Five-Year Master Plan University of Michigan-Ann Arbor

Transcription

1 Five-Year Master Plan University of Michigan-Ann Arbor Prepared by: University of Michigan-Ann Arbor Facilities and Operations November 2, 2012

2 FIVE-YEAR MASTER PLAN UNIVERSITY OF MICHIGAN-ANN ARBOR TABLE OF CONTENTS I. Mission Statement II. III. IV. Instructional Programming Staffing and Enrollment Facility Assessment V. Implementation Plan VI. VII. VIII. Current and Planned Major Projects Physical Property Inventory and Specific Building Information Facility Condition Assessment Program Table of Contents 1

3 Section I Mission Statement

4 MISSION STATEMENT The mission of the University of Michigan is to serve the people of Michigan and the world through preeminence in creating, communicating, preserving and applying knowledge, art, and academic values, and in developing leaders and citizens who will challenge the present and enrich the future. VISION STATEMENT As the University of Michigan prepares to embark on its third century, we fully embrace the legacy bestowed upon us by President James B. Angell in our first century. We are proud to offer an uncommon education for the common man. We are a community of learners. We serve our multiple constituents by providing access to and participation in scholarly and creative endeavors on a vast scale. Our academic research enterprise affects the world. The university is defined by a culture of interdisciplinary teaching and research, coupled with academic rigor. We encourage our students, faculty, and staff to transcend disciplinary boundaries by tackling complex and vexing problems facing modern societies at local, national, and global levels. We endorse and promote creativity in its many facets. We recognize the arts as a human essential and a foundation that helps to define our future. We create new knowledge and share the joy of discovery, and we see information technology as a powerful means for broadening access to knowledge and exchanging ideas. We draw from study and experience to prepare our students for leadership in a wide range of social endeavors, including government, law, education, medicine and business, reflecting the university s many roles in contributing to good design and decision making within major domestic and international institutions. We celebrate and promote diversity in all its forms, seeking the understanding and perspective that distinct life experiences bring. We proclaim ourselves a scholarly community in which ideas may be freely expressed and challenged, and all people are welcomed, respected, and nurtured in their academic and social development. We are committed to providing for our students and faculty international learning and teaching experiences that will prepare them for a rapidly changing global community. The university encourages intellectual and cultural exchange in other countries, and programs that deeply engage scholars from disparate areas of the globe. We support and promote student, faculty, and staff immersion in local and national communities via service, learning, and leadership endeavors. We nurture lifelong relationships with alumni who span the globe. We advance health care through discovery and practice. We deliver clinical services to people within our state and the world, educate future generations of health care professionals, conduct basic research in fundamental processes of life, and vigorously Section I Mission Statement 1

5 advance research on the mechanisms, detection and treatment of a spectrum of human diseases. The university champions fitness, disease prevention, and policy research to advance health, quality of life, and longevity of our own community, the nation, and the globe. We stimulate economic growth and development in Michigan and beyond. The university engages in productive partnerships among academe, industry, and government to sustain and grow a vigorous and dynamic economy. University students, faculty, and staff embody and advance innovative attitudes and entrepreneurial spirit. We strive to be an exemplary employer and a positive influence in our community. We provide an environment where all employees have opportunities to develop their potential, and where there is a shared passion for excellence and a commitment to respect for one another. We dedicate ourselves to ethical and responsible stewardship of financial, physical and environmental resources. We look for tools and strategies to create and enhance sustainable practices in all facets of operations and seek to lead in the global quest for a sustainable future. We gladly accept the challenges and opportunities confronting us and understand that the University of Michigan must change, adapt and grow to meet the needs of a rapidly evolving society. We will always focus on the horizon. Section I Mission Statement 2

6 Section II Instructional Programming

7 INSTRUCTIONAL PROGRAMMING The following are descriptions of the academic programs within the University of Michigan s various schools and colleges as well as descriptions of activities that will lead to facility impacts in the next five years: A. Alfred Taubman College of Architecture and Urban Planning Michigan offered its first courses in architecture in The program became a department in 1913, and by 1931, the College of Architecture was established as a separate entity. During the 1940s, the college was one of the few schools in the country to consider research a necessary part of architectural education, and in 1946 it became the first to introduce a graduate program in urban planning. The college offers master s, bachelor s and doctoral degrees in various fields, including architecture, urban planning, and urban design. In 1999, the college was named in honor of A. Alfred Taubman, a longtime donor and adviser to the college. In response to the increase in enrollment and faculty growth, the college is exploring ways to accommodate the need for additional instructional, faculty and support spaces. Penny W. Stamps School of Art and Design Education in the visual arts has been provided since the nineteenth century; the professional Master of Fine Arts degree was first awarded in 1960, and the School of Art was established as a separate unit in In 2012, Penny and E. Roe Stamps made a significant donation to the school, and it was renamed the Penny W. Stamps School of Art and Design in their honor. The school provides a comprehensive range of baccalaureate and graduate degree programs in art and design and interarts performance. A project to repurpose an existing university building (warehouse) for use by the school was recently completed. This renovation enables the school to consolidate the graduate student and faculty studios into one location and vacate offcampus leased space. The consolidation encourages collaboration, increases operating efficiencies, reduces operating expenses and improves the ability of the school to attract prospective graduate students and faculty. Stephen M. Ross School of Business Building on faculty and course offerings that began in the latter part of the nineteenth century, the School was formally established in Today, at all levels of instruction bachelor s, master s, doctoral, and executive education its programs rank in the top five among American institutions. Each year nearly 1,000 new Business School graduates enter careers as business professionals and teacher-scholars, joining the approximately 30,000 that already serve in leadership positions in business, government, and academic institutions throughout the world. Spurred by growth in numbers of students, programs, and research, an academic program master plan was completed to address the long-term facility needs of the Business School. In 2004, the school was renamed the Stephen M. Ross School of Business, and January 2009 marked the long anticipated opening of the new Ross School of Business learning facility, made possible by a significant gift from Stephen M. Ross. This building creates Section II Instructional Programming 1

8 opportunities for new and improved spaces that meet requirements to support the school s needs for state-of-the-art research and instructional activities. School of Dentistry Established in 1875, the School of Dentistry first granted the professional degree, Doctor of Dental Surgery, the following year. A national leader in the training of professional dentists and long active in oral and craniofacial research, the school offers the Doctor of Dental Surgery, master s degrees and graduate clinical programs in the dental specialties and general dentistry. A Ph.D. is offered in oral health sciences and in an interdepartmental program in biomaterials. The School of Dentistry also offers baccalaureate and master s programs in dental hygiene. A conceptual facilities master plan for the school has been completed and will guide plans for future renovations and expansions that are needed to support the school s academic and research missions. School of Education The School of Education was founded in 1921; forty-two years after the university established the first chair in any United States collegiate institution devoted to the Science and Art of Teaching. The school prepares students for professional careers in teaching and administration, and offers advanced training for researchers and practitioners at all levels of education. Teacher diplomas were first offered in 1874; the first master s degree in education was conferred in 1891, the first Ph.D. in 1902, and the first Ed.D. in The school has made modest renovations in its building including remodeling a large auditorium, and construction of the Brandon Professional Resource Center and Archive, completed in Made possible by a generous gift from Jan and David Brandon, this space houses digital records of professional practice and other important resources for professional study and use and offers areas for study and collaboration space. A comprehensive conceptual facilities master plan for the school is underway and will guide plans for future renovations and expansions that are needed to support the school s academic and research missions. College of Engineering Instruction in engineering began with a class in civil engineering in The College of Engineering was established four decades later, in 1895, and has been a historical leader in establishing new departments in emerging fields, including metallurgy, naval architecture, chemical engineering, aeronautical engineering, nuclear engineering, electrical engineering, computer science and engineering, and biomedical engineering. Today the College of Engineering is a national and international institution with more than 70,000 alumni practicing in every corner of the globe. A 62,500 square foot addition to the G. G. Brown Memorial Laboratories to house the Center for Excellence in Nano Mechanical Science and Engineering is under construction. The existing G. G. Brown Memorial Laboratories will also receive a complete renovation to accommodate the growing needs of the Department of Mechanical Engineering. Design for this renovation is underway as a result of the State Legislature s action in response to the Capital Outlay request for FY11 (HB-5858). The project will renovate the entire building, creating state-of-the-art academic and instructional spaces and upgrade much of the building s mechanical systems and the building s life safety systems. An addition and Section II Instructional Programming 2

9 renovation of the Michigan Memorial Phoenix Laboratory is currently underway and is expected to be completed in The project will replace building systems that have reached the end of their useful life and create state-of-the-art laboratory spaces for energy-related research. School of Information A formal program began in 1926, when the Department of Library Science was created within the College of Literature, Science, and the Arts. In 1948, offerings became entirely graduate level and a doctoral program was inaugurated. Establishment of an independent school, committed to the interdisciplinary study of information and library principles, came in In response to the rapid change brought on by present technology, the school broadened significantly in the 1990s. It now pursues a highly interdisciplinary approach to educate professionals who will serve as leaders in the information professions. Recognizing this broader mission, the school was renamed the School of Information in In 2010, the school relocated most of its functions to part of the new North Quadrangle Residential and Academic Complex. A new undergraduate degree program leading to a Bachelor of Arts or a Bachelor of Science in information will be offered by the school, with applications starting in With an expected growth in faculty and enrollment, the School of Information is exploring their long-term facility needs. School of Kinesiology Kinesiology has been part of the University of Michigan curriculum since the turn of the twentieth century. In 1984, the program joined the ranks of the schools and colleges as a division and was formally designated the School of Kinesiology in Programs in movement science, sports management and communication, physical education, and athletic training prepare students for careers ranging from physical therapy and cardiac rehabilitation to athletic administration and sports law. Master s and doctoral students often continue their careers in higher education or research. In 2008, a State Capital Outlay project for the renovation and upgrade of Observatory Lodge (now called Kinesiology Building) was completed which provided classrooms, office and research space. The project also addressed deferred maintenance items and existing code and accessibility requirements. The school is exploring its long-term facility needs in response to significant growth in enrollment, faculty hires, and research. Law School Founded in 1859, the Law School awarded its first Bachelor of Law degrees in In 1870, Michigan became our nation s second university to confer a law degree on an African American candidate, and in 1871, the first university in the United States to award a law degree to a woman. A nationally ranked law school from its earliest years, the school s graduates work in every state of the Union and in more than seventy-five countries, in business, as practitioners and professors, as legislators and members of Congress, and as distinguished civil servants and members of the judiciary. The Law School recently completed the new Aikens Commons addition to Hutchins Hall, as well as a new academic building, named South Hall, which was the first expansion of the school s buildings since The Aikens Commons provides needed student study, Section II Instructional Programming 3

10 interaction, and support spaces. South Hall, which opened in early 2012, houses classrooms, multi-purpose spaces, clinic work spaces, and offices for Law School faculty and administrators. College of Literature, Science, and the Arts The College of Literature, Science, and the Arts (LS&A), founded in 1841, was the first duly constituted college of the University of Michigan. Today, with more than 17,000 undergraduate and 2,000 graduate students, LS&A is the largest of the university s schools and colleges, and it is still the heart of the campus. Distinguished in the humanities since its earliest years, the college became preeminent in the natural sciences during the early twentieth century and went on to become a world leader in social science research. The college has always been dedicated to providing a richly diverse liberal arts education that prepares students to lead fulfilling lives as responsible citizens within a wide range of professional careers. The college is currently evaluating its long-term facility needs for programs located within Central Campus facilities through a comprehensive Central Campus academic master plan. This study will impact most of the major facilities that serve the college. As part of the university s Residential Life Initiative, the university is in the process of renovating the East Quadrangle residence hall, which is a living- learning community that houses the LS&A Residential College and Michigan Community Scholars Program. The project will renovate the administrative and instructional spaces of the Residential College to current academic standards. The Residential College will move back into East Quadrangle in July LS&A is also exploring ways to provide a modern workplace environment that supports collaboration on both the academic and administrative fronts. The college is closely studying ways to co-locate multiple small academic units with thematic linkages to improve operational efficiencies and promote program synergies. LS&A s most urgent needs are developing laboratory research and teaching space for collaborative partnerships between the Department of Ecological and Evolutionary Biology, the Department of Molecular, Cellular and Developmental Biology and other university-wide research activities in biodiversity sciences, in cellular and molecular biology, and in neurosciences, and providing updated collections and research spaces for their worldclass collections in zoology, paleontology and anthropology. Medical School Since opening its doors in 1850, the Medical School has been a leader in medical education, patient care, and biomedical research. In addition to its professional Doctor of Medicine program, the Medical School offers master s and doctoral degrees in the basic medical sciences. The school established the nation s first university-owned and operated teaching hospital and created the first departments of pharmacology and human genetics in the United States. The Medical School was among the first major American medical schools to graduate women and African Americans; today there are more practicing M.D.s from the University of Michigan than from any other medical school in the United States. The Medical School continues to renovate and modernize instructional and research facilities as priorities dictate and funds allow. The North Campus Research Complex provides the Medical School as well as the Health System opportunities to expand translational research programs such as Emergency Medicine, Section II Instructional Programming 4

11 and provides space for future development that would be based on university and Health System strategic facilities master planning efforts. A renovation to the Taubman Health Sciences Library is currently in design, with construction expected to begin in late The renovation will allow the space to be more effectively used for health sciences education. School of Music, Theatre and Dance The first professor of music was appointed in One of the oldest and largest schools of music in the United States, the School of Music, Theatre and Dance ranks among the top conservatories and schools of music in the country. Degrees are offered at the bachelor s, master s, and doctoral levels in nearly all fields of music, dance, and theater. The school s mission is to keep an exuberant and undiluted love of the arts as a vivid motivation among all who are associated with it while striving to prepare specialists who are knowledgeable and well-rounded musicians, dancers, and theater artists. Currently, School of Music, Theatre and Dance programs are divided between North and Central Campuses. A conceptual facilities master plan for the school s music programs is underway and will guide plans for future renovations and expansions that are needed to support the school s academic mission. School of Natural Resources and Environment The School of Natural Resources and Environment has been a pioneer in developing a scientific understanding of ecosystems, including their conservation, management, and restoration. The school trains leaders, assists in policy-making, and teaches the skills necessary to manage and conserve the earth s resources on a sustainable basis. Faculty and students are committed to five critical areas of study and action: conservation of biological diversity and ecosystem management and restoration; risk perception, assessment, management, and communication; environmental equity and urban environments; corporate environmental management; and global environmental change. The first program of its kind in the nation, founded in the late 1880s, the School of Natural Resources and Environment awards Master of Science, Master of Landscape Architecture, and Doctor of Philosophy degrees. The school s home is in the Samuel Trask Dana Building, which underwent a series of renovations and remains one of the greenest academic buildings not only on U-M s campus, but in the State of Michigan. School of Nursing The School of Nursing has held an unsurpassed reputation of excellence for more than one hundred years. It has been a national leader in the advancement of nursing knowledge and the promotion of new trends in health care. The school s baccalaureate programs include a four-year B.S.N. Program, a Second Career B.S.N. Program, and an R.N.-B.S.N. Completion Program. At the master s level, the School of Nursing, through the university s Rackham School of Graduate Studies, offers advanced study in clinical specialist, nurse practitioner, and management roles. The school s Ph.D. and Postdoctoral Programs prepare nurse scientists to develop the knowledge necessary to support and advance nursing practice, and to teach the next generations of B.S.N.s. The School of Nursing is currently one of the university s highest capital project priorities. A new state-of-the-art building is currently in design with an expected Section II Instructional Programming 5

12 completion date in The new building will allow the school to fulfill its commitment to delivering exceptional education to students, preparing a skilled workforce of nursing scientists, educators and advanced practice nursing professionals that can help meet the public health needs of the world. College of Pharmacy Established as a department in 1868, Pharmacy became a college in 1876, the first at any university in the United States. Today, the College of Pharmacy has an average annual enrollment of 300 Doctor of Pharmacy and seventy graduate students, and is consistently ranked among the top pharmacy schools in the nation. The college offers a Baccalaureate degree in Pharmaceutical Sciences; a Master of Engineering Pharmaceutical Engineering; Ph.D. programs in Medicinal Chemistry, Pharmaceutical Sciences, and Social and Administrative Sciences; and a Doctor of Pharmacy degree in Pharmaceutical Sciences. Major areas of research include the biological, chemical, clinical, and social aspects of drugs and therapeutic agents. The college has indicated a need for additional space to meet anticipated growth in faculty and research and to improve the student experience. School of Public Health The university s first professor of hygiene was appointed in 1887, the first degree in hygiene was granted in 1897, and the School of Public Health became an independent unit in The school offers a master s and doctoral degrees in fields such as biostatistics, environmental health sciences, epidemiology, health behavior and health education, and health management and policy. Major facility improvement projects have been completed in response to the rapid growth in research activity in public health over the past ten years with a major addition to the School s original building in A major renovation of the existing Henry F. Vaughan Building was completed in 2007 to expand the facilities to meet the current programmatic needs of the school. The final phase of the renovation included infrastructure updates. Gerald R. Ford School of Public Policy The School of Public Policy prepares graduates for distinguished careers in policy analysis and management and promotes improved public policy through research. Its curriculum combines rigorous grounding in contemporary social science, opportunities to develop expertise in a variety of policy domains, and practical experience. Graduates work in government and the private and nonprofit sectors, using their knowledge, judgment, and new ideas to solve social problems, both domestic and international. Traditionally a graduate and professional school, the Ford School of Public Policy launched a highly successful undergraduate degree program in the fall of The school traces its history to the founding of the Institute of Public Administration in 1914, the first university program in the United States to provide a systematic course of study in municipal administration. The regents approved the naming of the school in honor of Gerald R. Ford, the 38 th President of the United States and an alumnus of the University of Michigan, in November 1999, and the official dedication and naming took place September 12, The Joan and Sanford Weill Hall, dedicated to the Ford School, Section II Instructional Programming 6

13 was completed in 2006 and consolidated most of the school s programs to a single location. Horace H. Rackham School of Graduate Studies The Horace H. Rackham School of Graduate Studies oversees and coordinates graduate education, bringing together graduate students and faculty from across the institution to experience and take full advantage of the university as a scholarly community. The university awarded its first Master of Arts degree in 1849, first Master of Science degree in 1859, and first Doctor of Philosophy degree in Organized as a department in 1892, the Graduate School became an autonomous unit in In 1935, a generous gift from the Horace H. and Mary A. Rackham Fund included the site and construction of the Rackham Building for graduate studies and a substantial endowment for carrying on graduate work and research. In 2003, a major renovation of the Rackham Building was completed. School of Social Work The program in Social Work began in 1921, and was granted the status of a school in At the master s level, the School of Social Work prepares professional practitioners to work with individuals, children and their families, organizations, and communities in such fields as substance abuse, aging, mental health, education, child and public welfare, and public policy. The Joint Doctoral Program in Social Work and Social Science is one-of-a-kind and prepares students for academic careers. Graduates of both programs are found in leadership positions around the world. The School of Social Work consistently ranks as one of the best in the nation. The school has recently completed a renovation of the lower level of the School of Social Work Building, which repurposed space previously housing a small library into areas that enable students to practice and observe clinical approaches, accommodate expanded continuing education programs, and provide higher quality space for student interaction. Section II Instructional Programming 7

14 THE ROLE OF THE UNIVERSITY OF MICHIGAN (ANN ARBOR) AMONG INSTITUTIONS IN THE STATE The University of Michigan is one of a small number of public universities consistently ranked among the top universities in the nation by various measures of quality, both in general academic terms and in terms of strength of offerings in specific professional subjects and other academic disciplines. In common with these peers, the University of Michigan is a large complex university, offering a wide range of degree programs at the undergraduate and graduate levels and contributing to the State and the Nation through related research and service programs. Historical Development Distinguished universities become so only over a long period of time. The University of Michigan, organized in Detroit by the Territory of Michigan in 1817 and moved to Ann Arbor in 1837 when Michigan became a state, is the prototype of the constitutionally autonomous state university and the first of all state institutions to achieve national distinction. Present Programs and Degree Production The University of Michigan today offers instruction in a wide range of academic disciplines at the baccalaureate, master s, and doctoral level. In , the university awarded 6,490 bachelor s degrees, 4,951 master s, intermediate professional, and doctorate degrees, and 709 graduate-professional degrees. From 1845 through the present, the university has conferred almost 750,000 degrees. The cumulative economic, cultural and intellectual contribution of these graduates to the State is beyond calculation. The various degree programs, undergraduate, graduate, and professional, are offered within the framework of over 120 departmental units in 19 schools, colleges, and divisions, along with U-M-Flint and U-M-Dearborn. The scope of the university today makes feasible many activities that are possible only given the critical mass of a large scholarly community. In addition, specialized professional schools in Ann Arbor constitute a critical mass in their own right, offering their students and faculty advantages of access to the entire scholarly community. All faculty and students benefit from the availability of major university resources, such as networked computing facilities and a nationally recognized library. Broad-scale scholarly research is possible, because of the continuing support of scholarship provided both from within and from outside of the university. Interdisciplinary studies are encouraged within such broad areas as the social sciences, the natural sciences, the humanities, and the biological and health sciences. New fields of study often cross the boundaries of many of these traditional divisions of learning. Regroupings of existing courses and faculty often occur as new areas of study emerge. For example, teaching and research programs have developed in such new combinations of existing strengths as macromolecular science and engineering, applied and interdisciplinary mathematics, the program in biomedical sciences, and the program in manufacturing. The ability of Section II Instructional Programming 8

15 the university to respond to changing areas of scholarship is further aided by the presence of various research institutes that coordinate multidisciplinary efforts. Such institutes, staffed by faculty with joint teaching appointments, help to ensure that the results of current research are quickly assimilated into the body of knowledge taught at the university. In this connection, let it be noted that this document is largely concerned with the Ann Arbor campus of the university. The campuses at Dearborn and Flint, while integral parts of the University of Michigan, are developing their own unique roles and missions. The size and location give them a role that is different from the Ann Arbor campus in many particulars, although they share many of the traditions, resources, values, and principles of the Ann Arbor campus. These emerging roles are described in separate statements. For the remainder of this statement, the Flint and Dearborn campuses will be subsumed under the general description of the University of Michigan. The Major Missions of the University Any discussion of the role of a modern complex university must recognize that such an institution has at least three vital missions. The first of these is to educate students in the light of certain general educational goals. The second is the preservation and refinement of knowledge already acquired, along with the production, dissemination, and utilization of new knowledge. The third role of the modern university is that of helping to define and assist in the solution of the problems of society. The familiar rubrics teaching, research, and service are shorthand for denoting these three major activities that the university performs. A general statement of aims of a university, prepared by the Faculty Senate subcommittee on the Proper Role of the University of Michigan in 1962, is still relevant: This university - almost any university worthy of the name - is dedicated to scholars and scholarship. The university nurtures both. To some degree, of course, future scholars come to us with capacities to function as students that they have already acquired (or perhaps are born with) and at least latent motivations for scholarly tasks. Yet to a considerable extent, scholars are made in the university environment. Thus, one of our major aims is the inspiration and preparation of scholars, of men and women who will respond to our teaching in the wide variety of ways that knowledge enriches the lives of individuals and societies. In relation to knowledge itself, the university strives for its preservation, transmission and extension, and to initiate patterns of its application to individual and social needs. The university also has a goal of contributing to the growth of citizens, especially of future leaders. This responsibility is often overlooked at the university level because it is such a significant part of the aims of primary and secondary education. This aim of fostering citizen education is one stimulus toward keeping higher education broad so that the scholar, no matter how specialized, may still keep perspective on his relation to man and society. A public institution cannot draw sharp boundaries between its Section II Instructional Programming 9

16 students and the rest of the citizens. The university has obligations to make available to the citizens of the state and nation that portion of its specialized knowledge that provides the necessary background for social decision, since it receives funds from both state and federal sources. Some of the university s functions parallel those of other institutions within the State. For example, a degree in liberal arts can be earned at any of the baccalaureate-level institutions, as well as at all of the major universities of the State. On the other hand, a large number of the university s activities are so specialized in nature that they are carried by few or no other institutions in the State, nation or the world. Often these are the activities associated with the University of Michigan s special national or international prominence, even though they form only a small part of the total university mission. Even where university programs do appear to duplicate those at other State institutions, there are often substantial differences. Many of the other programs of the university have mutual relationships and dependencies so that the distinctive functions of those programs within the university are difficult to compare with those at other institutions. Moreover, the presence of a great library, of art and science museums, of the many distinguished visitors to campus, of important musical and theatrical opportunities and many other features of the intellectual life of the university add qualitative dimensions to most of its programs. Such added dimensions make the comparability of our programs to programs offered elsewhere difficult to assess. In order to fulfill its total educational, research, and service responsibilities to the State, the University of Michigan should continue to offer a full range of programs from the baccalaureate through the post-doctoral levels. As in the past, students from Michigan should continue to be the principal beneficiaries of these programs, although a student body of heterogeneous background should also be maintained. The university has long maintained high standards of admission to its programs, and students of the highest academic qualifications will continue to make up the student body of the university. In addition, the university has recognized its responsibility to the able but educationally disadvantaged student and will continue to make every effort to assist such students in realizing their potential. The relative sizes of the various programs at the different levels will be carefully monitored and managed in order to maintain the highest quality of operation consistent with available faculty, physical facilities, and the total level of financial support available. The Teaching Mission The university faculty hold a number of general goals for the education of their students. Most of these goals apply at both the undergraduate and graduate level, in the liberal arts and in specialized professional training. At some levels of training, certain of these goals are emphasized, while at other educational levels still other goals are paramount. A faculty report on educational goals suggests that among its responsibilities the university has the obligation to prepare students who: Section II Instructional Programming 10

17 have a mastery of a particular discipline have an acquaintance with their society s past have the training required to assume productive roles in society have an awareness of the need for self-criticism feel a responsibility toward the knowledge they have acquired are prepared to question the uses to which their skills are being put recognize their responsibilities to society and their fellow man will preserve and enhance the legacy of the past will continue to develop intellectually respect and value intellectual rigor and intellectual freedom. Each instructional program at the university plays a part in meeting these goals, and the achievement of these goals for its students is thus a major role of the university. In the fall of 2012, 43,426 students were enrolled in credit bearing courses at the University of Michigan Ann Arbor. This total was composed of 27,979 undergraduates, and 15,447 graduate and professional students. Undergraduate Programs The undergraduate enrollment at the university is divided among a number of schools, colleges and divisions. Some, like the College of Literature, Science, and Arts, the College of Engineering, and the School of Music, Theatre and Dance, offer full four-year undergraduate programs. Others, like the Taubman College of Architecture and Urban Planning, conduct undergraduate major programs for junior and senior students whose first two years were spent in liberal arts preparation. Even in those undergraduate schools such as Engineering that conduct four-year programs distinct from the College of Literature, Science, and the Arts, a substantial proportion of undergraduate instruction consists of liberal arts subjects. At the undergraduate level, the first responsibility of the university is to continue to serve a large number of highly qualified students. These students will be predominantly Michigan residents, whose high academic potential make possible a first-quality undergraduate program with minimal attrition. In addition, the university will continue to work toward its goal of extending educational opportunities to a significant number of promising, though disadvantaged, students. The largest proportion of undergraduate instruction will continue to be offered by the College of Literature, Science and the Arts. The College of LS&A will also continue to offer a considerable portion of its instruction in pre-professional areas, such as law, dentistry, and medicine, as well as in the large numbers of courses required of students in other undergraduate units such as Education, Business, Engineering, Nursing, and Music. As a state institution, the University of Michigan can perform an important service to the citizens of this State by continuing to offer a full range of undergraduate programs of high quality, both on campus and off-campus. Finally, in practical terms, the most efficient university operation is one that maintains a carefully constructed balance, suited to its own financial structure, among students at all levels. Section II Instructional Programming 11

18 Graduate and Professional Programs The University of Michigan prepares highly qualified students for leadership positions in governments, hospitals, courts, colleges, laboratories -- literally, for almost all work endeavors. Such advanced and professional instruction differs from undergraduate instruction in its concentrated nature and in the close faculty-student relationship and individualization of program that is required. Such activity, of which advanced research is an integral part, has state, national, and international importance. In the graduate and professional schools, the University of Michigan should continue its traditional roles not only of supplying physicians, dentists, lawyers, teachers, and other professionals needed within the State, but also providing training for national and international leadership by keeping these units among the very best of their kind in the United States. Numerous studies show that, although the entire nation benefits economically from the graduate and professional training offered by the nation s leading universities, the most immediate beneficiaries are residents of the state in which the university is located. The presence within this state of leading universities insures Michigan residents exceptional education opportunities at all levels and in a wide spectrum of academic fields. The Acquisition and Dissemination of Knowledge A true university is characterized by its constant attention to the production, dissemination, systemization, and preservation of knowledge. This concern with knowledge goes on in all areas and at all levels. It ranges from studies of the virus to the motions of galaxies and from the most immediate practical applications to highly abstract theories. In its concern with knowledge, the university follows certain general principles. Some of these are summarized in the faculty committee report cited below: The university, in its commitment to knowledge, must be: society s organ of memory a source of new knowledge and new techniques for its application constantly re-interpreting the lessons and the facts of the past responsible for transmitting knowledge to all its constituents prepared to develop principles concerning the use of knowledge vigorous in its defense of all those who seek knowledge under its auspices alert to its own biases and limitations supportive of individuals and institutions that share its commitments. As a community of scholars, the university holds that knowledge is important in its own right and that the production of knowledge needs no further justification. Equally, from the point of view of society at large, there must be a place where new ideas are being tested and new experiments tried, while prior knowledge is sifted and its meanings explored. If the university did not exist to play this role, it would very likely have to be invented anew. Section II Instructional Programming 12

19 In addition, if education is to be a living thing, it must be based on a lively body of knowledge. The university views its role not as a dispenser of facts to an audience of students, but rather as a force which leads students to ask new questions and search for their own answers. This attitude can be communicated to the students only by a faculty who are themselves asking new questions and trying to discover new answers. This is especially true at the graduate and professional level where the connection between the search for new knowledge and advanced training is very close. The intimate connection between research activity and advanced training is one of the reasons that the university s goal is to be the outstanding state university in terms of national prestige and the formal ranking of its graduate programs. Only by so doing can Michigan retain comparable rankings in its research productivity and the research support that it attracts to the university. Such support affects both research and business oriented industries that the university attracts to the State, and the rate of flow of new and beneficial knowledge and techniques. The benefits to the people of Michigan of the national and international role of the university take several forms. The most tangible are the economic benefits that accrue as the university s research and educational activities continue to enhance the State s industrial and commercial position in the nation. These benefits to the State are very substantial. The proper role for the University of Michigan is to continue to serve this function, and indeed, to enhance this role vis-a-vis the State. The Service Functions Historically, the American university has long been concerned with the problems of the society it serves and has acted as a positive force in the attempted solution of those problems. This has been true from the concern with better medical treatment and improved industrial technology in the very early days of the university, and extends to the present deep concerns with overpopulation, urban blight, and environmental pollution. Here, too, the faculty of the university subscribes to certain general principles. The faculty report cited lists some of those principles: In its efforts to serve society, the university will: prepare persons who will fill society s need for trained professionals extend educational opportunities beyond the campus provide service through its professional schools, especially medicine, dentistry, etc. work for constant improvement in the whole educational system of the State provide (for) a broad range of service functions, from law to public health cooperate with other institutions of higher learning in the State to insure the maximum utilization of resources work unremittingly to insure the relevance of the information it imparts and its most beneficial application respond to the needs of a dynamic society. Section II Instructional Programming 13

20 As a multipurpose state institution, the University of Michigan has an important obligation to provide programs of public service for the citizens of Michigan. For example, hundreds of practicing physicians and lawyers in the state participate in continuing educational programs of the University of Michigan. So do literally thousands of practicing engineers, business leaders, public administrators, teachers, and other professionals of diverse specialties. Our ability to sustain and improve life in this turbulent, changing society requires that newly discovered knowledge and improved technologies must be evaluated and used at the earliest opportunity. The University of Michigan proposes to sustain and expand these continuing educational programs, with particular emphasis on those related to its programs of advanced, graduate-professional studies. As a multipurpose state institution, the University of Michigan also has an important role in supporting the State s economy. The university is focusing significant efforts on growing its portfolio of work in the economic development and technology transfer arena. The university s North Campus Research Complex (NCRC) is one example of the university s commitment to contributing to the regional economy by bringing together researchers and partners from different disciplines and industries. The NCRC houses the university s Office of Technology Transfer and the Business Engagement Center, which act as a front door to the university s vast resources in technology, research, faculty expertise, and student talent all tools that can support both new and established businesses. In January 2011, the university officially opened the Venture Accelerator at NCRC to provide space and resources to start-up companies emerging from new ventures at the Office of Technology Transfer. As of September 2012, the NCRC houses 22 external organizations with a total of 173 workers. The university s commitment to the State s economy continues with the efforts of the University Research Corridor (URC), the university s collaboration with Michigan State University and Wayne State University that is focused on stimulating economic development in the State and region by leveraging the collective research assets of the institutions. Conclusion In their wisdom, the people of Michigan in each successive generation have gathered to themselves persons of every sex, race, nationality, and religious faith to prepare adults, young and old, for leadership in the central tasks of society. Through teaching, research, and service, members of the scholarly community discover and communicate the knowledge and skills that will nurture the lives and well-being of this and future generations. To these ends, the role of the University of Michigan is to continue to function as a large complex university of high quality, offering a wide and flexible range of degree programs at both undergraduate and graduate levels. Original, April Abridged and Revised, October Updated, October 2004; October 2005; October 2006; October 2008; October 2009; September 2010; October 2011; October Section II Instructional Programming 14

21 Other Initiatives and U-M s Role in Leadership and Economic Development The University of Michigan s academic and research missions do not limit activities to just the classroom or research lab. The university is committed to supporting students and faculty well beyond the traditional walls of studies and research by creating an environment and providing resources to the university community to find real world applications for their research and ideas. Several endeavors are underway that not only impact current and future facilities usage, but also have the potential to spur economic development in Michigan and beyond. Third Century Initiative As the university is approaching the 200 year anniversary of its founding, the university is launching its Third Century Initiative. This goal of this Initiative is to use $50 million in existing funds during the next five years to develop innovative, multidisciplinary teaching and scholarship approaches to such topics as climate change, poverty and malnutrition, energy storage, affordable health care and social justice challenges. The initiative will encompass teaching, research and service efforts with the goal of engaging students and faculty in developing programs that will intensify students' immersive experiences in and beyond the classroom. Emphasis will be on international experiences, undergraduate research, service learning, entrepreneurial activities and innovative courses that encourage the role of creativity in critical thinking. MCubed Research Funding Model Part of the Third Century Initiative is the M-Cubed project, a first-of-its-kind, real-time research funding initiative at the university that puts $15 million into the hands of professors to jumpstart new projects they believe in. To qualify, three researchers from different disciplines must come up with an idea and agree to work together. A modern alternative to the traditional government grant review process, the new MCubed program puts university professors in charge of divvying research dollars in a pure form of peer review. MCubed is designed to encourage bold research at the interfaces of academic fields, where big breakthroughs tend to happen, according to the designers of the grassroots program. Michigan Investment in New Technology Startups (MINTS) The Michigan Investment in New Technology Startups (MINTS) initiative is a program that allows the university to invest up to $25 million during the next decade in select venture-funded university startups -- new companies built around inventions born in faculty members' labs. Eligible startups primarily are those that have licensed technologies that originated in faculty labs. Under MINTS, the university reaps the benefits of its initial investment when a company either is acquired or goes public. This investment is not a new expense for the university. The university is diversifying its assets money that is continually invested and investing directly in technologies and ideas developed by U-M researchers. Section II Instructional Programming 15