the largest increases registered in the Graduate School of Education (Master of Education, +35), the Edward J. Bloustein School (Master of Public Affairs and Politics +11) and the School of Management and Labor Relations (Master of Human Resource Management +55). Last year, the Graduate School-New Brunswick awarded 91 more Masters (538) in AY 1998-1999 than in AY 1997-1998 (447), but during the 1999-2000 AY, 83 fewer Master of Science Degrees were awarded. The other schools recorded modest increases and declines.
Total 3,347 2,172 5,519
Other Degrees
Unit
Number
Many students in the New Brunswick units were recognized for their accomplishments with scholarships and fellowships from within and outside the University. Others were honored for their scholarly achievements by national and professional associations. The New Brunswick student body, at both the graduate and undergraduate levels, continued in 1999 to garner distinguished recognition. Below are only a few examples of the many outstanding honors they received.
Two students in the Department of Urban Planning, Edward J. Bloustein School of Planning and Public Policy, Marla Nelson and Laura Solitare, won dissertation fellowships from the federal Department of Housing and Urban Development. The HUD fellowships are competitive, with only fifteen awarded annually.
Jeisenia Gonzalez (Douglass College) received the "Excellence in Hispanic Leadership Award" from the State Department of Community Affairs.VII. ADMINISTRATION
Duiliu-Emanuel Diaconescu (Graduate School-New Brunswick, Physics and Astronomy) is the recipient of the CGS/UMI Distinguished Dissertation Award in the Physical and Mathematical Sciences for 2000. Dr. Diaconescu is the first Rutgers student to win this national award, made once every two years by the Council of Graduate Schools.Ms. Lixia Jiao, a doctoral candidate in the program in Industrial and Systems Engineering, won the highly competitive national competition for the $5000 Ellis R. Ott Scholarship for Applied Statistics and Quality Management awarded by the Statistics Division of the American Society for Quality.
Sarah Young (School of Engineering) was selected to receive an American Society of Mechanical Engineering (ASME) Auxiliary Undergraduate Scholarship.
In May, the New Jersey Commission on Cancer Research presented an award to undergraduate student Kathleen Aveno (Urban Studies and Community Health) for her "outstanding contributions to New Jersey's fight against cancer." Ms. Aveno participated in a cancer research project with Professor Dona Schneider (Urban Studies and Community Health) and staff at the Cancer Institute.
Graduate students Robert P. Marlin and Lisa Vanderlinden (GSNB-Anthropology) have been awarded two of only ten grants made nationally by the Woodrow Wilson National Fellowship Foundation for dissertation research.
Three graduate students won Fulbrights for dissertation study: Michael Hill (GSNB-Comparative Literature/Taiwan), Thomas Loughman (Art History/Italy) and Steffani Pfeiffer (GSNB-History/China).Vicky Choi (GSNB-Computer Science) received a 2000-2001 PMMB Burroughs Wellcome Graduate Fellowship in Mathematics and Molecular Biology.
Karen Klaiber (GSNB-Classics) won the prestigious Rome Prize.
William Cobb (GSNB-History) and Sam Winslow (GSNB-Political Science) have been awarded Ford Foundation Dissertation Fellowships for Minorities.
Kelley Helmstutler (GSNB-Art History) is the recipient of a Medici Archive Project fellowship in Florence. Ms. Helmstutler is one of only four, and the only American, to receive this three-year fellowship, which carries a stipend of $30,000 annually.
Two Graduate School-NB students have won Charlotte W. Newcombe Doctoral Dissertation Fellowships for the coming year: Miriam Bartha (Literatures in English) and Tamara C. Matheson (History). Only thirty-five of these fellowships are awarded nationally.
Alyssa Storm (MGSA) won first prize in the Senior College Women section of the National Association of Teachers of Singing Voice Competition.
Ms. Seon Han (Mechanical and Aerospace Engineering) has received an ASME Graduate Teaching Fellowship award. This nationwide competition is to encourage high-quality and under-represented students to pursue an academic career.
David Lewis (Urban Planning and Policy Development) has been awarded an Economic Development Administration Fellowship.
Juliana Malinverni (Biochemistry and Microbiology) won the Robert D. Watkins Graduate Fellowship from the American Society for Microbiology.
Dean Marilyn Somville retired as the Dean of the Mason Gross School of the Arts. Dr. George B. Stauffer, a highly respected Bach scholar, teacher, performer, and administrator, became the Dean of Mason Gross School of the Arts on 1 August 2000.VIII. FACULTYDr. John Burton stepped down as Dean of of the School of Management and Labor Relations and returned to the faculty. Dr. Barbara A. Lee, a professor of human resource management at SMLR who is an authority on workplace and higher education law, assumed the position of Dean of the School of Management and Labor Relations on 1 July 2000. Professor Lee has previously served as Associate Dean of SMLR, as Chair of the Human Resource Management Department, and as Director of the Center for Women and Work.
Joseph P. Whiteside, who had been the senior vice president and treasurer at Rutgers since 1981, retired in June of this year. Joanne G. Jackson, who was previously the vice chancellor for financial affairs for the University of Alabama System, was appointed senior vice president and treasurer.
Dr. Michael Breton assumed the position of Associate Vice President for Research and Sponsored Programs. Dr. Breton was an assistant vice provost for research in the graduate school of the University of Maryland, Baltimore County, where he administered the Office of Sponsored Programs and the Office of Technology Transfer.
Dr. Emmet Dennis, Dean of University College, who had been the Acting Vice President for Student Affairs, was appointed the Vice President for Student Affairs in April. He continues to serve as the Dean of University College-New Brunswick, co-director of the B.A./M.D. program run jointly by Rutgers and the University of Medicine and Dentistry of New Jersey, and director of the Diversity Advancement Program of the Graduate School-New Brunswick. He is a professor in the department of cell biology and neuroscience.
Professor (I & II)
748 (40%)
738 (40%)
Associate Professors
488 (26%)
480 (26%)
Assistant Professors
368 (20%)
377 (20%)
Instructors/Asst. Instructors
198 (11%)
210 (11%)
Other
50 (3%)
47 (3%)
B. New Faculty Appointments
An active faculty recruitment effort has resulted
in the addition of 86 new clinical track, tenure track, and tenured faculty
members to the New Brunswick academic units and libraries in 2000. Of these
appointments, nineteen were tenured appointments, with 9 at the rank of
associate professor, 6 at the rank of Professor I, and 4 at the rank of
Professor II. Of the clinical- and tenure-track appointments, 58 were at
the level of assistant professor and 9 were at the rank of associate professor.
Thirty of our new faculty members, or 44% of the 67 new tenure-track and tenured appointments, were in the Faculty of Arts and Sciences, while 7 were in Engineering, 6 in the Mason Gross School of the Arts, 5 in Cook College and 5 in the Cook Cooperative Extension, 4 each in the College of Pharmacy and in SCILS. and 1 each in GSAAP and the GSE. Sixteen of the nineteen tenure appointments were in FAS (one each in Anthropology, Classics, Economics, Geography, Geological Sciences, and Philosophy, and two each in English, Mathematics, Physics and Astronomy, Psychology, and Statistics). Two tenured appointments were made in the Mason Gross School of the Arts and one at Cook College.
Of the 67 new full-time faculty hired in tenure-track positions in New Brunswick, 29 (43%) were women, up from 1999 when women constituted 40% of full-time faculty hired in New Brunswick. Eighteen of our 67 new tenure-track appointments (or 27%) are members of minority groups.
It would require a very lengthy report to list all
the honors and awards received by New Brunswick faculty members in any
given year, yet this very fact attests to the excellence of our faculties,
their significant accomplishments in teaching, research, and service, and
their increasingly widespread scholarly reputations. Again this year the
New Brunswick faculty throughout the campus and across the colleges, schools,
and disciplines have achieved broad recognition of their activities in
the form of external grants, and in awards and honors from their professional
associations and other external agencies.
Many of our faculty have received the highest recognition
by their peers in being named fellows of prestigious scholarly organizations.
Among the many honored are:
American Association for the Advancement of Science
The following are a sampling of the range of the awards and honors received in the last year.Randy R. Gaugler (Cook-Entomology)American Institute of Medical and Biological Engineering
Thomas Rudel (FAS-Sociology/Cook-Human Ecology)Joachim Kohn (FAS-Chemistry)American Physical Society FellowThomas Banks (FAS-Physics and Astronomy)American Society of Mechanical Engineers (ASME) Fellow
Alexander Zamolodchikov (FAS-Physics and Astronomy)Haym Benaroya (SOE-Mechanical and Aerospace Engineering)Biophysical Society Fellows 2001Helen M. Berman (FAS-Chemistry)National Institute for Science Education Fellow
Wilma K. Olson (FAS-Chemistry)Cindy Hmelo (GSE-Educational Psychology)
Four FAS professors were named Guggenheim fellows for 2000-2001: Nancy Hewitt and Dorothy Ko (FAS-History and Women's Studies), Penny Small (Art History), and Robert Trivers (Anthropology).IX. ACADEMIC PROGRAMS
Four School of Engineering junior faculty members received NSF Career Awards in the year 2000: Marianthi Lerapetritou (Chemical and Biochemical Engineering), Manish Parashar (Electrical and Computer Engineering), Assimina Pelegri (Mechanical and Aerospace Engineering), and Constantin Mavroidis (Mechanical and Aerospace Engineering).
Natan Andrei (FAS-Physics and Astronomy) was awarded a highly competitive Lady Davis Fellowship.
Samuel L. Baily (FAS-History) received the Helen and Howard R. Morrano Prize in Italian History from the American Historical Association for his book, "Immigrants in the Land of Promise: Italians in Buenos Aires and New York City, 1870-1914."
Felix E. Browder (FAS-Mathematics) was awarded the National Medal of Science.Charlotte Bunch, Executive Director of the Center for Women's Global Leadership, received a "Women Who Make a Difference Award" for public service from the National Council for Research on Women.
Kim Butler (FAS-Africana Studies) is the recipient of a Schomburg Center Scholars-in-Residence Fellowship for 2000-2001 for her research on "The African Diaspora: Paradigms of Power."
Michael Douglass (FAS-Physics) will share the Sackler Prize in Physical Sciences with his former postdoctoral fellow, Juan Maladacena, for their contributions to the field of theoretical high-energy physics, specifically, their work on superstring theory.
E. A. Elsayed (SOE-Industrial Engineering) has been selected to receive the 1999 David F. Baker Research Award sponsored by the Institute of Industrial Engineers. The award recognizes significant contributions to the advancement of the industrial engineering profession through outstanding research activity.
Paul Falkowski (Institute of Marine and Coastal Sciences/Geological Sciences) is this year's recipient of the G. Evelyn Hutchinson Award presented by the American Society of Limnology and Oceanography (ASLO), an award presented to scientists who have made considerable contributions to knowledge and whose future work promises a continuing legacy of scientific excellence.
James Flanagan (Vice President for Research) was chosen as this year's recipient of the Research and Development Council of New Jersey's Science/Technology Medal.
Herbert Freeman (SOE-Electrical and Computer Engineering) has received the IEEE Computer Society 1999 Computer Pioneer Award "for pioneering work on the first computer built by the Sperry Corporation, the SPEEDAC," and for subsequent contributions in the areas of computer graphics and image processing.
Peter L. Hammer, RUTCOR, was awarded the Euler Medal of the Institute of Combinatorics and its Applications.
Kenneth Irvine (Waksman Institute of Microbiology/FAS-Molecular Biology & Biochemistry) was selected for a Howard Hughes Medical Investigator appointment.Professor Yogesh Jaluria (SOE-Mechanical and Aerospace Engineering) has been chosen by the ASME as the 2000 Freeman Scholar, a prestigious award established in 1926 and bestowed biennially to recognize wide experience and outstanding contributions in the field of fluids engineering.
Paul B. Kantor (SCILS-Library and Information Science) was awarded a Fulbright Senior Scholar Grant. Maureen Taylor (SCILS-Communication) was awarded a Fulbright Fellowship to do research and lecture in Bosnia-Herzegovina for Spring 2001. Professor Taylor will work with the University of Sarajevo on mediadevelopment, nation building research, and curricular issues.
Johannes Khinast (SOE-Chemical and Biochemical Engineering) has been awarded a Dupont Young Professor Grant in the amount of $25,000 for the 2000-2001 academic year.
Carol Kuhlthau (SCILS-LIS) has been awarded the American Association of School Librarians Distinguished Service Award 2000, which recognizes a librarian who has made an outstanding contribution to school librarianship and school library development.
Bonnie McCay, (Cook-Human Ecology), has been appointed to the Ocean Studies Board of the National Research Council of the American Academy of Sciences.
Barbara McCrady (Psycholgy/Center for Alcohol Studies) received the Betty Ford Award this fall from the Association for Medical Education and Research on Substance Abuse.
Howard McGary (FAS-Philosophy) received the Alain Locke Excellence Award.
Gaetano T. Montelione (FAS-Molecular Biology and Biochemistry) won the Michael and Kate Bárány Award for Young Investigators.
Dale Niesz (SOE-Ceramics and Materials Engineering) won the National Institute of Ceramic Engineers' Keramos Greaves Walker Award.
Peter Rona (Institute of Marine and Coastal Sciences/FAS-Geological Sciences) was awarded the Hans Pettersson bronze medal by the Royal Swedish Academy of Sciences, in recognition of his role in the exploration of the deep Atlantic and the discovery of the thermal vents and their associated mineral deposits and life forms.Kathryn Uhrich (FAS-Chemistry) received the National Science Foundation's Faculty Early Career Development Award of $200,000 over four years.
A. New Academic Programs and Program Changes
One new program on the New Brunswick campus was
approved during the past year. The Bachelor of Arts in Information Technology
and Informatics is a joint venture between the School of Communication,
Information, and Library Studies and the New Brunswick undergraduate colleges.
One nomenclature change was approved during the past
year. At the School of Management and Labor Relations, the Bachelor of
Arts in Labor Studies has been changed to the Bachelor of Arts in Labor
Studies and Employment Relations.
Among the other program changes that took place
during the past year, the Faculty of Arts and Sciences-NB's Bachelor of
Arts in Hebraic Studies was changed to a concentration within the Bachelor
of Arts in Jewish Studies. The Faculty of Arts and Sciences-New Brunswick
in cooperation with the School of Communication, Information, and Library
Studies and with the Faculty of Management reinstated the Sport Management
Option within the Bachelor of Science in Exercise Science and Sport Studies.
The Departments of Bioresource Engineering and Plant
Science (Cook College) were consolidated.
Department Merger and Name Change
The Faculty of Arts and Sciences-New Brunswick's
Department of Hebraic Studies merged with program in Jewish Studies and
was renamed the Department of Jewish Studies.
Department Nomenclature Change
The School of Communication, Information, and Library
Studies' Department of Journalism and Mass Media became the Department
of Journalism and Media Studies.
New Centers Established
The School of Social Work established a Center for
Children and Families. Cook College, in cooperation with the Brooklyn Botanic
Gardens, established a Center for Urban Restoration Ecology.
B. External Reviews
Every year, external reviews are conducted in a
number of our academic departments and programs. For each external review,
three to five faculty experts from other universities around the country
are invited to campus for three days to critically assess the faculty,
the undergraduate and graduate curricula, and the research, teaching, service,
and outreach activities of one of our departments or schools. In 2000,
external reviews were conducted for the following departments:
FAS-ReligionIn addition, a school-wide review was conducted of the School of Management and Labor Relations. This spring, reviews are scheduled for the Departments of Geological Sciences, Anthropology, and History in FAS, and the Departments of Environmental Science and Animal Sciences at Cook. A school-wide review is scheduled for the School of Communication, Information, and Library Studies. Preliminary planning is underway for reviews next fall of the Department of Landscape Architecture at Cook, the Department of Economics at FAS, the College of Pharmacy, and the Institute of Marine and Coastal Sciences.
FAS-Political Science
FAS-Statistics
Cook-Nutritional Sciences
X. RESEARCH AND EXTERNAL FUNDING
In 2000, grants awarded to faculty and programs
at the University reached an all-time high of over $185 million, further
testament to its increasing excellence. The New Brunswick Campus played
a major role in this achievement, receiving several major awards that recognize
the scholarship and intellectual leadership of faculty members who were
successful in highly competitive areas.
Faculty members were successful in receiving a total
of $185,808,496 in external awards for research, training and public service
projects during 2000. Federal support for research and development rose
to $107 million from $93 in the prior year. State support for research
and development rose from $2 million to $27 million. The performance in
other sources of support, including Foundations, continued the rising trend
of recent years, jumping from $25.3 million in 1998 to $32.7 million in
1999 to $36.4 this year. Table 5 shows a university-wide comparison for
each year and also shows the amount of that funding that was brought in
by the New Brunswick campus.
Corporations $17,524,935 $ 26,260,137 $13,700,296 52%
State of NJ $22,072,813 $ 27,686,126 $20,157,581 72%
Foundations/Other $32,674,635 $ 36,434,335 $30,090,604 82%
Total
$165,872,573
$185,808,496
$148,964,527 80%
Public funding remained the mainstay of support for
academic research and development. Overall, the $107.2 million in Federal
support derived mainly from NSF, DHHS, and DOE, with NSF accounting for
the largest amount of support. The Department of Education is the fourth
highest source of federal funding ($5.9 million), while the Department
of Defense has dropped to fifth place ($5.8million, down from the 9.7 million
last year) in FY2000.
University income from royalties generated by patents
can be leveraged by the university to further its research and development
efforts. Our office of Corporate Liaison and Technology Transfer (OCLTT)
reports that Rutgers ranks high among public AAU institutions in terms
of the dollar amount of royalties received. In FY 2000, the University's
patenting and licensing activity continued to grow. One hundred and forty-one
new invention disclosures were submitted to OCLTT, 119 U.S. patent applications
filed, and 32 new U.S. patents issued. The value of royalties received
in FY00 ($5,168,307) and publicly traded equity acquired through licensing
at the end of FY00 ($3,435,400) exceed $8.6 million. Cumulatively, 35 new
companies had been spun off from Rutgers, based on Rutgers technology,
and another nine were in negotiation. A significant portion of this income
was derived from patents and licenses developed by New Brunswick faculty.
Research: Some Examples
Rutgers faculty continue to open the frontiers of
research to create new information, promote other scientific inquiry, make
new discoveries, generate new resources and educate students. Our faculty
are heavily engaged in research projects that are endorsed by the University's
Strategic Plan, bridge the disciplines and build partnerships with other
universities and industry. Rutgers remains a leader in the state in the
use of high technology to serve the State and to demonstrate its benefits
to the citizens. The University is a major contributor of research and
development in New Jersey. This is a critical relationship for sustaining
a vibrant economy characterized by global competition and the communication
highway. A few faculty research projects have been selected below to demonstrate
the mutually beneficial relationship between the academy, government and
industry which serve the public interest.
Carl Pray and Anthony Artuso (Agricultural, Food, and Resource Economics Department, Cook College) have been awarded a 3-year, $868,516 grant from USDA's Initiative for Future Agriculture and Food Systems (IFAS) for the project, "Innovation and Dynamic Efficiency in Agricultural Biotechnology." The project will assess the effects of policy changes and other environmental factors on innovation in agricultural biotechnology, and will also provide improved estimates of the economic benefits of agricultural biotechnology to firms, farmers, and consumers. The project will be carried out in collaboration with researchers from Cornell University, Auburn University, and the Economic Research Service of the USDA.Our faculty research enterprises enhance knowledge, bring economic and social benefits to the state and provide educational opportunities to students. Faculty members collaborate across disciplinary boundaries and have built partnerships with government, industry, education and the public are crucial for leveraging intellectual and financial resources. As a consequence, their collective work brings greater distinction to Rutgers University and advances our shared vision of building a truly great university.Eric Lam (Cook-Plant Science/AgBioTech) has been awarded a five-year, $4.3 million grant in the area of plant genetics. The award is part of an NSF initiative to encourage functional genomics research designed to understand, at the whole genome scale, the functions of plant genes involved in fundamental processes. Dr. Lam and his colleagues will be working on characterizing and charting chromosome sequences in Arabidopsis, a small plant in the mustard family used worldwide as a model organism for basic and applied research in plant biology. Scientists at Cold Spring Harbor Laboratory will also be involved in the research.
Steven Barnett (Graduate School of Education) was awarded a $347,124 grant from the U.S. Department of Education's Office for Educational Research and Improvement for his project, "Implementation and outcomes of universal preschool education," $200,000 from the David and Lucile Packard Foundation for "Universal preschool in New Jersey's Abbott Districts: Study of development and impacts," and $600,000 from the Carnegie Corporation of New York for "Research to improve policy and practice in universal early education" with Co-PI Dorothy Strickland.Doug Kruse (SMLR-Human Resource Management) received a $650,000 3-year grant, with co-investigators Joseph Blasi and Richard Freeman (Harvard University), from the Russell Sage and Rockefeller Foundations. The grant will fund in-depth case studies, including employee surveys, at 14 major U.S. companies that have one or more group performance-based pay plans (profit sharing, gainsharing, broad-based stock options, and employee ownership through ESOPs, stock purchase plans, and 401(k)'s).
Alan Robock and Georgly Stenchlkov (Environmental Science) have received a $270,000, three year grant from the National Science Foundation and a $180,000 three-year grant from NASA to study the effects of large volcanic eruptions on climate. Robock and David Robinson (Geography) have received $60,000 from the New Jersey Department of Environmental Protection to study the impacts of climate change on New Jersey's citizens.Sue A. Shapses (Cook-Nutritional Sciences) has received a $1,637,898 grant from the National Institutes of health for a 5-year study on the nutritional regulation of bone turnover, and a $95,517 grant from the Slim Fast Nutrition Institute for a 5-year study on nutritional supplementation in patients with gastric bypass surgery and osteopenia. Dr. Robert Brolin, a surgeon at St. Peters University Hospital, is co-investigator of the research project, and his patients will be the subjects in this study.
The University Capital Improvement Program has been underway since the Board of Governors approved $200 million for capital renewal and renovation projects in April 2000. The University will contribute $31 million to $169 million from the state for reducing the substantial backlog of deferred maintenance, code compliance deficiencies, and addressing classroom and library upgrades on the campuses in Camden, Newark and New Brunswick. The capital improvement program is expected to take four years to complete.
In addition, the Reinvest in Rutgers program provided $1.4 million for improving classrooms and departmental facilities used for instruction in New Brunswick. Funds were used for equipping lecture rooms with computers, multi-media systems and replacing projectors and screens that enabled faculty to integrate technologies into the instruction. Ninety-six rooms were upgraded with new equipment. In addition, wireless computer laboratories were established for the new Informational Technology and Informatics Program at SCILS on College Avenue and the Business program in the Levin Building at Livingston. A faculty committee continues to provide recommendations for the most effective use of these University resources to improve teaching facilities.
Nine major capital projects were recently completed
and are underway in New Brunswick. The completed projects are as follows:
(1) The opening of the Busch Dining Hall expansion was well received by
students, faculty and staff last fall. The project consolidates dining
services on Busch and provides enhanced dining with an expanded servery
to accommodate the community in a larger dining area and a catering area.
(2) The University celebrated an addition to the Jane Voorhees Zimmerli
Museum with a gala opening in October 2000. The two-story 19,000 gross
square foot addition provides new gallery space for exhibiting the Norton
and Nancy Dodge Collection of Non-Conformist Soviet Art. (3) The Plant
Bioscience Building Addition to Foran Hall is complete and recently occupied.
The first floor consists of teaching laboratories and the upper floors
have laboratories for advancing plant biology research at Rutgers. (4)
The Eco-Complex was recently completed in Burlington County. The University
leads a consortium with Steven Institute of Technology and the Burlington
County of Freeholders for providing an environmental research and demonstration
station with the capacity for conducting training and research studies
on air quality, water quality and solid waste management for New Jersey.
The significant projects in various stages of progress
include: (1 ) the Laboratory for Cancer Research will house new research
and support areas supporting the work of Dr. Allan Conney of the College
of Pharmacy. The project will be completed this late spring. (2) The Aquaculture
facility in Cape May will provide a research and development complex for
the development of finfish and shellfish as a large-scale industry in New
Jersey. (3) Davidson Hall is being converted into office, workshop and
classroom space for Rutgers University Computer Services, the Internet
Institute and the Office of Print and Electronic Communications. The project
contains a RUNet 2000 Presentation Center with video-voice conferencing
and a recording studio. (4) A Grants Administration Facility will be constructed
for co-locating the administration of external awards on the Busch Campus
and improving grant services for the faculty. (5) The Human Genetics/Biomaterials
Building is designed to provide training and laboratory facilities for
biomedical research and outreach conducted by the Department of Genetics
under the leadership of Dr. Jay Tischfield and the New Jersey Center for
Biomaterials directed by Dr. Joachim Kohn. These nine projects have a combined
budget of $81.5 million and are supported by private gifts, grants, and
state funds.
XII. CONCLUSION
In the year 2000, Rutgers-New Brunswick has taken
full advantage of the many opportunities that have presented themselves
and has used these opportunities to strengthen those elements that are
central to its current and continued success: its superb faculty, its first-rate
academic programs, and its capable and enthusiastic learners, both undergraduate
and graduate. We will continue to build on these firm foundations.